BIOMEDICAL ENGINEERING EDUCATION - A PERSPECTIVE

Dov Jaron Ph.D.* Biomedical Engineering and Science Institute

Drexel University Philadelphia, PA 19104

Introduction

Decades after biomedical engineering has achieved rec- ognition as a bona fide profession, the debate over the appropriate curriculum, the most successful educational path, and the actual requirements for proper training are still being debated. There are a number of reasons for the apparent disagreement among educators and between educators and practitioners of biomedical engineering. One focus of the debate centers on the advisability of training biomedical engineers with only a Bachelor of Science as their terminal degree. I s there a market for graduates of such programs? Would biomedical engi- neers not be better prepared for the job market if they were to receive graduate training? Universities with full fledged undergraduate programs argue that there is indeed a demand for their graduates, particularly for certain biomedical engineering specialties such as clinical engineering. Some argue the case that most of their students end up in graduate schools or in medical schools anyway.

Another focus of the debate is whether biomedical engi- neers should first obtain a strong foundation in one of the "traditional" engineering disciplines such as electrical, chemical or mechanical engineering. Doesn't industry, the argument goes, tend to seek only graduates with degrees from such "accepted" pro@ams?Those advocating this approach argue that the biological and medical knowledge-base can easily be acquired, either by self instruction or by osmosis. Some argue that engineers have a different way of thinking, a different approach to problem solving. This analytical approach can be acquired only through years of rigorous engineering training in a traditional discipline, while knowledge of the living sys- tem is, for the most part, a collection of loosely related facts and does not require the special analybcal ability. Some, believing in this approach argue that the biomedi- cal engineer needs only a very limited knowledge of the biological system. On the other side of the fence are those who contend that a strong foundation in biological sci- ences is more essential, especially in the new era of molecular, cell and tissue engineering.

One other element of the debate addresses the content of the curriculum. What are the essential engineering ele- ments that must be conveyed to the students? Should we

*Present Address: Director, Biological and Critical Systems Division National Science Foundation 1800 G St. N.W. Washington D.C. 20550 U.S.A.

teach the students mostly electrical or materials engi- neering related courses: or maybe mechanical or chemi- cal engineering foundations are more important? What are the core courses from the biological and medical disciplines which must be part of the biomedical engi- neering educational program? Can we design a universal educational program that would be everything to every- body?

The choice of the correct approach clearly depends on the program's objectives. Very often, there is no one correct or "best" curriculum design. The circumstances must carefully be assessed in order to achieve the most effective program needs. One has to determine the career objectives for students graduating from the program, the market needs, the special opportunities available, and how the institution is positioned to take advantage of such oppor- tunities. These may all differ significantly from one institution to another and, most certainly, between countries.

Following a brief discussion of the history of academic programs in biomedical engineering, I will outline some of the general features that. I feel, are important to an effective program. I will then describe the curriculum at Drexel University. This program has enjoyed considerable success in training a broad spectrum of graduates and has been quite responsive to the needs of the profession. While the Drexel University program provides only graduate degrees, it has attempted over the years to offer opportunities to students during their undergraduate career. The latter has only been moderately successful.

Brief Background

Academic biomedical engineering programs were initially formed in response to an increased need to have engineers. physical scientists and mathematicians participate in medical and biological research and in development of diagnostic and therapeutic devices and approaches. With very few exceptions, such programs originated in engi- neering colleges, although a few sprang up in medical schools. Academic programs usually began as options within electrical engineering, and most often as part of a graduate curriculum. Options in other engineering de- partments, such as in mechanical engineering, were established subsequently.

