Work in Progress: A Clinical Immersion Program to Train Biomedical Engineers to Identify Unmet Health Needs in Urban Clinics

Sharon Miller; Steven Higbee

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Biomedical Engineering Division Poster Session
Page Count: 6
DOI: 10.18260/1-2--41580
Permanent URL: https://peer.asee.org/41580
Download Count: 270

Request a correction

Paper Authors

biography

Sharon Miller Indiana University - Purdue University Indianapolis

visit author page

Dr. Sharon Miller is a Clinical Associate Professor of Biomedical Engineering (BME) at Indiana University Purdue University Indianapolis (IUPUI). Dr. Miller received a Bachelor of Science degree in Materials Science and Engineering from Purdue University and a Master of Science and PhD in Biomedical Engineering from the University of Michigan. She currently serves the IUPUI BME Department as Associate Chair and Director of the Undergraduate Program helping develop and implement curricular changes to embed engineering design, ethics, and technical communication throughout the BME curriculum. Prior to joining the faculty at IUPUI, Dr. Miller’s P-20 educational efforts included curriculum writing and program development for the John C. Dunham STEM Partnership School and Michael J. Birck Center for Innovation. Since joining IUPUI, Dr. Miller has been awarded internal and external grant funding to realize BME curricular changes and to pursue engineering education research of BME student self-efficacy toward design.

visit author page

biography

Steven Higbee Indiana University - Purdue University Indianapolis

visit author page

Clinical Associate Professor of Biomedical Engineering at Indiana University-Purdue University Indianapolis (IUPUI).

visit author page

Download Paper | Permalink

Abstract

Well-trained biomedical engineers are capable of contributing to both the identification of unmet health care needs and to the development of innovative solutions towards these needs. Biomedical engineering (BME) educators have implemented a variety of clinical immersion programs, among other analogous experiences, to teach students about clinically relevant needs identification and design. These immersive experiences are highly impactful for students, as they provide opportunities to observe the applications of medical devices and technologies, to learn in interdisciplinary settings, and to gain comfort interacting with clinicians. One feature that remains underexplored within these clinical immersion programs is the opportunity for students to observe and reflect upon the socioeconomic factors at play in the delivery of health care, some of which drive large disparities in outcomes and inequities in access to care. Socially conscious biomedical engineers must consider these factors when developing and implementing solutions to health care challenges.

Toward these goals, we established the Indiana Summer Clinical Residency in Innovation for Biomedical Engineers or (IN)SCRIBE Program in summer 2021. The seven-week (IN)SCRIBE Program combines clinical rotations, multi-format instruction, and team-based design activities to build student skills in the identification, refinement, and design toward unmet clinical needs. Further, the program compels students to identify and reflect on socioeconomic factors throughout the needs identification and design processes. Undergraduate BME students of all levels (i.e., rising sophomores, juniors, and seniors) are eligible to be selected to participate in the program as (IN)SCRIBE Scholars.

The program encompasses four phases: 1) Pre-program Training, 2) a one-week Innovation Boot Camp, 3) five weeks of Clinical Immersion Rotations, and 4) one week of Needs Refinement and Design. During the Innovation Boot Camp, participants learn about clinically relevant design from experts in innovation, commercialization, and intellectual property. Further, clinical personnel help prepare the participants for productive clinical observations. Next, during the Clinical Immersion Rotations, each (IN)SCRIBE Scholar spends five distinct, weeklong periods in a variety of clinical and surgical departments. In the last week of the program, during Needs Refinement and Design, teams of 2-3 (IN)SCRIBE Scholars work to develop a single needs statement and a preliminary design solution. The program culminates with each student team delivering a design pitch and submitting a final written report, both of which highlight the identified need, the relevant marketing and intellectual property landscapes, and preliminary design work toward a solution.

