Merging Education, Research Biomedical Engineering Design · Bandung Institute of Technology,...
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Merging Education, Research
and Industry: Teaching
Biomedical Engineering Design
for Social Impact
Bryan J. Ranger
Instructor, D-Lab
Massachusetts Institute of Technology (MIT)
Cambridge, MA, USA
Contact: [email protected]
Int’l Conference on Instrumentation, Communication, Information Technology, and Biomedical Engineering
“Science and Technology for A Better Life”
Bandung Institute of Technology, Bandung, Indonesia
November 8, 2017
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• An example to promote this in the classroom is through project-based learning
(PBL)2 and human-centered design (HCD) thinking3 which provide a toolkit for
needs assessment, creative ideation, and rapid iterative improvement for solving
problems.
• Recommendation that engineering programs make design pedagogy a high priority in
future resource allocation decisions4.
1. Sheppard et al. Educating Engineers: Designing for the Future of the Field. (2008)
2. Blumenfeld et al. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. (1991)
3. Brown & Wyatt. Design Thinking for Social Innovation. (2015)
4. Clive et al. Engineering Design Thinking, Teaching, and Learning. (2005)
• Recently, engineering programs have shifted towards encouraging students to develop
deeper levels of contextual understanding1
o Challenge students to critically reflect on the broader impacts of their work
o Develop real-world skills such as persistence, flexibility, and adaptiveness that
are necessary for professional success
INTRODUCTION: LITERATURE REVIEW
Project-based Learning and Human Centered Design in the Classroom
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• An application of PBL and HCD thinking in the classroom has been in the cross-
disciplinary field of development engineering, which aims to design appropriate
technologies to spur economic and social development in areas with limited resources5
• HCD thinking as applied to development engineering is unique in its focus on6:
INTRODUCTION: LITERATURE REVIEW
1. incorporating international development goals
2. scaling for impact
3. Integrating novel yet lean technologies
Project-based Learning and Human Centered Design in the Classroom
• A pioneer in this field is the MIT D-Lab
5. Margolin. Design for development: towards a history. (2007)
6. Levine et al. Design Thinking in Development Engineering. (2016)
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Development of appropriate technologies and sustainable
solutions within the framework of international development
Development through discovery, design, and dissemination
d-lab.mit.edu
INTRODUCTION: D-LAB
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D-Lab Scale-Ups Fellowships d-lab.mit.edu/scale-ups/all-fellows
MIT Scaling Development Ventures Conference sdv.mit.edu
International Development Innovation Network idin.org
Comprehensive Initiative on Technology Evaluationcite.mit.edu
D-Lab Youth Outreachd-lab.mit.edu/youth-outreach
INTRODUCTION: D-LAB
D-Lab Programs
d-lab.mit.edu
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D-Lab Workshop/Makerspace
• A workshop for international development makers
• Open to all students in D-Lab courses
• Hand tools, power tools, welding, metal fabrication, wood shop
Love to build things by hand?
Welcome to the D-Lab shop!
Never hammered a nail before?
Welcome to the D-Lab shop!
INTRODUCTION: D-LAB
d-lab.mit.edu
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• Biomass Fuel & Cookstoves
• Mobile Technology Lab
• Off-grid Energy Solutions, Assessment &
Implementation
• D-lab Scale-ups
• Local Innovation & Development
• And many others!
d-lab.mit.edu
INTRODUCTION: D-LAB
D-Lab Undergraduate Research Opportunities (UROP)
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A few examples from Spring 2017:
• Humanitarian Innovation
• D-Lab: Water and Climate Change
• D-Lab: New Economies
• D-Lab: Earth
• D-Lab: Design
• D-Lab: Energy
• D-Lab: Prosthetics for the Developing World
• Design for Complex Environmental Problems
d-lab.mit.edu/courses
INTRODUCTION: D-LAB
D-Lab Courses at MIT
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21
million
6.4
million
2.3
million
1.7
million
Only 5-15% of
amputees in
low- and
middle-income
countries
receive a
prosthetic
device
Why ‘Prosthetics for the Developing World’?
Source: World Health Organization. World Report on Disability, 2011.
