Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Jedlicka, Lehigh University; Eugene Thomas Pashuck, Lehigh University; Susan F. Perry, Lehigh University

Tagged Divisions

Biomedical Engineering

KEEN student outcomes to assess curiosity, connections,value creation, communication, collaboration and character have been mapped to ABET studentoutcomes, as well as to the National Academy of Engineering (NAE) Grand Challenges ScholarProgram [10] to extend assessment applications. In future studies, we will present on theseintegration efforts, as well as the tools used in assessment and mapping of KEEN related outcomes. Student Reflection 5 4.5 4 3.5 Rating (1 = Not at All, 5 = Yes

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

-pre) in Likert scores across all participants for each theme.Error bars represent +/- standard deviation.Implications and ConclusionsStudents’ perceived level of understanding and confidence in the needs finding process increasedfrom the start to end of the summer internship. This may suggest that actively undergoing theneeds-finding process helps to solidify understanding and increase confidence in this early stageof the engineering design process, as similarly reported by other programs6. Informalconversations with participants indicated that participation in the BMEA was the first time theywere exposed to entrepreneurial/business concepts, which may be reflected in the reportedincrease in understanding and confidence in these areas at the

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael A. Phelan, Temple University; Aratrik Guha; Brandon K. Harrison, Temple University; George Moukarzel, Temple University; Abigail A. Tetteh; Yah-el Har-El, Temple University; Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical Engineering

process moves through ‘empathize,define, ideate, prototype, and test’1 and the biodesign process described by Yock, et al.2Our college has been introducing DT concepts in our first year Introduction to Engineeringcourse (ENGR 1101) and our senior design (SD) series (ENGR 4169 and 4269) since 2014.These courses are required for every engineering student in our college. As a bioengineeringdepartment, we have also included design thinking within our required, introductorybioengineering course since 2014, as well as, two newly developed elective Biodesign coursesstarted in 2018. Our goal is to determine if our intervention has made an impact on the designthinking mindset of engineering students as reflected in their culminating design experience

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexis Ortiz-Rosario, Ohio State University; Nathan Hyungsok Choe, Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, Ohio State University; Tanya M. Nocera, Ohio State University

Tagged Divisions

Biomedical Engineering

were normalized for each major. They were divided by the total number ofenrolled students in that specific major for that academic year-. This normalization reflects the percentage ofstudents in a major that attended or were recruited. In some cases, this percentage is higher than 100%, due tothe presence of pre-major students in both attendance and recruitment numbers. Pre-major students are notconsidered students of a specific major, but often reflect a desire for a specific major. The use of majorenrollment instead of total enrollment was intentional as the scope of the work looks explicitly to understandundergraduate students in their major. It also allowed identifying instances in which a major went above theirenrollment numbers

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

experiences,other courses in the curriculum, and their own career goals. Some of these questions askedstudents to reflect on and self-assess their own learning processes. Practice problems were low-stakes, “lightly graded” (for completion only) problems that were similar to homework and testproblems. For the first unit of the course, students were required to complete Portfolio 2(blended) to expose them to the active learning–based style. This experience allowed them tomake an informed choice of their preferred portfolio for Units 2, 3, and 4. A student choosing thetraditional portfolio was instructed to complete only the homework and test for the unit. Studentswho were undecided were allowed to complete the low-stakes activities and choose

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Yssels; Marina Crowder; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

. Sub Problems ASR (%) CSR (%) A. Identify Problem 70 70 B. Acknowledge Current Solutions 65 55 C. Acknowledge Current Solutions' Limitations 61 55 D. Identify User Needs 17 17 E. Address User Needs in Final Design 73 72 F. Formulate Engineering Metrics to Correlate to Defined User Needs 3 2 G. Address Engineering Metrics in Final Design 96 43This reflects in

