Bioinstrumentation Curriculum Workshop

Whitaker Foundation Biomedical Engineering Educational Summit

December 9, 2000

Rebecca Richards-Kortum, PhDThe University of Texas at Austin

John G. Webster, PhDThe University of Wisconsin

Goals: Bioinstrumentation Curriculum

• Discuss and Generate Consensus Report:– Current Status and Best Practices

– Critical Incoming Knowledge Base Needed

– Role of Experiential Learning

– Intellectual Trends for the Future

– Recommendations for Future Curriculum

Whitaker Foundation Philosophy

1. A thorough understanding of life sciences, with life sciences a critical component of the curriculum.

2. Mastery of advanced engineering tools/approaches.

3. Familiarity with problems of making and interpreting quantitative measurements in living systems.

4. The ability to use modeling techniques as a tool for integrating knowledge.

5. The ability to formulate and solve problems with medical relevance, including the design of devices, systems, and processes to improve human health.

Current Status: Courses at Top 12 Institutions

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1

2

3

CWRU Penn UCSD Duke JHU Berkeley Rice NWU

Nu

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Co

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Current Status

Institution Required Courses Year Taken

Pre-Requisites

UCSD Principles of Bio-inst. Design

Biomedical Electronics

Junior 

Senior

Linear Circuits,

Exptl. Techs.

Biosystems and Control, Princ. of Bioinst. Design

Duke University

Biomedical Electronics and Measurements I

Biomedical Electronics and Measurements II

Soph.

 

Junior

Introduction to Electric Circuits

Biomedical Electronics and Measurements I

Current StatusInstitution Required Courses Year

TakenPre-Requisites

Case Western Reserve

Principles of Biomedical Instrum.

 

BME Instrumentation Lab

Biomedical Engineering Lab I

Junior

  

Junior

Junior

Physiol./Biophys. I/II, Circuits, Signals/Sys. I

Principles of Biomedical Instrum.

Physiol./Biophys. I/II,

Circuits, Signals/Sys. I

Univ. of Penn.

Bioengineering Laboratory I

Bioengineering Laboratory IV

Soph.

Junior

1 year of calculus, physics

Bioengineering Lab III

Current Status

Institution Required Courses

Year Taken Pre-Requisites

Johns Hopkins None

UC–Berkeley None

Rice None

Northwestern None

Current Status: Review of SyllabiInstitution Course

UCSD BE186B: Principles of Bio-inst. Design

UCSD BE122B: Biomedical Electronics

Duke BME163L: Biomed. Elec./Measurements I

Duke BME164L: Biomed. Elec./Measurements II

CWRU EBME310: Principles of Biomedical Inst.

CWRU EBME313: Biomedical Eng. Lab I

CWRU EBME360: BME Instrumentation Lab

Penn BE209: Bioengineering Laboratory I

Penn BE 310: Bioengineering Laboratory IV

CWRU EBME310: Biomedical Instrum.

• Topics:– Biopotential Electrodes

– Electrochemical Transducers of Biochemical Variables

– Temperature Transducers

– Measuring Flow

– Mechanical Transducers

– Optical Sensing

– Imaging in Single Cells

– Single Cell Electrophysiological Measurements

– Piezoelectric Transducers and Instruments

– Analytical Instruments for Biomaterials Research

CWRU EBME360: Biomedical Instrum. Lab

• Topics:– Body Surface Electrochemistry

– Multi-electrode ECG

– EMG Transduction

– LED pulse Plethysmograph Circuit

– Patch Lamp Technique

– Ultrasound Image Formation

CWRU EBME313: BME Lab I• Topics:

– Errors and Error Analysis– Ethics– Computer Presentation

• Lab (63% of grade) – choose three from:– 3D landmark coordinates from bi-orthogonal film x-rays– Ultrasound measurements of flow– Measuring neurotransmitters with microelectrode– Quantitative Properties of the Neuromuscular system– Evaluation of bone/implant interface using radiography– Patch clamp recording from retinal cells– Measurement of blood flow using PET– Compare mammographic image registration algos– Measuring the compliance of heart valves

UCSD BE122B: Biomedical Electronics

• Topics:– Analog to Digital Conversion– Digital Ckt Building Blocks– Convolution– Sampling Theorem– Fourier Transforms– Image Processing– Ultrasound– Computed Tomography– Electrokinetic Phenomena

• Lab: No• Project: 25%

UCSD BE 186B: Principles of Bioinst. Design

• Topics:– Biopotentials– Electronics Review– Amplifiers– Electrical Safety– Biopotential Electrodes– Chemical Sensors– Light Based Instrumentation– Video Systems– Flow Measurements– Ultrasound

• Lab: No• Project: No

Duke 163L: BME Elec. and Meas. I

• Topics:

Duke BME164L: BME Elec. and Meas. II

• Topics:– Transducers and Sensors

– Op Amps, Filter, Differential and Instrument Amplifiers

– Digital Devices and Circuits

– Recording and Display Devices

– Fourier Transforms, Series and Sampling

• Lab (20% of grade)• Project (50% of grade)

