Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Kelly Laas, Illinois Institute of Technology, Center for the Study of Ethics in the Professions; David W. Gatchell PhD, Northwestern University

Tagged Divisions

Biomedical

AC 2011-2272: A STUDENT-CENTERED COURSE FOR INTEGRATIONOF ETHICS INTO A BIOMEDICAL ENGINEERING RESEARCH EXPE-RIENCE FOR UNDERGRADUATESEric M Brey, Illinois Institute of Technology Associate Professor of Biomedical Engineering Assistant Dean, Office of Undergraduate Research Illinois Institute of TechnologyKelly Laas, Center for the Study of Ethics in the Professions, Illinois Institute of Technology Kelly Laas is the Librarian/Information Researcher at the Center for the Study of Ethics in the Professions (CSEP) at the Illinois Institute of Technology. During her four years at the Center, she has supervised a number of projects relating to the development of online ethics resources and collections, including the

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

AC 2012-3061: USE OF CASE STUDIES AND A SYSTEMATIC ANALY-SIS TOOL TO ENGAGE UNDERGRADUATE BIOENGINEERING STU-DENTS IN ETHICS EDUCATIONDr. Alyssa Catherine Taylor, University of Washington Alyssa C. Taylor is a lecturer in the Department of Bioengineering at the University of Washington. She received a B.S. in biological systems engineering at yhe University of California, Davis, and a Ph.D. in biomedical engineering at the University of Virginia. Taylor’s teaching activities are focused on de- veloping and teaching core introductory courses and technical labs for bioengineering undergraduates, as well as coordinating the capstone design sequence for the BIOEN Department at the University of Washington. Taylor

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

John D. DesJardins, Clemson University; Ellen Breazel, Clemson University; Marilyn Reba, Clemson University; Irina Viktorova, Clemson University; Jonathan Bradford Matheny, Clemson University; Taufiquar R. Khan

Tagged Divisions

Biomedical

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

students were briefed in the ethical conduct ofresearch prior to the trip, and they were required to sign agreements to maintain theconfidentiality of the participants and their responses. Additionally, the students were preparedfor the health assessment through practice sessions in which they implemented Spanish-languageoral interviews of each other under the supervision of the course instructors. The results of theinterviews and surveys from the health assessment were tabulated and analyzed by the courseinstructors after returning from the field experience.While the health assessment formed the centerpiece of the field experience, a variety of otheractivities were included. The students attended a lecture given by a Guatemalan professorregarding

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Biomedical

FieldAbstractThis paper describes a sophomore biomedical engineering course that provided a qualitative sur-vey of Biomedical Engineering and introduced ethical considerations to a disparate group ofstudents from various engineering, science and business backgrounds. It was made available as aScience, Technology and Society (STS) elective for engineering and non-engineering students atClarkson University. As an STS course, it examined the technological bases of innovations inmedical technology and analyzed economic and ethical issues surrounding them. No textbookwas assigned, nor handouts normally provided. The quality of each student’s note-taking wasgraded. Assessment of the course over the two years that it has been presented is discussed.BackgroundIn

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; Jean Alley, Vanderbilt University; Penny Hirsch, Northwestern University; Stacy Klein-Gardner; Julie Greenberg, Massachusetts Institute of Technology; Mark Bourgeois, Northwestern University

Tagged Divisions

Biomedical

Harvard-MIT Division of Health Sciences and Technology (HST). She received a Ph.D. in Medical Engineering from the HST (1994). Dr. Greenberg’s interests include signal processing for hearing aids and cochlear implants, as well as research in bioengineering education.Mark Bourgeois, Northwestern University Mark Bourgeois is a PhD student in Philosophy at Loyola University Chicago as well as the Administrator of the Northwestern site of the VaNTH ERC. He teaches ethics in biomedical engineering courses at Northwestern and in the VaNTH summer REU program, as well as a dedicated course in ethics in regulation in the Northwestern School of Continuing Studies graduate program

