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Early Introduction Of Statistical Concepts In An Undergraduate Bme Program

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

BME Introductory Courses

Page Count


Page Numbers

10.498.1 - 10.498.3



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Paper Authors

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Richard Jendrucko

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Jack Wasserman

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Statistical Concepts – An early Introduction into a Biomedical Engineering Curriculum Jack Wasserman Richard Jendrucko

Introduction This paper presents the results from an initial introduction of statistics to the biomedical engineering students when they are sophomores based the seniors’ request to provide this earlier experience. The testing results and student course assessments provide additional information for the next time the course is taught. In the future, a paper will be presented on the trends in class performance over a five-year period and the results of senior interviews about the utility of early introduction of statistics.

Background As documented by ABET criteria for BME, statistic is a very significant requirements for biomedical engineers. Discussions with both BME graduate students and industry has specifically indicated a desire for students to have a proficiency in statistics.

Previously, BME 271 was used as an introduction to biomedical engineering with an emphasis on team projects with oral and written presentation. By covering six areas, the students were able to individually present to “different audiences” on the specific task for the research area. Since all students had completed the topics of statics and particle dynamics, the biomechanics area has always included calculations and exam problems where statics and dynamics are applied to a biomechanics situations.

However, the combination of a statewide reduction in credit hours and the difficulty in students determining the application of various mathematic and engineering processes resulted in a new combined focus for this course.

Because of need to develop a perspective of understand of statistics, multiple exposures to the topics is useful. In recent interviews with seniors, they have agreed that they have taken a good course in statistics, but it was difficult to relate to “real applications”. Although they used the concepts in the BME laboratory course, it took extensive time to really see what to apply. They expressed a desire to see some of the material utilized earlier in their courses.

The new BME 271 course will provide students with some experience in presentation related to three areas in BME. The initial area is cell and tissue engineering with a focus on determining the best area for a planned corporate research. The second area is biomechanics. This area is will combine statistic, statics, and particle dynamics for the solution of simple problems. Based on group measurements, the range of values for joint loading will be assessed. The last part of the course will involve a combination of instrumentation and imaging. The added aspects are the considerations of A/D conversion, Fourier Analysis, and systems modeling.

Jendrucko, R., & Wasserman, J. (2005, June), Early Introduction Of Statistical Concepts In An Undergraduate Bme Program Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14536

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