Education in the Field of Biomedical Engineering for Japanese Engineering Students

1983 ◽  
Vol 12 (4) ◽  
pp. 211-213
Author(s):  
Tadashi Sasada
Keyword(s):  
Biomedical Engineering ◽  
Engineering Students

MNC-Sponsored Multidisciplinary Industrial-Strength Capstone Design Projects in China

2014 ◽  
Vol 2 (10) ◽  
pp. 54-65
Author(s):  
Vincent Chang
Keyword(s):  
Engineering Education ◽  
Biomedical Engineering ◽  
Multinational Corporation ◽  
Engineering Students ◽  
Internet Technology ◽  
Computer Engineering ◽  
University Of Michigan ◽  
Design Projects ◽  
Industrial Strength ◽  
Capstone Design

With a growing need to reform Chinese higher engineering education, University of Michigan—Shanghai Jiao Tong University Joint Institute (JI) initiated multinational corporation-sponsored industrial-strength Capstone Design Projects (CDP) in 2011. Since 2011, JI has developed 96 corporate-sponsored CDPs since its inception, which include multinational corporation sponsors such as Covidien, Dover, GE, HP, Intel, NI, Philips, and Siemens. Of these projects, healthcare accounts for 27%, energy 24%, internet technology (IT) 22%, electronics 16%, and other industries 11%. This portfolio reflects the trends and needs in the industry, which provides opportunities for engineering students to develop their careers. An accumulated 480 JI students have been teamed up based on their individual backgrounds, specifically electrical engineering, computer engineering, computer science, mechanical engineering, and biomedical engineering. The corporate-sponsored rate grew from 0% in 2010 to 86% in 2014.

Combined Mechanical Engineering Materials Lecture and Mechanics of Materials Laboratory: Cross-Disciplinary Teaching

2005 ◽  
Author(s):  
Michael D. Nowak
Keyword(s):  
Biomedical Engineering ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Soft Tissues ◽  
Materials Science ◽  
Tensile Shear ◽  
Engineering Programs ◽  
Mechanics Of Materials ◽  
Engineering Materials ◽  
Selection Of

We have developed a course combining a Mechanical Engineering Materials Laboratory with a Materials Science lecture for a small combined population of undergraduate Mechanical and Biomedical Engineering students. By judicious selection of topic order, we have been able to utilize one lecture and one laboratory for both Mechanical and Biomedical Engineering students (with limited splitting of groups). The primary reasons for combining the Mechanical and Biomedical students are to reduce faculty load and required resources in a small university. For schools with medium or small Mechanical and Biomedical Engineering programs, class sizes could be improved if they could include other populations. The heterogeneous populations also aid in teaching students that the same engineering techniques are useful in more than a single engineering realm. The laboratory sections begin with the issues common to designing and evaluating mechanical testing, followed by tensile, shear, and torsion evaluation of metals. To introduce composite materials, wood and cement are evaluated. While the Mechanical Engineering students are evaluating impact and strain gauges, the Biomedical Engineering students are performing tensile studies of soft tissues, and compression of long bones. The basic materials lectures (beginning at the atomic level) are in common with both Mechanical and Biomedical student populations, until specific topics such as human body materials are discussed. Three quarters of the term is thus taught on a joint basis, and three or four lectures are split. Basic metal, plastic and wood behavior is common to both groups.

Biomedical Engineering Design Education at King Saud University: A First of Its Kind Approach

2011 ◽  
Author(s):  
Harcharan Singh Ranu ◽  
Aman Sweet Bhullar
Keyword(s):  
Engineering Design ◽  
Biomedical Engineering ◽  
Design Education ◽  
Engineering Students ◽  
King Saud University ◽  
Research Education ◽  
Medical Centers ◽  
Engineering Design Education ◽  
Established Firms ◽  
First Time

Biomedical Engineering in the Millennium is building the future of biology and medicine. New products, from biotechnology and novel devices for diagnosis and treatment, are marketed through interactions between universities, medical centers, small start-up companies, and large, more established firms. The role of biomedical engineering in the 21st century has already been highlighted by Ranu as far as research, education and space age technologies are concerned. Therefore, educating the modern biomedical engineering students in design processes is extremely important. This paper highlights how biomedical engineering design is taught for the first time to King Saud University students in Saudi Arabia. The conclusion drawn from this is that for the first time an innovative design course has been developed to teach the biomedical engineering students at King Saud University to meet the needs of tomorrow’s biomedical engineers.

