Contribution: This paper examines ideation practices of biomedical engineering (BME) students in a capstone design course during a designated team ideation session and provides recommendations for structuring idea generation instruction. Background: Capstone courses provide students with opportunities to engage with open-ended and complex engineering problems requiring knowledge from multiple disciplines. Limited work has focused on how BME students engage in idea generation in capstone courses. Yet, success in solving problems depends on how students engage with and organize their idea generation efforts. Research Questions: What design activities do BME students engage in during a session designated for idea generation? What factors impact how students approach their ideation sessions and select the ideation approaches to use in a design course? Methodology: Five student teams were recorded during their idea generation sessions. Post-session interviews were conducted with a subset of students. Qualitative analysis of transcripts revealed themes related to design activities and factors impacting idea generation. Findings: Students commonly moved into convergent idea evaluation activities during generation. Their approaches to ideation were influenced by course activities and structures, design requirements, and sponsor feedback.

中文翻译：

---

生物医学工程顶点课程中的创意生成实践

贡献：本文研究了生物医学工程 (BME) 学生在指定团队构思会议期间在顶点设计课程中的构思实践，并为构建构思生成教学提供了建议。背景：Capstone 课程为学生提供了参与需要多学科知识的开放式和复杂工程问题的机会。有限的工作集中在 BME 学生如何在顶点课程中参与创意生成。然而，解决问题的成功取决于学生如何参与和组织他们的创意产生工作。研究问题：BME 学生在专为创意产生而设计的课程中会参与哪些设计活动？哪些因素会影响学生如何进行构思课程并选择在设计课程中使用的构思方法？方法：五个学生团队在他们的创意生成过程中被记录下来。课后访谈是对一部分学生进行的。成绩单的定性分析揭示了与设计活动相关的主题和影响创意产生的因素。调查结果：学生通常在生成过程中进入聚合想法评估活动。他们的构思方法受到课程活动和结构、设计要求和赞助商反馈的影响。课后访谈是对一部分学生进行的。成绩单的定性分析揭示了与设计活动相关的主题和影响创意产生的因素。调查结果：学生通常在生成过程中进入聚合想法评估活动。他们的构思方法受到课程活动和结构、设计要求和赞助商反馈的影响。课后访谈是对一部分学生进行的。成绩单的定性分析揭示了与设计活动相关的主题和影响创意产生的因素。调查结果：学生通常在生成过程中进入聚合想法评估活动。他们的构思方法受到课程活动和结构、设计要求和赞助商反馈的影响。