Empowering Biomedical Engineers: Advancing Human Anatomy Education through Experiential Learning with Medical Devices

Introduction: We developed a lecture and interactive laboratory exploration of the human body using a systems approach that is targeted for undergraduate (BME 258) and graduate (BME459) biomedical engineering students. The curriculum was developed to encompass fundamental principles of the four basic tissue types and all 11 organ systems, that was structured and delivered in three distinct blocks. Notably, these courses introduced a novel approach by integrating clinical case studies and in-depth analyses illustrating the relationship between biomedical devices and anatomical structures. This innovative pedagogical method aligns with the ABET program criteria for Bioengineering and Biomedical Engineering, emphasizing the capability to address bioengineering challenges, including the interaction between living and nonliving systems. In the laboratory sessions, the utilization of human organs alongside biomedical devices facilitated comprehensive instruction on standard anatomical features and prevalent pathologies associated with each organ system. A diverse array of biomedical devices (refer to Table 1) was provided to students, allowing for hands-on exploration directly correlating with anatomical structures. Additionally, discussions during the lab sessions delved into the materials used in device construction and the corresponding responses elicited by the body, particularly focusing on foreign body reactions, when pertinent.

Materials and

Methods: Undergraduate and graduate lectures were conducted twice a week to provide foundational knowledge on anatomy, complemented by practical applications explored in weekly laboratory sessions. The graduate course (BME 459) offered an extra weekly recitation session, fostering small group discussions on clinical case studies and student presentations spotlighting innovative biomedical devices or therapies.
The laboratory sessions employed an array of instructional aids, including human anatomical models, organ specimens, the Visible Body Suite (featuring interactive 3D anatomical atlas content), and pertinent biomedical devices. Notably, many of these devices were sourced from donors utilized in the University of Rochester Human Structure and Function course for Phase 1 medical students, overseen by Martha Gdowski, who serves as course director and instructor.
Devices containing batteries, such as pacemakers, implantable cardioverter-defibrillators, and deep brain stimulators, needed to be removed from anatomical donors to mitigate the risk of inadvertent device explosion during cremation. Other devices were likewise extracted for educational purposes, in accordance with the University of Rochester Anatomical Gift Program Declaration of Donation.

Results, Conclusions, and Discussions: Since its inception, BME 258/459 has enrolled 448 undergraduate and 125 graduate students. Feedback highlights the course's distinctive value in teaching anatomy alongside biomedical devices, making it a compelling elective within the engineering curriculum. This approach equips students with a foundational understanding of anatomical terminology and principles, which they can apply to senior design projects and other coursework.
The course provides exposure to various biomedical devices, often not encountered until entering the workforce. This exposure has led to high student engagement, particularly during device presentations, where students actively inquire about device functionalities and related medical conditions. Increased device availability during labs enhances enthusiasm and eagerness to learn.
Exit interviews with graduating seniors reveal a strong preference for making this course a mandatory part of the curriculum, underscoring its importance in understanding both anatomy and biomedical device design. The course fosters fluency in anatomical terminology and offers insights into common pathologies, better preparing students for industry challenges.
The hands-on experience of interacting with biomedical devices motivates students to conduct independent research and engage in additional reading, deepening their knowledge and interest in the field.
A survey of U.S. biomedical engineering programs indicates that BME 258/459 is unique in its deliberate integration of biomedical devices with anatomical education. This approach aligns with the Blacksmith method principles, emphasizing relatable instruction and immersive content. Studies by Shojaei et al. (2022) and Sawant and Rizvi (2015) support active learning environments and unscripted lab sessions, enhancing comprehension through personal and memorable connections.
Currently, BME 258/459 integrates principles from the biomaterials course (BME 245/445) with biomedical device content in the anatomy lab. Efforts are underway to formalize this integration, aiming for seamless assimilation of biomedical device design concepts.
Developing courses that combine fundamental anatomy knowledge with practical biomedical device design principles is crucial. This interdisciplinary approach aligns with recommendations by Montesinos et al. (2023), advocating for biomedical engineering graduates who can bridge the gap between clinicians and process engineers through comprehensive cross-disciplinary training.

Acknowledgements (Optional): The authors express gratitude for the contributions of biomedical devices from the University of Rochester Anatomical Gift Program as well as some joint implant and orthopedic devices gifted to the course from Carl A. Johnson, M.D., retired Associate Professor, Department of Orthopaedic Surgery, Johns Hopkins Bayview Medical Center, Baltimore, Maryland.