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Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII)

Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII). Dick W Slaaf Department of Biomedical Engineering Eindhoven University of Technology Department of Biophysics University of Maastricht. Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII). Combination of:

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Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII)

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  1. Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII) Dick W Slaaf Department of Biomedical Engineering Eindhoven University of Technology Department of Biophysics University of Maastricht BIOMEDEA II

  2. Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII) Combination of: Presentation given at BEES II: Biomedical Engineering Education in Europe, containing information of BIOMEDEA I Essential contents of BEES II program, indicating the various issues touched upon. BIOMEDEA II

  3. Biomedical Engineering Education in Europe Most BME educational programs in Europe started from a single parent discipline, which delivered methods, theories, instrumentation, structure, and organization. Life sciences were added at a later stage of the education program. BIOMEDEA II

  4. Biomedical Engineering Education in Europe In Europe, BME education is still typically a specialization at the end of the education in the parent engineering discipline, mostly Electrical Engineering, Mechanical Engineering, Physical Engineering, or a graduate education. BIOMEDEA II

  5. How diverse is BME within Europe? • More than 150 • Universities, • Universities of Applied Science, • Polytechnic Schools, • Academies, offer programs at all levels with almost no coordination of contentsand required outcome qualifications. After JH Nagel BIOMEDEA II

  6. Bologna Declaration, 1999 Adoption of a system of easily readable and comparable degrees in order to promote European citizens’ employability and the international competitiveness of the European higher education system. BIOMEDEA II

  7. Bologna Declaration, 1999 • System of two main cycles: undergraduate and graduate. • First cycle: minimum of three years. • Degree relevant to the European labor market. • Second cycle: requires completed first cycle. • Master and/or doctorate degree. • Master’s degree usually 2 years. • Credit system to allow student mobility. BIOMEDEA II

  8. Bologna Declaration and European Higher Education Area (EHEA) require: • International recognition of certain professional qualifications of BME graduates. • Student mobility. To stimulate Faculty participation in this process, IFMBE has stimulated the foundation of EAMBES. BIOMEDEA II

  9. EAMBES (founded in 2004) • EAMBES aims to serve and promote MBES education, training, and accreditation of programs, and to establish and maintain liaison with national and European governments and agencies. • EAMBES has initiated meetings on education, harmonization, and accreditation to further BME harmonization in Europe and to facilitate student mobility(e.g. BIOMEDEA). BIOMEDEA II

  10. BIOMEDEAJoachim Nagel, Jan Wojcicki, Dick Slaaf Project with 3 meetings. • Objective: • to support harmonization of educational programs through cooperation and organization of seminars for all partners involved in MBES education, training and continuing education (life-long learning). • to develop and establish consensus on European guidelines for harmonization of high quality MBES programs, their accreditation and for certification of professionals working in health care systems. BIOMEDEA II

  11. BIOMEDEA Harmonization, NOT standardization. • Define: • Core competences, • Exit levels. • No prescribed courses. • Harmonization allows for heterogeneity of programs and stimulates diversity, • Given good harmonization, mutual recognition of credits will be facilitated and student mobility will be stimulated. • However, this may result in lack of recognition in some fields, e.g., Clinical Engineer. BIOMEDEA II

  12. Warning Harmonization should lead to international recognition of • educational degrees and • professional qualifications. However, this process should NOT lead to a reduction in the heterogeneity of the programs and hamper student mobility. Again, heterogeneity has its negative sides. BIOMEDEA II

  13. BIOMEDEA I General Information: • 49 registered participants • 20 countries Supported by: • Department BME of TU/e • IFMBE Under auspices of EAMBES BIOMEDEA II

  14. BIOMEDEA I Reports: • BIOMEDEA I Website: • http://www.bmt.tue.nl/biomedea • IFMBE News Intense discussions demonstrating considerable differences between various countries and programs. Diversity seems guaranteed; unification, however, will be very difficult. BIOMEDEA II

  15. BIOMEDEA I General: • Definition of required BME education will depend on specific requirements of a job. • Knowledge basis: • Mathematics, • Physics, • Engineering, • Life sciences, • (Bio) chemistry. • BME graduates cannot acquire knowledge in each of these disciplines at level of engineers fully trained in the specified field: • Choices have to be made. • BME has become a discipline, way of thinking, in itself. BIOMEDEA II

  16. BIOMEDEA I For jobs in research, a specific combination of courses may be excellent in one situation and insufficient in another. Health care systems must be able to fully rely on the qualifications suggested by the degree to guarantee patient safety. Fixing one problem seems to create another one. BIOMEDEA II

