Martinez Licona Fabiola, Azpiroz-Leehan Joaquin, Urbina Medal E Gerardo, Cadena Mendez Miguel
Annu Int Conf IEEE Eng Med Biol Soc. 2014;2014:1801-4. doi: 10.1109/EMBC.2014.6943958.
The Biomedical Engineering (BME) curriculum at Universidad Autónoma Metropolitana (UAM) has undergone at least four major transformations since the founding of the BME undergraduate program in 1974. This work is a critical assessment of the curriculum from the point of view of its results as derived from an analysis of, among other resources, institutional databases on students, graduates and their academic performance. The results of the evaluation can help us define admission policies as well as reasonable limits on the maximum duration of undergraduate studies. Other results linked to the faculty composition and the social environment can be used to define a methodology for the evaluation of teaching and the implementation of mentoring and tutoring programs. Changes resulting from this evaluation may be the only way to assure and maintain leadership and recognition from the BME community.
自1974年生物医学工程本科专业设立以来，墨西哥自治都市大学（UAM）的生物医学工程（BME）课程至少经历了四次重大变革。这项工作是从课程成果的角度对课程进行批判性评估，这些成果源于对包括学生、毕业生及其学业表现的机构数据库等多种资源的分析。评估结果有助于我们确定招生政策以及本科学习最长年限的合理限制。与教师构成和社会环境相关的其他结果可用于确定教学评估方法以及指导和辅导计划的实施。此次评估带来的变革可能是确保并维持生物医学工程领域领先地位和认可度的唯一途径。
