Kotche, M. (2016, June), Clinical Immersion Internship Introduces Students to Needs Assessment   Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26503

\bibitem{asee_peer_26503}
  Kotche, M. (2016, June), \emph{Clinical Immersion Internship Introduces Students to Needs Assessment }
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26503

Miiri Kotche.  "Clinical Immersion Internship Introduces Students to Needs Assessment ".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26503 Internet.  09 Mar, 2025

\bibitem{asee_peer_26503}
  Miiri Kotche.
  "Clinical Immersion Internship Introduces Students to Needs Assessment ".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26503 Internet.  09 Mar, 2025

@INPROCEEDINGS{asee_peer_26503
author = "Miiri Kotche"
title = "Clinical Immersion Internship Introduces Students to Needs Assessment "
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26503}
number = {10.18260/p.26503}
}

TY  - CPAPER
AB  - A summer Bioengineering Clinical Immersion experience for rising seniors who are enrolled in a two-semester capstone design sequence is offered to provide exposure to the clinical environment, including process flow, workarounds, and a first-hand understanding of where and how medical devices are used.  The primary learning objective is to formalize a methodical approach to needs assessment based on user-centered design. This six-week internship connects 30 hours in a hospital department under a clinical mentor with weekly workshop instruction on user-centered design, including empathy, contextual inquiry and stakeholder interviewing, analysis and synthesis of research, and prioritization of user needs.  Students rotate in pairs for two separate three-week long clinical experiences in either Anesthesia, Gasteroenterology, Hematology and Radiation Oncology, Ophthalmology, Orthopedics, Pulmonary Critical Care, Radiology, or Urology. At the end of each rotation, teams present problem statements based on insights from their primary research and potential design projects to address the identified needs.  Participants maintain a blog to capture and reflect on their observations, which also allows them to share their experience with the other students.  Upon completion of the Bioengineering Clinical Immersion program, students are well prepared for the senior design capstone course that emphasizes development of medical devices conceived from validated end-user needs.  This paper also discusses implementation challenges and program modifications, including having medical students team with bioengineering students. 

AU  - Miiri Kotche
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Clinical Immersion Internship Introduces Students to Needs Assessment 
UR  - https://peer.asee.org/26503
DO  - 10.18260/p.26503
ER  -