Biomedical | Engineering

1. Biomedical | Engineering course Presentation to SMBE (NSW) Conference 2003

2. Overview • Project brief • Project participants • Module resource manuals - Medical equipment principles - Anatomy, physiology and infection control - Learning features of print-based resources • CDRom - Brief for CDRom - Learning features of CDRom - Preview of CDRom

3. Project brief • <Purpose> • To develop distance learning materials for a medical equipment strand of the Certificate IV Electrotechnology • <Target audience> • Biomedical engineering technicians in Australia and New Zealand • Most learners will already have a qualification and work experience in electronics, electrical engineering, mechanical engineering, pneumatics, or fitting and turning • <Delivery> • Print based materials to be accompanied by interactive exercises on a CDRom.

4. Project participants • Project sponsor – TAFE NSW • Industry based consultation group for advice on- module descriptors- depth of coverage- potential writers- project review • Learning Design Group for - project co-ordination- learning design- creative design- resource production

5. Module resource manuals Two print-based resources: • Medical equipment principles(72 hours of learning) • Anatomy, physiology and infection control(36 hours of learning)

6. Medical equipment principles Focuses on: • the operating principles and functions of biomedical equipment • basic circuits • awareness of patient safety requirements as identified in AS/NZ standards • hazards and safety procedures • causes of failure and appropriate responses • functional testing and safety testing

7. Anatomy,physiology and infection control Aims to: • provide learners with a basic understanding of anatomy and physiology in order to understand the function and operation of medical equipment • provide learners with a basic understanding of the infection control aspects involved when working with and handling medical equipment

8. Learning features of printed resources • Clear introduction of the purpose, outcomes and links between the learning resources • Clear purpose statements and learning objectives for each section • Standard structure used wherever possible to keep focus on the biomed role • High use of diagrams and photographs • References provided for follow-up study • Activities to draw key learning out of readings • Review questions with written feedback • Interactive exercises on CDRom

9. Brief for CDRom <Purpose> • To help learners integrate knowledge of anatomy and physiology with the understanding of the operating principles for given biomedical equipment • To help learners relate the concepts to the real world • To complement printed learning material with interactive exercises for users to See, Try, or Solve

10. Learning features of CDRom • Integrates body knowledge and equipment knowledge through a body metaphor • User control over navigation • Interface is similar to the structure of the print based materials • Interactions identified by type — see, try, solve

11. Learning features of CDRom • See interactions- clarify principles, processes, operations, or steps - show relationships or actions that are difficult to see in a diagram • Try interactions- provide guided practice - reinforce core information or best practice - provide learning experiences without compromising patient safety • Solve interactions are used where tasks- are difficult for people to learn - frequently involve resolution of problems - have serious consequences if done incorrectly

12. Preview of CDRom CDRom packaging Interface Design