Denend Lyn, Spielman Susie, Venook Ross, Pamnani Ravinder D, Camarillo David, Wall James, Towles Joseph
Byers Center for Biodesign, Stanford University, 318 Campus Drive, E100, Stanford, CA 94305 USA.
Department of Bioengineering, Stanford University, 443 Via Ortega, Stanford, CA 94305 USA.
Biomed Eng Educ. 2023;3(2):319-329. doi: 10.1007/s43683-023-00109-3. Epub 2023 Apr 10.
Many undergraduate educational experiences in biomedical design lack clinical immersion-based needs finding training for students. Convinced of the merits of this type of training for undergraduates, but unable to offer a quarter-long course due to faculty and administrative constraints, we developed an accelerated block-plan course, during which students were dedicated solely to our class for 3 weeks. The course focused on the earliest stages of the health technology innovation process-conducting effective clinical observations and performing comprehensive need research and screening. We grounded the course in experiential learning theory (with hands-on, collaborative, and immersive experiences) and constructivist learning theory (where students integrated prior knowledge with new material on need-driven innovation). This paper describes the design of this intensive block-plan course and the teaching methods intended to support the achievement of five learning objectives. We used pre- and post-course surveys to gather self-reported data about the effect of the course on student learning. Despite the accelerated format, we saw statistically significant gains for all but one sub-measure across the learning objectives. Our experience supports key benefits of the block-plan model, and the results indicate that specific course design choices were effective in achieving positive learning outcomes. These design decisions include (1) opportunities for students to practice observations before entering the clinical setting; (2) a framework for the curriculum that reinforced important concepts iteratively throughout the program; (3) balanced coverage of preparation, clinical immersion, and need research; (4) extensive faculty and peer coaching; and (5) providing hands-on prototyping opportunities while staying focused on need characterization rather than solution development. Based on our experience, we expect that this model is replicable across institutions with limited bandwidth to support clinical immersion opportunities.
许多生物医学设计方面的本科教育经历都缺乏针对学生的基于临床沉浸式需求发现的培训。我们深信这种培训对本科生有益，但由于师资和行政方面的限制，无法开设为期一个季度的课程，于是我们开发了一门加速模块式课程，在此期间学生在3周内全身心投入我们的课程。该课程聚焦于健康技术创新过程的最早阶段——进行有效的临床观察以及开展全面的需求研究和筛选。我们将课程建立在体验式学习理论（通过实践、协作和沉浸式体验）和建构主义学习理论（学生将先前知识与需求驱动创新的新材料相结合）的基础之上。本文描述了这门强化模块式课程的设计以及旨在支持实现五个学习目标的教学方法。我们使用课程前后的调查问卷来收集关于该课程对学生学习效果的自我报告数据。尽管课程形式是加速的，但我们发现除了一个子指标外，所有学习目标的指标都有统计学上的显著提高。我们的经验证明了模块式课程模式的关键益处，结果表明特定的课程设计选择在实现积极的学习成果方面是有效的。这些设计决策包括：（1）让学生在进入临床环境之前有机会练习观察；（2）课程框架在整个项目中反复强化重要概念；（3）在准备、临床沉浸式体验和需求研究方面进行均衡覆盖；（4）广泛的教师和同伴指导；（5）提供实践原型制作机会，同时专注于需求描述而非解决方案开发。基于我们的经验，我们预计这种模式在支持临床沉浸式体验机会的带宽有限的各机构中是可复制的。
