Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations

John A. White; Donald P. Gaver; Robert J. Butera; Bernard Choi; Mary J. Dunlop; K. Jane Grande-Allen; Anna Grosberg; Robert W. Hitchcock; Aileen Y. Huang-Saad; Miiri Kotche; Aaron M. Kyle; Amy L. Lerner; John H. Linehan; Robert A Linsenmeier; Michael I. Miller; Jason A. Papin; Lori Setton; Allyson Sgro; Michael L. Smith; Muhammad Zaman; Abraham P. Lee

doi:10.1007/s10439-020-02468-2

Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations

John A. White^*, Donald P. Gaver, Robert J. Butera, Bernard Choi, Mary J. Dunlop, K. Jane Grande-Allen, Anna Grosberg, Robert W. Hitchcock, Aileen Y. Huang-Saad, Miiri Kotche, Aaron M. Kyle, Amy L. Lerner, John H. Linehan, Robert A Linsenmeier, Michael I. Miller, Jason A. Papin, Lori Setton, Allyson Sgro, Michael L. Smith, Muhammad ZamanAbraham P. Lee

^*Corresponding author for this work

Biomedical Engineering

Research output: Contribution to journal › Editorial › peer-review

41 Scopus citations

Abstract

This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s. Indeed, BME/BIOI core curricula exists and has matured to emphasize interdisciplinary topics such as physiology, instrumentation, mechanics, computer programming, and mathematical modeling. Departments demonstrate their own identities by highlighting discipline-specific sub-specialties. In addition to technical competence, Industry partners most highly value our students’ capacity for problem solving and communication. As such, BME/BIOE curricula includes open-ended projects that address unmet patient and clinician needs as primary methods to prepare graduates for careers in industry. Culminating senior design experiences distinguish BME/BIOE graduates through their development of client-centered engineering solutions to healthcare problems. Finally, the overall BME/BIOE curriculum is not stagnant—it is clear that data science will become an ever-important element of our students’ training and that new methods to enhance student engagement will be of pedagogical importance as we embark on the next decade.

Original language	English (US)
Pages (from-to)	905-912
Number of pages	8
Journal	Annals of Biomedical Engineering
Volume	48
Issue number	3
DOIs	https://doi.org/10.1007/s10439-020-02468-2
State	Published - Mar 1 2020

Funding

The Fourth Biomedical Engineering Education Summit “Addressing Skills for Career Success” was organized by the Council of Chairs of Bioengineering and Biomedical Engineering with support from the Biomedical Engineering Society. Sponsorship occurred through the NIH, ASEE (BED), AIMBE, Medtronic and Genentech. The authors of this paper have no affiliations with or involvement in any organization or entity with any financial interest (such as honoraria; educational grants; participation in speakers’ bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed in this manuscript. The Fourth Biomedical Engineering Education Summit “Addressing Skills for Career Success” was organized by the Council of Chairs of Bioengineering and Biomedical Engineering with support from the Biomedical Engineering Society. Sponsorship occurred through the NIH, ASEE (BED), AIMBE, Medtronic and Genentech.

Keywords

Biomedical Engineering Curriculum
Biomedical Engineering Design
Biomedical Engineering Education
Biomedical Engineering Research

ASJC Scopus subject areas

Biomedical Engineering

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10.1007/s10439-020-02468-2

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White, J. A., Gaver, D. P., Butera, R. J., Choi, B., Dunlop, M. J., Grande-Allen, K. J., Grosberg, A., Hitchcock, R. W., Huang-Saad, A. Y., Kotche, M., Kyle, A. M., Lerner, A. L., Linehan, J. H., Linsenmeier, R. A., Miller, M. I., Papin, J. A., Setton, L., Sgro, A., Smith, M. L., ... Lee, A. P. (2020). Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations. Annals of Biomedical Engineering, 48(3), 905-912. https://doi.org/10.1007/s10439-020-02468-2