At the outset, biomedical engineering was offered only as agraduate program. Some ofthe initial trainingprograms, supported by funds from the National Institutes of Health were intended to "transform" life scientists and physi-

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cians into practicing biomedical engineers. These pro- grams admitted students who had already acquired an advanced degree in medicine or in a life science disci- pline. Once in the program. the students were exposed to special courses that were intended to provide quantita- tive thinking and engineering approaches to problem solving. Other programs were designed for engineers who wished to specialize in biomedical engineering. These programs admitted engineering students who had com- pleted their undergraduate degrees in a traditional en- gineering discipline. These programs, ingeneral. included a selection of course offerings, most of which were part of established programs in other departments. For example. advanced engineering course requirements included graduate courses from the electrical or mechanical en- gineering cumcula. As another example, life science training was accomplished by requiring students to enroll in the medical physiology course taught to the medical students as part as the medical school require- ments. Specialty courses which attempted to teach en- gineering courses of a multidisciplinary nature or life sciences using quantitative systems approach were de- signed later and subsequently became part of many biomedical engineering programs. Most programs con- tinue to admit principally students with engineering degrees.

Undergraduate departmental options and new under- graduate biomedical engineering departments began to flourish during the early 70's - following a decline in engineering college enrollment. Many universities recog- nized the opportunities to attract new engineering stu- dents who might not have otherwise selected atraditional engineering discipline as their career choice. These were mostly students with altruistic aspirations who were looking for a practical career that combined a good professional opportunity with a way to make tangible contributions to mankind. It was around that time that academicians and practicing biomedich engineers came to recognize the scope of the profession as well as its many potential sub specialties. Concurrently with the creation of undergraduate programs and departments. arose the need for accreditation of these programs.

In the United States, there is a larger number of graduate programs that do not constitute a formalized department than those that do. At the graduate level, there are different ways of handling the teaching and research requirements. At some institutions. such programs are managed academically by faculty members who have appointments in various established departments. but who also have a teaching and research interest in bio- medical engineering related topics. Sometimes students have to meet graduate degree requirements of one of the traditional engineering departments. This can generally result in an excessively long graduate program since students must take courses required by the department in additionto the spedaltybiomedical engineering courses. At other institutions, program requirements include core courses that are specific only to the biomedical engineering program and may also include courses from other de- partments. In these institutions, the time needed to complete the course requirements is similar to that in other "traditional" departments. Institutions that have

regular departments of biomedical engineering provide a curriculum which, usually, is made up of specialty courses taught by the departments as well as course offerings from other graduate departments in the engi- neering College, College of Arts and Sciences and the School of Medicine.

At the undergraduate level. biomedical engineering is often offered as an option in a traditional department. A student must first meet the requirements for the disci- plinary degree and then supplement the regular course work with specialty courses in biomedical engineering. Within the time limitations of a four year curriculum. students undertaking such a program of study are able to receive only limited exposure to the field and must, usually, continue their education in a graduate program. A sound academic basis in such options may require additional time in school.

Undergraduate biomedical engineering departments are most frequently an offshoot of either a department of electrical or mechanical engineering. In these departments the curriculum also tends to be a spin-off from the disciplinary core program. Students graduating from these institutions specialize in areas related to the source curriculum, such as in bioelectric problems (that origi- nated from electrical engineering department) or biomechanical specialties (that originated from mechani- cal engineering department), etc.

There are, however, a number of departments that were formed by bringing together faculty members from vary- ing engineering tracks such as electrical, mechanical, chemical, or materials and facultywith life science training such as physiology, biochemistq. and cellular and mo- lecular biology. Even in these departments most faculty members were trained in the "traditional" disciplines. The young generation of biomedical engineers has only recently begun to enter the academic teaching environ- ment. These faculty members will, in the near future, undoubtedly reform the way we educate our students.

When establishing a biomedical engineering curriculum. it is essential to recognize that biomedical engineering is an interdisciplinary profession that transcends a num- ber of the traditional disciplines. Education, research and practice of biomedical engineering take place at the interfaces of engineering. medicine and biology. The future biomedical engineer should not be just an electri- cal or mechanical engineer dealing with a biomedical problem, neither should he or she be a physiologist or a biologist with a smattering of engineering knowledge.

