PDF(Pubmed)
Abstract：
UNASSIGNED: Clinical immersion experiences provide engineering students with opportunities to identify unmet user needs and to interact with clinical professionals. These experiences have become common features of undergraduate biomedical engineering curricula, with many published examples in the literature. There are, however, few or no published studies that describe rigorous qualitative analysis of biomedical engineering student reflections from immersion programs.
UNASSIGNED: Fifteen reflection prompts that align with program learning goals were developed and structured based on the DEAL model for critical reflection. Undergraduate participants in a summer immersion program responded to these prompts throughout five weeks of clinical rotations. Data from two summer cohorts of participants (n = 20) were collected, and thematic analysis was performed to characterize student responses.
UNASSIGNED: Students reported learning about key healthcare topics, such as medical insurance, access to healthcare (and lack thereof), stakeholder perspectives, and key medical terminology and knowledge. Most reflections also noted that students could apply newly gained medical knowledge to biomedical engineering design. Further, clinical immersion provided students with a realistic view of the biomedical engineering profession and potential areas for future professional growth, with many reflections identifying the ability to communicate with a variety of professionals as key to student training. Some students reflected on conversations with patients, noting that these interactions reinvigorated their passion for the biomedical engineering field. Finally, 63% of student reflections identified instances in which patients of low socioeconomic status were disadvantaged in health care settings.
UNASSIGNED: Clinical immersion programs can help close the gap between academic learning and the practical experience demands of the field, as design skills and product development experience are becoming increasingly necessary for biomedical engineers. Our work initiates efforts toward more rigorous analysis of students\' reactions and experiences, particularly around socioeconomic and demographic factors, which may provide guidance for continuous improvement and development of clinical experiences for biomedical engineers.
UNASSIGNED: Fifteen reflection prompts that align with program learning goals were developed and structured based on the DEAL model for critical reflection. Undergraduate participants in a summer immersion program responded to these prompts throughout five weeks of clinical rotations. Data from two summer cohorts of participants (n = 20) were collected, and thematic analysis was performed to characterize student responses.
UNASSIGNED: Students reported learning about key healthcare topics, such as medical insurance, access to healthcare (and lack thereof), stakeholder perspectives, and key medical terminology and knowledge. Most reflections also noted that students could apply newly gained medical knowledge to biomedical engineering design. Further, clinical immersion provided students with a realistic view of the biomedical engineering profession and potential areas for future professional growth, with many reflections identifying the ability to communicate with a variety of professionals as key to student training. Some students reflected on conversations with patients, noting that these interactions reinvigorated their passion for the biomedical engineering field. Finally, 63% of student reflections identified instances in which patients of low socioeconomic status were disadvantaged in health care settings.
UNASSIGNED: Clinical immersion programs can help close the gap between academic learning and the practical experience demands of the field, as design skills and product development experience are becoming increasingly necessary for biomedical engineers. Our work initiates efforts toward more rigorous analysis of students\' reactions and experiences, particularly around socioeconomic and demographic factors, which may provide guidance for continuous improvement and development of clinical experiences for biomedical engineers.
摘要：
■临床沉浸体验为工程专业学生提供了识别未满足的用户需求并与临床专业人员互动的机会。这些经验已成为本科生物医学工程课程的共同特征，在文献中发表了许多例子。有,然而,很少或没有发表的研究描述了生物医学工程学生从沉浸课程中反思的严格定性分析。
■15个与程序学习目标一致的反射提示是基于关键反射的DEAL模型开发和结构化的。夏季浸入式课程的本科生参与者在整个临床轮换的五周中对这些提示做出了回应。收集了两个夏季参与者（n=20）的数据，并进行主题分析以表征学生的反应。
■学生报告了有关关键医疗保健主题的学习，比如医疗保险,获得医疗保健(以及缺乏医疗保健)，利益相关者的观点，以及关键的医学术语和知识。大多数反思还指出，学生可以将新获得的医学知识应用于生物医学工程设计。Further,临床沉浸为学生提供了生物医学工程专业的现实视图和未来专业成长的潜在领域，有许多反思，认为与各种专业人士沟通的能力是学生培训的关键。一些学生反映了与患者的对话，注意到这些相互作用重新激发了他们对生物医学工程领域的热情。最后,63％的学生反思发现了社会经济地位低的患者在医疗机构中处于不利地位的情况。
■临床沉浸式课程可以帮助缩小学术学习与该领域实践经验需求之间的差距，随着生物医学工程师越来越需要设计技能和产品开发经验。我们的工作开始努力对学生的反应和经验进行更严格的分析，特别是围绕社会经济和人口因素，这可能为生物医学工程师不断改进和开发临床经验提供指导。
■15个与程序学习目标一致的反射提示是基于关键反射的DEAL模型开发和结构化的。夏季浸入式课程的本科生参与者在整个临床轮换的五周中对这些提示做出了回应。收集了两个夏季参与者（n=20）的数据，并进行主题分析以表征学生的反应。
■学生报告了有关关键医疗保健主题的学习，比如医疗保险,获得医疗保健(以及缺乏医疗保健)，利益相关者的观点，以及关键的医学术语和知识。大多数反思还指出，学生可以将新获得的医学知识应用于生物医学工程设计。Further,临床沉浸为学生提供了生物医学工程专业的现实视图和未来专业成长的潜在领域，有许多反思，认为与各种专业人士沟通的能力是学生培训的关键。一些学生反映了与患者的对话，注意到这些相互作用重新激发了他们对生物医学工程领域的热情。最后,63％的学生反思发现了社会经济地位低的患者在医疗机构中处于不利地位的情况。
■临床沉浸式课程可以帮助缩小学术学习与该领域实践经验需求之间的差距，随着生物医学工程师越来越需要设计技能和产品开发经验。我们的工作开始努力对学生的反应和经验进行更严格的分析，特别是围绕社会经济和人口因素，这可能为生物医学工程师不断改进和开发临床经验提供指导。