  17. BIOMEDEA IHow diverse is BME within Europe? • Parent discipline sometimes dominates type of courses, • Narrow education. • Large variability in amount of life sciences. • Local program dominates the expressed minimum requirements for a “good” bachelor in BME. BIOMEDEA II

  18. BIOMEDEA I BME Bachelor in Europe • Average contents of program: 180 ECTS (3 years) • Life sciences: 17 ECTS, • Mathematical foundations: 25 ECTS, • Science and Engineering foundations: 57 ECTS, • BME: 46 ECTS, • Languages: 5 ECTS, • General competencies: 14 ECTS, • Computer programming: 8 ECTS, • Lab practical: 8 ECTS. • Engineering is the key word. • Context of the living material. • Flexibility in proportions desirable; content depends on exit track. • Emphasis on underlying concepts. BIOMEDEA II

  19. BIOMEDEA I Research in BME Bachelor education • Involve research in education process: • To be taught by researchers is stimulating, • Research compartment is growing. • Learn to do research by doing research. • Working in a research lab with advanced equipment is stimulating. BIOMEDEA II

  20. BIOMEDEA I Do Bachelors continue to Master’s program? • Varies from 15-25% (UK) to almost 100% (Italy, Netherlands, Poland), • Sometimes limited admission (Germany; in some states only 30% admitted). Admission to Master: • Applicants with • backgrounds in areas related to BME courses can usually be admitted directly, • Other backgrounds or students from abroad will usually need further preparation before admission. • Further preparation may be via electives within BME course, or from classes/modules in other courses. BIOMEDEA II

  21. BIOMEDEA I Does Master’s degree qualify for a specific profession? • National variations (e.g. clinical engineer/medical physicist). • Should be academic; specific training afterwards “on the job”. • Academic research important: • Learn through doing, • Does not exclude job in development and design, • Ability to work autonomously and within a team. • Master in BME aims at providing knowledge and skills to solve BME problems in research, clinical and professional environments. BIOMEDEA II

  22. BIOMEDEA I BME Master in Europe • Average content: 120 ECTS (2 years). • Lectures: • Mandatory: 39 ECTS, • Elective: 37 ECTS; varies from none to all. • Research projects: 15 ECTS. • Thesis: 29 ECTS, • Usually 30-40; extremes 3 and 60. BIOMEDEA II

  23. BIOMEDEA I BME Master in Europe • Lectures: • Reflect the heterogeneity of the various Master programs, • If Master’s degree is required for specific job, many BME degrees will not cover the right courses. • Need for specific profession requirements. • Students: chose the right program! BIOMEDEA II

  24. BIOMEDEA I BME Master in Europe • Parent discipline sometimes dominates the type of courses. • Entrance requirements “typical” of parent discipline. • Seems reasonable if profession at which is aimed requires this. BIOMEDEA II

  25. Exchange of students: Europe  USA Many pitfalls, even if credits recognized. • What fits the best for exchange? • Bachelor/Master phase? • Projects, research and specific course work. • What to do with tuition fees? • Pay at home institution?! • Synchronization: • semester and trimester systems. • Language • Master phase often in English. BIOMEDEA II

  26. Future Challenges for BME Education Expectation of Governmental agencies: A variety of new disciplines is about to emerge and will fill the gaps between highly specialized medicine and engineering. Diversify BME to accommodate such newly developing disciplines. Differentiation of BME after the long integrative process. BIOMEDEA II

  27. Whitaker summit: BEES II Lansdowne, VA., March 4-6, 2005 Invitation only Most US programs, many European programs Broad program with: Plenary sessions, Break-out sessions, Reports from these sessions The titles of the sessions provide insight in new developments and challenges in the field. BIOMEDEA II

  28. Whitaker summit: BEES IIPlenary talks John Bransford(University of Washington)Efficiency, Innovation and Transfer: Enhancing the development of adaptive expertise John Linehan(The Whitaker Foundation)The Biomedical Engineer for 2020Peter Katona(The Whitaker Foundation)BME Education: Trends and Challenges John Abele(Boston Scientific Corporation)Surviving in Technological NirvanaCato Laurencin(University of Virginia)Critical Issues for the Future of Biomedical Engineering Education and Tissue Engineering Research BIOMEDEA II

  29. Whitaker summit: BEES IIPlenary talks Rebecca Richards-Kortum(Rice University)WARNING: Insufficient Bioengineering Education Can be Hazardous to Your Health James Collins(Boston University)Synthetic Biology and Systems Biology: Biomedical Engineers Wanted Eugene Schnell(Johns Hopkins University)The Emotionally Intelligent BioEngineerWendy Newstetter(Georgia Institute of Technology)The Nature of Learning on the Frontiers of SciencePaul Yock(Stanford University)Teaching BME Students to Fail (And Other Key Steps to Innovation) BIOMEDEA II

