Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Shahin Sirouspour, McMaster University; Pawel Malysz, McMaster University; Ali Shahdi, McMaster University; Ryan Leslie, Quanser Inc; Mahyar Fotoohi, Quanser Inc; Paul Karam, Quanser Inc

Tagged Divisions

Biomedical

experiments developed to achieve the learning objectives.1. Background and MotivationIn recent years, interest in applications of robotics technology in medical interventionalprocedures has grown enormously. Although the number of existing robotic-based clinicalprocedures is still limited, there is ample evidence that market for such technologies is rapidlyexpanding [1]. Robotic devices are emerging as essential components of state-of-the-art ofcomputer-integrated surgical platforms. Whether in orthopedic surgery, percutaneous therapy, orminimally-invasive surgery/telesurgery, robotics technology has enabled new and improvedmethods of healthcare delivery resulting in less patient trauma, improved operation outcome, andshorter hospital stays [2-4

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

Kristen Cardinal, Cal Poly, San Luis Obispo

Tagged Divisions

Biomedical

, activities, and implementation of this new course at ourinstitution.Format and Content of the CourseThis is a quarter-long course that is designed to meet for two 2-hour classroom sessions each Page 13.10.2week. The course is geared towards senior level undergraduate or master’s level students inBiomedical Engineering or other engineering disciplines, however no prerequisites orrequirements exist that would preclude students in other majors from enrolling in the course.The overall course goals are as follows: 1. To promote student ability to recognize and understand the steps necessary for preclinical and clinical evaluation of new medical

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; David Gatchell, Northwestern University

Tagged Divisions

Biomedical

ofother topics in biology for the biomedical engineering curriculum. Biomedical engineeringstudents need to be able to work with quantitative aspects of physiology and need practiceapplying engineering concepts to physiological systems. However, many physiology textsappropriate for undergraduates avoid quantitative analysis, and provide few problems to developthe students’ use of mathematics or engineering tools in the context of physiology. As a result,we have begun the development of a resource of quantitative homework problems from whichindividual problems can be selected and linked to any physiology course.1. Introduction Physiology is a core element of an undergraduate biomedical engineering curriculum,with 98% of accredited US

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Donna Ebenstein, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

complicatedmodel might only have basic results analysis. Additionally, we provided sufficient posterpreparation guidance for each student as some had made conference posters before and othershad not. Overall, we attempted to provide each student with the opportunity to succeed.Examples of student projects include: 1) analysis of flow through bypass vessels, 2) analysis ofthe fluid mechanics in aneurysms, 3) analysis of the effects of plaque build up on blood flow. Page 13.127.3After implementing this project for the first time in spring 2006, we determined that thecombination of the open-endedness of the projects and the requirement that students

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

Jorge Torres, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

students sitting around large tables facing whiteboards andprojection for presentation of fundamentals, and for working problems, with lab stations set upacross the rear of the room (Figure 2). Laboratory sessions were included in half the classes.Specific laboratory sessions included:- Familiarization with traditional instruments: oscilloscope, function generator, power supply (1session)- Circuit equivalent resistance testing/verification (1 session)- MktejjqhhÓu"ncyu"cpf"tgukuvkxg"pgvyqtm"cpcn{uku (2 sessions)- Bipolar junction transistors and amplification (2 sessions)- First order transients Î response of RC and RL circuits (2 sessions)- Transients in second order circuits ÎRCL circuits oscillatory behavior and damping (2 sessions)- Sinusoidal

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

bioengineering pedagogy. While it would be difficult to replicate theVaNTH REU program in its entirety, many of its components are transferable and could helpstudents who are considering faculty careers or graduate school in engineering education.1. Introduction1.1 The VaNTH ERC The VaNTH Engineering Research Center (ERC) in Bioengineering EducationalTechnologies was founded in 1999 to do research in learning science, learning technologies, andbioengineering curriculum. A partnership of Vanderbilt University, Northwestern University,the University of Texas at Austin, and the Division of Health Sciences and Technology atHarvard and the Massachusetts Institute of Technology, VaNTH has investigated many areas ofengineering education, with a focus on

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; David Lalush, North Carolina State University

