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. 2021 Mar;44(1):195-200.
doi: 10.1007/s13246-020-00967-z. Epub 2021 Jan 7.

Hands-on engineering courses in the COVID-19 pandemic: adapting medical device design for remote learning

Yanning Liu  1 , Aishwarya Vijay  2 , Steven M Tommasini  1   3 , Daniel Wiznia  4   5   6
Affiliations

Hands-on engineering courses in the COVID-19 pandemic: adapting medical device design for remote learning

Yanning Liu et al. Phys Eng Sci Med. 2021 Mar.

Abstract

The COVID-19 pandemic has challenged the status quo of engineering education, especially in highly interactive, hands-on design classes. Here, we present an example of how we effectively adjusted an intensive hands-on, group project-based engineering course, Medical Device Design & Innovation, to a remote learning curriculum. We first describe the modifications we made. Drawing from student pre and post feedback surveys and our observations, we conclude that our adaptations were overall successful. Our experience may guide educators who are transitioning their engineering design courses to remote learning.

Keywords: COVID-19; Engineering education; Medical device design; Product design; Remote learning; STEM.

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Conflict of interest statement

There is no conflict of interest to disclose.

Figures

Fig. 1
Fig. 1
The course Timeline of Medical Device Design and Innovation in Spring 2020. The course was transitioned to remote learning mid-March to late-April
Fig. 2
Fig. 2
Software learning outcome. a The students’ comfort level with the finite element analysis (FEA), image segmentation and computer-aided design (CAD) software before and after the class. b Students’ confidence in using the software in their future career in the post-class survey
Fig. 3
Fig. 3
Survey about remote learning experience after the class
See this image and copyright information in PMC

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