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Capstone during COVID-19: Medical Device Development at Home to Solve Global Health Problems. ACTA ACUST UNITED AC 2020; 1:209-213. [PMID: 33817695 PMCID: PMC7571788 DOI: 10.1007/s43683-020-00035-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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2
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Pierce MC. Don't Waste a Crisis: Opportunities to Enhance BME Student Learning Through COVID-19. BIOMEDICAL ENGINEERING EDUCATION 2020; 1:155-158. [PMID: 38624508 PMCID: PMC7478434 DOI: 10.1007/s43683-020-00021-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 08/18/2020] [Indexed: 12/04/2022]
Affiliation(s)
- Mark C. Pierce
- Department of Biomedical Engineering, Rutgers, The State University of New Jersey, New Brunswick, NJ USA
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3
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Chamberlain S, Gonzalez N, Dobiesz V, Edison M, Lin J, Weine S. A global health capstone: an innovative educational approach in a competency-based curriculum for medical students. BMC MEDICAL EDUCATION 2020; 20:159. [PMID: 32429897 PMCID: PMC7236959 DOI: 10.1186/s12909-020-02070-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Accepted: 05/11/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum. METHODS The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed. RESULTS The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship. CONCLUSIONS A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.
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Affiliation(s)
- Stacey Chamberlain
- University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA.
| | - Nicole Gonzalez
- University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA
| | - Valerie Dobiesz
- Brigham and Women's Hospital, Harvard Humanitarian Initiative, Harvard Medical School, Boston, MA, USA
| | - Marcia Edison
- University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA
| | - Janet Lin
- University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA
| | - Stevan Weine
- University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA
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McCullough M, Msafiri N, Richardson WJ, Harman M, DesJardins JD, Dean D. Diversifying Bioengineering Design Education with an International Partnership. J Biomech Eng 2019; 141:1065453. [PMID: 31596921 DOI: 10.1115/1.4045112] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Indexed: 11/08/2022]
Abstract
The field of engineering is increasingly appreciating the value of diversity for innovative design solutions. Successful engineering depends on our ability to explore constrained parameter spaces for finding the best solutions, and more diverse minds and experiences enable us to explore the entire potential solution space more thoroughly, more quickly, and more creatively. With a goal to expand the diversity of experiences and mindsets in our undergraduate bioengineering curricula, Arusha Technical College (ATC) in Arusha, Tanzania and Clemson University (CU) in Clemson, South Carolina, U.S., have partnered together over the past 5 years to provide intercontinental educational opportunities for undergraduate students, graduate assistants, and faculty. In 2018, CU and ATC collaborated on an international design course targeting undergraduate students in biomedical engineering focused on global health solutions for resource poor communities. Undergraduate students from ATC and CU collaborated on design projects through formal videoconferenced group meetings, email, and various social media platforms. The year ended with a joint design symposium in Arusha where the students presented on their work in a public poster forum. This successful ATC-CU Global Health Design Collaboration pilot year provides a solid model upon which to build. Students reported overall positive experiences and plans to continue in their curriculum to graduation, as well as some ATC and CU students changing their career direction to include global health initiatives.
