Undergraduate biomedical engineering (BME) programs typically consist of courses from several different academic departments combined with BME-specific courses taught by faculty trained in a variety of disciplines. While some students embrace this diversity in courses and disciplinary perspectives, many students struggle with how to translate these experiences into career opportunities. BME students are often concerned that they are perceived as a "jack of all trades, master of none." In 2016, our department sought to find new ways to integrate BME professional practice into our curriculum. Informed by organizational change theory, we asked: (1) is there potential for change; (2) what strategies facilitate change; and (3) how can these strategies be implemented? As a result, we developed an Instructional Design Sequence, a new approach to instruction in which students, post docs, and faculty create short Modules that use evidence-based teaching practices to expose BME students to BME professional practice. This paper describes how the Sequence was conceptualized and demonstrates how theory can be used to inform practice. The resultant Sequence is a transferrable model for transforming engineering education, offering a mechanism for integrating new career relevant curriculum into undergraduate curriculum, while training future educators in instructional evidence-based practices.

中文翻译：

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开发一个将专业实践和循证教学实践整合到BME课程中的模型。

本科生生物医学工程（BME）课程通常包括来自几个不同学术部门的课程，以及由受过不同学科培训的教师教授的BME特定课程。虽然有些学生在课程和学科观点上接受这种多样性，但许多学生仍在努力将这些经验转化为职业机会。BME学生常常担心自己被视为“万事通，无主”。2016年，我们的部门寻求寻找新方法将BME专业实践纳入我们的课程。在组织变革理论的指导下，我们问：（1）是否存在变革的潜力；（2）哪些策略可以促进变革；（3）如何实施这些策略？结果，我们制定了教学设计顺序，一种新的教学方法，学生，博士后和教职员工可以创建简短的模块，这些模块使用基于证据的教学实践来使BME学生了解BME专业实践。本文描述了序列的概念，并论证了如何将理论用于实践。结果序列是用于工程教育转型的可转移模型，提供了一种将与职业相关的新课程整合到本科课程中的机制，同时为未来的教育者提供了基于教学证据的实践培训。