Mentoring for INnovative Design Solutions (MINDS): Key Design Considerations and Collaborative Teamwork across Universities for Clinical Translation

Alicia Fernandez-Fernandez; Walter Lee Murfee; Jeffrey A LaMack; Teresa A Murray

doi:10.1007/s43683-022-00090-3

Mentoring for INnovative Design Solutions (MINDS): Key Design Considerations and Collaborative Teamwork across Universities for Clinical Translation

Biomed Eng Educ. 2022 Nov 28:1-21. doi: 10.1007/s43683-022-00090-3. Online ahead of print.

Authors

Alicia Fernandez-Fernandez¹, Walter Lee Murfee², Jeffrey A LaMack³, Teresa A Murray⁴

Affiliations

¹ Physical Therapy Department, Nova Southeastern University, Ft. Lauderdale, FL USA.
² J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL USA.
³ Electrical Engineering and Computer Science Department, Milwaukee School of Engineering, Milwaukee, WI USA.
⁴ Center for Biomedical Engineering and Rehabilitation Sciences, Louisiana Tech University, Ruston, LA USA.

Abstract

The main purpose of this paper is to share the Mentoring for INnovative Design Solutions (MINDS) Scholars Program developed by Alpha Eta Mu Beta, the International Biomedical Engineering Honor Society. The program's goals are to (1) introduce biomedical engineering students to an open-ended design experience as part of interuniversity teams with industry and faculty mentors, and (2) develop the ability to create designs considering clinical translatability on teams with different backgrounds and areas of expertise. MINDS uses an experiential learning approach to (1) enrich student curricular experiences through inter-institutional collaboration, (2) build engineering design skills, including three key design considerations for clinical/commercial success: intellectual property protection, regulatory strategy, and market identification; and (3) emphasize the importance of end-user considerations. From 2015 to 2022, MINDS has involved 131 students from 50 universities and 22 faculty and industry mentors. Pre- and post-program surveys show statistically significant improvements in understanding of the design process, regulatory strategy, intellectual property protection, market definition, and key product requirements and features. Students also improved communication and teamwork skills. Many students indicated that MINDS participation made them more likely to choose careers that involve product development and/or entrepreneurship. Students attained a working ability to integrate market needs, regulatory strategy, and intellectual property considerations into the design process. They also further developed soft skills, such as conflict resolution, time management, and effective communication through the challenges of inter-institutional collaboration. Additionally, the program heightened their awareness of how biomedical devices and technologies can benefit society.

Keywords: Experiential learning; Extracurricular learning; Interinstitutional collaboration; Medical device design; Mentorship; Professional development.