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Affiliation(s)
- Melissa McCullough
- Department of Bioengineering, Clemson University, 301 Rhodes Research Center, Clemson, SC 29634, USA
| | - Nicodemus Msafiri
- Electrical and Biomedical Engineering Department, Arusha Technical College, Nairobi Road, P. O. Box 296, Arusha, Tanzania
| | - William J Richardson
- Department of Bioengineering, Clemson University, 301 Rhodes Research Center, Clemson, SC 29634, USA
| | - Melinda Harman
- Department of Bioengineering, Clemson University, 301 Rhodes Research Center, Clemson, SC 29634, USA
| | - John D DesJardins
- Department of Bioengineering, Clemson University, 301 Rhodes Research Center, Clemson, SC 29634, USA
| | - Delphine Dean
- Department of Bioengineering, Clemson University, 301 Rhodes Research Center, Clemson, SC 29634, USA
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Cummins G, Cox BF, Walker JD, Cochran S, Desmulliez MPY. Challenges in developing collaborative interdisciplinary research between gastroenterologists and engineers. J Med Eng Technol 2019; 42:435-442. [PMID: 30664386 DOI: 10.1080/03091902.2018.1543466] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
The role of technology in healthcare is rapidly evolving. However, it can be argued that gastroenterology has not kept pace with other medical fields due to the multifaceted needs of this speciality and other issues. Innovation in healthcare technology increasingly requires interdisciplinary collaboration between engineers and clinicians. Nevertheless, working in such an interdisciplinary environment can be challenging due to factors such as working culture, communication and difference in priorities. We surveyed the views of clinicians specialising in gastroenterology and engineers on interdisciplinary health research. The 21 respondents expressed a range of opinions on the perceived benefits and challenges of interdisciplinary collaboration. Though engineers and clinicians recognised its advantages, they expressed a need for further improvement. However, engineers and clinicians differed in how best this could be achieved. The results of this survey are discussed with reference to the literature on interdisciplinary collaboration.
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Affiliation(s)
- Gerard Cummins
- a School of Engineering and Physical Sciences , Heriot Watt University , Edinburgh , UK
| | - Ben F Cox
- b School of Medicine , University of Dundee , Dundee , UK
| | - Jack D Walker
- b School of Medicine , University of Dundee , Dundee , UK
| | - Sandy Cochran
- c School of Engineering , University of Glasgow , Glasgow , UK
| | - Marc P Y Desmulliez
- a School of Engineering and Physical Sciences , Heriot Watt University , Edinburgh , UK
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6
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Garcia P, Armstrong R, Zaman MH. Models of education in medicine, public health, and engineering. Science 2014; 345:1281-3. [PMID: 25214613 DOI: 10.1126/science.1258782] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
Discussion on global health in both the academic and the public domain has focused largely on research, capacity building, and service delivery. Although these efforts along with financial commitments from public and private partners have contributed to a broader appreciation and understanding of global health challenges, the reflection of global health in academic training has largely been lacking. However, integrative models are beginning to appear.
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Affiliation(s)
- Patricia Garcia
- School of Public Health and Administration, Universidad Peruana Cayetano Heredia, Honorio Delgado, Lima, Peru
| | - Robert Armstrong
- Department of Paediatrics, Medical College, Aga Khan University, Nairobi, Kenya
| | - Muhammad H Zaman
- Howard Hughes Medical Institute, Department of Biomedical Engineering, Boston University, Boston, MA, USA
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7
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Spoelstra H, Stoyanov S, Burgoyne L, Bennett D, Sweeney C, Drachsler H, Vanderperren K, Van Huffel S, McSweeney J, Shorten G, O’Flynn S, Cantillon-Murphy P, O’Tuathaigh C. Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff. BMC MEDICAL EDUCATION 2014; 14:14. [PMID: 24450310 PMCID: PMC3996181 DOI: 10.1186/1472-6920-14-14] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2013] [Accepted: 01/08/2014] [Indexed: 05/21/2023]
Abstract
BACKGROUND Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. METHODS A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. RESULTS We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. CONCLUSIONS The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.
