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Clinical Immersion Internship Introduces Students to Needs Assessment

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Education Programs in BME

Tagged Division

Biomedical

Page Count

15

DOI

10.18260/p.26503

Permanent URL

https://strategy.asee.org/26503

Download Count

762

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Paper Authors

biography

Miiri Kotche University of Illinois, Chicago

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Miiri Kotche is a Clinical Associate Professor of Bioengineering at the University of Illinois at Chicago, and currently serves as Director of the Medical Accelerator for Devices Laboratory (MAD Lab) at the UIC Innovation Center. Prior to joining the faculty at UIC, she worked in new product development for medical devices, telecommunications and consumer products. She co-teaches bioengineering capstone design courses, including the core senior design sequence and the recently launched interdisciplinary medical product development course. She also serves as Director of the Freshman Engineering Success Program, and is actively involved in engineering outreach for global health. Miiri received her Ph.D. in Bioengineering and M.S. in Mechanical Engineering from the University of Illinois at Chicago and a B.S. in General Engineering from the University of Illinois at Urbana Champaign.

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Abstract

A summer Bioengineering Clinical Immersion experience for rising seniors who are enrolled in a two-semester capstone design sequence is offered to provide exposure to the clinical environment, including process flow, workarounds, and a first-hand understanding of where and how medical devices are used. The primary learning objective is to formalize a methodical approach to needs assessment based on user-centered design. This six-week internship connects 30 hours in a hospital department under a clinical mentor with weekly workshop instruction on user-centered design, including empathy, contextual inquiry and stakeholder interviewing, analysis and synthesis of research, and prioritization of user needs. Students rotate in pairs for two separate three-week long clinical experiences in either Anesthesia, Gasteroenterology, Hematology and Radiation Oncology, Ophthalmology, Orthopedics, Pulmonary Critical Care, Radiology, or Urology. At the end of each rotation, teams present problem statements based on insights from their primary research and potential design projects to address the identified needs. Participants maintain a blog to capture and reflect on their observations, which also allows them to share their experience with the other students. Upon completion of the Bioengineering Clinical Immersion program, students are well prepared for the senior design capstone course that emphasizes development of medical devices conceived from validated end-user needs. This paper also discusses implementation challenges and program modifications, including having medical students team with bioengineering students.

Kotche, M. (2016, June), Clinical Immersion Internship Introduces Students to Needs Assessment Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26503

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