Bioinstrumentation Curriculum Workshop Whitaker Foundation Biomedical Engineering Educational Summit December 9, 2000

1. Bioinstrumentation Curriculum WorkshopWhitaker Foundation Biomedical Engineering Educational SummitDecember 9, 2000 Rebecca Richards-Kortum, PhD The University of Texas at Austin John G. Webster, PhD The University of Wisconsin

2. Goals: Bioinstrumentation Curriculum • Discuss and Generate Consensus Report: • Current Status and Best Practices • Critical Incoming Knowledge Base Needed • Role of Experiential Learning • Intellectual Trends for the Future • Recommendations for Future Curriculum

3. Whitaker Foundation Philosophy • A thorough understanding of life sciences, with life sciences a critical component of the curriculum. 2. Mastery of advanced engineering tools/approaches. 3. Familiarity with problems of making and interpreting quantitative measurements in living systems. 4. The ability to use modeling techniques as a tool for integrating knowledge. 5. The ability to formulate and solve problems with medical relevance, including the design of devices, systems, and processes to improve human health.

4. Current Status: Courses at Top 12 Institutions

5. Current Status

6. Current Status

7. Current Status

8. Current Status: Review of Syllabi

9. CWRU EBME310: Biomedical Instrum. • Topics: • Biopotential Electrodes • Electrochemical Transducers of Biochemical Variables • Temperature Transducers • Measuring Flow • Mechanical Transducers • Optical Sensing • Imaging in Single Cells • Single Cell Electrophysiological Measurements • Piezoelectric Transducers and Instruments • Analytical Instruments for Biomaterials Research

10. CWRU EBME360: Biomedical Instrum. Lab • Topics: • Body Surface Electrochemistry • Multi-electrode ECG • EMG Transduction • LED pulse Plethysmograph Circuit • Patch Lamp Technique • Ultrasound Image Formation

11. CWRU EBME313: BME Lab I • Topics: • Errors and Error Analysis • Ethics • Computer Presentation • Lab (63% of grade) – choose three from: • 3D landmark coordinates from bi-orthogonal film x-rays • Ultrasound measurements of flow • Measuring neurotransmitters with microelectrode • Quantitative Properties of the Neuromuscular system • Evaluation of bone/implant interface using radiography • Patch clamp recording from retinal cells • Measurement of blood flow using PET • Compare mammographic image registration algos • Measuring the compliance of heart valves

12. UCSD BE122B: Biomedical Electronics • Topics: • Analog to Digital Conversion • Digital Ckt Building Blocks • Convolution • Sampling Theorem • Fourier Transforms • Image Processing • Ultrasound • Computed Tomography • Electrokinetic Phenomena • Lab: No • Project: 25%

13. UCSD BE 186B: Principles of Bioinst. Design • Topics: • Biopotentials • Electronics Review • Amplifiers • Electrical Safety • Biopotential Electrodes • Chemical Sensors • Light Based Instrumentation • Video Systems • Flow Measurements • Ultrasound • Lab: No • Project: No

14. Duke 163L: BME Elec. and Meas. I • Topics:

15. Duke BME164L: BME Elec. and Meas. II • Topics: • Transducers and Sensors • Op Amps, Filter, Differential and Instrument Amplifiers • Digital Devices and Circuits • Recording and Display Devices • Fourier Transforms, Series and Sampling • Lab (20% of grade) • Project (50% of grade) • Sensor, signal processing unit, A/D converter, Display

16. Penn BE209: Bioengineering Lab I • Topics: • Biomedical Electronics • Mechanical Testing of Biological Specimens • Lab: (50% of grade) • Electronic thermometer • Building the electronic scale • Building the electronic exercise evaluation device • Building the electronic signal generator • Uniaxial Load testing of biological specimens • Tensile properties of chicken skin • Three point bending of chicken bones • Impact strength of chicken bone • Uses Discovery Learning

17. Penn BE310: Bioengineering Lab IV • Topics: • Fluid Mechanics • Signal Analysis • Lab: • Fluid Mechanical Simulation of Coughing • Measurement of Pressure and Flow in Straight Tube • Steady Flow through a Sacular Aneurysm Model • Conservation of Energy - Thermodilution • Signal Analysis: The Electrocardiogram • Signal analysis: Vibration Analysis • Project: • Several weeks duration

18. Wisconsin BME310: Bioinstrumentation • Topics: • Measurement systems • Signal Processing • Molecules in Clinical Chemistry • Mol. Measurements in Biomaterials and Tissue Eng. • Hematology • Cell. Measurements in Biomaterials and Tissue Eng. • Nervous System, Heart and Circulation, Lungs, Kidney, Bone and Skin • Labs (20% of grade): • 1. Blood Pressure, 2. Circuits, 3. Pressure Sensor, 4. Pulse Oximeter, 5. ECG, 6. Ultrasonic Flowmeter, 7. Spirometery, 8. Temperature, 9. Spectrophotometer, 10. Electrophoresis, 11. Dynamic Light Scattering, 12. Microscopes

