Perspectives on Biomedical Engineering Education

1. Auflage 2026
ISBN: 978-1-032-85884-5
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 334 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 472 g

This book presents state-of-the-art pedagogical approaches to biomedical engineering education within a global context. The book also provides practical guides on adapting pedagogies and designing learning activities in the biomedical engineering classroom that suit undergraduate and postgraduate programs.

Perspectives on Biomedical Engineering Education is the first book of its kind to focus on applications of pedagogical approaches for dissecting and examining complex concepts in Biomedical Engineering in today’s modern classrooms in higher education. The book first introduces the historical background and development of biomedical engineering. Its second section focuses on leading scholars’ knowledge and experience in applying various pedagogies, including biodesign, design thinking, capstones, and prototyping. The final section distills expert insights into practical pedagogical guidelines on biomedical engineering education for university teaching and academic staff and readers alike who are interested in biomedical engineering education.

The book is primarily written for a wide audience from junior to senior biomedical engineering academic staff, who will find new ideas to adapt the relevant pedagogy into their classroom. Industry professionals and any readers interested in biomedical engineering or related fields would also find the material relevant.

Zielgruppe

Professional Practice & Development, Professional Reference, and Professional Training

Autoren/Hrsg.

Dokos, Socrates

Chan, Chun Chuen Billy

Kark, Lauren

Fachgebiete

• Technische Wissenschaften Sonstige Technologien | Angewandte Technik Medizintechnik, Biomedizintechnik
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizin, Gesundheitswesen Medizintechnik, Biomedizintechnik, Medizinische Werkstoffe

Inhaltsverzeichnis

Preface

About the Editors

List of Contributors

List of Abbreviations

Chapter 1 Historical Background and Development of Biomedical Engineering Education

Paul Junor

Chapter 2 Integrating Disciplinarity in Biomedical Engineering Education

Ziad O. Abu-Faraj and Sandy A. Rihana

Chapter 3 Challenges in Biomedical Engineering Education

Brian P. Helmke and Renata F. Ramos

Chapter 4 Accreditation in Biomedical Engineering Education
Ziad O. Abu-Faraj

Chapter 5 Pedagogical Perspectives on Teaching Prototyping in Biomedical Engineering Education

Matthew Wettergreen

Chapter 6 Teaching Innovation in Biomedical Engineering—The Need-Driven Biodesign Process of Innovating Health Technologies

Mark Seow Khoon Chong, Lyn Denend, and David B. Grayden

Chapter 7 Approaches to Teaching and Assessing Capstone Design Courses

Jennifer R. Amos, Joe A. Bradley, and Holly McIlwee Golecki

Chapter 8 Problem-Based Learning in Biomedical Engineering

Emily Cook, Fiona Truscott, and Jennifer Griffiths

Chapter 9 Clinical Immersion in Biomedical Engineering Education

William H. Guilford, Miiri Kotche, and Rachael H. Schmedlen

Chapter 10 Practical Design of Laboratory Modules in Biomedical Engineering Undergraduate Curriculum

David A. Rubenstein

Chapter 11 Embedding Ethics Within Bioengineering Education

Brit Shields, Aria Zheyuan Huang, and Disha Vaswani

Chapter 12 Developing a Social Disposition in Biomedical Engineers: Curriculum Innovations for Societal Impact

Sharon Aris, Daniela Castro de Jong, and Lauren Kark

Chapter 13 Case Studies and Applications of Prototyping Pedagogy in Biomedical Engineering Education

Katherine Sammy and Matthew Wettergreen

Chapter 14 Biodesign Innovation at the University of Meldine—A Case Study in Multidisciplinary Medtech Education

David B. Grayden

Chapter 15 A Design Continuum That Mimics Workplace Organizational Structure

Jennifer R. Amos, Joe A. Bradley, and Holly McIlwee Golecki

Chapter 16 Engaging Biomedical Engineering Students in the United Nations Sustainable Development Goals

Joseph Tranquillo
Index

Über Autor(innen)

Socrates Dokos is part-time Associate Professor in the School of Biomedical Engineering UNSW, where his research has focused on the development of computational models for various biomedical engineering applications, including neurostimulators, visual prostheses, transcranial electric stimulators, cardiac defibrillators, left ventricular assist devices and artificial mitral valves. He has collaborated with several medical device companies using computational modelling to better understand and improve their device performance and has sole-authored the teaching text: “Modelling Organs, Tissues, Cells and Devices Using Matlab and COMSOL Multiphysics (Springer, 2017), which has achieved over 60K individual chapter downloads worldwide. He is an education-focussed academic, having served as Learning and Teaching Director of Biomedical Engineering at UNSW for several years until 2021.

Chun Chuen Billy Chan is an academic at UNSW School of Education. He earned his PhD in Education (Learning Sciences) from The University of Sydney and has over 15 years of experience teaching TESOL and EAP at both international and local universities. Drawing on learning sciences, he focuses on curriculum and pedagogy design, bringing innovative perspectives to inter-, multi-, and transdisciplinary education and research programs. His primary research interests include curriculum and pedagogy development and design, AI pedagogy, equity and inclusive education, multimodal literacy, critical thinking, and learning sciences. Through this work, he aims to deepen our understanding of evolving educational contexts and to foster transformative learning experiences for diverse student populations.

Lauren Kark is Deputy Head of School (Academic) at the Graduate School of Biomedical Engineering, University of New South Wales. She is an education-focused academic with teaching expertise in biomechanics and assistive technology. Her work integrates technical learning with social impact, informed by her leadership of service-learning programs in both domestic and international contexts. Lauren recently led the development of a new four-year undergraduate degree in biomedical engineering at UNSW. This work reflects her broader academic interests in curriculum design, disciplinarity, and the role of interdisciplinary thinking in engineering education.