. 2020 Aug 17;1(1):31–36. doi: 10.1007/s43683-020-00005-0

Table 2.

Initial course plan and final plan after in-person meetings ended.

Topic	Initial plan	Final plan
Health Inequity Design Challenge	Needs Statement posted online Two minute elevator pitch on three health inequity issues and selection for project (no slides) Poster session on final design and initial prototype	Needs Statement posted online Elevator Pitches with Zoom in small groups (two slides) Seven minute PowerPoint presentation with Zoom in small groups Parents, family, and friends invited to Zoom presentations
Negative Feedback Control Loops	Interactive in-class lecture with small group activities on the Baroreceptor Reflex and control of blood pressure Class trip to Six Flags Amusement Park to observe negative feedback control of blood pressure (record heart rate and acceleration data)	Online lecture on negative feedback control systems. Teams discuss at least five human negative feedback control systems. Team analyzes one physiological system using negative feedback control loops.
Ethics	Individually, students complete online certifications on Human Subjects Research (HIPAA), Responsible Conduct of Research, Animal Care & Use, & Bloodborne pathogens In class lectures and case study discussions with lots of clicker questions and think-pair-share	Individually, students complete online certifications on Human Subjects Research (HIPAA), Responsible Conduct of Research, Animal Care & Use, & Bloodborne pathogens After the initial ethics lecture, students read selected NIH case studies [10], discussed as a team, and posted individual reflections.
Using Statistics in Medical Device Design	In class statistics lecture Teams design an experiment to obtain and analyze heart rate variability during a Six Flags trip.	Online statistics lecture Teams obtained Heart Rate Data at rest and during exercise (either with a smart phone app or with a pulse). Teams compared data within small groups (6-7 teams) using statistical analysis
Mentoring	Upperclassmen student panels on: – choosing a BME focus area – study abroad opportunities – undergraduate research – design teams	Online student panels (with alumni): – same sessions as originally planned – email addresses of panelists provided to freshmen – Q & A used the chat box in Zoom – sessions were recorded

Topic

Initial plan

Final plan

Health Inequity Design Challenge

Needs Statement posted online

Two minute elevator pitch on three health inequity issues and selection for project (no slides)

Poster session on final design and initial prototype

Needs Statement posted online

Elevator Pitches with Zoom in small groups (two slides)

Seven minute PowerPoint presentation with Zoom in small groups

Parents, family, and friends invited to Zoom presentations

Negative Feedback Control Loops

Interactive in-class lecture with small group activities on the Baroreceptor Reflex and control of blood pressure

Class trip to Six Flags Amusement Park to observe negative feedback control of blood pressure (record heart rate and acceleration data)

Online lecture on negative feedback control systems.

Teams discuss at least five human negative feedback control systems.

Team analyzes one physiological system using negative feedback control loops.

Ethics

Individually, students complete online certifications on Human Subjects Research (HIPAA), Responsible Conduct of Research, Animal Care & Use, & Bloodborne pathogens

In class lectures and case study discussions with lots of clicker questions and think-pair-share

Individually, students complete online certifications on Human Subjects Research (HIPAA), Responsible Conduct of Research, Animal Care & Use, & Bloodborne pathogens

After the initial ethics lecture, students read selected NIH case studies [10], discussed as a team, and posted individual reflections.

Using Statistics in Medical Device Design

In class statistics lecture

Teams design an experiment to obtain and analyze heart rate variability during a Six Flags trip.

Online statistics lecture

Teams obtained Heart Rate Data at rest and during exercise (either with a smart phone app or with a pulse).

Teams compared data within small groups (6-7 teams) using statistical analysis

Mentoring

Upperclassmen student panels on:

– choosing a BME focus area

– study abroad opportunities

– undergraduate research

– design teams

Online student panels (with alumni):

– same sessions as originally planned

– email addresses of panelists provided to freshmen

– Q & A used the chat box in Zoom

– sessions were recorded