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Affiliation(s)
- Howard Spoelstra
- Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, Netherlands
| | - Slavi Stoyanov
- Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, Netherlands
| | - Louise Burgoyne
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Deirdre Bennett
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Catherine Sweeney
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Hendrik Drachsler
- Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, Netherlands
| | - Katrien Vanderperren
- Department of Electrical Engineering, ESAT-SCD, and iMinds Future Health Department Katholieke Universiteit Leuven, B-3001 Leuven, Belgium
| | - Sabine Van Huffel
- Department of Electrical Engineering, ESAT-SCD, and iMinds Future Health Department Katholieke Universiteit Leuven, B-3001 Leuven, Belgium
| | - John McSweeney
- Department of Electrical and Electronic Engineering, University College Cork, College Road, Cork, Ireland
| | - George Shorten
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Siun O’Flynn
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Padraig Cantillon-Murphy
- Department of Electrical and Electronic Engineering, University College Cork, College Road, Cork, Ireland
| | - Colm O’Tuathaigh
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
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Cho DB, Cole D, Simiyu K, Luong W, Neufeld V. Mentoring, training and support to global health innovators: a scoping review. Glob J Health Sci 2013; 5:162-73. [PMID: 23985118 PMCID: PMC4776853 DOI: 10.5539/gjhs.v5n5p162] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2013] [Accepted: 06/13/2013] [Indexed: 11/28/2022] Open
Abstract
Global health innovators must navigate substantial complexities to successfully develop, implement and sustain global health innovations with impact through application of an Integrated Innovation™ approach. We sought to examine the nature of the literature and evidence around mentoring, training and support of global health innovators. We conducted a scoping review searching eight databases with terms capturing different kinds of innovation and support. Assessment of relevance and mapping was completed by two reviewers, with interpretation by the review team. Twenty-eight relevant papers provided perspectives on fostering global health innovators and innovation. Fifteen included empirical data on supports to global health innovators involving a wide range of innovators. Eight included documentation of outcomes but without designs to determine effectiveness. The diverse mentoring, training and support activities included: business incubators, support organizations and centres for entrepreneurship, technology transfer and intellectual property management, internship programs for business skill development, initiatives to bridge industry and researchers, and platforms for South-led innovation for global health. We propose the cultivation of a pipeline of global health innovators to increase the number of appropriate, sustainable innovations with impact in global health. Further empirical work on how to effectively support global health innovators is needed.
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Affiliation(s)
- Dan-Bi Cho
- Global Health Division, Dalla Lana School of Public Health, University of Toronto.
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Design, Evaluation, and Dissemination of a Plastic Syringe Clip to Improve Dosing Accuracy of Liquid Medications. Ann Biomed Eng 2013; 41:1860-8. [DOI: 10.1007/s10439-013-0780-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2012] [Accepted: 02/15/2013] [Indexed: 10/27/2022]
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Newhauser WD, Scheurer ME, Faupel-Badger JM, Clague J, Weitzel J, Woods KV. The future workforce in cancer prevention: advancing discovery, research, and technology. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2012; 27:S128-35. [PMID: 22314794 PMCID: PMC3349779 DOI: 10.1007/s13187-012-0328-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
As part of a 2-day conference on October 15 and 16, 2009, a nine-member task force composed of scientists, clinicians, educators, administrators, and students from across the USA was formed to discuss research, discovery, and technology obstacles to progress in cancer prevention and control, specifically those related to the cancer prevention workforce. This article summarizes the task force's findings on the current state of the cancer prevention workforce in this area and its needs for the future. The task force identified two types of barriers impeding the current cancer prevention workforce in research, discovery, and technology from reaching its fullest potential: (1) limited cross-disciplinary research opportunities with underutilization of some disciplines is hampering discovery and research in cancer prevention, and (2) new research avenues are not being investigated because technology development and implementation are lagging. Examples of impediments and desired outcomes are provided in each of these areas. Recommended solutions to these problems are based on the goals of enhancing the current cancer prevention workforce and accelerating the pace of discovery and clinical translation.
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Affiliation(s)
- Wayne D Newhauser
- Department of Radiation Physics, The University of Texas MD Anderson Cancer Center, Unit 1202, 1515 Holcombe Blvd., Houston, TX 77030, USA.