@article{3a5537fa09014cc2be1995986ab03ad6,

title = "Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations",

abstract = "This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s. Indeed, BME/BIOI core curricula exists and has matured to emphasize interdisciplinary topics such as physiology, instrumentation, mechanics, computer programming, and mathematical modeling. Departments demonstrate their own identities by highlighting discipline-specific sub-specialties. In addition to technical competence, Industry partners most highly value our students{\textquoteright} capacity for problem solving and communication. As such, BME/BIOE curricula includes open-ended projects that address unmet patient and clinician needs as primary methods to prepare graduates for careers in industry. Culminating senior design experiences distinguish BME/BIOE graduates through their development of client-centered engineering solutions to healthcare problems. Finally, the overall BME/BIOE curriculum is not stagnant—it is clear that data science will become an ever-important element of our students{\textquoteright} training and that new methods to enhance student engagement will be of pedagogical importance as we embark on the next decade.",

keywords = "Biomedical Engineering Curriculum, Biomedical Engineering Design, Biomedical Engineering Education, Biomedical Engineering Research",

author = "White, {John A.} and Gaver, {Donald P.} and Butera, {Robert J.} and Bernard Choi and Dunlop, {Mary J.} and Grande-Allen, {K. Jane} and Anna Grosberg and Hitchcock, {Robert W.} and Huang-Saad, {Aileen Y.} and Miiri Kotche and Kyle, {Aaron M.} and Lerner, {Amy L.} and Linehan, {John H.} and Linsenmeier, {Robert A} and Miller, {Michael I.} and Papin, {Jason A.} and Lori Setton and Allyson Sgro and Smith, {Michael L.} and Muhammad Zaman and Lee, {Abraham P.}",

note = "Publisher Copyright: {\textcopyright} 2020, Biomedical Engineering Society.",

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doi = "10.1007/s10439-020-02468-2",

language = "English (US)",

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White, JA, Gaver, DP, Butera, RJ, Choi, B, Dunlop, MJ, Grande-Allen, KJ, Grosberg, A, Hitchcock, RW, Huang-Saad, AY, Kotche, M, Kyle, AM, Lerner, AL, Linehan, JH , Linsenmeier, RA, Miller, MI, Papin, JA, Setton, L, Sgro, A, Smith, ML, Zaman, M & Lee, AP 2020, 'Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations', Annals of Biomedical Engineering, vol. 48, no. 3, pp. 905-912. https://doi.org/10.1007/s10439-020-02468-2

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T2 - Findings, Consequences, and Recommendations

AU - White, John A.

AU - Gaver, Donald P.

AU - Butera, Robert J.

AU - Choi, Bernard

AU - Dunlop, Mary J.

AU - Grande-Allen, K. Jane

AU - Grosberg, Anna

AU - Hitchcock, Robert W.

AU - Huang-Saad, Aileen Y.

AU - Kotche, Miiri

AU - Kyle, Aaron M.

AU - Lerner, Amy L.

AU - Linehan, John H.

AU - Linsenmeier, Robert A

AU - Miller, Michael I.

AU - Papin, Jason A.

AU - Setton, Lori

AU - Sgro, Allyson

AU - Smith, Michael L.

AU - Zaman, Muhammad

AU - Lee, Abraham P.

PY - 2020/3/1

Y1 - 2020/3/1

N2 - This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s. Indeed, BME/BIOI core curricula exists and has matured to emphasize interdisciplinary topics such as physiology, instrumentation, mechanics, computer programming, and mathematical modeling. Departments demonstrate their own identities by highlighting discipline-specific sub-specialties. In addition to technical competence, Industry partners most highly value our students’ capacity for problem solving and communication. As such, BME/BIOE curricula includes open-ended projects that address unmet patient and clinician needs as primary methods to prepare graduates for careers in industry. Culminating senior design experiences distinguish BME/BIOE graduates through their development of client-centered engineering solutions to healthcare problems. Finally, the overall BME/BIOE curriculum is not stagnant—it is clear that data science will become an ever-important element of our students’ training and that new methods to enhance student engagement will be of pedagogical importance as we embark on the next decade.

AB - This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s. Indeed, BME/BIOI core curricula exists and has matured to emphasize interdisciplinary topics such as physiology, instrumentation, mechanics, computer programming, and mathematical modeling. Departments demonstrate their own identities by highlighting discipline-specific sub-specialties. In addition to technical competence, Industry partners most highly value our students’ capacity for problem solving and communication. As such, BME/BIOE curricula includes open-ended projects that address unmet patient and clinician needs as primary methods to prepare graduates for careers in industry. Culminating senior design experiences distinguish BME/BIOE graduates through their development of client-centered engineering solutions to healthcare problems. Finally, the overall BME/BIOE curriculum is not stagnant—it is clear that data science will become an ever-important element of our students’ training and that new methods to enhance student engagement will be of pedagogical importance as we embark on the next decade.

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KW - Biomedical Engineering Design

KW - Biomedical Engineering Education

KW - Biomedical Engineering Research

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Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations

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