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Implementing a Design Thinking Project in a Biomedical Instrumentation Course
IEEE Transactions on Education ( IF 2.6 ) Pub Date : 2020-11-01 , DOI: 10.1109/te.2020.2975558
Emily J. Farrar

Contribution: This article illustrates how to design and implement a Design Thinking project in a biomedical instrumentation course as a bridge between education and industry. It also presents the effect of the project on student perceptions of their learning gains and their postgraduate preparedness. Background: Biomedical engineering continues to experience strong growth, with instrumentation being one of the top three segments of the industry. Design Thinking is a desirable skill in the industry, is highly applicable to the human-centered outcomes of biomedical instrumentation, and has documented a positive impact on student learning. Therefore, Design Thinking implementation in a biomedical instrumentation course would be valuable, but has yet to be accomplished. Intended Outcomes: The implementation of a Design Thinking project is expected to increase student learning and postgraduate preparedness. Application Design: A Design Thinking project was designed and implemented in an upper level biomedical instrumentation course. This article describes the structure of the project, for example, student outcomes and its assessment. The “Student Assessment of Learning Gains” instrument and a postgraduate survey were used to evaluate student perception of their learning and postgraduate preparedness. Findings: The critical elements of Design Thinking were successfully implemented into a four-week biomedical instrumentation project experience within the instrumentation course. Students perception of their learning was significantly increased by the Design Thinking project. A postgraduate survey indicated a positive influence of the project on student preparedness for industry and graduate studies.

中文翻译:

在生物医学仪器课程中实施设计思维项目

贡献:本文阐述了如何在生物医学仪器课程中设计和实施设计思维项目,作为教育和行业之间的桥梁。它还介绍了该项目对学生对其学习成果和研究生准备的看法的影响。背景:生物医学工程继续经历强劲增长,仪器仪表是该行业的三大细分市场之一。设计思维是该行业的一项理想技能,高度适用于生物医学仪器以人为本的成果,并记录了对学生学习的积极影响。因此,在生物医学仪器课程中实施设计思维是有价值的,但尚未完成。预期结果:设计思维项目的实施预计将增加学生的学习和研究生的准备。应用设计:在高级生物医学仪器课程中设计并实施了一个设计思维项目。本文描述了项目的结构,例如,学生成果及其评估。使用“学生学习成果评估”工具和研究生调查来评估学生对其学习的看法和研究生准备情况。结果:设计思维的关键要素在仪器课程中成功实施到为期 4 周的生物医学仪器项目体验中。设计思维项目显着提高了学生对他们学习的看法。
更新日期:2020-11-01
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