Surgineering: curriculum concept for experiential learning in upper-level biomedical engineering

BME 2.0: Engineering the Future of Medicine

If the 20th century was the age of mapping and controlling the external world, the 21st century is the biomedical age of mapping and controlling the biological internal world. The biomedical age is bringing new technological breakthroughs for sensing and controlling human biomolecules, cells, tissues, and organs, which underpin new frontiers in the biomedical discovery, data, biomanufacturing, and translational sciences. This article reviews what we believe will be the next wave of biomedical engineering (BME) education in support of the biomedical age, what we have termed BME 2.0. BME 2.0 was announced on October 12 2017 at BMES 49 (https://www.bme.jhu.edu/news-events/news/miller-opens-2017-bmes-annual-meeting-with-vision-for-new-bme-era/). We present several principles upon which we believe the BME 2.0 curriculum should be constructed, and from these principles, we describe what view as the foundations that form the next generations of curricula in support of the BME enterprise. The core principles of BME 2.0 education are (a) educate students bilingually, from day 1, in the languages of modern molecular biology and the analytical modeling of complex biological systems; (b) prepare every student to be a biomedical data scientist; (c) build a unique BME community for discovery and innovation via a vertically integrated and convergent learning environment spanning the university and hospital systems; (d) champion an educational culture of inclusive excellence; and (e) codify in the curriculum ongoing discoveries at the frontiers of the discipline, thus ensuring BME 2.0 as a launchpad for training the future leaders of the biotechnology marketplaces. We envision that the BME 2.0 education is the path for providing every student with the training to lead in this new era of engineering the future of medicine in the 21st century.

Barriers to Surgical Innovation Research: A Canadian Study on Public Funding Trends

Background

A decline in research funding has been cited as a potential cause for limited surgical innovation in the United States. We aim to understand if this is a North American phenomenon and explore whether a lack of public funding is a barrier to surgical innovation in Canada.

Methods

Publicly available funding data from Canadian Institutes of Health Research (CIHR) were reviewed from 2008 to 2019 to determine the yearly funding distributed to surgical departments. Surgical innovation studies were identified and total yearly funding was calculated. All amounts were adjusted for inflation to reflect 2019 Canadian dollar value.

Results

From 2008 to 2019, surgical departments were granted 1.82–4.70% of total CIHR funding. In total, 902 grants were allocated to surgical departments and 126 (14.0%) met criteria for surgical innovation. Surgical innovation research was allocated a total annual amount ranging from 1.52 to 9.01 million CAD. There appears to be an upward trend in public funding for surgical innovation over this time period.

Discussion

Contrary to the landscape in the United States, there is no evidence of decreasing trends in public funding for surgical innovation in Canada. Considerations should be given to other potential barriers precluding surgeons from participating in innovation.

Conclusion

Only a small percentage of research dollars to departments in Canada are spent on innovation research, despite an overall increasing trend in total public research funding over the past 10 years. We need to foster an environment in which surgical innovation is encouraged through medical curriculum changes, multidisciplinary collaboration opportunities, and dedicated faculty resources.

Are fiducial registration error and target registration error correlated? SciKit-SurgeryFRED for teaching and research

Understanding the relationship between fiducial registration error (FRE) and target registration error (TRE) is important for the correct use of interventional guidance systems. Whilst it is well established that TRE is statistically independent of FRE, system users still struggle against the intuitive assumption that a low FRE indicates a low TRE. We present the SciKit-Surgery Fiducial Registration Educational Demonstrator and describe its use. SciKit-SurgeryFRED was developed to enable remote teaching of key concepts in image registration. SciKit-SurgeryFRED also supports research into user interface design for image registration systems. SciKit-SurgeryFRED can be used to enable remote tutorials covering the statistics relevant to image guided interventions. Students are able to place fiducial markers on pre and intra-operative images and observe the effects of changes in marker geometry, marker count, and fiducial localisation error on TRE and FRE. SciKit-SurgeryFRED also calculates statistical measures for the expected values of TRE and FRE. Because many registrations can be performed quickly the students can then explore potential correlations between the different statistics. SciKit-SurgeryFRED also implements a registration based game, where participants are rewarded for complete treatment of a clinical target, whilst minimising the treatment margin. We used this game to perform a remote study on registration and simulated ablation, measuring how user performance changes depending on what error statistics are made available. The results support the assumption that knowing the exact value of target registration error leads to better treatment. Display of other statistics did not have a significant impact on the treatment performance.

Stimulating and Educating Engineers to Innovate through Individual Continuous Learning

Based on the self-determination theory and planned behavior theory, this paper studied the mechanisms of innovative behavior driven by engineers’ individual continuous learning. It was found that individual continuous learning can promote engineers’ innovative behavior and that career planning and self-efficacy play a dual mediating role in the effect that individual continuous learning has on bringing about innovative behavior. In addition, engineers’ risk tolerance positively increases the effect of individual continuous learning on self-efficacy. Furthermore, the organizational climate affects the innovative behavior brought about by engineers’ individual continuous learning. Therefore, we make some suggestions for vocational education and the management of engineers. It is necessary for managers to develop strategies to encourage engineers to continue learning both inside and outside the organization. Organizations need to support engineers in improving their professional skills and abilities so as to enhance self-efficacy. Managers need to pay attention to career planning for engineers, assist them in career planning, and help them to achieve their career goals through training or related courses. Managers also need to allow engineers to make mistakes and strengthen risk education for engineers. Managers need to create a climate of innovation in which members support and cooperate with each other so that engineers can implement innovative behavior more effectively and achieve innovative goals.