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Christopher L. Brace, University of Wisconsin; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

access to a faculty member through their design course atleast once per week. Part of the two-hour design course lab time is relatively unstructured so thatstudents can have the opportunity to seek advice on the curriculum, career counseling, or anyother matter of interest to them. These courses allow the faculty access to all of the students inour department, providing an effective means to make announcements or discuss issuespertaining to the whole student body. Design courses also provide a platform for professionalcommunication throughout the curriculum5, and a relevant structure to discuss other professionaltopics such as intellectual property, professionalism, engineering ethics, and the need for lifelonglearning. Some of these topics are

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xuwen Xiang, Oregon State University; James D. Sweeney, Oregon State University; Natasha Mallette PhD, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Biomedical

open-ended nature of the assignment gives students anopportunity to integrate material they have learned from a variety of technical and professionalskills courses that will reinforce and deepen learning. However, as instructors using a newpedagogical tool, we have assumptions regarding student interaction with the tool that may bemisinformed. Understanding how the students interact with the tool and their decision-makingstrategies will enable improved design of the project.Students were tasked with considering a variety of technological, economic, ethical, regulatory,and environmental concerns about a process and the product. They were asked to make aqualitative recommendation on future investments. Options include proceeding with a

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Michele Follen, M.D. Anderson Cancer Center; Rebecca Richards-Kortum, Rice University

Tagged Divisions

Biomedical

included exposure to clinicalmedicine and the relevant vocabulary, research experiences that emphasize the creation andapplication of new scientific knowledge, and entrepreneurial experience and its attendantvocabulary. The ten-week summer course also emphasizes development of skills in leadership,communication, ethics, and team building.The typical day for the internship students begins with ninety minutes of lectures and exercisesabout ethics, communication skills, entrepreneurship, and leadership. Students attend a full-dayhuman cadaver-based anatomy course for the first two weeks of the course. Lectures, dissection,and special projects comprise this course of instruction in the anatomy, physiology, andpathophysiology of the major organ systems

Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

Guruprasad Madhavan, State University of New York-Binghamton; Aimee Betker, University of Manitoba, Winnipeg, Manitoba, Canada; Jennifer Flexman, University of Washington, Seattle, Washington, USA; Barbara Oakley, Oakland University

Tagged Divisions

Biomedical

strategies for careergrowth and renewal, (3) leadership, innovation, and entrepreneurial development, and (4) social,ethical, and political stewardship in bioengineering. In this work, we describe our best practicesand outcomes in developing these student activity sessions. We also share our experiences onincorporating facets of this initiative into a sample bioengineering educational curriculum andpresent its relevance to visionary frameworks that include the Accreditation Board forEngineering and Technology’s Criterion 3, the National Academies’ Engineer of 2020 and theNational Science Foundation’s Strategic Plan.Introduction There is lively ongoing debate about the essential underpinnings of an engineeringeducation. With growing disparity

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek

Tagged Topics

Diversity

Tagged Divisions

Biomedical

) Industry with topics in career fairstrategies, networking, information literacy, and corporate skills with a simulated industryinternship to create artificial membrane for kidney dialysis, ii) Healthcare professions with topicsin healthcare operations, emergency medicine, inpatient care, and electronic medical recordswith a clinical shadowing experience, and iii) Research with topics in experimental design,ethics, scientific literature, and translating technologies with a research laboratory shadowingexperience. Students self-selected into the three sections during an advising session and wereasked to provide information before classes started to help facilitate setting up the shadowingexperiences. Each section had the same number of lecture and

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Lily Laiho, California Polytechnic State University; Nikki Adams, California Polytechnic State University; Kristen Cardinal, Cal Poly, San Luis Obispo; Matthew Burd, California Polytechnic State University; Daniel Walsh, California Polytechnic State University; Trevor Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

Award1, we have developed a unique interdisciplinary MS degree specialization inStem Cell Research. This paper describes the structure of this new program. Theinterdisciplinary nature of our program stems from the involvement of faculty and students fromthree departments that span three academic units at our university - Biomedical Engineering,Biological Sciences, and Animal Science. The goals of our program are to prepare students forcareers in stem cell research by providing them with 1) broad technical skills, 2) critical thinkingand problem solving skills, 3) familiarity with current research, 4) familiarity with the ethics andtheory of stem cell investigation, and 5) presentation and communication skills.To accomplish these goals, students