Tagged Divisions

Biomedical

development of a reaction time test. It was introduced by a BMEgraduate student who described the physiology behind reaction time, and how thosemeasurements are used in his research area. Subsequently, students determined what tools theyneeded to use in order to develop their own testing device, and these materials were covered inclass during the next 4 weeks. Students had weekly homework assignments so that they gainedexperience in implementing the different features covered in class. These assignments involvedassembly language programming and circuit development. They started out with simple tasks,such as turning on LEDs for 1 second, in response to a button press. Over the next few weeks,the assignments became more complex, incorporating LCD

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Steven Abramowitch, University of Pittsburgh; Mark Redfern, University of Pittsburgh; Richard Debski, University of Pittsburgh; Alejandro Almarza, University of Pittsburgh; Harvey Borovetz, University of Pittsburgh; Savio Woo, University of Pittsburgh

Tagged Divisions

Biomedical

undergraduate education is to provide students with an opportunity to receiveindividualized training in bioengineering while meeting the following objectives. Objective #1: Graduates will have a strong foundation in fundamentals of life sciences (biology and physiology), mathematics, engineering principles and the humanities. Objective #2: Graduates will have both a broad knowledge of the technical and social principles of bioengineering as well as a focused education in one concentration area within bioengineering. Objective #3: Graduates will be prepared for careers through educational experiences beyond the classroom, which will deepen an understanding of the technical and non- technical issues in bioengineering, process and design

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Chris Geiger, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

Tagged Divisions

Biomedical

professors throughout civil engineering down the path to becoming “CompleteExemplars”1; that is becoming teachers who develop high intellectual excitement in theirclassrooms while maintaining excellent interpersonal rapport with their students. The workshopfocuses on developing skills and techniques that will enable participants to become moreeffective instructors; the participants are encouraged to practice these techniques during theworkshop, and then implement these newly learned skills in their own classes at their homeinstitutions. Funding for this program stems from the fact that a major concern in 86% ofengineering students is poor teaching in engineering classes2. ETW grew out of an NSF fundedproject in the late 1990s called T4E (Teaching

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

John Patzer, University of Pittsburgh

Tagged Divisions

Biomedical

, as abstracted from perusal of text bookchapters11-13, 16, bioengineering students should have an appreciation of units of measurement,units conversion, methods of measurement of various state variables, limitations on the methodsof measurement (significant figures), conservation principles, state variables (pressure, Page 13.583.3temperature, volume, composition), state functions (internal energy, enthalpy, entropy, freeTable 1. Biothermodynamics taxonomy Thermodynamic Functions Conservation Balances

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Roselli, Vanderbilt University; Stephen B. Gilbert, Clearsighted, Inc.; Stephen B. Blessing, University of Tampa; Larry Howard, Vanderbilt University; Aditya Raut, Vanderbilt University; Puvi Pandian, Iowa State University

Tagged Divisions

Biomedical

been designed to assist the author inconstruction of an assignment: 1) Assessment, 2) Feedback, 3) Data, and 4) Resources (Figure1). The tool comes with a built-in html editor, online help, a data viewer, and an onlinedebugger.Questions are composed in the Assessment view. The system supports 'fill in the blank'questions (string, essay, integer, floating point), 'multiple choice' questions, 'selections', and'true/false' questions. The author can provide an overall problem statement, as well as anynumber of questions relating to the problem. Numerical values used in problem statements canbe randomized, so every student is presented with a unique numerical problem.Comparisons between the student's response and various diagnosed responses

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Thomas Keyser, Western New England College; Eric Haffner, Western New England College; Anne Kaboray, Goodwill Industries of the Springfield/Hartford Area, Inc.; Carol Hasenjager, Goodwill Industries of the Springfield/Hartford Area, Inc.

Tagged Divisions

Biomedical

the design process. Such design experiences commonlyoccur in first year introduction to design courses 1, 2 and capstone design courses. 3, 4, 5 Facultymembers in biomedical engineering and industrial engineering at Western New England Collegehave previously described a 5-week design experience,6 based on the NISH National ScholarAward for Workplace Innovation & Design,7 that provided an opportunity for students to designassistive technologies for workers with disabilities at Goodwill Industries of theSpringfield/Hartford Area, Inc., a local nonprofit agency performing light manufacturing work.These projects were completed in interdisciplinary teams as requirements in senior biomedicalengineering and industrial engineering laboratory

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Shekhar Sharad, National Instruments

