PDF(Pubmed)
Abstract：
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.
摘要：
许多生物医学设计方面的本科教育经验缺乏对学生进行基于临床沉浸式需求的培训。深信这种对本科生的培训的优点，但由于教师和行政限制，无法提供四分之一的课程，我们开发了一个加速的区块计划课程，在此期间，学生们专门为我们班奉献了3周。该课程侧重于卫生技术创新过程的最初阶段-进行有效的临床观察并进行全面的需求研究和筛查。我们将课程以体验式学习理论为基础（动手实践，协作,和身临其境的体验）和建构主义学习理论（学生将先前的知识与新材料融合在需要驱动的创新上）。本文介绍了这种密集的块计划课程的设计以及旨在支持实现五个学习目标的教学方法。我们使用课程前和课程后的调查来收集有关课程对学生学习影响的自我报告数据。尽管格式加速，在学习目标中，我们看到除一项子测量外，所有子测量都取得了统计学上的显著进步。我们的经验支持区块计划模型的关键优势，结果表明，具体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）学生在进入临床环境之前练习观察的机会；（2）课程框架，在整个课程中迭代地加强重要概念；（3）平衡的准备覆盖率，临床浸泡，并且需要研究；（4）广泛的教师和同伴指导；（5）提供动手原型设计机会，同时专注于需求表征而不是解决方案开发。根据我们的经验,我们预计该模型可在带宽有限的机构中复制，以支持临床沉浸机会。