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Howard P Davis, Washington State University

Tagged Divisions

Biomedical

presents the concept of “Prevention throughDesign” as a means for designing safety into bioengineering innovations. The paper describesinstructional materials that prompt consideration of possible hazards throughout a design projectand discuss risk assessment methods for evaluating and systematically reducing hazardsassociated with different design alternatives. These educational resources enable engineeringstudents to purposefully design safety into a technology.IntroductionBiomedical engineers have clear obligations to design and implement technologies and practicesthat ensure the safety of people involved. ABET Engineering Criteria state that engineeringgraduates must understand professional and ethical responsibility and must be able to design

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Mimi (Miriam) Adam; Robert Sulewski; Matthew O'Donnell, University of Washington

Tagged Divisions

Biomedical

validation, and the economic,legal, social and ethical implications of our technology. In class, students explore basic sciencesand emerging diagnostic technologies for genetic disease, including lab-on-a-chip, gene chip,and MRI imaging. Students receive hands on experience through lab modules dealing withgenetic sequencing and molecular imaging of proteins. In addition, students receive formalinstruction in technical communications, and problem solving strategies, including brain-storming and research organization. Performance on an individual and team basis is evaluatedthrough a series of homework sets, exams, lab reports, journals, team minutes, and oral projectreports, in addition to a final formal report prepared for the client. As students

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

the fields of vascular and tissue engineering. Dr. Tay- lor currently pursues educational research activities, with the ultimate goal of optimizing bioengineering curriculum design and student learning outcomes.Kelli Jayn Nichols, Department of Bioengineering, University of Washington, Seattle Kelli Jayn Nichols has served as Lead Academic Counselor in the Department of Bioengineering, Uni- versity of Washington, since before the inception of the BS program in 2001. In addition to counseling undergraduates, she focuses on curricular and other program improvements. Current interests include ca- reer pathways for BS graduates and effective ethics education in undergraduate bioengineering curricula.Laura Wright

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

the University of Washington include introductory and honors courses in bioengi- neering, tissue and protein engineering lab courses, bioengineering ethics, leadership, and bioengineering capstone writing and design courses. She is committed to enhancing diversity and inclusivity in engineer- ing, and creating opportunities for undergraduate students to engage in K-12 educational outreach. Dr. Hendricks has over a decade of experience leading educational outreach and summer camp programs at both Duke University and the University of Washington. c American Society for Engineering Education, 2017 Work-in-Progress: Reflection Enhances Student Engagement and Team Service Project

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bilal Ghosn, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

, language and terminology for technical documents, preparing effective Page 26.1678.2figures and tables, interview development and structuring technical genres (e.g., reports,proposals, and memos). Furthermore, students were lectured on design topics ranging from needsidentification, development of design goals and criteria, use of Pugh and decision matrices, andthe iterative process. Several lectures also addressed the complex usability and ethical issuesassociated with designing devices for patients with disabilities.In an effort to provide students with hands-on experiences within the design process, multipleactivities were incorporated into the

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Kelly, Oregon State University; Amy V. Nguyen, Oregon State University

Tagged Divisions

Biomedical

followed learning outcomes, and integrated learningwith team teaching of modules. Their response was to revamp the curriculum to be highlyintegrated and focused on problem-based learning to develop transferable and conceptual skills(Gomes, et al., 2006). Another study at the University of Barcelona looked at adapting theirchemical engineering curriculum to be more student-oriented and structured around theundergraduate and master’s degrees. They changed their curriculum gradually to have moreemphasis on ethics, feedback, and collaborative learning. Their findings were that although moretime consuming, both students and teachers responded positively (Iborra, et al., 2014). A similarstudy was completed at Newcastle University, and resulted in using

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Ruth Ochia P.E., Temple University; Dennis Lee Eggett, Brigham Young University