Tagged Divisions

Biomedical

challenge of being able to teach biomedicalengineering concepts with the help of intuitive, powerful tools that do not require a steeplearning curve from the students. National Instruments LabVIEW[1], a graphical programminglanguage, has been used by biomedical engineers for a variety of tasks from data acquisition toinstrumentation [2,3,4,5]. Additionally, LabVIEW has evolved to offer educators powerfulextensions for signal processing, image processing and control[6,7]. However, since LabVIEWis also a general purpose programming language, the functions and palettes are not necessarilyorganized in a “biomedical-friendly” way. As a result, students and educators have to navigatethe sophisticated menus to get to the most appropriate functions for the

Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Shayn Peirce-Cottler, University of Virginia

Tagged Divisions

Biomedical

2007-2008 academic year, thusforming the basis of comparison for assessment.The professional skills mentioned previously are implemented in our Capstone course innumerous ways (Table 1), several of which are highlighted in the sections that follow. By wayof background, students in our program have covered many professional skills prior to taking Page 13.278.3Capstone. In the second year, they study team dynamics, personality types, and interpersonalcommunication in detail, including formal assessments of and reflections on their Myers-BriggsType Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B) results

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

otherdisciplines, while collectively learning about the unique requirements of developing medicalproducts in a highly regulated environment.The MDIEP implements a process that is a subset of the FDA Design Control Waterfall (Figure1). The design waterfall governs the iterative process of design, design verification, and devicevalidation. The goal of the MDIEP is to create a prototype and verify that the prototype meets thedesign requirements. Therefore, the elements of the waterfall that deal with the medical deviceand the validation of the medical device are not implemented in the MDIEP. Page 13.359.2 Figure 1. The FDA Control Waterfall. All medical

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

George Stetten, University of Pittsburgh; David Weiser, Respironics; Timothy Cooper, University of Pittsburgh; Samantha Horvath, University of Pittsburgh

Tagged Divisions

Biomedical

development. We describe the PittKit, the BLIP,and our experiences with them in the following sections.The PittKit ToolboxPhysically, the equipment we hand to each student consistsof a toolbox and a set of components, including a printedcircuit board and a microprocessor, which each studentassembles. On the first day of laboratory, each studentreceives his or her toolbox (actually a fishing tackle-box)containing a digital multimeter, a prototyping board,various hand tools and components. A full listing of theparts in the PittKit is included in Appendix 1. The Fig. 1. PittKit Toolbox withstudents’ $75 laboratory fee covers the expense of the kit. digital meter, breadboard, etc

Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

William Guilford, University of Virginia; Katherine Bishop, University of Virginia; William Walker, University of Virginia; J. Milton Adams, University of Virginia

Tagged Divisions

Biomedical

biomedical engineers presents special challenges, given the wide range ofcareers, graduate and professional education options that are open to them. Biomedicalengineering (BME) programs generally find that a large portion of their graduates are bound formedical school. Anecdotally, it is often claimed that BME is superior as a pre-medical course ofstudy to traditional pre-medical majors in academic preparation 1, or when measured inadmission rates. Indeed, the field is rife with claims of supra-normal medical school admissionsrates, with some program web sites claiming medical school admission rates of up to 90%.Defensible quantitative data on the admission rate to medical schools of BME graduates islacking. So too are concrete demonstrations that

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Johnson, University of Cincinnati / Engineering; Eileen Crisanti, University of Cincinnati; Jill Collet, University of Cincinnati; Edward Grood; Linda Moeller, University of Cincinnati

Tagged Divisions

Biomedical

two consecutive quarters in a co-op or school rotation.Co-op as r ckuqp"fÓ‒vtg"Cooperative education has become so successful within the College of Engineering that it is oneof the principal attributes of an education at the institution1. For several years, surveys ofincoming students have found that co-op is the primary reason for students enrolling in the UC Page 13.1307.2College of Engineering (Table 1). Top Reasons for Selecting UC Engineer ing* Co-op 84 State School 53 Close to Home

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

Hatice Ozturk, North Carolina State University; Lianne Cartee, North Carolina State University

