Summary BIOMEDEA I (Eindhoven) and Whitaker Summit (BEESII) - PowerPoint PPT Presentation


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


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

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.

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.

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.

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 contents and required outcome
    qualifications.
  • After JH Nagel

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.

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.
  • Masters degree usually 2 years.
  • Credit system to allow student mobility.

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.
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).

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

20
BIOMEDEA I
  • Do Bachelors continue to Masters 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.

21
BIOMEDEA I
  • Does Masters 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.

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.

23
BIOMEDEA I
  • BME Master in Europe
  • Lectures
  • Reflect the heterogeneity of the various Master
    programs,
  • If Masters 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!

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.

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.

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.

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.

28
Whitaker summit BEES IIPlenary talks
  • John Bransford (University of Washington)Efficien
    cy, 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)Survivi
    ng in Technological NirvanaCato Laurencin
    (University of Virginia)Critical Issues for the
    Future of Biomedical Engineering Education and
    Tissue Engineering Research

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)

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

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

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)Synthesiz
    ing Philosophy and People to Achieve
    Institutionally Driven Multi-Scale BME Education
    and Science

33
Whitaker summit BEES IIWorkshops
  • Workshops were attended by 20-50 people.
  • Opinions could be quite different.
  • Common opinion was hard to find.
  • ltgt
  • Solutions will vary between programs.

34
Whitaker summit BEES IIWorkshops
  • Biomechanics Robert 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 Imaging Cynthia 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)

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.

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)

37
Whitaker summit BEES IIWorkshops
  • ABET
  • Eric Guilbeau (Arizona State University), Paul
    Hale (Louisiana Tech University), John Enderle
    (University of Connecticut)
  • Bio-Nano/Micro Jennifer 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)

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 Delivery Tejal
    Desai (Boston University), Mark Saltzman (Yale
    University)
  • NeuroengineeringDaryl Kipke (University of
    Michigan), Ravi Bellamkonda (Georgia Institute of
    Technology)

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


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

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.

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.

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.

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 contents and required outcome
    qualifications.
  • After JH Nagel

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.

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.
  • Masters degree usually 2 years.
  • Credit system to allow student mobility.

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.
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).

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

20
BIOMEDEA I
  • Do Bachelors continue to Masters 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.

21
BIOMEDEA I
  • Does Masters 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.

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.

23
BIOMEDEA I
  • BME Master in Europe
  • Lectures
  • Reflect the heterogeneity of the various Master
    programs,
  • If Masters 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!

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.

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.

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.

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.

28
Whitaker summit BEES IIPlenary talks
  • John Bransford (University of Washington)Efficien
    cy, 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)Survivi
    ng in Technological NirvanaCato Laurencin
    (University of Virginia)Critical Issues for the
    Future of Biomedical Engineering Education and
    Tissue Engineering Research

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)

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

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

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)Synthesiz
    ing Philosophy and People to Achieve
    Institutionally Driven Multi-Scale BME Education
    and Science

33
Whitaker summit BEES IIWorkshops
  • Workshops were attended by 20-50 people.
  • Opinions could be quite different.
  • Common opinion was hard to find.
  • ltgt
  • Solutions will vary between programs.

34
Whitaker summit BEES IIWorkshops
  • Biomechanics Robert 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 Imaging Cynthia 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)

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.

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)

37
Whitaker summit BEES IIWorkshops
  • ABET
  • Eric Guilbeau (Arizona State University), Paul
    Hale (Louisiana Tech University), John Enderle
    (University of Connecticut)
  • Bio-Nano/Micro Jennifer 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)

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 Delivery Tejal
    Desai (Boston University), Mark Saltzman (Yale
    University)
  • NeuroengineeringDaryl Kipke (University of
    Michigan), Ravi Bellamkonda (Georgia Institute of
    Technology)

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
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