...
首页> 外文期刊>Annals of Biomedical Engineering: The Journal of the Biomedical Engineering Society >Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations
【24h】

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

机译:生物工程和生物医学工程中本科生的核心能力:调查结果,后果和建议

获取原文
获取原文并翻译 | 示例
           

摘要

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.
机译:本文提供了与生物医学工程核心课程有关的讨论摘要,该讨论与生物医学工程核心课程发生在俄亥俄州克利夫兰克利夫兰的案例西部大学,于2019年5月。本次峰会由生物工程和生物医学工程馆举办,和参与者包括来自100多个认可的本科课程的300多名教师。本讨论侧重于六个关键问题:QI:是否有核心课程,如果是的话,其组件是什么?邱:我们据称核心课程如何为职业生涯做好准备,特别是在工业中? QIII:设计如何区分BME / BIOE毕业生从其他工程师? QIV:BME / BIOE课程中的工程分析和系统级模型是什么? QV:数据科学在BME / Bioe本科教育中的作用是什么? QVI:BME / BIOE本科的核心实验技能是什么?实际上,BME / BIOI核心课程存在并成熟,以强调跨学科主题,如生理学,仪器,机械,计算机编程和数学建模。部门通过突出纪律特定的子专业来展示自己的身份。除了技术能力之外,行业合作伙伴还高度重视我们的学生解决问题和沟通的能力。因此,BME / Bioe课程包括解决未满足的患者和临床医生的开放式项目,作为制备工业职业职业生涯的主要方法。最终的高级设计经验通过开发客户中心的工程解决方案来区分BME / BIOE毕业生以获得医疗保健问题。最后,整体BME / BIOE课程并不停滞 - 很明显,数据科学将成为我们学生培训的永远重要的因素,并且加强学生参与的新方法将是教学意义,因为我们开始在未来十年的踏上。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号