The biomedical engineer requires an excellent foundation in engineering and a broad education in biological and medical sciences. This demands academic preparation drawingfrom diverse subject areas. Howevex. abiomedical engineering program cannot be conceived as a collection of courses from other disciplines. While there certainly exists a knowledge base which is common to biomedical engineering and other disciplines, there is an educational imperative to offer specialty courses which are multidisciplinaxy in nature. The specialty courses must be designed to synthesize these diverse elements, and to

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unify the various approaches and methodologies into a unique discipline.

Biomedical engineering also requires the ability to com- municate with professionals from other disciplines and to keep up with advances in the field and in related areas. Those engaged in research must be aware of advances in many related areas. Those working in the medical indus- try need to be aware of the clinical environment, of new diagnostic or therapeutic modalities and the impact of clinical studies on medical products. Those who work in the health care environment need to learn to communi- cate with clinicians, nurses, health care administrators and others.

It is also important to differentiate between the require- ments in programs whose goal is to have students continue with post graduate education, aiming for a research career, and those who plan to seek jobs in the medical industry or in the health care system. For those continuing in post graduate work there should be oppor- tunities to acquire strong foundation and broad exposure to the latest advances in the life sciences and in engi- neering. For those planning to seek employment in the medical device industry, greater emphasis on engineer- ing course work, especially in instrumentation, is essen- tial. Students who plan to work in the health care delivery setting should receive additional training in health care administration, engineering management, economics and technology assessment. All biomedical engineers should be cognizant of the issues related to the rising costs of health care.

Both undergraduate and graduate programs should pro- vide for great flexibility in the design of a student's plan of study. In a graduate program environment, there usually is greater freedom in customizing a student's program. Accreditation requirements place greater re- strictions on undergraduate programs, making it difficult to offer different options or a different variety of course selection. As a result, the student may not be prepared to enter the market place upon completing an under- graduate program. One possible course of action is to require students to complete a combined B.S./M.S. program before receiving a biomedical engineering degree.

Biomedical Engineering at Drexel University

One example of a successful program is the biomedical engineering program at Drexel University. This is a graduate degree program that offers the M.S. and the Ph.D. degrees. It is under the administrative umbrella of the Biomedical Engineering and Science Institute. The program offers multidisciplinary graduate instruction and research in biomedical engineering, clinical/reha- bilitation engineering. and biomedical science. The bio- medical engineering program is intended for students with undergraduate degrees in an engineering or a physi- cal science discipline. The institute also offers a biomedi- cal science program which is intended for students with undergraduate degrees in one of the life sciences. The diverse student population that is comprised of engi- neers. physical scientists and life scientists creates a fertile environment for an effective educational experience and for innovative research opportunities. The faculty of

the institute is also comprised of individuals with diverse educational backgrounds from engineering, basic sci- ences, life sciences, and clinical specialties. Multidisciplinary research is carried out through col- laboration between faculty members from different fields at the university as well as through collaboration with several medical schools and hospitals in the area.

In addition to courses given within the Institute, various departments offer courses that are specifically designed for students in the program. These courses permit stu- dents to acquire advanced knowledge needed for graduate research or for other future careers.

Biomedical Engineering

The objective of the biomedical engineering program is to provide training and research experience in engineering and physical science as well as in biology, physiology, and medicine. Engineers, physical scientists, and math- ematicians can be admitted into the program. They are provided with advanced training in engineering and life sciences. Life scientists can also be admitted into the biomedical engineering graduate program. They are first required, however. to complete an accelerated program that is designed to impart competence in mathematical, physical and engineering subjects. This is termed a acrossover" program.

The M.S. degree program is designed around a core of required courses, which provides students with a unified level of knowledge. Elective courses and dissertation research enable students to develop their chosen spe- cialties and to pursue their individual professional goals. The multidisciplinary research activities form an integral part of both the M.S. and Ph.D. programs.

ClinicaURehab ilitation Engineering;

Clinical engineering and rehabilitation engineering are offered as specializations within biomedical engineering. In addition to academic considerations, both fields re- quire good interpersonal skills and the ability to handle managerial responsibilities. The programs are similar in structure, but their orientations and, therefore, re- quirements differ somewhat.

