Department of Rehabilitation Science and Technology, Human Engineering Research Laboratories, University of Pittsburgh, Suite 400, 6425 Penn Ave, Pittsburgh, PA 15206, USA.
Ann Biomed Eng. 2013 Sep;41(9):1880-8. doi: 10.1007/s10439-013-0798-2. Epub 2013 Mar 28.
Team-based design courses focused on products for people with disabilities have become relatively common, in part because of training grants such as the NSF Research to Aid Persons with Disabilities course grants. An output from these courses is an annual description of courses and projects but has yet to be complied into a "best practices guide," though it could be helpful for instructors. To meet this need, we conducted a study to generate best practices for assistive technology product development courses and how to use these courses to teach students the fundamentals of innovation. A full list of recommendations is comprised in the manuscript and include identifying a client through a reliable clinical partner; allowing for transparency between the instructors, the client, and the team(s); establishing multi-disciplinary teams; using a process-oriented vs. solution-oriented product development model; using a project management software to facilitate and archive communication and outputs; facilitating client interaction through frequent communication; seeking to develop professional role confidence to inspire students' commitment to engineering and (where applicable) rehabilitation field; publishing student designs on repositories; incorporating both formal and informal education opportunities related to design; and encouraging students to submit their designs to local or national entrepreneurship competitions.
基于团队的设计课程专注于为残疾人士设计产品，这种课程已经变得相当普遍，部分原因是因为有一些培训资助，例如 NSF 研究援助残疾人课程资助。这些课程的一个成果是每年对课程和项目的描述，但尚未编写成“最佳实践指南”，尽管它可能对教师有帮助。为了满足这一需求，我们进行了一项研究，以制定辅助技术产品开发课程的最佳实践，并探讨如何利用这些课程教授学生创新的基础知识。完整的建议列表包含在本文中，其中包括通过可靠的临床合作伙伴确定客户；允许教师、客户和团队之间透明化；建立多学科团队；使用面向过程的产品开发模型，而不是面向解决方案的模型；使用项目管理软件来促进和存档沟通和成果；通过频繁的沟通促进客户互动；努力培养专业角色的信心，激发学生对工程学和（适用时）康复领域的投入；将学生的设计发布到存储库中；将与设计相关的正式和非正式教育机会结合起来；鼓励学生将自己的设计提交给当地或国家的创业竞赛。
