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Session 2109

Measuring Cardiovascular Alterations During Academic Exercises with Undergraduate Biomedical Engineering Students

Ankit D. Tejani, Seth A. Townsend, Peter J. Goldwine, Yen Shi Gillian Hoe, Elizabeth L. Johnson, Ryan C. Kon, Matthew Kung, Mary K. McDonald, Laura A. Sprowls, Gary H. Tong, Richard B. Boyer, Robert H. Allen, Artin A. Shoukas Department of Biomedical Engineering, Johns Hopkins University

Abstract

As part of our undergraduate training in Biomedical Engineering, we have developed a series of courses, Longitudinal Design Teams, where groups of students at various levels of their education work together to solve problems at the interface of engineering and biology. The teams function under a pseudo-corporate structure which encourages the solution of practical problems through both theoretical and experimental approaches. We report on one set of IRB- approved experiments, in which student volunteer subjects wore Holter© monitors to record instantaneous heart rate alterations induced during an introductory Physics I exam (N=4) and during a class-based engineering competition requiring mild physical activity (N=6). Data was also collected during presentations (N=2) before a panel of faculty members and professionals. In addition, heart rate (N=15) and acceleration (N=9) data were obtained at several amusement park rides, each of which induced an orthostatic stress on the cardiovascular system. All data was analyzed using custom software developed by students that accurately determined instantaneous heart rate using pixel counting methods and without using any signal processing. Average heart rate values were calculated during intervals to examine global trends as well as instantaneous results. Results showed that in general, undergraduate students observed a significant increase in heart rate before an exam as well as during the final minutes of an exam; however, these trends were neither uniform among subjects nor a measure of their academic performance. As expected, zero gravity conditions induced by several seconds of free fall on amusement park rides increased arterial blood pressure while decreasing measured heart rate. During the deceleration phase of the ride students experienced negative “G” forces that induced a precipitous decrease in arterial blood pressure and a concomitant neurally-mediated increase in heart rate. We believe that our Longitudinal Design Team concept is an effective model for active learning. New students entering the department become excited about engineering, have the opportunity to apply theory taught in coursework to real-life problems, and become familiar with the synergetic design process, all while working in a team setting. Upperclassmen apply what they have studied in a culmination of their undergraduate education, learn to communicate information effectively in a way that new students can easily understand, and recognize the individual skills of each contributing team member so that a quality product results.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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Hoe, Y. S. G., & Townsend, S., & Kon, R., & Allen, R., & Boyer, R., & Goldwine, P., & Kung, M., & McDonald, M., & Sprowls, L., & Tong, G., & Shoukas, A., & Tejani, A., & Johnson, E. (2004, June), Measuring Cardiovascular Alterations During Academic Exercises With Undergraduate Biomedical Engineering Students Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--12923