This study reports our experience of developing a series of biomedical engineering (BME) courses having active and experiential learning components in an interdisciplinary learning environment. In the first course, BME465: biomechanics, students were immersed in a simulation laboratory setting involving mannequins that are currently used for teaching in the School of Nursing. Each team identified possible technological challenges directly related to the biomechanics of the mannequin and presented an improvement overcoming the challenge. This approach of exposing engineering students to a problem in a clinical learning environment enhanced the adaptive and experiential learning capabilities of the course. In the following semester, through BME448: medical devices, engineering students were partnered with nursing students and exposed to simulation scenarios and real-world clinical settings. They were required to identify three unmet needs in the real-world clinical settings and propose a viable engineering solution. This approach helped BME students to understand and employ real-world applications of engineering principles in problem solving while being exposed to an interdisciplinary collaborative environment. A final step was for engineering students to execute their proposed solution from either BME465 or BME448 courses by undertaking it as their capstone senior design project (ENGR401-402). Overall, the inclusion of clinical immersions in interdisciplinary teams in a series of courses not only allowed the integration of active and experiential learning in continuity but also offered engineers more practice of their profession, adaptive expertise, and an understanding of roles and expertise of other professionals involved in enhancement of healthcare and patient safety.
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August 2018
Research-Article
Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments
Anita Singh,
Anita Singh
Biomedical Engineering,
School of Engineering,
Widener University,
Chester, PA 19013
e-mail: asingh2@widener.edu
School of Engineering,
Widener University,
Chester, PA 19013
e-mail: asingh2@widener.edu
Search for other works by this author on:
Dawn Ferry,
Dawn Ferry
School of Nursing,
Widener University,
Chester, PA 19013
Widener University,
Chester, PA 19013
Search for other works by this author on:
Susan Mills
Susan Mills
School of Nursing,
Widener University,
Chester, PA 19013
Widener University,
Chester, PA 19013
Search for other works by this author on:
Anita Singh
Biomedical Engineering,
School of Engineering,
Widener University,
Chester, PA 19013
e-mail: asingh2@widener.edu
School of Engineering,
Widener University,
Chester, PA 19013
e-mail: asingh2@widener.edu
Dawn Ferry
School of Nursing,
Widener University,
Chester, PA 19013
Widener University,
Chester, PA 19013
Susan Mills
School of Nursing,
Widener University,
Chester, PA 19013
Widener University,
Chester, PA 19013
1Corresponding author.
Manuscript received April 4, 2018; final manuscript received May 17, 2018; published online June 7, 2018. Assoc. Editor: Kristen Billiar.
J Biomech Eng. Aug 2018, 140(8): 081009 (8 pages)
Published Online: June 7, 2018
Article history
Received:
April 4, 2018
Revised:
May 17, 2018
Citation
Singh, A., Ferry, D., and Mills, S. (June 7, 2018). "Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments." ASME. J Biomech Eng. August 2018; 140(8): 081009. https://doi.org/10.1115/1.4040359
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