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WIP: Embedded Ethical Inquiry and Reflection in a Biomedical Engineering Curriculum

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Tagged Division

Biomedical Engineering

Page Count

5

DOI

10.18260/1-2--35536

Permanent URL

https://peer.asee.org/35536

Download Count

118

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Paper Authors

biography

Sharon Miller Indiana University Purdue University, Indianapolis

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Dr. Miller is the Undergraduate Program Director and Clinical Associate Professor of Biomedical Engineering at Indiana University Purdue University Indianapolis (IUPUI). After earning her BS in Materials Science and Engineering from Purdue University (West Lafayette), she earned her MS and PhD degrees at the University of Michigan (Ann Arbor). Her current roles include teaching, assisting in program assessment, student advising, and helping oversee undergraduate curriculum development and enhancement.

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biography

Steven Higbee Indiana University Purdue University, Indianapolis Orcid 16x16 orcid.org/0000-0001-8733-043X

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Steve is a Clinical Assistant Professor of Biomedical Engineering at Indiana University-Purdue University Indianapolis. He received his PhD in Bioengineering from Rice University (Houston, TX) in 2013, after earning his BS and MS degrees from Purdue University (West Lafayette, IN). His current position focuses on teaching, advising, and promotion of undergraduate research.

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Joseph M. Wallace Indiana University Purdue University, Indianapolis

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John H. Schild Indiana University Purdue University, Indianapolis

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Julie Y. Ji

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Abstract

The field of biomedical engineering (BME) aims to improve medicine through design. Improving human health and quality of life requires trained engineering students to bring knowledge and confidence when challenged with biomedical problems. Ample curricular resources guide instructors when helping students practice application of theory through problem-based and project-based learning; however, few content-rich, teaching resources exist for faculty to use when incorporating engineering ethics throughout a student's biomedical engineering undergraduate experience.

Biomedical engineering programs continue refining the implementation and assessment of ethics assignments as the recent 2018 ABET changes identify the ability to recognize ethical responsibilities as a necessary student outcome in the preparation of engineers that can make informed judgements. Despite this refinement, challenges of implementing engineering ethics in BME curricula still exist and can include difficulty in emulating ethical situations, ill-prepared or tentative instructors, peripheral or isolated ethics coursework, and varied engineering ethics education expectations.

The aim of this work in progress is two-fold: 1) to present a method used by a biomedical engineering department to develop embedded ethical reflection throughout its curriculum and 2) to present research methods and preliminary data on biomedical engineering student ability to articulate their own ethical inquiry from embedded student reflection.

Curriculum Development Methods: Using backward instructional design, a programmatic student outcome on ethics guided development of student learning objectives (mapped to both knowledge and cognitive learning dimensions). After a curricular gap analysis, embedded reflections were designed to parallel ethical topics throughout sophomore through senior courses. Biomedical engineering major courses targeted include biomechanics, biomeasurements, implantable materials, biofluids, and senior capstone. Integrated ethical inquiry and reflection within these courses address topics of animal use in biomedical research, data from human noninvasive measures, life cycle of medical devices, pharmaceutical pollution, and medical device recalls.

Research Methods: A student framework on ethical inquiry guided the development of biomedical engineering course assignments. The goal of the framework is to initiate BME student reflectivity to enhance their ethical reasoning on topics connected to course content. This work in progress will present preliminary results from sophomore-level student reflection assignments constructed using a modified DEAL (Describe, Examine, Articulate, Learning) model. Connecting animal use in biomedical research to an introductory biomechanics laboratory, this assignment specifically prompts students to participate in cognizant recognition of ethical knowledge gaps or ethical inquiry gaps and to use intentional reflection to improve their ethical reasoning. The student assignment, connection to course content and objectives, assessment methods, and preliminary data will be presented.

Miller, S., & Higbee, S., & Wallace, J. M., & Schild, J. H., & Ji, J. Y. (2020, June), WIP: Embedded Ethical Inquiry and Reflection in a Biomedical Engineering Curriculum Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35536

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015