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Biomedical Engineering

emphasis on rigorous understanding of both. American c Society for Engineering Education, 2021 Work in Progress: Biomedical Sensors Laboratory Activities Using LabVIEW and Adaptation for Virtual InstructionIntroductionBiomedical Engineering (BMED) practice often reflects a “systems engineering” perspective onelectrical and/or mechanical devices or systems that interact with a biological sample. Thesuccessful Biomedical Engineer understands the breadth of physics and physiology involved inthe design and testing of a new system. Across subdisciplines within the field, there is a need tounderstand and quantitatively describe and evaluate measurement systems. An

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emmett Jacob Springer; Aileen Huang-Saad, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

, BME has been recognized as an engineering discipline unique in itspurpose and practice. Early on, BME was recognized for being more deeply aligned withtraditional science, biology in particular, than other engineering disciplines [4]. BME’s uniqueposition is illustrated in the varied structures of BME programs at institutions around the world.BME programs stem from electrical, mechanical, and materials engineering departments andmany programs partner with medical schools [1]. Across different institutions, BME career pathsvary, ranging from medical school, graduate school, the medical device industry, thepharmaceutical industry, and more. The broad interpretation of a BME degree is also reflected instudents’ perceptions of BME. When asked

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabia Zehra Abidi, Rice University; Renata Fortuna Ramos, Rice University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

plotted with error bars representing standard deviation.The qualitative survey results indicated student perceptions on intervention related activities andtheir overall confidence in knowledge gained. For the survey statement “Completion of theequipment specific worksheet helped me feel more confident in equipment specific expertisenecessary to troubleshoot the associated device”, 73% of the students agreed or strongly agreedon its utility (Figure 2). Overall, majority of students recognized the effect of tear down activitiesin improving confidence as reflected by survey results (Figure 2).Because this data is representative of 3 males and 12 females, additional data needs to becollected before any statistically significant difference can be

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Casey Jane Ankeny, Northwestern University; Mark James Fisher, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

development for use in Summer 2018. To evaluate the program for the 2018cohort and beyond, we will use both quantitative and qualitative methods. The quantitativemethod will involve assessing student performance and perception. Entrance surveys, exitsurveys, and course evaluations will be used to collect data. The qualitative method willcomprise interviews with students, course instructors, and internship mentors. Surveys andinterview questions have been developed by working with Northwestern University’s Center forAdvancing Learning & Teaching. The results of the analysis will be then used to reflect on thecurriculum and form a basis for possible future revisions. As the alumni of the program builds,we will conduct follow-up surveys to assess

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University; Kathryn Kundrod, Rice University

Tagged Divisions

Biomedical Engineering

group relative to the (*p<0.05); quiz scores remained the same (p=0.7).control group (p=0.002). To assess how each course assignment contributes to the process-knowledge gained inthe lab students were asked to complete an end-of-semester survey (Figure 2). The experimentalgroup of students reported that pre-lab assignments helped prepare them to troubleshoot anyequipment more so than the control group (Q2; p=0.078). Further, students in the experimentalgroup responded with higher average survey scores, reflecting higher confidence in technical andprocess knowledge associated with each assignment and troubleshooting more generally, thanthe control group (p=0.002

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Arthur L. Chlebowski, University of Southern Indiana

Tagged Divisions

Biomedical Engineering

within the biomedical engineering discipline.At this stage, oral and written feedback from student regarding the sprint process to explore BMEwas the focus. Based on this feedback a more formal assessment of how the course impacts thestudent’s interest is needed. The main goal of the course is to help students realize the potential areasthat their engineering degrees could be used. To work towards the impact of the course and obtainstatistical assessment, a survey will be developed following based on an intrinsic MotivationInventory (IMI). Questions will be created that ask the students to reflect on how each emphasis areahas impacted their interest on the topics discussed. Questions pertaining to whether they knew theemphasis area existed

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Tanya M. Nocera Ph.D., Ohio State University

Tagged Divisions

Biomedical Engineering

rubric Technical Writing  I rate my writing skills before and after each lab [1-5] Ability  My writing skills are reflected by my report grade  The report grading across each lab course was consistent  My grades and writing skills improved with each submission Self-Efficacy  I feel more confident to write a technical lab report  I believe I can write a technical lab report without a rubric  How many iterations of the writing cycle are required for you to feel confident in writing a technical lab report? [1-4]  I feel

