New Study: Carle Illinois Neuroscience Challenge Lab Prepares Medical Students for Innovation and Entrepreneurship

New Study: Carle Illinois Neuroscience Challenge Lab Prepares Medical Students for Innovation and Entrepreneurship

A new faculty-student research collaboration suggests that the Carle Illinois College of Medicine’s strategic use of practical challenges in neuroscience effectively stimulates innovation and entrepreneurial skills in medical students. The findings are specific to Carle Illinois’ engineering-infused program, the first of its kind, but may provide evidence for other new engineering-based medical schools on how to effectively train innovators in medicine.

The new study focuses on students’ perceptions of how their key innovation skills improved after participating in CI MED’s Neuroscience Engineering Challenge Lab, the final phase of the eight-week clinical neuroscience course. “The Neuroscience Challenge Laboratory is an example of how Carle Illinois is integrating engineering into the medical curriculum to enable students to learn about design thinking and how to apply these principles in medicine,” said Kanesha Overton, medical student from fourth year and one of the authors of the study. Carle Illinois uses active learning methods to develop students’ skills in innovation, entrepreneurship, and design.

<em><a href="">Elizabeth Hsiao-Wecksler</a></em>” width=”250″/><figcaption><em>Elizabeth Hsiao-Wecksler</em></figcaption></figure>
<figure class=Olivia Campos Coiado
Olivier Coiado

The Neuroscience Engineering Challenge Lab was developed, designed and led by CI MED Professor Elizabeth Hsiao-Wecksler and Associate Teaching Professor and Director of Student Research Olivia Coiado. Student teams should apply what they have learned about design thinking, the design process, decision-making tools, and user-centered design to explore the development of an innovative device or intervention targeting the resolution of a specific problem within neuroscience. Student innovations must target a specific goal (diagnosis, symptom treatment, neurological improvement, and disease treatment) as well as address a neurological disease process (autism, pain/headache, brain tumors, developmental disabilities, nerve disease peripheral, autoimmune diseases, autonomic diseases). diseases and ADHD). The proposed solution must also use an emerging technology that would be on the market within three to five years. At the end of the challenge, the teams deliver an oral presentation in the form of a business plan pitch.

<em>Kanesha Overton</em>” width=”250″/><figcaption><em>Kanesha Overton</em></figcaption></figure>
<p>Coiado and Hsiao-Wecksler partnered with Overton to analyze survey data from students who participated in the Neuroscience Challenge Lab to find out if and how the lab challenge advanced learners’ skills.  “We learned that the lab improved students’ understanding of ideation tools, user-centered design concepts, and how to prepare a business plan pitch,” Coiado said.  “This research is notable because it helped instructors understand whether students are learning design/innovation skills to advance the curriculum,” Coiado explained.</p>
<p>The study – published recently in the journal Medical Science Educator – also found that students felt better prepared for the next steps in the innovation and entrepreneurship training embedded in Carle Illinois’ curriculum.  As part of their IDEA projects, CI MED students offer an innovative solution to an important health problem that they have identified during their clinical internships.  In the final year of medical school, students work in interdisciplinary teams to develop one of these ideas into Capstone Innovations, which could lead to new approaches, technologies and treatments that advance care. health.</p>
<p>Due to Carle Illinois’ unique student population, researchers found more modest gains in engineering or technology-based skills.  “We found that students did not statistically gain a better understanding of the design thinking process, which is expected due to the majority of students having an engineering background,” Coiado said.</p>
<p>Overton also noted that student responses to the survey helped improve student-provided content and project settings for subsequent years.</p>
<p>Coiado and Overton previously collaborated on a separate study that explored Carle Illinois’ unique implementation of the “innovator” role in his problem-based learning modules.  The study used qualitative analysis and found that the level of compassion shown by medical students was enhanced by being challenged to innovate new solutions to patient health problems.  The results were presented at the annual meeting of the Biomedical Engineering Society and ranked first at the Carle Illinois Health Innovation Research Day in the spring of 2022. Overton says the research projects align well with his interest in medical education as a career path.</p>
<p>“This is an example of how faculty and students can collaborate on medical education study and advanced training that can be implemented and serve as a model for other medical schools that wish to include the engineering and innovation in their medical curriculum,” Coiado said.</p>
<p>The article, “Exploring the Intersection of Engineering and Medicine through a Neuroscience Challenge Lab” can be viewed online here.</p>
<p>Hsiao-Wecksler is acting director of the Center for Healthcare Engineering Systems at Grainger College of Engineering, and Donald Biggar Willett Faculty Scholar and Professor of Mechanical Science and Engineering.  Coiado is also a teaching associate professor of bioengineering at the University of Illinois at Urbana-Champaign.</p>
<p>#Study #Carle #Illinois #Neuroscience #Challenge #Lab #Prepares #Medical #Students #Innovation #Entrepreneurship</p>

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