BOARD # 36: Work-In-Progress: Enhancing Biomedical Engineering Education through Collaboration with Physical Therapy

Colleen Louise Bringman; Amy L Kimball

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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: Biomedical Engineering Division (BED) Poster Session
Tagged Division: Biomedical Engineering Division (BED)
Page Count: 13
Permanent URL: https://peer.asee.org/55730

Paper Authors

biography

Colleen Louise Bringman The University of Iowa

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Colleen Bringman is an Associate Professor of Instruction in the Roy J. Carver Biomedical Engineering department at The University of Iowa, where she also serves as the lab manager for the Carver Medical Device Design Laboratory. After earning a B.S.E and M.S. in Biomedical Engineering from The University of Iowa, Colleen completed her Ph.D. and post-doctoral training in Physical Therapy and Rehabilitation Science at the University of Iowa. Her primary teaching interests include the medical device design process in particular solid modeling and prototyping skills, while her primary research background is neuromuscular control and physical rehabilitation science.

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Amy L Kimball The University of Iowa

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Abstract

INTRODUCTION: The increasing aging population and focus on preventative medicine have led to a growing demand for physical therapy and wearable technology [1]. The wearables market, projected to grow from $28.2 billion in 2021 to $66.9 billion by 2030 [2], includes technology that facilitates physical therapy exercises at home, leading to better health outcomes for compliant patients. This industry is poised to incorporate advanced technologies, necessitating support from biomedical engineering. Biomedical engineers are uniquely positioned to develop innovative solutions at the intersection of science and medicine. To equip them with the necessary skills, it is crucial to provide opportunities for hands-on learning during their undergraduate education. This paper presents a newly developed three-course medical device design series (Course 1, Course 2, Course 3) aimed at training biomedical engineering students through progressively complex projects addressing unmet needs in physical therapy. The courses employ the educational concept of scaffolding, offering extensive guidance initially and gradually transferring responsibility to the students. COURSE SEQUENCE STRUCTURE: Course 1 introduces the fundamentals of medical device design, focusing on physical rehabilitation and assistive devices through prescriptive lectures, homework, and labs. Students undertake four projects, culminating in the development of a prototype for a client with a recent surgery. Course 2 is an intermediate course emphasizing electro-mechanical design and advanced prototyping skills. Students complete three projects, including reverse engineering a musculoskeletal joint and developing solutions for joint-related problems, with guidance from physical therapy students. Course 3 focuses on advanced prototyping and manufacturing techniques, with projects addressing specific physical therapy needs. Students complete two projects, one individually and one as part of a team, involving interviews with physical therapists, clinicians, and patients to develop solutions for various conditions. PRELIMINARY RESULTS AND CONCLUSIONS: The effectiveness of these courses is assessed through surveys conducted before, during, and after each course. Preliminary results from Course 2 indicate positive student feedback, with 87% reporting a high or moderate positive impact from educational videos and materials produced by physical therapy students. Additionally, 100% of students valued Project 1, and 67% highly valued the final project. Anecdotal evidence from alumni suggests that the courses prepare students to make immediate contributions to projects and provide valuable information critical to success in the medical device industry. Future work will focus on collecting and analyzing more data to support these findings. Preliminary findings are encouraging, highlighting the benefits of this approach in teaching medical device design and fostering strong interdisciplinary collaboration.

Citation
Format

Bringman, C. L., & Kimball, A. L. (2025, June), BOARD # 36: Work-In-Progress: Enhancing Biomedical Engineering Education through Collaboration with Physical Therapy Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55730

TY - CPAPER
AB - INTRODUCTION: The increasing aging population and focus on preventative medicine have led to a growing demand for physical therapy and wearable technology [1]. The wearables market, projected to grow from $28.2 billion in 2021 to $66.9 billion by 2030 [2], includes technology that facilitates physical therapy exercises at home, leading to better health outcomes for compliant patients. This industry is poised to incorporate advanced technologies, necessitating support from biomedical engineering. Biomedical engineers are uniquely positioned to develop innovative solutions at the intersection of science and medicine. To equip them with the necessary skills, it is crucial to provide opportunities for hands-on learning during their undergraduate education. This paper presents a newly developed three-course medical device design series (Course 1, Course 2, Course 3) aimed at training biomedical engineering students through progressively complex projects addressing unmet needs in physical therapy. The courses employ the educational concept of scaffolding, offering extensive guidance initially and gradually transferring responsibility to the students.
COURSE SEQUENCE STRUCTURE: Course 1 introduces the fundamentals of medical device design, focusing on physical rehabilitation and assistive devices through prescriptive lectures, homework, and labs. Students undertake four projects, culminating in the development of a prototype for a client with a recent surgery. Course 2 is an intermediate course emphasizing electro-mechanical design and advanced prototyping skills. Students complete three projects, including reverse engineering a musculoskeletal joint and developing solutions for joint-related problems, with guidance from physical therapy students. Course 3 focuses on advanced prototyping and manufacturing techniques, with projects addressing specific physical therapy needs. Students complete two projects, one individually and one as part of a team, involving interviews with physical therapists, clinicians, and patients to develop solutions for various conditions.
PRELIMINARY RESULTS AND CONCLUSIONS: The effectiveness of these courses is assessed through surveys conducted before, during, and after each course. Preliminary results from Course 2 indicate positive student feedback, with 87% reporting a high or moderate positive impact from educational videos and materials produced by physical therapy students. Additionally, 100% of students valued Project 1, and 67% highly valued the final project. Anecdotal evidence from alumni suggests that the courses prepare students to make immediate contributions to projects and provide valuable information critical to success in the medical device industry. Future work will focus on collecting and analyzing more data to support these findings. Preliminary findings are encouraging, highlighting the benefits of this approach in teaching medical device design and fostering strong interdisciplinary collaboration.

AU - Colleen Louise Bringman
AU - Amy L Kimball
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - BOARD # 36: Work-In-Progress: Enhancing Biomedical Engineering Education through Collaboration with Physical Therapy
UR - https://peer.asee.org/55730
ER -