– Sensor, signal processing unit, A/D converter, Display

Penn BE209: Bioengineering Lab I

• Topics:– Biomedical Electronics– Mechanical Testing of Biological Specimens

• Lab: (50% of grade)– Electronic thermometer– Building the electronic scale– Building the electronic exercise evaluation device– Building the electronic signal generator– Uniaxial Load testing of biological specimens– Tensile properties of chicken skin– Three point bending of chicken bones– Impact strength of chicken bone

• Uses Discovery Learning

Penn BE310: Bioengineering Lab IV

• Topics:– Fluid Mechanics– Signal Analysis

• Lab:– Fluid Mechanical Simulation of Coughing– Measurement of Pressure and Flow in Straight Tube– Steady Flow through a Sacular Aneurysm Model– Conservation of Energy - Thermodilution – Signal Analysis: The Electrocardiogram – Signal analysis: Vibration Analysis

• Project:– Several weeks duration

Wisconsin BME310: Bioinstrumentation• Topics:

– Measurement systems– Signal Processing– Molecules in Clinical Chemistry– Mol. Measurements in Biomaterials and Tissue Eng.– Hematology– Cell. Measurements in Biomaterials and Tissue Eng.– Nervous System, Heart and Circulation, Lungs, Kidney, Bone and Skin

• Labs (20% of grade):– 1. Blood Pressure, 2. Circuits, 3. Pressure Sensor, 4. Pulse Oximeter, 5.

ECG, 6. Ultrasonic Flowmeter, 7. Spirometery, 8. Temperature, 9. Spectrophotometer, 10. Electrophoresis, 11. Dynamic Light Scattering, 12. Microscopes

UT EE374k: Biomedical Instrumentation• Topics:

– Transducers– Light sources, Photodetectors– Signal conditioning and amplification– Biopotentials– EMG, ECG– Electrodes– Microeelctrodes– Blood Pressure– Flow– Ultrasound– Pacemakers, Defribrillators– Electrical Safety

Comparison of CoursesCWRU UCSD Duke Penn

Electronics x xA to D and D to A x xAmplifiers x xRecording and Display Devices x

Error Analysis x

Biopotentials xBiopotential Electrodes x xECG x xEMG x

Convolution xSampling x xFourier Transforms x xImage Processing xVideo x

Comparison of CoursesCWRU UCSD Duke Penn

Ultrasound x xCT xTemperature Transducers x x xMechanical Transducers x x xPiezoelectric transducers x x

Chemical Sensors x xLight Based Instrumentation x x

Flow x x x

Electrophysiology x

Biomaterials Instruments x x

Electrical Safety x

Current Status: Exercise Number One

• Introductions

• Describe Bioinstrumentation Curriculum at Your Institution

Best Practices

• Issues to Consider:– Course Subject Matter

• General Course Outcomes• Specific Course Learning Objectives

– Course Outline

– Prerequisites

– Course Level

– Textbooks

– Laboratories

Best Practices: Industrial Survey

• Please list the 5 most important technical topics that a BME who graduates with a BS in the next 5-10 years will need to know.

• 1. PSI, 2. Sulzer Carbomedics, 3. Sulzer Biologics, 4. Sulzer Orthopedics, 5. Sulzer Carbomedics, 6. GE, 7. Zeiss

Company #: Top 5 Skills1 DSP Analog ckts,

electronics Chemistry (thru Organic)

Programming/ Software design

Basic biology/human physiology

2 Blood-mat. inter.

Bio-compat. Experiment Design

Eng. Prop. of Materials

Tissue Engineering

3 Delivery of agents

Molecular biology

Tissue Const.

4 One eng. field well

5 Protein ads. cell interac.

Prin. of tissue eng.

Molecular biology

Intro. to Med. Indus.

Report writing, technical pres.

6 Imaging Technologies

Molecular Function

Informatics Statistical Analysis

Pharmacology

7 Good found. in physics

Matls. Sci. and combo chem

Inter-, intra-cell. Proc.

Gene, protein func.

Molecular Biology

Course Subject Matter: Overall Goal

• Prepare students to design and utilize biomedical instrumentation for measurements on humans and animals.– Sensors– Diagnostic Devices– Therapeutic Devices– New Fields: Molecular engineering, cell and

tissue engineering, biotechnology

General Course Outcomes• Recall bioinstrumentation vocabulary• Analyze measurement specifications• Choose the best method of making a measurement of

performing therapy• Perform open-ended design of a measurement or

therapeutic device• Analyze data resulting from a measurement of therapeutic

device• Search internet, medical, engineering and patent databases• Communicate effectively• Pass nationally-normed subject content exams

Specific Course Learning Objectives

• Behaviorally observable objectives that illustrate concepts, relationships and skills to be gained

• Examples:– Draw circuit / amplifier design for a pO2 electrode

– Draw block diagrams for A-mode, B-mode and T-M ultrasonic image scanners

– Design grounding system for an ICU– Explain how DNA is automatically sequenced and

and how fluorescence assists signal processing

Course Outline: Exercise #2

• Rank the ten most important topics to cover

Specific Course Learning Objectives

•

Pre-requisites

• Should include:– One year of calculus and physics– One semester of chemistry– Differential equations– Cell and molecular biology– Electric circuits– Electronics– Background in programming, statistics, signal

analysis

Course Level

• Junior year

TextbooksAuthor/Editor Title Comments

Webster, J. G. (ed.)

