Abstract
Medical education is changing and evolving, and it is evident there is a need for emerging technologies that will improve patient outcomes and healthcare (Brazile et al. Med Teach. 40(12):1264–74, 2018). The Carle Illinois College of Medicine is creating an innovative model for medical education that integrates engineering principles into an active learning curriculum.
Keywords: Medical education, Innovation, Entrepreneurship, Active-learning
Innovation Series
The College’s vision is to graduate a new generation of physician-innovators that can apply quantitative skills and technological principles to patient care. The phase 1 curriculum contains fourteen blocks, where students learn basic science, clinical, and engineering topics. Each course is designed by a basic scientist, clinician, and engineer working together to design and coordinate curricular delivery. We outline one example of innovation and entrepreneurship applied during the respiratory block, and similar examples are noted across the curriculum.
In the respiratory block, we offered a product innovation session with thirty-two students. In this block, students discussed cases related to respiratory failure, asthma, and pulmonary fibrosis. To enhance their learning, they were introduced to a medical device in an engaging session. This activity was developed by an engineering faculty and can be implemented by other instructors who teach medical students and wish to amalgamate engineering and medicine concepts.
Prior to the session, students were given pre-readings and videos focusing on examples of product innovation, market, and devices. The 65-min session was designed to include team interactions and interpersonal dynamics. Students were divided in two sessions of sixteen; in each session, students were divided in groups of four based on their background and major. The session was offered in a fully equipped classroom with audiovisual facilities.
The “hook” was presented as the grown market prediction of pulse oximetry in 25 years. The problem statement was to pitch their idea to “potential investors” (classmates). The session’s objectives were as follows:
Discuss the role of finger oximetry and detection in clinical diagnosis.
Demonstrate the ability to use observation and research and to think creatively to develop new product idea and design.
Demonstrate effective presentation skills to pitch new product idea.
In the first 20 min, students were introduced to concepts of how to generate a new product idea, how to research existing patents/market, explore product failures, and basics of medical device classification. For 25 min, students had the opportunity to disassemble the finger oximeter and brainstorm about the design process and the device functionality. At the end of the activity, students presented their 5-min pitch (4 groups × 5 min = 20 min) based on their novel product ideas.
The product innovation session is a unique active learning opportunity and helps students understand the existing products in the market and how they can be enhanced. The future physician innovators realized how successes and failures of medical devices could help in the design process and ideation. We believe that this integrated way of learning offers students a practical and applied approach that can be implemented in medical schools who wish to introduce engineering and innovation directly in their curriculum or as part of an elective course.
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethical Approval
NA
Informed Consent
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Footnotes
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Reference
- 1.Brazile T, Hostetter Shoop G, McDonough CM, Van Citters DW. Promoting innovation: enhancing transdisciplinary opportunities for medical and engineering students. Med Teach. 2018;40(12):1264–1274. doi: 10.1080/0142159X.2018.1426841. [DOI] [PubMed] [Google Scholar]