Tagged Divisions

Biomedical

Engineering EducationBME student ranking, with the inclusion of physical homework [1]. Our definition of physicalhomework does not involve modeling and measuring of identical systems but involves analysisof experimental data collected by a team in the hands-on laboratory of the Physiology forEngineers course which is aligned with the Linear Systems course.BackgroundIt is not difficult to imagine how the “before” picture looked. Physiology for Engineers andLinear Systems for Biomedical Engineers were taught during the same semester. The first coursewas taught by a Biomedical Engineering professor, the second by an Electrical and ComputerEngineering professor with a BME background. They taught their courses independently; theydid not look into

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Malkin, Duke University

Tagged Divisions

Biomedical

medical staff and maintenance personnel across a culturaland linguistic barrier. Our engineers are taught the importance of training the hospital staff.The Second Four WeeksIn the second four weeks of the summer program, the now trained engineers are sent in pairs todeveloping world hospitals in Tanzania and Central America. In most cases, they again staywith families. In other cases, they stay at the hospital in their staff housing. During their time atthe hospital, the students accomplish multiple tasks. The most important two tasks are:1) Repairing equipment that is broken2) Training staff to use equipment that they already haveHistorically, our students can put back into service 65% of the equipment they encounter.Twenty-eight percent

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

activity sessions—one third ofthe thousand students who attended the conference. The sessions in this track provideextraordinary opportunities for students to network with leaders and practitioners from bothindustry and academia. The track has also led to increases in student volunteerism and thecreation of innovative sessions. For instance, in 2004 there were no student activities at theannual conference aside from the traditional student paper and design competitions, whereas in2007 there were about half-a-dozen activities, led by more than 15 student and facultyvolunteers. Subject areas in the student activity sessions that are continually featured and well-liked include (1) traditional and non-traditional career opportunities, (2) life

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Kristen Jevsevar, Vanderbilt University; Melanie Aston, Vanderbilt University; Shaun Price, Vanderbilt University; Cynthia Paschal, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

Biomedical

experiments. It also includes an interestsurvey to be taken before and after using the materials to evaluate students’ initial knowledgeand learning styles, as well as their interest in science and engineering. The hands-onexperiments included in this curriculum are given in Table 1.Table 1: Hands-On Activities Included in CurriculumHands-On Activity Concepts TaughtMagnetization Experiment Shape and Direction of Magnetic FieldsElectromagnetism and Alignment Experiment Properties of ElectromagnetsEnergy Levels Experiment Energy Levels of NucleiNuclear Magnetic Spin Experiment PrecessionTipping and T1 Processes Experiment Tipping of Nuclei/Net Magnetization

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Donna Ebenstein, Bucknell University; James Baish, Bucknell University; William King, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

important goal of thecapstone experience is for students to function as biomedical engineers in a realisticmedical setting. The unique aspects of our approach are: 1) the relationship between theexternal mentor and students and 2) the process of identifying and defining the capstoneproblem. Rather than beginning the capstone with a pre-defined problem, the studentswork with the mentor in his or her medical setting (e.g., operating room, clinic) toidentify several relevant, biomedical challenges. The students then work with input fromthe mentor to choose the problem that is best suited for the design project. The studentsare responsible for framing this medical problem as an engineering problem. A great dealof emphasis is therefore placed on the

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

recognizemany facets of technical poster design, such as errors and omissions, data presentation, andtechnical argument. 97% of the students claimed their technical critiquing skills improved as aresult of this experience. We feel that using CPR to facilitate the peer evaluation process is aneffective way to enhance undergraduate engineering students’ technical critiquing skills.Introduction to Calibrated Peer Review™ (CPR)Developed at UCLA in 1995, CPR promotes active learning through writing and models the peerreview process in science and engineering disciplines (http://cpr.molsci.ucla.edu). The NationalScience Foundation and the Howard Hughes Medical Institute provided initial funding for CPR,and it has been used at over 500 academic institutions.1

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Mia Markey, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin

Tagged Divisions

Biomedical

and end of the undergraduate courses, students completed a survey thatincluded both scaled and open-ended questions designed to assess their pedagogical experienceswith instructional technologies. All of the students involved in this study responded to a basicdemographic survey.Whenever a student accesses Blackboard an internal course statistics tool tracks the number ofhits. We are able to see which sections of the course were accessed by whom and when. Thecourse statistics can reveal such specifics on an individual student or can produce aggregatestatistics for an entire class. Not only can you find out the features accessed, but you can alsofind out which days and time of the week had the most hits.Our questions include:1) Do our BME