Towards scalable clinical immersion experiences for engineering students
- Conference
- Location
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Waco, Texas
- Publication Date
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March 24, 2021
- Start Date
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March 24, 2021
- End Date
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March 26, 2021
- Page Count
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13
- DOI
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10.18260/1-2--36411
- Permanent URL
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https://peer.asee.org/36411
- Download Count
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487
Paper Authors
Brandon Bakka University of Texas at Austin
Brandon Bakka is a doctoral candidate at the University of at Austin pursuing a degree in Biomedical Engineering with a certificate in engineering education. His research focus is on the use of liposomes for targeted drug delivery and release. He received a BS in Chemical and Biological Engineering from Colorado School of Mines. Brandon is also conducting research on the modes of resistance LGBTQIA+ students utilize in response to the climate in STEM departments. He is also running a LGBTQIA+ focus reading group for STEM students to further connect them with their identity, and is passionate about understanding and dismantling the systems in engineering that marginalize students.
Henry Grady Rylander III P.E. The University of Texas at Austin
Dr. Rylander is a professor of biomedical engineering at the University of Texas at Austin, and the Harry H. Power Professor in Engineering and a William J. Murray, Jr. Fellow in Engineering. Dr. Rylander is a co-director, with Dr. Mia K. Markey, of the Department of Biomedical Engineering’s Imaging Science and Informatics Portfolio program, a comprehensive imaging science training program for doctoral students funded by a Ruth L. Kirschstein National Research Service Award training grant from the National Institute of Biomedical Imaging and Bioengineering (NIBIB), an institute with the National Institutes of Health (NIH). Dr. Rylander’s research is focused on imaging in ophthalmology. He has conducted clinical trials on a polarization-sensitive OCT system to measure the changes that occur in the retinal nerve fiber layer in glaucoma. Other projects include a drug delivery device for the eye and measuring blood flow in the eye. He is collaborating with researchers at UTMB to identify biomarkers of Alzheimer's Disease in the eye.
Mia K. Markey University of Texas at Austin
Dr. Mia K. Markey is a Professor of Biomedical Engineering and Cullen Trust for Higher Education Endowed Professorship in Engineering #1 at The University of Texas at Austin as well as Adjunct Professor of Imaging Physics at The University of Texas MD Anderson Cancer Center. Dr. Markey is a 1994 graduate of the Illinois Mathematics and Science Academy. She has a B.S. in computational biology (Carnegie Mellon, 1998). Dr. Markey earned her Ph.D. in biomedical engineering (2002), along with a certificate in bioinformatics, from Duke University. Dr. Markey has been recognized for excellence in research and teaching with awards from organizations such as the American Medical Informatics Association, the American Society for Engineering Education, the American Cancer Society, and the Society for Women’s Health Research. She is a Fellow of both the American Association for the Advancement of Science (AAAS) and American Institute for Medical and Biological Engineering (AIMBE), and is a Senior Member of both the IEEE and the SPIE.
Julia N Savoy
University of Wisconsin - Madison
orcid.org/0000-0002-1675-5665
Julia N. Savoy, M.S., is an Associate Researcher in the Wisconsin Center for Education Research, University of Wisconsin-Madison. One aspect of her research examines the effects of professional development participation on the career pathways of doctoral students, postdoctoral scholars, and early-career faculty.
Abstract
Identifying needs and constraints is essential to the engineering design process. An effective and widely used pedagogical strategy for teaching this aspect of design in biomedical engineering (BME) is clinical experiences. Clinical experiences at the bachelor’s through doctoral levels are a common feature of BME programs that are consistently ranked among the best in the country. Until recently, our institution did not have the infrastructure, especially a medical school, that is a necessary prerequisite for engaging engineering students in clinical experiences. Spring 2021 will be the pilot offering of our new clinical immersion course. Our pilot, like clinical immersion experiences offered at other institutions, is limited to a small number of carefully selected students. However, our long-term goal is to provide clinical immersion experiences for engineering students on the scale needed at our large public university. The purpose of this presentation is to share our experiences in designing a pilot offering of a clinical immersion course with an emphasis on an evaluation framework that will help us tease apart the contributions of the different aspects of the course to student learning. Such an understanding will be critical to identify efficient approaches for future offerings to make clinical experiences accessible to a large number of engineering students at all educational levels (bachelors, integrated bachelors/masters, masters, and doctoral).
Bakka, B., & Rylander, H. G., & Markey, M. K., & Savoy, J. N. (2021, March), Towards scalable clinical immersion experiences for engineering students Paper presented at ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas. 10.18260/1-2--36411
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