Clinical engineering, which is intended for students with prior training in electrical engineeringor physics, consists of courses in life science, instrumentation. and clinical engineering. In addition. the student receives training in health care administration and engineering manage- ment. The rehabilitation engineering program is intended for students with prior training in electrical or mechanical engineering or physics. The requirements for rehabili- tation engineering differ in that biomechanics, neurophysiological aspects of postural and locomotory systems, and biomedical materials are taken in place of medical instrumentation and some electives. An intern- ship at one of the several clinical facilities is optional but strongly recommended.

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Biomedical Science

The university offers a graduate program in biomedical science This program trains students whose under- graduate education is in basic life sciences (biology. biochemistry) or paramedical disciplines (nursing. physical therapy, medical technology) to deal with the technical aspects of the development, delivery, and evaluation of health care. Students receive training in anatomy, medical science, and laboratory animal medi- cine, and take specialized courses in mathematics, biostatistics, systems analysis, computer science, and medical instrumentation.

Crossover Program

Students without an academic background in engineering or physical science who wish to enter the biomedical engineering or clinical/rehabilitation engineering pro- grams may enroll in an accelerated cumculum designed to fulfill the requirements for admission. The program of study is tailored from a combination of undergraduate and graduate courses offered by the Institute or by the University’s other engineering and physical science de- partments and is structured to bring the student up to a level that conforms to an undergraduate engineering education.

Faculty and Staff

The composition of the faculty attests to the multidisciplinary nature of the program. The core faculty include a large number of full time Drexel faculty and research professors, transcending 10 departments and three colleges. In addition, the program has affiliated faculty from the surrounding medical colleges, laborato- ries, and industry. Collaborative programs exist with Philadelphia’s medical schools and hospitals and these contribute immeasurably tothe program’s strength. These allow for student exchanges, encourage collaborative research and offer students the chance to do research in a health care setting.

B.S./M.S. F’roaram

The graduate biomedical engineering program in combi- nation with a number of undergraduate engineering departments offer a program leading to a combined Bachelor of Science in a traditional engineering discipline and a Master of Science degree in biomedical engineer- ing. Students are expected to join the program no later than the end of their freshman year. The program is highly selective and admits only top ranking students. Students must meet all requirements for the under- graduate and the graduate degrees. The program re- quires approximately five years to complete. This short- ens the normal duration for obtaining both degrees

separately by about one year. The abbreviated duration is made possible by a timely decision to enter the pro- gram, by customizing the program of study to the indi- vidual student needs, and by accepting a number of the graduate courses as electives in the undergraduate programs for these students. The availability of the B.S./ M.S. program has made it possible for students who make their career choice early in the undergraduate years to focus their studies and tailor it to meet their professional objectives.

The response to the B.S./M.S. program has been very modest. Even though the program has existed for a number of years now, only a few students have taken advantage of it. There are a number of reasons for this. For one, the program has not received significant visibil- ity. Most students are not aware of its existence and there has been little effort to attract students to the program. In addition, faculty members are hesitant to promote it since these students require intensive advising efforts. A related impediment is caused by the absence of admin- istrative mechanisms to provide faculty members with credit for the added advising effort.

Nevertheless, the combined B.S./M.S. program deserves further study and experimentation. Designed properly, it may be a response to criticisms of insufficient training of biomedical engineers at the undergraduate level. It would afford an opportunity for students to acquire the breadth and depth of knowledge to function effectively. It would make available a greater choice of options in the program and make it possible to offer a v q e t y of specialization. It would also be a step in elevating biomedical engineering to a professional stature.

Conclusion

Biomedical engineering is a relatively new discipline. We are still struggling to find the best ways to educate students for a career in this profession. The interdisci- plinary nature of biomedical engineering creates special challenges that need to be addressed. In the past, most approaches have originated as extensions of traditional educational models. These have provided less than op- timal solutions. It is imperative to recognize the need for new educational approaches that evolve from the special nature of our field. The young generation of biomedical engineers will be the leaders in creating the new educa- tional paradigms.

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