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Collin W. Shale, Johns Hopkins University; Shababa Binte Matin, Johns Hopkins University; Nicholas J. Durr, Johns Hopkins University; Elizabeth A. Logsdon, Johns Hopkins University

Tagged Divisions

Biomedical Engineering

Regulation IP Market like more of this AccessDiscussion: Results indicate that the expert office hours model was a scalable way to achieveeffective and efficient project-specific guidance in the domains of IP, regulation and marketaccess. The positive impact of personalized feedback from industry experts wasqualitatively reflected in the quality of domain strategy discussion during team check-ins.Intimate team meetings with domain experts also resulted in continued deeper relationships withexperts that were maintained after the course ended. The opt-in nature of this model allowedteams that were ready access to just-in-time guidance during office hours. Opt-in rates varied bydomain, with

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

eightworkspaces.piloting the technologyPreliminary analysis of student feedback and teaching team (faculty instructor and graduatestudent teaching assistants) reflections in regard to teaching aseptic technique indicates anopportunity to improve instructional methods. General themes that emerged from the analysisinclude negative emotions and students reported feeling “frustrated by the sometimes slow paceof the class” and “wanting more immediate feedback.” The teaching team members reportedfeeling “underutilized” and would often facilitate when a student could not hear or see theinstructor (the student did not feel comfortable speaking up in order to point out instructordeficit).The gamified first-person perspective was achieved purchasing a GoPro Hero 8 Black

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Nicole M. Iverson, University of Nebraska, Lincoln

Tagged Divisions

Biomedical Engineering

1 2% 1 3% Total 43 38DiscussionThe research question for this study was concerned with the breadth of students’ interest in theBME field as expressed through their proposed topics for a term paper. These interests are asnapshot in time that likely reflect not only actual interest but other mediating factors such astime in the semester, design of the assignment (e.g., references to devices in the wording ofassignment), guidance provided by the instructor on topic selection, ease of access to literatureon potential topics, current events, and personal experience. A few of these mediating factorswill be touched on in this discussion of the results.As can be seen

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

S. Cyrus Rezvanifar, University of Akron; Rouzbeh Amini, University of Akron

Tagged Divisions

Biomedical Engineering

providestudents with the opportunity of active engagement in class sessions and applying course materialsinto solving real-life problems.Initially proposed by Bandura in 1977, self-efficacy is a term that describes “the belief in one’scapabilities to organize and execute courses of action required to produce given attainments” [4,5]. Perceived academic self-efficacy has been increasingly considered as a highly effectivepredictor of students’ motivation and persistence [6, 7], as well as an important contributor to theiracademic development [4, 5, 8]. Career decision-making self-efficacy is of equal, if not greaterimportance in engineering education, as it reflects students’ ability to make an informed decisionabout a career path to pursue in the process

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya M. Nocera, The Ohio State University, Department of Biomedical Engineering; Alexis Ortiz-Rosario, The Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, The Ohio State University

Tagged Divisions

Biomedical Engineering

Education. His research laboratory aims to support an inclu- sive, global pipeline of STEM talent and to unify the needs of the engineering education stakeholders in order for engineering education to more accurately reflect societal needs. Diversity and inclusion, univer- sity/community engagement, informal learning, action research, and student led initiatives fall within the scope of his academic endeavors. c American Society for Engineering Education, 2018 How Do Biomedical Engineering Graduates Differ from Other Engineers? Bridging the Gap between Biomedical Engineering and Industry: A Case StudyIntroductionBiomedical Engineering (BME) is a relatively

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Alan Chiu, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

persuasive argument under pressure, and was a useful skillboth while in college and after graduation. Rubric for Assessing E-Learning Module Outcomes Module: The elevator pitch: advocating for your good ideas Assess each student’s level of attainment of the selected outcomes. Use the following rating: 1. Poor: Shows little or no progress in achieving the outcome 2. Below Average 3. Average: Shows evidence of progress in achieving outcome that reflects a merely acceptable level of mastery. 4. Above Average 5. Outstanding: Shows evidence of progress in achieving outcomes that reflects superior mastery. Student ID Made an Provided a non- Clearly stated a Provided a clear argument for technical

