探索学生在跨学科临床沉浸课程的经验,在退伍军人和服务成员医疗保健机构的需求识别
Sarah Scheerer1, Chloe Tenembaum1, Aliza M Lee2
1Biomedical Engineering and Mechanics, Virginia Tech, Blacksburg, VA 24060 USA.
Biomedical engineering education
|February 9, 2026
概括
临床沉浸课程中的生物医学工程学生提高了解决问题的能力和团队合作能力. 在退伍军人医疗机构的这些经验增强了他们识别需求和有效合作的能力.
科学领域:
- 生物医学工程教育教育 生物医学工程教育
- 医疗保健创新 医疗保健创新
- 跨学科学习跨学科学习
背景情况:
- 生物医学工程 (BME) 临床沉浸课程正在扩大,为教育工作者提供分享实施见解的机会.
- 关于BME临床沉浸的现有研究强调需要更深入地了解它们对学生学习的影响.
研究的目的:
- 描述BME课程的设计,实施和评估,包括临床沉浸.
- 专注于服务成员和退伍军人医疗环境,以解决了解计划影响的发现差距.
主要方法:
- 在三个队伍中评估了学生在本科BME选修课"医疗保健需求识别"的经验.
- 分析了从老兵和服务成员医疗保健机构的跨学科团队沉浸的数据.
- 评估计划结构,包括合作伙伴合作,基于团队的需求发现和设计,以及沉浸评估.
主要成果:
- 学生非常重视临床沉浸体验.
- 参与者表现出更好的解决问题,医疗保健需求识别,与患者/提供者沟通,以及跨学科的团队合作.
- 工程师和设计师在互补角色中的有效性得到了认可.
结论:
- 结构化的临床沉浸体验促进学生的学习和专业发展.
- 整合跨学科团队和特定的医疗保健环境可以提高教育成果.
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