English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

“Engineering programs must demonstrate that their graduates have...an understanding of professional and ethical responsibility....1” To address this need, we are creating an undergraduate biomedical engineering (BME) ethics course, which serves to raise awareness in students and better prepare them for careers in medicine, research, and engineering. The principles and methodologies of the course are centered around the Legacy learning cycle2 used by the VaNTH Engineering Research Center, in accord with learning principles addressed in How People Learn3. Students’ awareness of professional and ethical issues are increased through the investigation of ten to twelve case studies with in-class discussion, in-class movies with pre and post discussion, and guest speakers. Investigation of cases include documentation of students’ initial thoughts on issues, then systematic reflection on these thoughts through introduction of multiple perspectives provided by guest lectures, thought papers and in-class discussions. Case studies cover a wide variety of application areas, including genetic engineering, xenotransplantation, using animals in research, rights of patients and research subjects, and BME technology development. Media depictions suggesting ethical issues are alternative presentation modalities allowing students to develop awareness of purposes and viewpoints of authors as well as subjects covered. Guest speakers serve as experts on ethical issues in areas of biomedical and clinical research, clinical medicine, and biotechnology and also serve as resources for students in developing their own solutions to ethical problems. Students bring background knowledge and personal beliefs to the classroom, and in-class discussions and reference materials provide students with multiple perspectives on bioethics problems. Our expectation is that students will leave this course with broader perspectives, and increased ability to discern and make judgments on ethical issues in biomedical engineering, medicine, and clinical research.

Creation Of A Bioethics Course For The Undergraduate Biomedical Engineering Curriculum