Engaging Undergraduate Biomedical Engineering Students in Lab on a Chip Research through a Course-Based Project

A course-based project was developed and implemented to engage undergraduate biomedical engineering students in Lab on a Chip research. The research project was integrated within BME 432 – Lab on a Chip, which introduces students to the theory and application of microfluidic systems in medicine and biology. Once the project had been described to the students on the first day of the course, all subsequent lectures were designed to deliver content required for each stage of the device development process, including concept generation, design, fabrication, and testing. In order to assess the impact of the project on student interest and attitudes toward the Lab on a Chip research field, preand post-course surveys were developed and administered. The results from the surveys showed increased student-reported knowledge, confidence in developing devices, and level of interest in pursuing further studies, training, and careers in the area of Lab on a Chip. Additionally, student responses recorded at various time points throughout the course identified research skills that were developed as a result of the project. Introduction Recently, there has been significant interest in the enhancement of research skills for undergraduate biomedical engineering (BME) students. Such research skills are critical for students wishing to pursue graduate studies, academic careers, or industrial employment in research and development (R&D) positions. However, there are limited opportunities for research in undergraduate BME programs, and many of these experiences are extracurricular in nature or are only available to a small percentage of students. For example, students may complete research projects during the academic year on a volunteer basis, as a paid researcher, or to receive course credit. Unfortunately, for many students it can be difficult from a practical perspective to partake in such an assignment due to lack of time and space in their curriculum. Other students may apply to participate in summer-based research experience for undergraduates (REU) programs, but these are highly competitive and limited in capacity. As a result, alternative methods for cultivating research skills for a broader student audience are sought. One potential solution to this issue is to integrate research projects within existing undergraduate courses. Such an approach would offer opportunities for practical skill development to a larger number of undergraduate students. Additionally, the projects could be designed to complement course material as well as the active research areas of faculty members. Such authentic learning experiences (i.e., projects pertaining to active faculty research areas as opposed to academic exercises) have been shown to enhance student learning and retention. Additionally, practical course-based research projects bearing relevance to ongoing faculty research can activate an P ge 23493.2 otherwise untapped workforce while meeting learning objectives. In this work, a course-based project was developed and implemented to engage undergraduate BME students in Lab on a Chip (LOC) research. Course Background The research project was integrated within BME 432 – Lab on a Chip, an upper-level elective course at Western New England University that introduces students to the theory and application of microfluidic systems in medicine and biology. In the first iteration of the course-based learning model, a standard lecture and laboratory approach was utilized to follow a logical progression from core concepts to applications of this emerging technical field (Table 1). Once sufficient course material had been covered, a laboratory project was implemented that allowed students to design and fabricate a microfluidic mixer, which was one of the concepts introduced in the microfluidics section of the course. While the original laboratory project reinforced course content regarding microfluidics and fabrication, the students were given very little autonomy in the design process. Additionally, the project did not directly relate to the instructor’s active research projects, which made it academic in nature as opposed to an authentic research experience. Moreover, the project was implemented during blocks of class time towards the latter portion of the semester, which resulted in compartmentalization of the theory and application aspects of the course. Table 1 – Original Course Topics Topic Course overview Design principles Microfluidics Fabrication Laboratory project Sensors Packaging Case Studies In the present course-based learning model (Table 2), a research project was implemented that formed the basis for all learning in the course. The project, which was introduced on the first day of class, involved the development of a LOC device for a specific medical application that was identified by a clinical sponsor. Once the project had been described to the students, all subsequent lectures were tailored to deliver content required for each stage of device development: concept generation, design, fabrication, and testing. For example, after the completion of the concept generation lecture, the students worked in teams to develop a set of design concepts, which were later produced after the module on microfabrication. At the end of the course, the final fabricated device for each group was tested to determine its performance. P ge 23493.3 Table 2 – New Course Layout (bolded items represent the research project) Topic Course overview/Project intro Design principles Microfluidics Project: Concept generation Project: Concept selection Project: CAD design Fabrication Project: Fabrication Packaging Project: Packaging Project: Functional test Sensors Case studies The research project that was realized in the new version of the course, which was implemented for the first time in Spring 2012, involved the development of a microfluidic device to measure hematocrit in a blood sample. Such hematocrit measurements are critical for diagnosing anemia, a disease that affects approximately 1.6 billion people worldwide. To achieve progress toward anemia diagnosis, the students were tasked with developing a microfluidic device capable of separating red blood cells (RBCs) from plasma. Design constraints included compatibility with a custom-built laboratory centrifuge and use of low-cost fabrication materials (e.g., polydimethylsiloxane, PDMS) suitable for disposable LOC applications. The student population in the first offering of the new course format consisted of 9 BME students, including 4 seniors and 5 juniors. On the first day of the course, the students selfassembled into groups of 2-3, resulting in 4 total groups within the class that remained for the duration of the research project. After the project and its clinical relevance had been introduced, the students were provided preliminary lectures on the necessary microfluidic concepts to initiate the design process. Next, the groups held brainstorming sessions to develop 3-5 concepts per team. During such class periods designated for project work, the groups went to separate meeting rooms in the same area of the engineering building at Western New England University, which helped avoid cross-talk between groups that would have reduced the design concept diversity. The students then documented their concepts with sketches and short descriptive text, which were presented to the class and instructor in the form of a mini-design review. Next, the students performed concept selection by evaluating their group’s designs according to parameters such as projected performance, footprint, and interface requirements. Once each group had settled on a design concept, the students were given an introductory lecture in computer-aided design (CAD), which provided training for their subsequent design efforts. Each group then submitted a preliminary CAD file to the instructor, who reviewed it for technical P ge 23493.4 content and manufacturability. After revised CAD files were finalized, the designs were sent to a manufacturer (EC Shaw Co., Cincinnati, OH) for production of a polymer-metal mold. While the molds were being produced, students were provided lectures on microfabrication processes, including the specific elastomer casting method using PDMS that was subsequently implemented after receipt of the molds. Following the lecture on packaging and interconnections, the students sealed their microfluidic systems using adhesive tape after punching inlet/outlet holes in the PDMS layer. Functional tests were performed first using a colored dye to ensure that the device was properly sealed before final tests were conducted using bovine whole blood (Hemostat Laboratories, Dixon, CA). In each case, the completed devices were loaded onto a custom lab centrifuge that was operated between 1,000-10,000 RPM. The result from testing one of the designs produced by the class is displayed in Figure 1, showing separation of RBCs from plasma. Figure 1. Images from testing the final design from one student group: (a) after loading blood sample; (b) after completion of centrifuge cycle (inset shows higher magnification view of separated blood sample in one of the four detection chambers). After completion of preliminary testing, the students performed an after-action review to assess how the results from testing could be used to inform a next generation design, including a complete redesign or incremental changes. Due to time constraints in the course, the next generation design was discussed, but it was not implemented. Results and Discussion In order to assess the impact of the new course format on student interest and attitudes toward the LOC research field, preand post-course surveys were developed and administered. The surveys consisted of 5-choice Likert questions, which were analyzed using a one-tailed, paired t1 cm PDMS