Sharing best practices for educational programs on venture creation and commercialization

Abstract

Longitudinal evaluation of the Biomedical Entrepreneurship Educational Program suggests the program successfully educates and inspires the next generation of life science and biotechnology innovators.

Fig. 1 |. Post-FBS course respondents, student impact.

One to two years post-FBS course, respondents indicated the following: a, Whether they had plans to pursue implementing a startup, creating a drug/device, and/or working for a company to bring a product to market. b, How their interests in entrepreneurship changed since course completion as either less inclined to pursue a career in entrepreneurship, no change, or more inclined to pursue a career in entrepreneurship. By percentage; 95% confidence intervals are listed in parentheses when applicable.

Fig. 2 |. Post-FBS course respondents, impressions of course content: usefulness of FBS course sessions, post-participation.

One to two years post-FBS course, respondents rated each session as did not attend, has not been useful thus far, has been somewhat useful thus far, or has been very useful thus far. By percentage; 95% confidence intervals are listed in parentheses when applicable.

Fig. 3 |. Post-FBS course respondents, indications for rollout (level, modality, lecturers): suitability and target audience.

a, Assessment of FBS suitability as not well suited at all, somewhat well suited, or very well suited based on participant level of entrepreneurial knowledge and expertise by percentage. b, Assessment of target student audience as do not recommend targeting, consider targeting, or definitely target participants on the basis of educational level obtained. By percentage; 95% confidence intervals are listed in parentheses when applicable.

Fig. 4 |. Post-FBS course respondents, indications for rollout (level, modality, lecturers): ideas regarding design and delivery.

One to two years post-FBS course, respondents stated whether they strongly disagree, somewhat disagree, somewhat agree or strongly agree with various statements concerning how BEEP courses and workshops can best be designed and delivered. By percentage; 95% confidence intervals are listed in parentheses when applicable.

Fig. 5 |. Key knowledge gained from TPCVD: Purdue University 2022.

Students were asked to describe a key take-away message or insight from TPCVD that can be applied to their career. Responses were analyzed for key words and phrases and quantified.