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Lai, Carnegie Mellon University; Elaine Soohoo, Carnegie Mellon University; Diane L. Nelson, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

paths for each team’s device. Workshopswere allocated for team discussions and group work. Guest lecturers and a field trip to a localmedical device start-up company were incorporated to illustrate real-life applications of theconcepts presented in class. At several points in the 6-week course, students were asked to reflecton the talks or activities to evaluate what they knew before, what they learned, what they foundinteresting, and what they hoped to learn next [2]. This process of self-reflection and evaluationnot only helped students identify topics they had learned but also determined what they wantedto continue studying. These reflections also helped instructors identify how to improve thelessons and better explain the theory to the

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolina Vivas-Valencia, Purdue University, West Lafayette; Nan Kong, Purdue University, West Lafayette; Eunhye Kim, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University, West Lafayette

Tagged Divisions

Biomedical Engineering

nature.Through analyzing the data collected in the study and conducting self-reflection on theworkshop, we suggested the following to BME design learning educators. To promote user-centered thinking, information should go beyond the statement of medical needs and includedetails on the circumstances where the solution would be applied. Instructors thus would becrucial to helping students develop self and social awareness during their design thinkingprocess. This would create an opportunity to improve student skills of thinking broadly about thedesign context and recognizing their responsibility for promoting better engineering practices.This initial attempt of the instrument development will pave the way to detailed refinement ofthe study protocol scaled

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia N. Savoy, University of Wisconsin-Madison; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E., The University of Texas at Austin

Tagged Divisions

Biomedical Engineering

in conceptualizing, organizing, and reporting a study. Most participants said theirprimary career goals changed over time, becoming less interested in faculty careers. Mostparticipants planned to pursue research careers, but outside of academia. Trainees said theexternship influenced their career decision-making, confirming current interests for some andopening alternate pathways for others. Trainees also participated regularly in scientificcommunication activities following the externship.Participants identified ways to enhance the externship, emphasizing the substantial time neededfor planning. A well-designed project promoted reflection on their career trajectories andsatisfaction with the experience. Involvement of the faculty supervisor

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

. Theauthor will not remain onsite during the entire 10-week program, so the initial on-site meetingswill be replaced with one-on-one video conference mentorship meetings that occur weekly forthe remainder of the summer. Prior to each of these meetings, the student will send an emaildetailing their accomplishments for that week and experimental plans for the upcoming week.Additionally, the student will be asked to share a personal reflection about their time abroad inthis weekly email update.Additional personalized training It is recognized that even with this training program, some students may still strugglewith aspects of their research projects. As such, additional one-on-one training will take place onan individual basis as needed. This

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

by Young andcolleagues [6] collected data on African American engineering students in a variety of co-curricular activities that the researchers classified into three categories (engineering clubs,underrepresented minority (URM) clubs, and other clubs). The study analyzed the perceiveddevelopment of communication, professionalism, lifelong learning, teamwork, and reflectivebehavior skills related to co-curricular participation. Some findings from the study include higherreported teamwork and reflective behavior related to participation in any of the three categoriesof co-curriculars, lower reported communication skills for students participating in URM clubswhen compared to peers who did not, and higher reported teamwork skills with

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Arena, Virginia Polytechnic Institute and State University; Elham Morshedzadeh, Virginia Polytechnic Institute and State University; John L. Robertson, Virginia Polytechnic Institute and State University; Andre Albert Muelenaer, Virginia Polytechnic Institute and State University; Brad D. Hendershot, DoD-VA Extremity Trauma and Amputation Center of Excellence, Walter Reed National Military Medical Center; Jessica L. O'Leary, Salem VA Medical Center; Aliza M. Lee, U.S. Department of Veterans Affairs; Devasmita Choudhury; Brandon C. Briggs; Pamela Jean VandeVord, Virginia Polytechnic Institute and State University

