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Use Of A Single Team Based Written Project To Address Multiple Objectives And Outcomes For A Biomedical Engineering Program

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Assessment in BME Education

Page Count

5

Page Numbers

8.1226.1 - 8.1226.5

Permanent URL

https://peer.asee.org/11964

Download Count

22

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Paper Authors

author page

Marian G. McCord

author page

Susan Blanchard

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2609

Use of a Single Team-Based Written Project to Address Multiple Objectives and Outcomes for a Biomedical Engineering Program

Susan M. Blanchard and Marian G. McCord

North Carolina State University

I. Introduction

Members of the Biomedical Engineering faculty at NC State have developed a set of student learning outcomes based on broader programmatic objectives and ABET criteria.1 Course learning outcomes are being mapped to program outcomes, and assignments that provide evidence of student learning are being collected and reviewed. Assignments that are identified for collection and analysis are frequently semester-long, team-based projects that address many outcomes and allow students to demonstrate proficiency in several areas. One such assignment is the team-based written term project in BAE 382 (formerly BAE 465): Biomedical Engineering Applications. The projects represent chapters in an electronic textbook that has been contributed to by students since the fall of 1994. 2,3 Projects developed over the last five years can be viewed at http://www.bae.ncsu.edu/research/blanchard/www/465/textbook/projects.html. Each chapter is based on one of the body's systems or senses or a specialized area of biomedical engineering.

Students writing about specialized areas in biomedical engineering were asked to describe: (1) The medical aspects of the biomedical engineering problem and why it is (or was) important; (2) The patient population, i.e. who needs this device or measurement and why; (3) The history of the development of engineering solutions, e.g. pre-computer solutions. What was tried and what worked? When was the product or device first invented? When did it become available for patient use? (4) Physiological signals that are (were) measured. What type of transducers and biosensors were used? What were the design considerations that were important? How was the system calibrated? (5) Patient safety issues; (6) Any failures; (7) Recent engineering solutions to the health care problem; (8) How the availability of computers affected the way the device was built or how signals were measured and processed; (9) Other technological innovations that affected this specialized area; and (10) Improvements that are needed in the future. Students writing about a body system were asked to describe much of the same material in addition to the anatomy, physiology, function, and medical relevance of their topic.

These term projects are being used to assess the following objectives and outcomes (Figure 1) for what graduates of the B.S. in Biomedical Engineering should be able to do, as well as certain ABET Criteria (given in parentheses): • Objective 1, Outcome b: Identify contemporary clinical issues and be able to discuss potential biomedical engineering solutions. (3a, 3e, 3j, 3k, 8) • Objective 2, Outcome b: Prepare effective written materials. (3g) • Objective 2, Outcome d: Work effectively in multidisciplinary teams to complete projects. (3d)

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

G. McCord, M., & Blanchard, S. (2003, June), Use Of A Single Team Based Written Project To Address Multiple Objectives And Outcomes For A Biomedical Engineering Program Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11964

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