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Richards-Kortum R, Gray LV, Oden M. Engaging Undergraduates in Global Health Technology Innovation. Science 2012; 336:430-1. [DOI: 10.1126/science.1213947] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
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Laidlaw A, Aiton J, Struthers J, Guild S. Developing research skills in medical students: AMEE Guide No. 69. MEDICAL TEACHER 2012; 34:e754-71. [PMID: 22905661 DOI: 10.3109/0142159x.2012.704438] [Citation(s) in RCA: 75] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
This Guide has been written to provide guidance for individuals involved in curriculum design who wish to develop research skills and foster the attributes in medical undergraduates that help develop research. The Guide will provoke debate on an important subject, and although written specifically with undergraduate medical education in mind, we hope that it will be of interest to all those involved with other health professionals' education. Initially, the Guide describes why research skills and its related attributes are important to those pursuing a medical career. It also explores the reasons why research skills and an ethos of research should be instilled into professionals of the future. The Guide also tries to define what these skills and attributes should be for medical students and lays out the case for providing opportunities to develop research expertise in the undergraduate curriculum. Potential methods to encourage the development of research-related attributes are explored as are some suggestions as to how research skills could be taught and assessed within already busy curricula. This publication also discusses the real and potential barriers to developing research skills in undergraduate students, and suggests strategies to overcome or circumvent these. Whilst we anticipate that this Guide will appeal to all levels of expertise in terms of student research, we hope that, through the use of case studies, we will provide practical advice to those currently developing this area within their curriculum.
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Yu SS, Ortega RA, Reagan BW, McPherson JA, Sung HJ, Giorgio TD. Emerging applications of nanotechnology for the diagnosis and management of vulnerable atherosclerotic plaques. WILEY INTERDISCIPLINARY REVIEWS-NANOMEDICINE AND NANOBIOTECHNOLOGY 2011; 3:620-46. [PMID: 21834059 DOI: 10.1002/wnan.158] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
An estimated 16 million people in the United States have coronary artery disease (CAD), and approximately 325,000 people die annually from cardiac arrest. About two-thirds of unexpected cardiac deaths occur without prior recognition of cardiac disease. A vast majority of these deaths are attributable to the rupture of 'vulnerable atherosclerotic plaques'. Clinically, plaque vulnerability is typically assessed through imaging techniques, and ruptured plaques leading to acute myocardial infarction are treated through angioplasty or stenting. Despite significant advances, it is clear that current imaging methods are insufficiently capable for elucidating plaque composition--which is a key determinant of vulnerability. Further, the exciting improvement in the treatment of CAD afforded by stenting procedures has been buffered by significant undesirable host-implant effects, including restenosis and late thrombosis. Nanotechnology has led to some potential solutions to these problems by yielding constructs that interface with plaque cellular components at an unprecedented size scale. By leveraging the innate ability of macrophages to phagocytose nanoparticles, contrast agents can now be targeted to plaque inflammatory activity. Improvements in nano-patterning procedures have now led to increased ability to regenerate tissue isotropy directly on stents, enabling gradual regeneration of normal, physiologic vascular structures. Advancements in immunoassay technologies promise lower costs for biomarker measurements, and in the near future, may enable the addition of routine blood testing to the clinician's toolbox--decreasing the costs of atherosclerosis-related medical care. These are merely three examples among many stories of how nanotechnology continues to promise advances in the diagnosis and treatment of vulnerable atherosclerotic plaques.
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Affiliation(s)
- Shann S Yu
- Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USA
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Douglas TS. Biomedical engineering education in developing countries: research synthesis. ANNUAL INTERNATIONAL CONFERENCE OF THE IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. ANNUAL INTERNATIONAL CONFERENCE 2011; 2011:3628-3630. [PMID: 22255125 DOI: 10.1109/iembs.2011.6090609] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Biomedical engineering (BME) contributes to development through improving human health. This paper examines BME education to address the needs of developing countries. Components of different BME programs described in the literature are synthesized to represent what has been proposed or implemented for the production of graduates able to address health problems in a manner suited to the local environment in which they occur. Published research on BME education is reviewed with reference to problem context, interventions and their mechanisms, and intended outcomes.
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Affiliation(s)
- Tania S Douglas
- Biomedical Engineering Program and the Medical Imaging Research Unit at the University of Cape Town, South Africa.
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