Academic Program Models for Undergraduate Biomedical Engineering
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1 Academic Program Models for Undergraduate Biomedical Engineering Shankar M. Krishnan, Ph.D. Chair, Dept. of BME & H.C. Lord Chair Professor WIT, Boston, USA
2 INTRODUCTION Global population is increasing. Life expectancies are going higher. Proliferation of medical devices for disease diagnosis and therapy globally. Human Resources in BME are absolutely necessary Demands for undergrad & graduate BME programs are consistently growing. Definite needs for developing appropriate BME educational programs. Human Resource requirements in low, medium & high resource settings vary. Bigger number of jobs at entry levels. Hence more undergraduate programs.
3 OBJECTIVES The objectives of this study are: To propose Undergraduate Biomedical Engineering education models in three broad categories To make recommendations for development of BME manpower in low resource nations and in some medium resource nations
4 BACKGROUND B.S. degrees in traditional disciplines such as EE, ME, CE, Chem E followed by Electronics, Communications, Environmental, Manufacturing, Materials.. This study mainly considers US models which are followed in many countries such as Canada, Australia, Singapore, China, Mexico, Malaysia, and others In a typical B.S. (BME) program, students take courses for four years. In a given semester of four/five courses, typically 3 credits Lectures, 1cr Lab, and three courses have lab modules.
5 B.S. (BME) Curriculum Design BME programs requires basic prep in mathematics, physical and life sciences. Students need to get deeper knowledge in two or three disciplines in engineering in order to learn and gain expertise in the multi-disciplinary BME. Core courses in BME must be clearly defined. Special Elective and Advanced courses in BME may be included based on available faculty expertise, infrastructure, labs, graduate programs and ongoing research projects. Program must be dynamic to include emerging areas in BME. Capstone courses must be at least two semesters long. Inclusion of cooperative experiential learning is highly recommended.
6 Undergraduate BME Curriculum BME Core Courses Electrical Engineering & Computer Science Mechanical Engineering & Design BME Capstone Projects Design/Special Topics Undergraduate BME Curriculum Communications/ Humanities/ Social Sciences BME Elective Courses Math & Physical Sciences Biology, Biochemistry, Life Sciences, Anatomy & Physiology
7 MODEL 1 Based on BME programs large, research-intensive universities. BME curricula divided into basic sciences, mathematics, engineering, computing, core and focus areas in BME, humanities, social sciences and free electives. Focus areas depend on the institution s research expertise and training mission Substantial percentage of students go for graduate studies, BME, medicine, MBA, Examples: Johns Hopkins University, Georgia Tech., Duke University, UCSD, B.U.,
8 MODEL 2 Common in teaching intensive colleges. Basic areas of sciences, mathematics, engineering, computing, BME core and focus areas, humanities, social sciences and free electives Focus areas limited, due to faculty, graduate students, funded research constraints In one program, focus areas are medical devices and systems, clinical engineering etc. Co-op/Internship requiried in hospitals/medical companies/other hosts Examples: Wentworth Institute of Technology, NJIT, MSoE, Drexel, UConn, RIT
9 BMED First Year (Freshman) Courses Fall Spring Lectures Labs Credits Lectures Labs Credits MATH 285 Engineering Calculus I MATH 295 Engineering Calculus II PHYS 310 Engineering Physics I CHEM 380 Engineering Chemistry BIOL 130 Cell and Molecular Biology ENGR 160 Intro to Engineering Design BMED 101 Introduction to Biomedical Engineering ENGL 115 English Sequence ENGL 100 English Sequence FYS 100 First Year Seminar Total Total
10 BMED Second Year (Sophomore) Courses Fall Spring Lectures Labs Credits Lectures Labs Credits PHYS 320 Engineering Physics II MATH 515 Multivariable Calculus BIOL 280 Anatomy & Physiology I BIOL 290 Anatomy & Physiology II COMP 128 Computer Science I ELEC 270 Integrated Electronics ELEC 220 Electric Circuit Analysis & Design BMED 275 Biomedical Electronics & Instrumentation HU/SS Humanities / Social Science Elective Total Total
11 BMED Third Year (Junior) Courses Fall Summer Lectures Labs Credits Lectures Labs Credits MATH 615 CHEM 410 Differential Equations & Systems Modeling Basics of Organic and Biochemistry MECH 415 Engineering Mechanics ENGR Engineering Elective BMED Biomedical Engineering Elective I BMED Biomedical Engineering Elective II HU/SS Humanities / Social Science Elective HU/SS Humanities / Social Science Elective Total Total
12 BMED Fourth Year (Senior) Courses Spring Summer Lectures Labs Credits Lectures Labs Credits BMED 600 BME Senior Design I BMED 650 BME Senior Design II BMED 510 Signals and Systems for Biomedical Engineering BMED 430 Biostatistics BMED 520 Biomechanics BMED 499 Engineering in Biomedicine BMED 500 Biomaterials / Tissue Engineering BMED Biomedical Engineering Elective III HU/SS Humanities / Social Science Elective HU/SS Humanities / Social Science Elective Total Total