In addition to the design-oriented activities, each (IN)SCRIBE Scholar maintains a digital notebook to record personal reflections. Among these reflections, students comment on their learning about health care, access to health care, and health care delivery challenges. Students also reflect on their views of what responsibilities biomedical engineers have to society and how these responsibilities manifest themselves within the design process.

Here, we report and reflect on the first iteration of our (IN)SCRIBE Program. Eight students – five rising seniors, two juniors, and one sophomore – participated in the inaugural program offering in summer 2021. Specifically, our initial analysis focuses on student reflections on the societal responsibilities biomedical engineers need to consider to impact design solutions and to increase access to innovative solutions.

Citation
Format

Miller, S., & Higbee, S. (2022, August), Work in Progress: A Clinical Immersion Program to Train Biomedical Engineers to Identify Unmet Health Needs in Urban Clinics Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41580

TY - CPAPER
AB - Well-trained biomedical engineers are capable of contributing to both the identification of unmet health care needs and to the development of innovative solutions towards these needs. Biomedical engineering (BME) educators have implemented a variety of clinical immersion programs, among other analogous experiences, to teach students about clinically relevant needs identification and design. These immersive experiences are highly impactful for students, as they provide opportunities to observe the applications of medical devices and technologies, to learn in interdisciplinary settings, and to gain comfort interacting with clinicians. One feature that remains underexplored within these clinical immersion programs is the opportunity for students to observe and reflect upon the socioeconomic factors at play in the delivery of health care, some of which drive large disparities in outcomes and inequities in access to care. Socially conscious biomedical engineers must consider these factors when developing and implementing solutions to health care challenges.

Toward these goals, we established the Indiana Summer Clinical Residency in Innovation for Biomedical Engineers or (IN)SCRIBE Program in summer 2021. The seven-week (IN)SCRIBE Program combines clinical rotations, multi-format instruction, and team-based design activities to build student skills in the identification, refinement, and design toward unmet clinical needs. Further, the program compels students to identify and reflect on socioeconomic factors throughout the needs identification and design processes. Undergraduate BME students of all levels (i.e., rising sophomores, juniors, and seniors) are eligible to be selected to participate in the program as (IN)SCRIBE Scholars.

The program encompasses four phases: 1) Pre-program Training, 2) a one-week Innovation Boot Camp, 3) five weeks of Clinical Immersion Rotations, and 4) one week of Needs Refinement and Design. During the Innovation Boot Camp, participants learn about clinically relevant design from experts in innovation, commercialization, and intellectual property. Further, clinical personnel help prepare the participants for productive clinical observations. Next, during the Clinical Immersion Rotations, each (IN)SCRIBE Scholar spends five distinct, weeklong periods in a variety of clinical and surgical departments. In the last week of the program, during Needs Refinement and Design, teams of 2-3 (IN)SCRIBE Scholars work to develop a single needs statement and a preliminary design solution. The program culminates with each student team delivering a design pitch and submitting a final written report, both of which highlight the identified need, the relevant marketing and intellectual property landscapes, and preliminary design work toward a solution.

In addition to the design-oriented activities, each (IN)SCRIBE Scholar maintains a digital notebook to record personal reflections. Among these reflections, students comment on their learning about health care, access to health care, and health care delivery challenges. Students also reflect on their views of what responsibilities biomedical engineers have to society and how these responsibilities manifest themselves within the design process.

Here, we report and reflect on the first iteration of our (IN)SCRIBE Program. Eight students – five rising seniors, two juniors, and one sophomore – participated in the inaugural program offering in summer 2021. Specifically, our initial analysis focuses on student reflections on the societal responsibilities biomedical engineers need to consider to impact design solutions and to increase access to innovative solutions.

AU - Sharon Miller
AU - Steven Higbee
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Work in Progress: A Clinical Immersion Program to Train Biomedical Engineers to Identify Unmet Health Needs in Urban Clinics
UR - https://peer.asee.org/41580
DO - 10.18260/1-2--41580
ER -