Board # 2 :Integrating Medical Economic Perspectives through Information Literacy in a Biomedical Clinical Immersion Design Course (Work in Progress)

Alexander J. Carroll; Andrew J. DiMeo; Hatice O. Ozturk; James McCall

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Biomedical Division Poster Session
Tagged Division: Biomedical
Page Count: 9
DOI: 10.18260/1-2--27803
Permanent URL: https://peer.asee.org/27803
Download Count: 550

Paper Authors

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Alexander J. Carroll North Carolina State University orcid.org/0000-0003-0248-3811

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Alex Carroll is the Research Librarian for Engineering and Biotechnology at the NCSU Libraries, where he works with the College of Textiles and the College of Engineering in areas that intersect with human and animal health. He has an M.S. from the School of Information and Library Science at the University of North Carolina at Chapel Hill, and a B.A. from James Madison University.

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Andrew J. DiMeo Sr. UNC & North Carolina State University

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Andrew started in the NYC Motion Picture Industry before transitioning into his 15+ years in Biomedical Product Development. Today he teaches product innovation in Biomedical Engineering (BME) at UNC & NC State where he is an Associate Professor. Andrew’s courses resulted in multiple startups including Novocor Medical Systems, Augment Medical, Contour Surgical, 410 Medical, and MEDIC. He is founder and former director of the NC Medical Device Organization, which became an NC Biotech Center of Innovation. He was co-founder and VP Business Development for Gilero, an RTP based service company. Andrew worked for Alaris Medical Systems (now BD’s CareFusion) as a design engineer and project manager. He is Business Advisor and Speaker for the Wallace H. Coulter Foundation, Director of Duke NeuroInnovations, and on the planning team for BME IDEA. He holds a BS in Physics, English Literature, and Secondary Education from UNC Charlotte, an MS in BME from UNC Chapel Hill's Medical School, and a Ph.D. from the UNC/NCSU BME Department. Andrew has two children, 15-year-old daughter Virginia Elaine and 13-year-old son Andrew, Jr. His wife, Abigail Kent, is a nurse at the NC State Highway Patrol.

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Hatice O. Ozturk North Carolina State University

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Dr. Hatice Ozturk is a Teaching Associate Professor at North Carolina State University, Departments of Electrical and Computer Engineering and Biomedical Engineering. She is the coordinator of assessment and accreditation in both departments. Her engineering education area of research is development of instructional technologies for successful math to engineering transition. She also collaborates with faculty in Women's and Gender Studies to study the impacts of interventions designed to enrich the experience of women in engineering.

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James McCall North Carolina State University

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James McCall is currently a BME PhD student at North Carolina State University.

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Abstract

The landscape of today’s Biomedical Product Development Industry calls for a diverse set of skills beyond the typical engineering fundamentals. The current Hospital Value-Based Purchasing environment driven by the Department of Health and Human Services Centers for Medicare & Medicaid Services (CMS) measure all new products by their ability to improve clinical outcomes, increase patient satisfaction, and lower the cost of care. Preparing students to become leaders in the Biomedical Engineering (BME) industry therefore must include an understanding of health economics and a broad view of the continuum of care and overall impact of care. The proposed changes to Accreditation Board for Engineering and Technology, Inc.’s (ABET) Criterion 3 signals the changing demands of the modern medical device product development environment. Under the proposed changes, accredited BME programs will be expected to develop diverse teams of engineers that are not only comfortable in the clinical environment, but also “recognize ethical and professional responsibilities in engineering situations” and have the ability to identify “the ongoing need for additional knowledge and locate, evaluate, integrate, and apply this knowledge appropriately.”

For many engineering disciplines, teaching students how to find and use journal articles, patents, and standards ensures that they will have a relatively complete understanding of the professional information environment. However, BME students entering the workforce increasingly need to be well versed in finding and utilizing additional sources of information, such as clinical data and medical bill coding. Recognizing this gap in the curriculum, in the spring of 2016 several instructors from [Institution Redacted]’s Department of Biomedical Engineering began partnering with the [Institution Redacted] Libraries to implement a substantially more rigorous information literacy training program. In this overhauled instructional design, students now receive training during their junior design course on finding: epidemiology data and disease state information; peer-reviewed articles from scholarly journals; patents; and business intelligence information on competitor medical device companies. During their senior design course, students receive training on finding: standards; legal information; FDA regulatory information; and reimbursement and medical billing information. This training is delivered via guest lectures from an engineering librarian, who in addition to explaining how and where to find these types of information also teaches students how to use information ethically. Students receiving this updated information literacy training are required in the documentation that accompanies their design projects to include relevant information from these different data sources, and to synthesize the information they find to justify the potential marketability of their product while considering CMS value-based criteria.

Citation
Format

Carroll, A. J., & DiMeo, A. J., & Ozturk, H. O., & McCall, J. (2017, June), Board # 2 :Integrating Medical Economic Perspectives through Information Literacy in a Biomedical Clinical Immersion Design Course (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27803

TY  - CPAPER
AB  - The landscape of today’s Biomedical Product Development Industry calls for a diverse set of skills beyond the typical engineering fundamentals. The current Hospital Value-Based Purchasing environment driven by the Department of Health and Human Services Centers for Medicare &amp; Medicaid Services (CMS) measure all new products by their ability to improve clinical outcomes, increase patient satisfaction, and lower the cost of care.  Preparing students to become leaders in the Biomedical Engineering (BME) industry therefore must include an understanding of health economics and a broad view of the continuum of care and overall impact of care. The proposed changes to Accreditation Board for Engineering and Technology, Inc.’s (ABET) Criterion 3 signals the changing demands of the modern medical device product development environment. Under the proposed changes, accredited BME programs will be expected to develop diverse teams of engineers that are not only comfortable in the clinical environment, but also “recognize ethical and professional responsibilities in engineering situations” and have the ability to identify “the ongoing need for additional knowledge and locate, evaluate, integrate, and apply this knowledge appropriately.” 

For many engineering disciplines, teaching students how to find and use journal articles, patents, and standards ensures that they will have a relatively complete understanding of the professional information environment.  However, BME students entering the workforce increasingly need to be well versed in finding and utilizing additional sources of information, such as clinical data and medical bill coding.  Recognizing this gap in the curriculum, in the spring of 2016 several instructors from [Institution Redacted]’s Department of Biomedical Engineering began partnering with the [Institution Redacted] Libraries to implement a substantially more rigorous information literacy training program. In this overhauled instructional design, students now receive training during their junior design course on finding: epidemiology data and disease state information; peer-reviewed articles from scholarly journals; patents; and business intelligence information on competitor medical device companies. During their senior design course, students receive training on finding: standards; legal information; FDA regulatory information; and reimbursement and medical billing information. This training is delivered via guest lectures from an engineering librarian, who in addition to explaining how and where to find these types of information also teaches students how to use information ethically. Students receiving this updated information literacy training are required in the documentation that accompanies their design projects to include relevant information from these different data sources, and to synthesize the information they find to justify the potential marketability of their product while considering CMS value-based criteria.
AU  - Alexander J. Carroll
AU  - Andrew J. DiMeo Sr.
AU  - Hatice O. Ozturk
AU  - James McCall
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Board # 2 :Integrating Medical Economic Perspectives through Information Literacy in a Biomedical Clinical Immersion Design Course (Work in Progress)
UR  - https://peer.asee.org/27803
DO  - 10.18260/1-2--27803
ER  -