June 24, 2017
June 24, 2017
June 28, 2017
The broad goal of this interprofessional course is to allow pre-professional biology, pre-nursing, and engineering students to leverage maker space technology to produce and communicate tangible solutions to current challenges in community health. For the past two iterations of the course students developed solutions to metabolic syndrome using maker space technologies (3D printing, laser cutters/engravers, virtual reality, and related software). Communication between disciplines that impact each other but may have different biases and goals is important, and is facilitated through teamwork. In the course, students receive explicit training in problem solving techniques, teamwork, and communication. For example, students form their teams using the Strengths Finder analysis to build on the individual strengths present in the group and the teams watch a video on the challenger disaster to evaluate the systemic reasons that led to a failure in team decision making. Additionally, the maker space is used to foster creative problem solving, collaboration skills, and knowledge of technologies that may shape their professions’ future.
The instructors’ role in the course is to serve as facilitators and guides while students work to develop their solutions. This process ensures that students take ownership of their project as an engaged team and that students strengthen their problem-solving and collaboration skills. By modeling the course project interdisciplinary team structure with an interdisciplinary teaching team, the aim is to promote interdisciplinary learning, foster teamwork among the student teams, and improve student engagement. Other course objectives are to develop students’ creative problem solving, empathetic design practices, interprofessional communication skills, prototyping skills, and ethical reasoning. Students are expected to become proficient at the empathetic design process as well as interprofessional communication. Creative problem solving, ethical reasoning, and realization of a product through prototyping are expected to be emergent skills that will need further refinement after the course.
Research was conducted with consenting participants from the course using qualitative content analysis of student responses to prompts with the aim of assessing course outcomes. Results indicate that the multidisciplinary experience and use of and maker technologies enhance student learning and engagement, foster teamwork and interprofessional skills, and increase students’ ability to innovate.
Nagel, J. K., & Ludwig, P. M., & Lewis, E. J. (2017, June), Community Health Innovation through an Interprofessional Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28051
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015