Medical Engineering Education: Designing a Product Innovation and Technology Session for First-Year Medical Students
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SHORT COMMUNICATION
Medical Engineering Education: Designing a Product Innovation and Technology Session for First-Year Medical Students Olivia C. Coiado 1,2
&
Kashif A. Ahmad 1
# International Association of Medical Science Educators 2020
Abstract The Carle Illinois College of Medicine created an innovative model for medical education that integrates engineering principles into an active learning curriculum. First-year students were introduced to a medical device in an engaging product innovation and technology session. The goals were to discuss the physiology of oxygen saturation and demonstrate the ability to use observation and research to develop a new product idea. Students hypothetically competed with others to raise money from investors to pursue an efficient medical device and attend the users’ needs. Student’s feedback reflected a positive impact on their understanding of oximetry measurements and product innovation. Keywords Medical education . Engineering . Innovation . Oximetry . Technology . Physiology
Background The Carle Illinois College of Medicine vision is to graduate a new generation of physician innovators that can apply quantitative skills, technological principles, and innovative solutions to patient care. The phase 1 curriculum contains fourteen blocks, where students learn basic science, clinical, and engineering topics. Each course is designed by a basic scientist, clinician, and engineer to develop and coordinate curricular delivery. Educational methodologies like lecture-based learning (LBL) are replaced by active learning and critical thinking pedagogy. There are various traditional pedagogical methods like team-based learning (TBL), problem-based learning (PBL), case-based learning (CBL) [1, 2], and an emerging pedagogy called entrepreneurially minded learning (EML) [3, 4]. There are several formats for an active learning session: class discussion, a “think-pair-share” activity, a debate, a small group discussion, etc. In these scenarios, the instructor may use
* Olivia C. Coiado [email protected] 1
2
Carle Illinois College of Medicine, Department of Biomedical and Translational Science, University of Illinois at Urbana-Champaign, 1406 W. Green St, Suite 0242-D, Urbana, IL 61821, USA Department of Bioengineering, University of Illinois at Urbana-Champaign, 1406 W. Green St, Suite 0242-D, Champaign, IL 61821, USA
technology tools, such as iClickers, and multimedia to engage students. Active learning stands in contrast with the “traditional” method of teaching and is defined as a method that students participate in the process, and they engage besides passively listening [5]. It empowers students in a way where they are directly involved in the learning process [6]. The model of traditional lectures where students listen passively for a couple of hours is becoming obsolete. The active learning model allows the students to be more focused and part of the learning process. The active learning approach has received attention from universities who desire to make changes in the tr
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