INTRODUCTION: D-LAB PROSTHETICS
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A closer look at prosthetics in India…
Extreme affordability Costly
Lack of options
INTRODUCTION: D-LAB PROSTHETICS
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● Overall goal: completely
immersive design experience
Course Overview
○ Clinical challenge defined by
a partner organization related
to prosthetic, orthotic, or
rehabilitative technology
○ Work as part of a team to
Design, Prototype and
Evaluate a solution
INTRODUCTION: D-LAB PROSTHETICS
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1. Gain understanding of technical challenges
faced in developing nations
2. Learn about appropriate prosthetic
technologies
3. Explore how MIT can be involved with
developing world challenges
4. Learn hands-on skills, like CAD and prototyping
5. Understand challenges of innovation and
entrepreneurship in resource-constrained
settings
6. Learn about design for scale
Course Goals
INTRODUCTION: D-LAB PROSTHETICS
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Problem Definition
Background Research
Mission Statement
Functional Requirements & Design Parameters
Strategy to Concept
Design
Experimental Evaluation/Validation
COURSE STRUCTURE: DESIGN PROCESS
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• International partners provide challenges that they face.Problem Definition
COURSE STRUCTURE: DESIGN PROCESS
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• Literature and prior art search, targeted interviews with stakeholders and partners.Background Research
● Emphasize understanding the
challenge that the student team is
working on
● Suggestions for getting started:
o Literature search
o Patents
o Prior Art
o Web Search
o Interviews/shadowing
COURSE STRUCTURE: DESIGN PROCESS
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• A clear and concise statement about what the team plans to accomplish during the semester.Mission Statement
• Clear and concise statement about what the team plans to achieve
during the semester
• Focuses the team and is a good way to start presentations
• Important considerations:
o What problem is the team trying to solve?
o What does the design need to do?
o Who are you innovating for?
o What value are you adding?
COURSE STRUCTURE: DESIGN PROCESS
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• A list of independent functions that the design must accomplish, and parameters to do so.
Functional Requirements & Design Parameters
Functional Requirements
A list of independent functions that
the design must accomplish
[What?]
Design Parameters
Independent means to accomplish
each functional requirement
[How?]
Source: EC.722 Design Project – S. Tress, M. Freitas,
G.Tso, H. Chen, J. Konuru
COURSE STRUCTURE: DESIGN PROCESS
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• Start with a broad means to approach the problem, then develop more specific ideas for prototypes.Strategy to Concept
• “Coarse to fine”
• Strategy: broad way to approach
the problem
• Concept: specific devices that
will meet your design goals
Source: Hanumara, Nevan C., et al. IEEE Journal of Translational Engineering in Health and Medicine (2013)
Source: EC.722 Design Project – G. Cartagena,
D. Olaleye, A. Marin, S. Goel
COURSE STRUCTURE: DESIGN PROCESS
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• A means to realize the decided concept.
• Break the design into modules; prototype the most critical first.Design
• A means to realize chosen concept
• Break up design into modules
• Design for resource-constrained
environments
o Know your constraints
o Seize opportunities to be creativeSource: EC.722 Design Project – R. Das, M. Devlin,
L. Zimmermann, J. Gamble, J. Kudryashev
o Determine most critical module;
prototype this first
COURSE STRUCTURE: DESIGN PROCESS
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• Bench-top experiments and/or field testing to determine if the functional requirements have been met.