Assessing Remote Physiological Signals Acquisition Experiments

2014 ◽  
Author(s):  
Carla Barros ◽  
Celina P. Leão ◽  
Filipe Pereira ◽  
Filomena Soares ◽  
José Machado ◽  
...  
Keyword(s):  
Engineering Education ◽  
Learning Style ◽  
Human Body ◽  
Biomedical Engineering ◽  
Research Team ◽  
Engineering Students ◽  
Physiological Signals ◽  
Remote Laboratory ◽  
Remote Laboratories ◽  
Biomedical Engineering Education

A great number of remote laboratories has been implemented in the engineering field. Nevertheless, there are few approaching the bioengineering area. The present paper will describe not only an innovative remote laboratory developed for biomedical engineering education, but also its assessment based on the target public’s feedback. The remote laboratory developed by the research team intends to provide the physiological signals remote acquisition from human body, supported by theory to a greater understanding of learned concepts. This tool is geared towards the undergraduate biomedical engineering students. Therefore, a sample of twelve students took part in a limited study conducted to quantitatively and qualitatively assess the remote laboratory. The study was undertaken using two questionnaires, one distributed before and other after the performance of a remote experiment. Moreover, the information about the learning style/method, employed by each student, was collected in order to devise strategies for future applications development and to make the remote laboratory suitable for the target public.

scholarly journals Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments

2018 ◽  
Vol 140 (8) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Susan Mills
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
Learning Environment ◽  
Real World ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Interdisciplinary Teams ◽  
Clinical Settings ◽  
Clinical Learning Environment ◽  
Interdisciplinary Learning

This study reports our experience of developing a series of biomedical engineering (BME) courses having active and experiential learning components in an interdisciplinary learning environment. In the first course, BME465: biomechanics, students were immersed in a simulation laboratory setting involving mannequins that are currently used for teaching in the School of Nursing. Each team identified possible technological challenges directly related to the biomechanics of the mannequin and presented an improvement overcoming the challenge. This approach of exposing engineering students to a problem in a clinical learning environment enhanced the adaptive and experiential learning capabilities of the course. In the following semester, through BME448: medical devices, engineering students were partnered with nursing students and exposed to simulation scenarios and real-world clinical settings. They were required to identify three unmet needs in the real-world clinical settings and propose a viable engineering solution. This approach helped BME students to understand and employ real-world applications of engineering principles in problem solving while being exposed to an interdisciplinary collaborative environment. A final step was for engineering students to execute their proposed solution from either BME465 or BME448 courses by undertaking it as their capstone senior design project (ENGR401-402). Overall, the inclusion of clinical immersions in interdisciplinary teams in a series of courses not only allowed the integration of active and experiential learning in continuity but also offered engineers more practice of their profession, adaptive expertise, and an understanding of roles and expertise of other professionals involved in enhancement of healthcare and patient safety.

scholarly journals Obstetrics-based clinical immersion of a multinational team of biomedical engineering students in Ghana

2014 ◽  
Vol 127 (2) ◽  
pp. 218-220 ◽  
Author(s):  
Kathleen H. Sienko ◽  
Elsie Effah Kaufmann ◽  
Moses E. Musaazi ◽  
Amir Sabet Sarvestani ◽  
Samuel Obed
Keyword(s):  
Biomedical Engineering ◽  
Engineering Students ◽  
Multinational Team
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