Tagged Divisions

Biomedical

respondentsaugmenting their primary textbook with additional material.Topics from Bone Mechanics, Soft Tissue Mechanics, Tissue Remodeling, and OrthopaedicBiomechanics were most highly represented among current biomechanics courses. BiofluidMechanics, Vascular Mechanics, Respiratory Mechanics, Medical Imaging & Mechanics, InjuryBiomechanics, and Biomedical Engineering Ethics were least represented. There was asignificant statistical correlation between the current research topics of the respondents and theincluded topics in their engineering biomechanics courses. In an open-response query in thesurvey, respondents identified three additional resources that would be most helpful in teachingtheir current biomechanics course: 1) a “better,” more unified

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Gimm, Duke University; Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Robert Malkin, Duke University

Tagged Divisions

Biomedical

experience can be limiting for both student learningand the depth that project teams can achieve. While providing challenging engineering problems,all capstone design courses address basic principles of engineering design, teamwork, technicalcommunications, ethics, and professionalism. In this paper, we will discuss how a few simpledesign challenges have been used in three capstone design courses to practice and applyengineering design principles and problem solving skills. These challenges are relativelyinexpensive to implement and could be done in teams or individually. The competitive aspectsof the challenges can further motivate students. The design challenge goals can be tailored tofocus on specific aspects of design practice or skills, such as

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, University of Maryland, College Park; Rachel L. Manthe, Fischell Department of Bioengineering, University of Maryland, College Park; Kevin M Knapstein, Bioprocess Scale-Up Facility, Fischell Department of Bioengineering, University of Maryland, College Park

Tagged Divisions

Biomedical

online electronic portfolio system (www.innovationportal.org). The electronic portfoliosystem contained step-by-step elements that guided students in the design process: from thedevelopment of an idea to execution of a plan.Summative findings from the curricular material indicated that both freshmen and sophomoresdemonstrated enhanced confidence and performance in key areas (i.e., hypothesis design) andcompetencies (cognitive, intrapersonal, and interpersonal). Interestingly, while freshmendemonstrated improved confidence in the use of bioengineering analytical tools, sophomoresshowed increased self-efficacy in fundamental scientific topics. In the intrapersonal andinterpersonal domains (ethical awareness and teamwork, respectively), little

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

● Clear conclusion stated interaction between living and non-living materials and systems.(c) Design a system, component, or ● Final design meets or exceeds client-specified criteria process to meet desired needs within ● The design evaluation considers environmental, ethical, health, realistic constraints such as economic, safety, regulatory constraints environmental, social, political, ● The design evaluation considers manufacturability, sustainability, ethical, health and safety, social, political, and economic constraints manufacturability, and sustainability(d) Function on multidisciplinary ​and ● Positive peer evaluations diverse​ teams ​and provide leadership

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Michele Wabler, Clemson University; Estefania Alvarez, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

used as directives for the team ≠ What are the patient, health care provider, and societal expectations of the lifetime costs, risks, and benefits of medical implants? ≠ What are the legal, ethical, religious, cultural, public policy, and economic barriers to implant retrieval and reporting, and how can they be overcome? ≠ What information is necessary to evaluate and improve implant and material performance and device design? ≠ What can the role of information data systems be in educating the public, medical community, and policymakers about medical implants and retrieval? ≠ What future research and institutional support is necessary to

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

David Cordray, Vanderbilt University; Thomas Harris, Vanderbilt University; Jennifer Gilbert

Tagged Divisions

Biomedical

in statistical practices. Finalresults will be presented later this year as part of a comprehensive summative appraisal ofthe impact of the VaNTH ERC project.II. Meta-analytic Methods Although the VaNTH/ERC educational innovations share a common pedagogicalmodel (HPL), they represent a broad array of bioengineering topics (e.g., biomechanics,biotransport, optics, ethics). They have been developed by many different faculty at thepartner institutions for college and high school students, and they represent singlemodules delivered as part of a course, collections of modules, and full-scale collegecourses. They use outcome measures that are designed to gauge the degree to whichparticipants understand bioengineering principles and

