Advancing Equity in Biomedical Engineering Education: Insights from Clinical Observations and Needs-Finding Courses

Alyssandra P Navarro; Jacquelynn Ann Horsey; Thomas Hudnall McGehee; Bryce Williams; Timothy J. Muldoon; Mostafa Elsaadany

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Hands-On Learning and Clinical Immersion in BME
Tagged Division: Biomedical Engineering Division (BED)
Tagged Topic: Diversity
Page Count: 12
Permanent URL: https://peer.asee.org/57576

Jacquelynn is a graduate of the Department of Biomedical Engineering and is currently pursuing an MD at the University of Arkansas for Medical Sciences.

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Thomas Hudnall McGehee University of Arkansas

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Bryce Williams University of Arkansas

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Timothy J. Muldoon University of Arkansas

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Dr. Timothy Muldoon is an Associate Professor in the Department of Biomedical Engineering at the University of Arkansas. Dr. Muldoon teaches the Clinical Observations and Needs Finding, the Biomedical Instrumentation, and the Biomedical Microscopy courses within the Department, and also serves as the Undergraduate Coordinator. Dr. Muldoon’s research interests include engineering education, miniaturized optical imaging and spectroscopy approaches for endoscopy applications, and metabolic imaging of the tumor microenvironment.

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Mostafa Elsaadany University of Arkansas orcid.org/0000-0001-9388-8149

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Dr. Mostafa Elsaadany is a Teaching Associate Professor in the Department of Biomedical Engineering at the University of Arkansas. He received his Ph.D. in Biomedical Engineering from the University of Toledo. Dr. Elsaadany teaches Introduction to Biomedical Engineering, Biomechanical Engineering, Biomolecular Engineering, Senior Design, and Entrepreneurial Bioengineering. He is active in Engineering Education Research, where he studies different mentoring strategies to ensure the academic and professional success of historically marginalized groups. Further, he studies strategies for instilling the entrepreneurial mindset in engineering students as well as innovative approaches to teaching, such as using virtual reality.

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Abstract

Biomedical engineering plays a crucial role in addressing real-world clinical challenges through innovative solutions. Our department offers a junior-level clinical and industry immersion course designed to prepare students for senior design projects. The success of this course hinges on access to medical centers, industry sites, and a diverse student body. However, like many fields within engineering, biomedical engineering often lacks demographic diversity. This disparity can lead to varied learning outcomes for students from historically marginalized groups (HMG), who may experience feelings of isolation due to a lack of mentor representation or limited professional opportunities. This study aims to explore how our clinical immersion course impacts students from HMGs, focusing on key demographic identifiers such as race, ethnicity, first-generation status, gender, and age. We conducted comparisons among groups including African Americans, Hispanics, women, and first-generation students against their peers. To assess the course's impact on educational outcomes, we employed pre- and post-course surveys incorporating a Likert scale and open-response questions. These tools helped us analyze changes in students' self-confidence, ability to form connections, and interest in engineering. Our analysis revealed discrepancies in self-assessment across different demographic groups. For instance, Hispanic students initially reported lower confidence levels before the course but exhibited the most substantial growth upon completion. This finding underscores the transformative potential of targeted educational interventions, but it also highlights the need for more effective interventions in prior levels (first- and second-year students). Further qualitative analysis using NVivo software allowed us to delve into the complex dynamics experienced by HMGs during the course. Both male and female students reported increased confidence in engineering design; however, females demonstrated a more pronounced boost. Among Hispanic students, there were notable improvements in professional communication skills and critical thinking abilities. Additionally, females and HMG students showed enhanced teamwork and communication skills, highlighting the significant impact of these areas on their overall development. This study emphasizes the urgent need for more inclusive mentorship opportunities for HMG and a well-curated curriculum that fosters equity and enhances student engagement across all demographic groups in engineering education. Addressing these disparities can create a more supportive environment that empowers all students to succeed and thrive in their engineering careers.

Citation
Format

Navarro, A. P., & Horsey, J. A., & McGehee, T. H., & Williams, B., & Muldoon, T. J., & Elsaadany, M. (2025, June), Advancing Equity in Biomedical Engineering Education: Insights from Clinical Observations and Needs-Finding Courses Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57576

TY - CPAPER
AB - Biomedical engineering plays a crucial role in addressing real-world clinical challenges through innovative solutions. Our department offers a junior-level clinical and industry immersion course designed to prepare students for senior design projects. The success of this course hinges on access to medical centers, industry sites, and a diverse student body. However, like many fields within engineering, biomedical engineering often lacks demographic diversity. This disparity can lead to varied learning outcomes for students from historically marginalized groups (HMG), who may experience feelings of isolation due to a lack of mentor representation or limited professional opportunities.
This study aims to explore how our clinical immersion course impacts students from HMGs, focusing on key demographic identifiers such as race, ethnicity, first-generation status, gender, and age. We conducted comparisons among groups including African Americans, Hispanics, women, and first-generation students against their peers. To assess the course&#39;s impact on educational outcomes, we employed pre- and post-course surveys incorporating a Likert scale and open-response questions. These tools helped us analyze changes in students&#39; self-confidence, ability to form connections, and interest in engineering.
Our analysis revealed discrepancies in self-assessment across different demographic groups. For instance, Hispanic students initially reported lower confidence levels before the course but exhibited the most substantial growth upon completion. This finding underscores the transformative potential of targeted educational interventions, but it also highlights the need for more effective interventions in prior levels (first- and second-year students).
Further qualitative analysis using NVivo software allowed us to delve into the complex dynamics experienced by HMGs during the course. Both male and female students reported increased confidence in engineering design; however, females demonstrated a more pronounced boost. Among Hispanic students, there were notable improvements in professional communication skills and critical thinking abilities. Additionally, females and HMG students showed enhanced teamwork and communication skills, highlighting the significant impact of these areas on their overall development.
This study emphasizes the urgent need for more inclusive mentorship opportunities for HMG and a well-curated curriculum that fosters equity and enhances student engagement across all demographic groups in engineering education. Addressing these disparities can create a more supportive environment that empowers all students to succeed and thrive in their engineering careers.

AU - Alyssandra P Navarro
AU - Jacquelynn Ann Horsey
AU - Thomas Hudnall McGehee
AU - Bryce Williams
AU - Timothy J. Muldoon
AU - Mostafa Elsaadany
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Advancing Equity in Biomedical Engineering Education: Insights from Clinical Observations and Needs-Finding Courses
UR - https://peer.asee.org/57576
ER -