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The DMVP (Detect, Measure, Valuate, Propose) Method for Evaluating Identified Needs During a Clinical and Technology Transfer Immersion Program

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Clinical Learning Experiences in BME

Tagged Division

Biomedical Engineering

Page Count

18

Permanent URL

https://peer.asee.org/31087

Download Count

23

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Paper Authors

biography

Hannah Lynn Cash Clemson University

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Hannah Cash is pursuing her PhD in Bioengineering with a focus on Engineering and Science Education. Working with students through the engineering design process, Hannah has been encouraged to aid in outreach opportunities to bring Bioengineering and Design to younger students and teachers throughout the Upstate of South Carolina through work with the Perry Initiative and Project Lead the Way. The Perry Initiative works to inspire young women to be leaders in engineering and medicine, while Project Lead the Way works to bring engineering and medicine to teachers and students in K through 12 programs.

Hannah was a four year club sports athlete for the Clemson University Women's Ultimate team. She was captain for two years, which taught her team-centered leadership. Hannah used these skills to lead her senior design capstone team to develop and create a functional sports rehabilitation device. Hannah found her drive for design and engineering education during the development of this device and is working to instill students with the same drive and initiative through experimental learning.

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biography

John D. DesJardins Clemson University

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Dr. DesJardins is an associate professor in Bioengineering at Clemson
University and the director of the Frank H. Stelling and C. Dayton Riddle
Orthopaedic Education and Research Laboratory at CUBEInC. He has coauthored
over 200 peer-reviewed conference or journal publications in the
areas of biomechanics, biomaterials tribology, engineering education and
implant design. He is active in many professional societies and review panels,
including BMES, NCIIA, ORS, NIH and NSF. He is or has been the PI or co-PI on many multi-disciplinary
research teams funded through NASA, DoT, NIH, DoD, NSF, the Gates Foundation, and numerous
biomedical industry grants and contracts. He was a guest editor with the Annals of Biomedical
Engineering, developing a special issue on Design Innovation in Biomedical Engineering. He directs the
bioengineering senior capstone design program, the undergraduate bioengineering study abroad
programs, and founded the Clemson University Retrieval of Explants Program and Registry in
Orthopaedics (CU-REPRO).

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biography

Breanne Przestrzelski University of San Diego

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Bre Przestrzelski, PhD, is a post-doctoral research associate in the General Engineering department in the Shiley-Marcos School of Engineering, where she seeks to innovatively integrate social justice, humanitarian advancement, and peace into the traditional engineering canon.

Before joining USD in August 2017, Bre spent 9 years at Clemson University, where she was a three-time graduate of the bioengineering program (BS, MS, and PhD), founder of The Design & Entrepreneurship Network (DEN), and Division I rower. In her spare time, Bre teaches design thinking workshops for higher education faculty/administrators at the Stanford d.School as a University Innovation Fellow, coaches a global community of learners through IDEO U, and fails miserably at cooking.

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Abstract

The process of biomedical device design is a fundamental skillset that students must learn in order to become effective innovators in the biomedical device industry. One of the initial steps in this process, needs finding, involves the observation of stakeholders and identification of problems in order to determine potential areas for innovation. However, following the identification of these needs, a filtering process is often employed, wherein external influences such as market dynamics, competition and intellectual property influence the potential for the successful development and commercialization of solutions in these needs area.

The DeFINE Program is a six-week clinical immersion program funded by the National Institute of Health (NIH) and VentureWell. DeFINE allows rising juniors and seniors in Bioengineering to experience, empathize, and observe various clinical specialties with the goal to identify needs and evaluate these needs from a technology valuation perspective. This enables students to learn how to assess the probability of technology commercialization for potential solutions to the identified needs.

In years 3 and 4 of the program, a new method of needs filtering was developed and piloted called DMVP (Define, Measure, Valuate, and Propose); also loosely summarized as a method to Determine the Most Valuable Problems for which to develop a novel solutions.

Each week during clinical shadowing, the students are trained to document observed clinical problems and evaluate each week’s top five problems using the DMVP method3. In step 1, Detect, the key observed variables People, Problem, Place and Procedures (the 4 P’s) related to each problem were documented and clarified. In step 2, Measure, students were tasked with the collection of the clinical significance and impact of the problem, through the assessment of Incidence, Prevalence, Morbidity and Mortality associated with the problem. In Step 3, Valuate, the students were tasked to research and quantify the key marketability variables of Market Size and Growth, and then initially identify key Intellectual property and Competitors within the market. Finally, in Step 4, Propose, students identified the Problem, Population and Outcome that the potential solutions should solve, and a Metric to measure the potential solutions before creating a clearly defined needs statement.

At the end of the program, students completed a survey and gave feedback on how the DMVP technique enhanced their understanding of the engineering design process and assessing biomedical needs. This paper will detail the DMVP process, provide templates and examples that were used in the program for the completion of the assessments, and provide an analysis of the survey results with suggestions for future improvement. The DMVP process was found to provide an easy to follow methodology that allowed the students to more intelligently discuss the observed problems from the perspective of finding “needs worth solving”.

Cash, H. L., & DesJardins, J. D., & Przestrzelski, B. (2018, June), The DMVP (Detect, Measure, Valuate, Propose) Method for Evaluating Identified Needs During a Clinical and Technology Transfer Immersion Program Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31087

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