19. UT EE374k: Biomedical Instrumentation • Topics: • Transducers • Light sources, Photodetectors • Signal conditioning and amplification • Biopotentials • EMG, ECG • Electrodes • Microeelctrodes • Blood Pressure • Flow • Ultrasound • Pacemakers, Defribrillators • Electrical Safety

20. Comparison of Courses

21. Comparison of Courses

22. Current Status: Exercise Number One • Introductions • Describe Bioinstrumentation Curriculum at Your Institution

23. Best Practices • Issues to Consider: • Course Subject Matter • General Course Outcomes • Specific Course Learning Objectives • Course Outline • Prerequisites • Course Level • Textbooks • Laboratories

24. Best Practices: Industrial Survey • Please list the 5 most important technical topics that a BME who graduates with a BS in the next 5-10 years will need to know. • 1. PSI, 2. Sulzer Carbomedics, 3. Sulzer Biologics, 4. Sulzer Orthopedics, 5. Sulzer Carbomedics, 6. GE, 7. Zeiss

25. Company #: Top 5 Skills

26. Course Subject Matter: Overall Goal • Prepare students to design and utilize biomedical instrumentation for measurements on humans and animals. • Sensors • Diagnostic Devices • Therapeutic Devices • New Fields: Molecular engineering, cell and tissue engineering, biotechnology

27. General Course Outcomes • Recall bioinstrumentation vocabulary • Analyze measurement specifications • Choose the best method of making a measurement of performing therapy • Perform open-ended design of a measurement or therapeutic device • Analyze data resulting from a measurement of therapeutic device • Search internet, medical, engineering and patent databases • Communicate effectively • Pass nationally-normed subject content exams

28. Specific Course Learning Objectives • Behaviorally observable objectives that illustrate concepts, relationships and skills to be gained • Examples: • Draw circuit / amplifier design for a pO2 electrode • Draw block diagrams for A-mode, B-mode and T-M ultrasonic image scanners • Design grounding system for an ICU • Explain how DNA is automatically sequenced and and how fluorescence assists signal processing

29. Course Outline: Exercise #2 • Rank the ten most important topics to cover

30. Specific Course Learning Objectives

31. Pre-requisites • Should include: • One year of calculus and physics • One semester of chemistry • Differential equations • Cell and molecular biology • Electric circuits • Electronics • Background in programming, statistics, signal analysis

32. Course Level • Junior year

33. Textbooks

34. Textbooks

35. Textbooks

36. Role of Experiential Learning • Knowledge taught in a single context is less likely to support flexible transfer of knowledge. • Laboratory modules: • Develop intuition and deepen understanding of concepts • Apply concepts learned in class to new situations • Experience basic phenomena • Develop critical, quantitative thinking • Develop experimental and data analysis skills • Learn to use scientific apparatus • Learn to estimate statistical errors, recognize systematic errors • Develop reporting skills Science Teaching Reconsidered: A Handbook; National Research Council

37. Laboratories • Exercise #3: Rank the top 5 most important laboratory experiences

38. Laboratories

39. Role of Technology in Learning • Bring real world problems into classrooms • Provide scaffolding to augment what learners can do and reason about on their path to understanding • Increase opportunities for learners to receive feedback; to reflect on their learning process; to receive guidance toward progressive revisions that improve learning • Build local, global communities of teachers and learners • Expand opportunities for teacher learning Bransford et al; How People Learn

40. Web Based Instructional Materials • http://utwired.engr.utexas.edu • http://utwired.engr.utexas.edu/swpm/ • http://www.utwired.engr.utexas.edu/ee302videos/

41. ERC • NSF ERC: Bioengineering Educational Tech. • Modular, multimedia learning tools • Collaboration of bioengineering educators and learning scientists • $10 Million over 5 years http:www.vanth.org

42. Recommendations for Future Curriculum • Past: emphasized measurements in traditional areas such as biomedical instrumentation and imaging • Future: Expand these areas to include measurements in biosensors, molecular, cell and tissue engineering and biotechnology

43. sour bitter salt sour sweet The UT Electronic Taste Chip salts, sugars, acids, alkaloids, small molecules, proteins, antibodies, DNA, redox species, solvents John T. McDevitt / UT Chem. Biochem. Dept.

44. The Bead Array Chip

45. Mass Production of Customized Chips 106 Beads per Gram John T. McDevitt / UT Chem. Biochem. Dept.

46. Science Demonstration #1 Ca(2+) Flow Dynamics Visualized (OCP Beads) John T. McDevitt / UT Chem. Biochem. Dept.

47. Science Demonstration #4 Beads conjugated to monoclonal antibody to HIV p24 Blank control beads John T. McDevitt / UT Chem. Biochem. Dept.

48. Areas for the Future: Exercise #5 • What new areas of bioinstrumentation will be important to emphasize in the next 5 – 10 years?

49. Questions for Discussion: Should all BME students take a bioinstrumentation course?

50. Questions for Discussion: What role can technology-enhanced learning play in bioinstrumentation courses and laboratories?