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

John D. Gassert, Milwaukee School of Engineering; John Denis Enderle, University of Connecticut; Amy Lerner, University of Rochester; Samantha Jacques; Peter Katona, The Whitaker Foundation

Tagged Divisions

Biomedical

system, component, or Page 11.412.4process to meet desired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, andsustainability.” Additionally, Criterion Four states ”Students must be prepared forengineering practice through the curriculum culminating in a major design experiencebased on the knowledge and skills acquired in earlier course work and incorporatingappropriate engineering standards and multiple realistic constraints.” Both of thesecriteria support the accepted definition for an engineer and for engineering.The design requirement is supported by the biomedical

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emma Frow, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

past 6 years, her curricular and extracurricular teaching with engineers and scientists has been geared towards encouraging them to think about the broader social, ethical and political dimensions of their research and training.Prof. Michael R. Caplan, Arizona State University Michael Caplan earned his undergraduate degrees from The University of Texas at Austin and his PhD from the Massachusetts Institute of Technology. Following post-doctoral research at Duke University Medical Center in Cell Biology, Michael joined the faculty of Arizona State University in 2003, and he is now an Associate Professor in Biomedical Engineering. Dr. Caplan’s research focuses on molecular cooperativity in drug targeting, bio-sensing

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Jay Goldberg, Marquette University

Tagged Divisions

Biomedical

medical technologies at all stages of maturation, from prototype development, through testing, marketing, customer use, and into obsolescence. Examines how these standards and regulations affect technology viewed from different perspectives based on what a technology is (e.g. physical device or drug, information, and knowledge) and what technology causes in the adopting organizations (e.g. change, new processes).• Ethics of Technology Utilization – (taught on-line) Ethics applied to the utilization and management of healthcare technologies in a patient care setting. Topics include beneficence, nonmaleficence, quality-cost, resource allocation and personal-public conflicts, technology diffusion models and controls

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

results.Fifty-four senior biomedical engineering undergraduate students were enrolled in this coursewhich addressed biomedical engineering professional skills including: ethics, technical writing,regulatory issues, human and animal subjects, economic considerations, and entrepreneurshipconsiderations. The class met once a week for 90 minutes with a brief introductory lecture (< 20minutes) followed by time dedicated for students to work on in-class assignments, bothindividually and in their design teams with instructor interactions. To ensure studentsdemonstrated proficiency in each topic, students revised their assignments based uponconstructive feedback until it was satisfactory. Scaffolding was provided through assignmentdesign, instructor

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Johnson, University of Cincinnati / Engineering; Mary Beth Privitera, University of Cincinnati; Daria Narmoneva, University of Cincinnati; Balakrishna Haridas, University of Cincinnati

Tagged Divisions

Biomedical

hypothesis, design an experimental protocol to test the hypothesis,conduct an experiment or survey, and use an appropriate statistical analysis of the data. Thecourse also requires students to design an Informed Consent form, adopt high ethical standardsfor research involving human subjects, and generate a scientific manuscript to report the results.We found that a close integration between experimental methods of testing/data collection wascritical in the initial and final stages of design. Those teams that had an integrated design andexperimental capstone experience produced better designs than those teams that had separateexperiences.Intr oductionDesign Capstone ExperienceThe University of Cincinnati (UC) Colleges of Engineering; Medicine

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander J. Carroll, North Carolina State University; Andrew J. DiMeo Sr., UNC & North Carolina State University; Hatice O. Ozturk, North Carolina State University; James McCall, North Carolina State University

Tagged Divisions

Biomedical

the changing demands of the modern medical device productdevelopment environment. Under the proposed changes, accredited BME programs will beexpected to develop diverse teams of engineers that are not only comfortable in the clinicalenvironment, but also “recognize ethical and professional responsibilities in engineeringsituations” and have the ability to identify “the ongoing need for additional knowledge andlocate, evaluate, integrate, and apply this knowledge appropriately.”2For 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 professionalinformation environment.3 However, BME students entering the workforce