  30. Whitaker summit: BEES IIPlenary talks William New(The Novent Group)Intertwined Degrees: MD + PhD + MBADick Slaaf(Technical University of Eindhoven) (representing EAMBES) Biomedical Engineering Education in Europe Douglas Lauffenburger(MIT)The Molecular Basis for Modern Bioengineering: Sequence, Structure, and Systems Jennifer West(Rice University)Diagnostic and Therapeutic Applications of Nanotechnology Katherine Ferrara(University of California, Davis)Biomedical Imaging: Molecular, Structural, and Functional Approaches BIOMEDEA II

  31. Whitaker summit: BEES IIPlenary talks Tom Skalak(University of Virginia)Multi-Scale Systems Integration from Cells to Tissues: A Critical Link in the Full Circle from Knowing to Seeing to Preventing Disease Dawn Applegate(RegeneMed, Inc)Translating Biomedical Engineering Education through Imagination and Invention to Improve Life Peter Davies(University of Pennsylvania)Clinical Preceptorships for BME Students: Breadth and DepthKristina Ropella(Marquette University)Cooperative Education: University-Industry Partnerships BIOMEDEA II

  32. Whitaker summit: BEES IIPlenary talks Matthew Glucksberg(Northwestern University)BME Projects for the Developing World: Engineering Global Health Don Giddens(Georgia Institute of Technology)The Biomedical Engineering Department of 2020Kenneth Lutchen(Boston University)Synthesizing Philosophy and People to Achieve Institutionally Driven Multi-Scale BME Education and Science BIOMEDEA II

  33. Whitaker summit: BEES IIWorkshops Workshops were attended by 20-50 people. Opinions could be quite different. Common opinion was hard to find. <=> “Solutions” will vary between programs. BIOMEDEA II

  34. Whitaker summit: BEES IIWorkshops BiomechanicsRobert Sah (University of California, San Diego), Clark Hung (Columbia University) Molecular & Cellular EngineeringDaniel Hammer (University of Pennsylvania) , Richard Waugh (University of Rochester) Devices and Instruments Yongmin Kim (University of Washington), Michael Neuman (Michigan Technological University) Biomedical ImagingCynthia Paschal (Vanderbilt University), Kristina Ropella (Marquette University)Kathy Nightingale (Duke University) Biosystems and Signals Kenneth Lutchen (Boston University), Edward Berbari (Indiana U./Purdue U. at Indianapolis) BIOMEDEA II

  35. Whitaker summit: BEES IIWorkshops Teaching Methods Wendy Newstetter (Georgia Institute of Technology) , Sean Brophy (Vanderbilt University) Interestingly, the discussion about Problem-Based Learning (PBL) and Design-Centered Learning (DCL) was similarly critical of the method as in Eindhoven. A definite difference in opinion between those exposed to the methods and those without experience. BIOMEDEA II

  36. Whitaker summit: BEES IIWorkshops Design and Innovation Paul Yock (Stanford University), Arthur Rosenthal (Boston Scientific Corporation & Boston University), Bruce KenKnight (Guidant Corporation & University of Minnesota), Amy Lerner (University of Rochester) Laboratories Mitchell Litt (University of Pennsylvania), Eric Perreault (Northwestern University), Ann Saterbak (Rice University) Societal Issues & EthicsThomas and Miriam Budinger (University of California, Berkeley) BIOMEDEA II

  37. Whitaker summit: BEES IIWorkshops ABET Eric Guilbeau (Arizona State University), Paul Hale (Louisiana Tech University), John Enderle (University of Connecticut) Bio-Nano/MicroJennifer West (Rice University), Rebekah Drezek (Rice University), Christopher Chen (University of Pennsylvania) Tissue engineeringLinda Griffith (MIT), Sean Brophy (Vanderbilt University) Systems Biology - Cell to Organ Trey Ideker (University of California, San Diego), Douglas Lauffenburger (MIT), Raimond Winslow (Johns Hopkins University) BIOMEDEA II

  38. Whitaker summit: BEES IIWorkshops Imaging Katherine Ferrara (University of California, Davis), Angie Louie (University of California, Davis), Joseph Izatt (Duke University), Norbert Pelc (Stanford University) Drug DeliveryTejal Desai (Boston University), Mark Saltzman (Yale University) NeuroengineeringDaryl Kipke (University of Michigan), Ravi Bellamkonda (Georgia Institute of Technology) BIOMEDEA II

  39. Whitaker summit: BEES II The program of BEES II provides a nice overview of challenges in future BME education and research. Details of the presentations and summaries of the discussions in the break-out sessions can be found on the Whitaker website: http://www.whitaker.org BIOMEDEA II

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