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Developing a Round-Robin Module For The Integration Of Consensus Standards In a BME Course Using a Custom Tensile

Chara Nunnally1, Adrian P Defante2, Michael G Browne1

  • 1Richard and Loan Hill Department of Biomedical Engineering, University of Illinois Chicago, Chicago, IL USA.

Biomedical Engineering Education
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Summary
This summary is machine-generated.

Biomedical engineering students improved their ability to interpret and apply consensus standards using a novel round-robin testing module. This hands-on approach enhanced their understanding of standards development and testing variability for industry readiness.

Keywords:
Biomedical engineeringCurriculumEngineering educationMaterial testingRound-Robin testingTensile testing

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Area of Science:

  • Biomedical Engineering Education
  • Medical Device Development
  • Standards Compliance

Background:

  • Proficiency in consensus standards is critical for biomedical engineers in medical device development.
  • Existing curricula may not adequately prepare students for the practical application and revision of standards.
  • Understanding testing variability and protocol limitations is essential for regulatory compliance.

Purpose of the Study:

  • To develop and implement a novel, standards-based learning module for biomedical engineering students.
  • To enhance students' ability to interpret, apply, and revise consensus standards.
  • To introduce students to the challenges of testing variability and protocol development through hands-on experience.

Main Methods:

  • A hands-on module was integrated into an upper-level biomedical engineering course.
  • Students used a custom tensile testing device and a mock standard for round-robin testing.
  • Deliberate adulterations were introduced to simulate real-world testing challenges.

Main Results:

  • Students demonstrated reliable application and revision of the mock standard (LO2, LO3).
  • Post-module surveys indicated increased student confidence in applying standards and identifying protocol limitations.
  • While students showed some difficulty defining round-robin testing (LO1), overall confidence in industry preparedness improved.

Conclusions:

  • The standards-based module effectively engaged students in higher-order problem-solving related to standards implementation.
  • The curriculum enhanced understanding of testing variability and collaborative verification processes.
  • This model can be expanded to other engineering disciplines to improve workforce preparedness in quality engineering and R&D.