Tan, G., & LeFebvre, L., & Dallas, T., & Xu, C., & Biros, J. (2022, August), Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42089

\bibitem{asee_peer_42089}
  Tan, G., \& LeFebvre, L., \& Dallas, T., \& Xu, C., \& Biros, J. (2022, August), \emph{Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42089

George Tan, Luke LeFebvre, Tim Dallas, Changxue Xu, and Jnev Biros.  "Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42089 Internet.  16 Dec, 2024

\bibitem{asee_peer_42089}
  George Tan, Luke LeFebvre, Tim Dallas, Changxue Xu, and Jnev Biros.
  "Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42089 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_42089
author = "George Tan, Luke LeFebvre, Tim Dallas, Changxue Xu, and Jnev Biros"
title = "Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42089}
number = {10.18260/1-2--42089}
}

TY  - CPAPER
AB  - The proposed project aims to develop an undergraduate upper-division course series in biomedical technology innovation led by Industrial Engineering faculty for all engineering students regardless of their major. Undergraduate students will work with medical students on commonly encountered clinical problems. The teaching plan comprises two 3-credit courses in series. The first semester focuses on background knowledge, problem identification, and ideation. The second semester focuses on experimentation, analyses, and documentation. This paper presents the implementation of the first-semester course and the corresponding preliminary research results. The educational objective of this course is to equip students with skills for problem exploration and project establishment in the field of healthcare. 

The knowledge acquisition was evaluated based on the grades of homework and quizzes. The critical thinking and research competency were evaluated by the research reports and the final proposals. The technical communication ability was evaluated by the oral presentations. In addition, we conducted a pre-semester survey and a post-semester survey to evaluate students’ self-efficacy. Gains in self-efficacy were measured by aggregating five items asking students to indicate how much this course increases their confidence in the following areas: (1) background research, (2) innovation, (3) teamwork, (4) communication, and (5) career interest. The preliminary data of self-efficacy and course evaluation showed that the proposed course not only improved students’ abilities of independent research but also enhanced their abilities for effective teamwork and communication in a multidisciplinary environment.
AU  - George Tan
AU  - Luke LeFebvre
AU  - Tim Dallas
AU  - Changxue Xu
AU  - Jnev Biros
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation
UR  - https://peer.asee.org/42089
DO  - 10.18260/1-2--42089
ER  -