Experimental Evaluation/Validation
Source: EC.722 Design Project – A. Flaherty, S. Le, M. Marzoughi, C. Nobuhara, A. Rajagopal
COURSE STRUCTURE: DESIGN PROCESS
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33%
67%
Student Gender Distribution(n=97 students; 2008-2017)
Male Female
COURSE STATISTICS
0
5
10
15
20
25
30
2008 2009 2010 2011 2014 2015 2017
Nu
mb
er
of
Stu
den
tsCourse Enrollment (n=97 students; 2008-2017)
Male Female
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14%
33%
26%
26%
1%
Student Year Distribution [Total](n=97 students; 2008-2017)
Year 1 Year 2 Year 3 Year 4 Grad
COURSE STATISTICS
0
5
10
15
20
25
30
2008 2009 2010 2011 2014 2015 2017
Nu
mb
er
of
Stu
den
tsStudent Year Distribution
(n=97 students; 2008-2017)
Year 1 Year 2 Year 3 Year 4 Grad
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65%12%
7%
12%
4%
Student Major Distribution [Total](n=97 students; 2008-2017)
Mechanical Engineering
Bio/biomedical Engineering
Other Engineering (Electrical, Chemical, Materials)
Science (Biology, Physics, Chemistry, Neuroscience)
Business or Social Science
COURSE STATISTICS
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PARTNERSHIPS
Speakers from experts in the field:
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Source: Autodesk Design Academy
[academy.autodesk.com]
PARTNERSHIPS
Industry collaboration and sponsorship:
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Source: misti.mit.edu
PARTNERSHIPS
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Project Continuation
OUTCOMES
0
1
2
3
4
5
6
7
2014 2015 2017
Nu
mb
er
of
Pro
jects
Year
Project Continuation
Projects
Projects Continued AfterCourse
• Since 2014, there have been
13 student projects –
8 projects have continued
beyond the class
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OUTCOMES
o Field-testing
o Additional grant money
o Industry internships
o Patents
o Start-up venture
Photo credit: M. Cavuto & M. Chun
Project Continuation
• Since 2014, there have been
13 student projects –
8 projects have continued
beyond the class
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Transfemoral Rotator (India)
Student team: K. Baronov, M. Chun, M. Cavuto, K. Durgin, N. Kelsall, M. Zhou
Cavuto, Matthew L., et al. "Design of Mechanism and
Preliminary Field Validation of Low-Cost Transfemoral Rotator
for Use in the Developing World." ASME 2016
Key accomplishments:
• Multiple field trials at
Jaipur Foot and
Mobility India
• 2nd place prize in the
2016 MIT de Florez
Competition
• Manuscript in ASME
• Filed a utility patent
• DFM project in current
course
OUTCOMES: CASE STUDIES
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Student team: K. Sweeney, E. Green, T. Luu, N. Schwarz, K. Swaminathan
Key accomplishments:
• Field testing with CURE International
• Secured funding from the MIT
Undergraduate Giving Campaign (UGC)
and Tau Beta Pi
• MIT IDEAS Global Challenge Winner
SmartSocket (Kenya & Ethiopia)
OUTCOMES: CASE STUDIES
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Student team: C. Humure
Key accomplishments:
• Preliminary field testing
at Mobility India
• Continued project as
intern at Autodesk
• Created course on
Autodesk Design
Academy
• Ozy Genius Award
Winner
Adjustable Socket (Rwanda)
OUTCOMES: CASE STUDIES
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Conclusion
• Work with international collaborators to define
real-world challenges
• Partnerships with industry
• Team project-based learning – design and
making as a way of learning
• Human-centered design thinking that is
societally, financially, and technologically
sensible for intended setting
• 8 of 13 projects continued beyond the course
• Exposure to biomedical design for social
impact
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AcknowledgementsInstructors/TA’s (past & present)
Matthew McCambridge
David Sengeh
David Hill
Katherine Olesnavage
Murthy Arelekatti
Ken Endo
Todd Farrell
Matthew Furtney
Matthew Cavuto
Matthew Chun
Shriya Srinivasan
On-campus collaborators
MISTI-India (Mala Ghosh & Molly Gallagher)
MISTI-Arab World (David Dolev)
MIT Undergraduate Giving Campaign
MIT Tata Center
MIT IDEAS
MIT Media Lab
Biomechatronics Group (PI: Hugh Herr)
GEAR Lab (PI: Amos Winter)
International collaborators (past & present)
Jaipur Foot Organization [India]
Refugee Open Ware [Jordan]
Mobility India [India]
CURE International [Kenya & Ethiopia]
STAND: The Haiti Project [Haiti]
Transitions [Guatemala]
RiseLegs [India]
Gateway Prosthetics [Kenya]
Autodesk
Sunand Bhattacharya
Erica Nwankwo
Mike Alcazaren
Natalia Polikarpova
MIT D-Lab
Libby Hsu
Nancy Adams
Bob Nanes
Jack Whipple
Richard Brewer
Amy Smith
Melissa Mangino
Victor Grau Serrat
Local collaborators (past & present)
Rogerson Prosthetics and Orthotics
A Step Ahead Prosthetics
Continuum Innovation
IDEO
MGH CAMTech