Open 2013: Best Practices for Assistive Technology Design Classes and Their Products

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  • 1. Department ofDepartment Veterans Affairs of Veterans AffairsBest Practices for Team-BasedAssistive TechnologyDesign CoursesMary Goldberg, MEdEducation & Outreach CoordinatorJon Pearlman, PhDAssistant Professor, RST, SHRSDepartment of Rehabilitation Science and TechnologySchool of Health and Rehabilitation SciencesHuman Engineering Research Laboratories

2. Department of Veterans AffairsOutline Background & Introduction Literature review Methods Results Best Practice Recommendations 3. Department of Veterans AffairsBackground: Departmental Structure Rehabilitation Science & Technology Human Engineering Research Laboratories Veterans Affairs QoLT Education & Outreach Programs 4. Department of Veterans AffairsBackground: Product Development Training TIPeD program funded by NCIIA Augment ASPIRE & QoLT REU programs Led to development of design ecosystem & course series 5. Department of Veterans AffairsBackground: Design CurriculaFall Spring Summer TIPeD-P: [facilitated in collaboration withTIPeD-C: Rehab the NSF REUTIPeD-C:Design Projectprogram] and with Fundamentals of business and law Rehab Design and students Fabrication FabLabRET FabLab RETELeVATE 6. Department of Veterans AffairsBackground: Motivation AT Assistive technology & participation in society Inappropriate designs Design shortcomings Improve independence and safety of users 3rd party payers Academic institutions & technology transfer 7. Department of Veterans AffairsBackground: Product Development Design & fabrication facilities Commercialized 5 products 3 patents awarded; 9 pending Research & user-driven innovations Business partners Multidisciplinary faculty, students, & staff 8. Department of Veterans AffairsGoals1. Literature Review2. Case Study on HRS 2706/2718 Course Evaluation3. Generate Best Practice Recommendations 9. Department of Veterans AffairsLiterature Review: Themes Projects Process Recommendations for Improving the Process 10. Department of Veterans AffairsLiterature Review: Projects Range from low-tech to high-tech24, 26, 21 Low-tech often focus on international or low-cost products tobroaden access Primary (ADL) to secondary (IADL) to for fun (recreational)products1, 26 Client-based (individual & group) Promote collaborations while benefitting local use3 Persons with disabilities as clients Demonstrate inequities & lack of resources4 Consider additional needs & universal design18 11. Department of Veterans AffairsLiterature Review: Process Students uncomfortable with lack of instruction4 Products meeting users needs as correct solution Profession-specific language1 Process-oriented vs. solution-oriented Engagement in process vs. didactic learning Ulrich & Eppinger, 2011 12. Department of Veterans AffairsLiterature ReviewProcess: Design with Service Provision in Mind23 Evaluation of client needs and skills for assistivetechnology Acquisition of assistive technologies Selection, design, repair, and fabrication of assistivetechnology systems Coordination of services with other therapies Training of both individuals with disabilities andthose working with them to use the technologyeffectively 13. Department of Veterans AffairsCase Study of HRS 2706/2718 Pre/post survey Mixed methods including 7 short answer & 2 Likertseries related to design, rehabilitation, and careerperceptions & skills MBTI Used to identify team roles Mid-Point interviews with all students Ethnographic observations by co-instructor in-person and online 14. Department of Veterans AffairsCourse Overview: Learning Objectives Be able to Execute needs assessment for a client; Develop product concepts; Convert product concepts and specifications into a prototype; Perform concept refinement & selection to system & detail design (emphasizing participatory action design through all phases); Develop a prototyping and testing plan; Fabricate and test the prototype; Interact with a client in a professional capacity as rehabilitation engineer Investigate IP considerations and methods of technology transfer. 15. Department of Veterans Affairs Course Overview: Project Assistive feeding device for a woman with a progressivedisorder 16. Department of Veterans AffairsQuantitative Results (n=7) Significant increase (p=0.03, M=.571, SD=.535) in studentsidentification and comfort with his/her individual team role Nearly significant increase pre/post class In self-assessment on confidence in various skills (p=0.07, M=.258 , SD=.31) In knowledge of commercially available assistive technology (p=0.07, M=.429, SD=.787) In confidence in design skills (p=0.07, M=.429 , SD=.535) Nearly significant Relationship between gender and scores (p=.07,M=.144, SD=.929) 17. Department of Veterans AffairsExample Qualitative Results Before: I think I am learning a lot of things, that will allow me tosucceed in the field. Perhaps I will need to have more real worldexperience with clients, and also learn more technical things,(Electronics, Programing, design software) to feel more confident inapplying technology to rehabilitation. After: I feel I am part of the community. It gives me satisfaction that mydesigns could someday help a lot of individuals in ways that a consumerdevice rarely does. I am committed to the field and would like to see itgrow further and increase the involvement of end users in the designprocess. 18. Department of Veterans AffairsRecommendations: Lit review Recommendation Why? Helps train system integration, Use multidisciplinary teams increased responsibility, teamworkand competition Helps with commercialization and Add projects to database avoids repeated solutionsDisseminate Training ModulesSupports methods improvement Apply for funding and publish resultsSupports commercializationShare information related to tech- Ensures that all parties are aware of transfer and liability legal status of invention 19. Department of Veterans AffairsRecommendations: ClassRecommendationWhy? Allows for transparency and trust with Identify client through reliable clinicalclient, full understanding of theirpartnerclinical needsConveys expectations related toAllow for transparency between frequency of communication andinstructors, client, and team(s)liability with productsUse a process-oriented vs. solution-Ensures students execute due oriented product development modeldiligence and complete necessary steps Use a project management software to facilitate and archive communication Organize weekly objectives and outputs Facilitate client interaction frequently More communication results through in-person, phone, and online in better design communication 20. Department of Veterans AffairsRecommendations: ClassRecommendation Why?Seek to develop professional roleProvide opportunities that are not confidence to inspire studentscommon in didactic curricula commitment to engineering/rehab Publish student designs onMotivates students and enablesrepositories creativity, disseminates designIntegrate design competitions and Interests potential investors andcommercialization plans into teaches students about deliverablescommercializationIncorporate formal and informal Increases students confidence toeducation opportunitiestackle design problems 21. Department of Veterans AffairsAcknowledgements & Questions Financial support University of Pittsburgh Human Engineering Research Laboratories NCIIA NSF QOLT ERC Our client HRS 2706/2718 students


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