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Integrative Design and Experimental Analysis: A Yearlong Laboratory Course in Biomedical Engineering

Abstract

Undergraduate degree programs in biomedical engineering and bioengineering require a very broad array of topics in engineering and biology if they are to adequately prepare graduates for the fast-growing biotech industry, as well as for graduate and professional school. To provide this breadth of expertise, BME programs typically include coursework in cell and molecular biology, physiology, biomaterials, bioinstrumentation (including signals and systems, circuits, and biomedical imaging analysis), biomechanics, transport phenomena, and mathematical modeling of BME systems in their core curricula. Given this breadth, however, there is a pressing need for not only providing sufficient practical depth in these topics through hands-on laboratory components, but also for allowing the students to integrate the concepts learned in these diverse courses towards solving real-world BME problems. Towards meeting these needs, we have developed a yearlong laboratory course that is required of all BME majors at the University of Virginia. This course is divided into 12 separate lab modules taught by eight different faculty members throughout the year, in accordance with their respective areas of expertise. BME-relevant applications and methods covered in this lab span the topics listed above, including cell culture, microscopy, RNA and protein extraction, western blotting, RT- PCR, biomaterials and tissue engineering, ultrasound, EKG, biomechanics, microfluidics, biofluid dynamics, and quantitative clinical measurement methodologies. The end of this course consists of a four-week project which empowers the students to integrate the skills and knowledge accumulated throughout the year towards independently addressing a relevant hypothesis or question in BME. Student lab proficiency and analytical ability were assessed via detailed group lab reports on each module, weekly quizzes, in-lab observation by the instructors and TAs, and a final written practicum exam. Additionally, feedback on the course was gathered from: 1) student evaluations, surveys, and individual interviews; 2) input from industry and professional school representatives; and 3) internal input from a majority of the faculty in our department. Over the first three years this course has been offered, assessment of student learning as well as feedback from all sources (which has been used to enhance and revise the lab modules as needed in successive years) have both been very positive. The laboratory course described in this paper thus represents a viable curricular means by which to provide students with not only the topical breadth but also the practical depth and integrative analysis necessary to prepare the next generation of biomedical engineers.

Introduction

The field of biomedical engineering (BME) is widely regarded as the fastest growing engineering discipline at most universities.1 Undergraduate curricula in BME must include a very broad array of topics in engineering and biology in order to adequately prepare graduates for the fast-growing biotech industry and for graduate and professional school. To provide this breadth of expertise, BME programs typically include coursework in cell and molecular biology, physiology, biomaterials, bioinstrumentation (including signals and systems, circuits, and biomedical imaging analysis), biomechanics, transport phenomena, and mathematical modeling

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Allen, T., & Blackman, B. (2007, June), Integrative Design And Experimental Analysis: A Yearlong Laboratory Course In Biomedical Engineering Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2477