Freudzon, S. (2022, April), Active and Project-Based Learning in Medical Device Design  Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts. 10.18260/1-2--42154

\bibitem{asee_peer_42154}
  Freudzon, S. (2022, April), \emph{Active and Project-Based Learning in Medical Device Design}
  Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts.
  10.18260/1-2--42154

Susan Freudzon.  "Active and Project-Based Learning in Medical Device Design".  ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts, 2022, April.  ASEE Conferences, 2022.  https://peer.asee.org/42154 Internet.  26 May, 2024

\bibitem{asee_peer_42154}
  Susan Freudzon.
  "Active and Project-Based Learning in Medical Device Design".
  \emph{ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts, 2022, April}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42154 Internet.  26 May, 2024

@INPROCEEDINGS{asee_peer_42154
author = "Susan Freudzon"
title = "Active and Project-Based Learning in Medical Device Design"
booktitle = "ASEE-NE 2022"
year = "2022"
month = "April"
address = "Wentworth Institute of Technology, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42154}
number = {10.18260/1-2--42154}
}

TY  - CPAPER
AB  - The field of Biomedical Engineering has grown rapidly in recent years.
The Bureau of Labor Statistics states that there were approximately
19,300 jobs in Biomedical Engineering in 2020 and that employment of
Biomedical Engineers is expected to grow by approximately 6% over the
next 10 years [1]. Many students in Biomedical, Mechanical, and
Electrical Engineering pursue careers in the medical device industry
after graduation. To properly prepare engineering students for careers
in the medical device industry, students must complete multiple
hands-on design projects and receive training on unique aspects of the
medical device industry, such as design controls and FDA regulations.

We developed a new one-semester course to give students experience in
designing a medical device, while at the same time following FDA
guidelines for medical device approval. Students first identify an
unmet clinical need by interviewing members who work in health care
fields or by interviewing patients who use a variety of medical
devices. Students also participate in an active-learning curriculum
based on the FDA approval process, computer-aided design, and material
selection for medical devices. By the conclusion of the course,
students are expected to develop a feasible design and in some cases a
prototype. Furthermore, the students' design notebook is transitioned
to a Design History File at the end of the semester.





[1] https://urldefense.com/v3/__https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm__;!!KIFmrYtlezdzESbnm_I!Xs22vyy2cCz-ul-GcJzwrxbKhXG-78fyW1X5JiCTQx9wtisrm9OF4s-s7dGihC2PIxmriQ$
AU  - Susan Freudzon
CY  - Wentworth Institute of Technology, Massachusetts
DA  - 2022/04/22
PB  - ASEE Conferences
TI  - Active and Project-Based Learning in Medical Device Design
UR  - https://peer.asee.org/42154
DO  - 10.18260/1-2--42154
ER  -