New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
We have developed a Medical Device Sandbox (MDS) to promote interprofessional collaboration and learning between biomedical engineering (BME) students and medical learners that is critical to the design, development, use, and commercialization of safe and effective medical equipment. Currently, interprofessional learning opportunities among medical trainees and BME students are informal and ad hoc. Medical students and residents occasionally seek engineering expertise about device safety and design. BME students occasionally use simulation facilities at the medical school with little guidance or continuity. All these learners seek a better blend of realism and clinical expertise. The Medical Device Sandbox provides a structured environment and mechanism to bring these groups of learners together, to help them understand “what is” and “what could be” in regards to medical devices in hospital, clinic, and homecare settings. It consists of a simulated clinical space equipped with medical devices and accessories used in these settings. During scheduled sessions facilitated through expert instruction, interprofessional teams of BMEs (undergraduates and/or graduates in design courses) and medical learners are presented with a realistic patient safety scenario involving the use of a medical device, asked to re-enact treatment, identify problems, and brainstorm solutions using the equipment and supplies available within the space.
The key learning objectives assessed from these MDS sessions offered during the 2015-2016 Academic Year include: The MDS 1.) enhances engineering students’ and medical learners’ creative process and ability to innovate solutions to medical device design; BME students and medical learners will 2.) report an enhanced understanding of the clinical perspective and more positive attitudes toward interprofessional teams 3.) effectively design low-fidelity prototype devices that address use errors and fit into current hospital/clinic settings, and 4.) better identify possible use errors and design flaws that can be corrected to improve device safety and functionality. An existing creative thinking rubric  will be adapted to identify the degree to which students/learners employ the creative process during the MDS sessions. Separate retrospective surveys will ask BME students and medical learners to self-assess their understanding of the clinical perspective, the roles of one another in the development of medical devices, their attitudes towards interprofessional teamwork, and the degree to which the sandbox helped to improve identification of function and use errors. Finally, a rubric will evaluate the effectiveness of the teams’ designs to address use errors and adapt to hospital/clinic/home settings.
1. Association of American Colleges and Universities (AACU), not dated. Creative Thinking VALUE rubric. Available: https://www.aacu.org/value/rubrics/teamwork
Schmedlen, R., & Kusano, S. M., & Gosbee, J., & Lee, J. C., & Stegemann, J. P. (2016, June), The Medical Device Sandbox: A Creative Learning Experience for BME Students and Medical Learners Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26988
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