Tagged Divisions

Biomedical Engineering

supported with resources and the use offacilities at the Salem VA Medical Center, Salem, VA. The views expressed in this abstract arethose of the authors, and do not necessarily reflect the official policies of the Uniformed ServicesUniversity of the Health Sciences, the U.S. Departments of the Army, Navy, Air Force, Defense,U.S. Department of Veterans Affairs, nor the United States Government.References[1] D. L. Waszak and A. M. Holmes, "The Unique Health Needs of Post-9/11 U.S. Veterans," Workplace Health & Safety, vol. 65, no. 9, pp. 430-444, 2017, doi: 10.1177/2165079916682524.[2] M. Olenick, M. Flowers, and V. J. Diaz, "US veterans and their unique issues: enhancing health care professional awareness," (in eng), Adv

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; George Tolomiczenko, Caltech; Nadine B. Afari, CHOC Children's Health Orange County

Tagged Divisions

Biomedical Engineering

assess both the potentialcommercialization of the teams’ innovations from an entrepreneurial perspective and thetechnical feasibility of the design from an academic and engineering perspective.Table 1: Scoring criteria for innovation and potential commercialization of the resultingpresentations during the hackathon event. Criteria Description Health Impact The proposed concept represents a viable solution to a real problem, the / Clinical Need problem the group is trying to solve is clear and the need is well-defined. Innovative The solution is unique and reflects a creative and innovative approach, addresses the identified need and the benefits of it are clear. Usability and Provides a solution with ideas

Conference Session

Big Picture Questions in BME

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole L. Ramo, University of Michigan; Aileen Huang-Saad, University of Michigan; Barry Belmont, University of Michigan

Tagged Divisions

Biomedical Engineering

discussed by Harmon in 1975 [2], [6]. Research Questions Student perceptions are equally as important as organizational definitions when seekingto cultivate a shared understanding of the field; as students of BME, they will become the nextpractitioners of BME. Cheville’s assertion above also suggests that student definitions mayindicate how the perceptions held by educators are reflected in their philosophy and teachingapproach [10]. Understanding how students see a field also has important implications forrecruitment and retention (e.g., students may be less likely to persist in a degree program if theirperception of the field is grossly different than that being promoted by the department).However, student perceptions of BME have

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Paul Licato, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

sequence. In addition, design instructors will be asked to ratestudents’ abilities to apply standards appropriately to their respective design projects. Allassessments will be given to two cohorts of students who took the introductory course withoutthe standards module and the first two cohorts participating in the module. It is hypothesized thatall performance measures will increase for the cohorts taking part in the module experience,reflecting a positive effect of introducing first-term engineering students to a hands-on projectincorporating real medical device standards.[1] W. Kelly, “Standards in civil engineering design education,” Journal of Professional Issues in Engineering Education and Practice, vol. 134, no. 1, pp. 59-66, 2008.[2

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patricia A. Meyers, American International College; Judy L. Cezeaux, Western New England University

Tagged Divisions

Biomedical Engineering

oc- cupational therapy, management, adaptive technology and adult physical disabilities. These reflect her interest in the history, philosophy and current research in the profession. Her work experience incorpo- rated interprofessional collaboration which she believes has positively influenced practical application in the classroom. This experience has also contributed to her interest in interprofessional education (IPE) as a component of student curriculum and expanded to assistive technology where occupational therapy and engineering students collaborate on project designs. Her interest and research in IPE has led to local, na- tional and international presentations related to this subject matter. She has

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Gabriella R. Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

experts on specific areas of disagreement, allowing theparticipant to reflect on their response compared to the group and defend or adapt their response.The final phase is to send back the homogenized views to the participants to seek consensus [5].As opposed to interviews, surveys, and focus groups, the success of this method is linked to theability of an individual to express an opinion and then revise it based on group views andefficient use of time for panels and researchers [5].Delphi results are semi-quantitative and are analyzed by calculating medians and interquartileranges. They are used to identify the rates of group agreement and consensus for each item thata panelist makes as a statement [6]. We conducted the study on current medical