Open Minis: Health/Medical

Design Education for Medical and Nursing Students

Graduate school students represent an important population in the community of learners at comprehensive research institutions. In particular, students in the medical fields (nursing, medicine, dental, physical therapy, occupational therapy, psychology, etc.) have excellent domain knowledge in their practice areas yet very few receive training in design or design thinking. With support from VentureWell as well as several internal grants, the University of Virginia launched a co-curricular, human-centered design program for medical students.

David Chen, University of Virginia

Health Innovation Maker Lab (HIML): Case study of a purpose-driven maker space

Maker spaces are a widespread strategy focused on student engagement and learning-by-doing by establishing an open space where students manage workshops, materials, machines and projects. It has been proven that maker spaces boost student learning and community engagement by sharing knowledge and expertise among peers. Bearing this in mind at the Tecnológico de Monterrey, Campus León the Health Innovation Maker Lab (HIML) was launched in 2016, where students can access different tools and technologies to learn and experiment with biomedical engineering tools while engaging in solving pressing issues within their community. Different workshops and projects have been carried out in the HIML with good results on student professional and personal development as well as setting the beginning of a campus-wide transition to open spaces of experimentation, innovation and multidisciplinary collaboration.

Manuela Paulina Trejo Ramírez, ITESM Campus León

Clinical Immersion, Capstone, and Beyond: What works for our student startups

The Clinical Observational Design Experience gives students an opportunity to discover clinical problems first-hand in active emergency departments. Our Capstone Design program guides students through the design and regulatory aspects of device development culminating in the Capstone Design Expo, which gives students experience presenting their ideas and innovations. Students participating in this program are successfully starting companies and obtaining funding after graduation with increasing frequency. We hope to share the structure of our courses and what our students feel has benefited them the most in their startup process.

Jeremy Ackerman, Emory University
James Rains, Georgia Institute of Technology

Strategies for Problem Identification and Prototyping by Interdisciplinary Student Teams at Disciplinary Interfaces

Often times, conversations about invention, innovation, and entrepreneurship begin with a problem that has already been identified. For those with extensive experience in a given area, these problems may seem to find “us” instead of “us” finding them. However, for the novice learner or those perhaps with limited experiences, problem identification is a particularly difficult process that must be completed before the ensuing knowledge and technology transfer activities can occur. A team of faculty from Nursing and Chemical Engineering at Tennessee Technological University will present a workshop on tools that they are using in an undergraduate clinical immersion course supported by VentureWell to facilitate interdisciplinary team-based problem identification and early-stage prototyping. The development and utilization of such tools are hoped to help address the often-overlooked aspects for facilitating creative capacities in students and providing a resource for lifelong opportunity identification and assessment that leads to positive impact.

Jonathan Sanders, Tennessee Technological University
Melissa Geist, Tennessee Technological University

Track: Curriculum

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