13 Lecture, Labs, Credits Distribution Hours Distribution of Weekly Lecture Hours, Lab Hours and Semester Credits in B.S. (BME) Program Semester Lecture Hours Lab Hours Credits
14 Credits in BME at WIT Humanities / Social Science 15% English 6% Biomedical Engineering 29% Math 12% Physics/ Chemistry/ Biology 21% Engineering 17%
15 % Credit Distribution by Area by Year Humanities / Social Sciences 6% Math 6% Physics/Chemistry/ Biology 9% Biomedical Engineering 19% Humanities / Social Sciences 6% Biomedical Engineering 6% Senior Year Junior Year Freshman Year Sophomore Year Math 3% Engineering 3% Biomedical Engineering 1% English 6% Physics/Chemistry/Biology 9% Engineering 6% Engineering 8% Physics/Chemistry/Biology 3% Math 3% Humanities / Social Sciences 3% Biomedical Engineering 3%
16 ABET ACCREDITED PROGRAMS ABET Database Whitaker Foundation Database American Society of Engineering Education Database US News and World Report Database Colleges in US categorized with majors,
17 MODEL 3 Students are trained in Biomedical Engineering Technology Associate Degree Programs Somewhat equivalent to Polytechnic Programs Trained to work as BME Technicians in the initial two years. Students are trained to be BME s or BME Technologists in the subsequent two years. For BME Technologists, Examples: IUPUI, DeVry,, Some post-associate Degree Programs For Transferring to BME Programs, students have take Calculus-based courses, (like Model 2)
18 Adoption of psedo-model 3 The requirements in low-resource countries are very different A modified Model 3 may be adopted in Model 3 Larger share of Labs and hands-on work are considered Project work to meet real needs in local hospitals will be beneficial With regional end-user involvement, partial funding may be available Top students in the program may move to BME Engineering programs These students may transfer to Model 2 or Model 1 universities abroad Bulk of the students can handle a large portion of hospital work
19 Academic Advancement Path for 2-year Associate Degree Holders to pursue Biomedical Engineering Technology Major or Biomedical Engineering prior to graduate studies B.S. in BME Tech MBA Mgmt. of Tech. High School Degree Associate Degree M.S./Ph.D. in BME B.S. in BME or Bioengineering Professional Studies
20 Results Experience with all three models Model 1 : University of Rhode Island, University of Miami, NTU in Singapore Model 2: Wentworth Institute of Technology Model 3: Southern Illinois University, Ngee Ann Polytechnic (Singapore), Community College in Boston,.. Familiar with a few programs in India, France, Models are related to research intensive factors, doctoral and post-doctoral programs, available, research grants
21 Discussion Graduation rates are higher in Model 1 followed by Model 2 Higher studies : large percentage in Model 1 Model 2 and Model 3 graduates fill most entry level BME positions Model 3 students tend to take more than 4 years, typically 6 years to complete Also common in many schools is an Engineering major (such as Electrical Engineering or Mechanical Engineering) with a concentration in BME Concentration may require students to take more courses (more credit hours) Experience with a Five year Electro-Mechanical Engineering program Some universities have a five year B.S.+M.S. Program (similar to European)
22 Academic Ladder M.S./Ph.D BME JOBS! JOBS!JOBS! M.S./Ph.D Engineering B.S. (BME) WIT Graduate Studies M.D. D.V.M. D.D.M. Entrepreneur/ Business J.D. M.B.A.
23 CHALLENGES Manpower Facility requirements Funding for program development and sustainibility Time constraints Attracting and retaining good students Recruiting dedicated faculty
24 DISCUSSION Institutional, Regional and National requirements need to be met Market demand is an important factor for undergraduate and graduate level Due to globalization, jobs are available worldwide Available training with NGOs Training within hospitals affects the program model Accreditation requirements need to be met
25 Continuing Education Human Resource Development starts with undergraduate training Rapid Technological Advancements and Applications to the Medical Field BME graduates require continuing education to keep updated Irrespective of Degree level, life-long learning, may be fun for many Companies and Hospitals have budgets for training BME staff Many organizations have funds for staff career growth, pay for grad studies Some high school students start taking courses for college credit Human Resource Development covers a broad spectrum
26 CONCLUSION Three models for BME programs are described based on large universities, undergraduate colleges and community colleges. Models 2 and 3 can be successfully implemented in nations with low and medium resources with appropriate guidance and support from international organizations. Vision (Long term) is to Reach Universal BME Human Resource Building with multiple models in varying resource settings!!!
27 Thank you for your attention
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