Medical instrumentation: application and design, 3rd. ed

systems, sensors, circuits, hospital instrumentation, therapeutic devices, safety, but omits the new fields.

Togawa, T., T. Tamura, P. A. Oberg

Biomedical transducers and instruments

short descriptions of very many biomedical transducers, but omits the new fields

Northrop, R.B. Introduction to instrument. and measurements

physical sensors, electrical measurements, digital interfaces and signal conditioning, but lacks

biomedical instrumentation Welkowitz, W., S, Deutsch, M. Akay

Biomedical instruments: theory and design, 2nd. ed.

physical sensors, analog and digital circuits, 12 biomedical instrumentation designs, medical imaging.

TextbooksAuthor/Editor Title Comments

Aston, R. Principles of biomedical instrumentation and measurement

descriptive, lacks equations, and omits the new fields

Geddes, L. A. and L. E. Baker

Principles of applied biomedical instrumentation, 3rd

many sensors for biomedicine, therapeutic devices, but omits the new fields

Normann, R. A. Principles of bioinstrumentation

circuits, sensors for biomedicine, computers, signal processing, safety, but

omit the new fields Bronzino, J. D. Biomedical

engineering and instrumentation

many sensors for biomedicine, therapeutic devices, but omits the new fields

TextbooksAuthor/Editor Title Comments

Cromwell, L., F. J. Weibell, E. A. Pfeiffer

Biomedical instrumentation and measurements, 2nd ed

descriptive lacks equations, and omits the new fields

Cobbold, R. S. C.

Transducers for biomedical measurements

systems, many sensors for biomedicine, but omits the new fields

Webster, J. G. (ed.),

Bioinstrumentation introduces 4th semester student to measurements. Covers necessary electronics, then measurements in the new fields of molecular engineering, cellular engineering, tissue engineering, biotechnology plus hospital

instrumentation. No therapy.

Role of Experiential Learning

• Knowledge taught in a single context is less likely to support flexible transfer of knowledge.

• Laboratory modules:– Develop intuition and deepen understanding of concepts– Apply concepts learned in class to new situations– Experience basic phenomena– Develop critical, quantitative thinking– Develop experimental and data analysis skills– Learn to use scientific apparatus– Learn to estimate statistical errors, recognize systematic errors– Develop reporting skills

Science Teaching Reconsidered: A Handbook; National Research Council

Laboratories

• Exercise #3: Rank the top 5 most important laboratory experiences

Laboratories

•

Role of Technology in Learning

• Bring real world problems into classrooms• Provide scaffolding to augment what learners can do

and reason about on their path to understanding• Increase opportunities for learners to receive feedback;

to reflect on their learning process; to receive guidance toward progressive revisions that improve learning

• Build local, global communities of teachers and learners

• Expand opportunities for teacher learning

Bransford et al; How People Learn

Web Based Instructional Materials

• http://utwired.engr.utexas.edu• http://utwired.engr.utexas.edu/swpm/• http://www.utwired.engr.utexas.edu/ee302videos/

ERC

• NSF ERC: Bioengineering Educational Tech.

– Modular, multimedia learning tools

– Collaboration of bioengineering educators and learning scientists

– $10 Million over 5 years

http:www.vanth.org

Recommendations for Future Curriculum

• Past: emphasized measurements in traditional areas such as biomedical instrumentation and imaging

• Future: Expand these areas to include measurements in biosensors, molecular, cell and tissue engineering and biotechnology

The UT Electronic Taste ChipThe UT Electronic Taste Chip

salts, sugars, acids, alkaloids, small molecules, proteins, antibodies, DNA,

redox species, solvents

salts, sugars, acids, alkaloids, small molecules, proteins, antibodies, DNA,

redox species, solvents

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bitterbitterbitterbitter

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John T. McDevitt / UT Chem. Biochem. Dept.

The Bead Array ChipThe Bead Array Chip

106 Beads per Gram

106 Beads per Gram

Mass Production of Customized ChipsMass Production of Customized Chips

John T. McDevitt / UT Chem. Biochem. Dept.

Ca(2+) Flow Dynamics Visualized (OCP Beads) Ca(2+) Flow Dynamics Visualized (OCP Beads)

Science Demonstration #1 Science Demonstration #1

John T. McDevitt / UT Chem. Biochem. Dept.

Blank control beads

Beads conjugated to monoclonal antibody to HIV p24

Science Demonstration #4

John T. McDevitt / UT Chem. Biochem. Dept.

Areas for the Future: Exercise #5

• What new areas of bioinstrumentation will be important to emphasize in the next 5 – 10 years?

Questions for Discussion:

Should all BME students take a bioinstrumentation course?

Questions for Discussion:

What role can technology-enhanced learning play in bioinstrumentation courses and laboratories?