This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, ...Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s. Indeed, BME/BIOI core curricula exists and has matured to emphasize interdisciplinary topics such as physiology, instrumentation, mechanics, computer programming, and mathematical modeling. Departments demonstrate their own identities by highlighting discipline-specific sub-specialties. In addition to technical competence, Industry partners most highly value our students’ capacity for problem solving and communication. As such, BME/BIOE curricula includes open-ended projects that address unmet patient and clinician needs as primary methods to prepare graduates for careers in industry. Culminating senior design experiences distinguish BME/BIOE graduates through their development of client-centered engineering solutions to healthcare problems. Finally, the overall BME/BIOE curriculum is not stagnant—it is clear that data science will become an ever-important element of our students’ training and that new methods to enhance student engagement will be of pedagogical importance as we embark on the next decade.
Undergraduate education in biomedical engineering (BME) and bioengineering (BioE) has been in place for more than 50 years. It has been important in shaping the field as a whole. The early ...undergraduate programs developed shortly after BME graduate programs, as universities sought to capitalize on the interest of students and the practical advantages of having BME departments that could control their own resources and curriculum. Unlike other engineering fields, BME did not rely initially on a market for graduates in industry, although BME graduates subsequently have found many opportunities. BME undergraduate programs exploded in the 2000s with funding from the Whitaker Foundation and resources from other agencies such as the National Institute of Biomedical Imaging and Bioengineering. The number of programs appears to be reaching a plateau, with 118 accredited programs in the United States at present. We show that there is a core of material that most undergraduates are expected to know, which is different from the knowledge base of other engineers not only in terms of biology, but in the breadth of engineering. We also review the role of important organizations and conferences in the growth of BME, special features of BME education, first placements of BME graduates, and a few challenges to address in the future.
The Stanford Biodesign Program began in 2001 with a mission of helping to train leaders in biomedical technology innovation. A key feature of the program is a full-time postgraduate fellowship where ...multidisciplinary teams undergo a process of sourcing clinical needs, inventing solutions and planning for implementation of a business strategy. The program places a priority on needs identification, a formal process of selecting, researching and characterizing needs before beginning the process of inventing. Fellows and students from the program have gone on to careers that emphasize technology innovation across industry and academia. Biodesign trainees have started 26 companies within the program that have raised over $200 million and led to the creation of over 500 new jobs. More importantly, although most of these technologies are still at a very early stage, several projects have received regulatory approval and so far more than 150,000 patients have been treated by technologies invented by our trainees. This paper reviews the initial outcomes of the program and discusses lessons learned and future directions in terms of training priorities.
The rapid, single-stage, flame-spheroidisation process, as applied to varying Fesub.3Osub.4:CaCOsub.3 powder combinations, provides for the rapid production of a mixture of dense and porous ...ferromagnetic microspheres with homogeneous composition, high levels of interconnected porosity and microsphere size control. This study describes the production of dense (35-80 µm) and highly porous (125-180 µm) Casub.2Fesub.2Osub.5 ferromagnetic microspheres. Correlated backscattered electron imaging and mineral liberation analysis investigations provide insight into the microsphere formation mechanisms, as a function of Fesub.3Osub.4/porogen mass ratios and gas flow settings. Optimised conditions for the processing of highly homogeneous Casub.2Fesub.2Osub.5 porous and dense microspheres are identified. Induction heating studies of the materials produced delivered a controlled temperature increase to 43.7 °C, indicating that these flame-spheroidised Casub.2Fesub.2Osub.5 ferromagnetic microspheres could be highly promising candidates for magnetic induced hyperthermia and other biomedical applications.
This book is dedicated to the discussion of several biomedical applications of the mechanical phenotyping of cells and tissues to specific disease models. The topical chapters on mechanics in disease ...are preceded by chapters describing cell and tissue structure and their relationship with the biomechanical properties, as well as by the description of dedicated sample preparation methods for the nano- and microscale mechanical measurements.
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