Poster Q13 - An Iterative Design Approach in Biomedical Engineering Student Group Projects

Introduction: In the field of biomedical engineering design, the development of design skills is essential to train engineers capable of solving real-world problems. These skills are acquired not only through knowledge imparted in academic institutions but also through universal knowledge obtained from sources such as scientific articles. Design thinking promotes innovation through an iterative process, where ideas are transformed and refined over multiple stages, allowing for an evolving understanding of the problem and the evaluation of potential solutions.
This study focused on applying the iterative design methodology (IDM) in a Biomedical Engineering course at the University of Texas at Austin. The innovation of the study lies in modifying the problem-solving process, beginning with the analysis of a non-traditional technology described in a scientific article. Students defined design requirements based on the article's analysis and information search, generating ideas that evolved through multiple iterations until reaching detailed and technically viable solutions. This approach allowed for a deep and practical exploration of the course concepts, fostering critical analysis and the improvement of biomedical technology in terms of materials, methods, and manufacturing techniques.
The study presents an analysis based on the literature, tools used, and the learning outcomes of the course. It offers an alternative methodology for future instructors, enhancing students' interest in scientific literature and its applicability in design projects.

Materials and

Methods: The development of a design project using the iterative design methodology was conducted in the Bioelectronics and Biointerfaces course offered in the fall of 2023, attended by 17 students. The students were divided into 6 groups, each associated with 4 topics: Wearable Device Fabrication, Wearable Materials, Implantable Materials, and Implantable Fabrication. Each group was assigned a paper related to a study associated with the assigned topic.
In the first week of class, the complete process to be carried out over a period of 14 weeks was explained (Figure 1A). In weeks 6, 9, 12, and 15, students made progress presentations to their classmates. During these presentations, three feedback sessions were conducted for each group, highlighting important presentation elements, and suggesting improvements for the next presentation. In the final presentation, students also presented a brief document summarizing the entire process, describing the iterations performed, the innovation generated, and the impacts of the final design produced in the last iteration.
The data used for this study included the number of articles used in each iteration, the number and type of requirements defined by the working groups, the design tools used, and the feedback comments from the project.

Results, Conclusions, and Discussions: The results of this study were:
- Articles Consulted: the innovation proposed in this study is the use of scientific articles to suggest improvements to technologies. We counted the references used in each of the presentations, many of which were placed on slides describing the improvement of each of the requirements (Figure 1B). On average, 8, 13, and 20 articles were used in the iterations, respectively. After each presentation, feedback was provided to each group indicating which concepts and design aspects they could delve deeper into.
- Defined Requirements: Another important finding of this study was the analysis of the requirements. Only one group maintained the number of requirements, indicating that the requirements are adjusted as iterations are carried out (Figure 1C).
- Design Evolution: The IDM shows the evolution of solution prototypes. In the initial analysis, students first created individual sketches, then constructed an initial group solution incorporating the best elements from each individual sketch. In subsequent iterations, students presented group solutions. By the end, students understood that achieving a good design requires a path filled with iterations and redesigns (Figure 1D).
- Learning Outcomes (LO): The LO worked was, "Students will use engineering design methodologies and the iterative design process in the development of a project to improve a reported technology in the field of bioelectronics," which was evidenced not only in the completion of the design project but also in the use of concepts covered in class and found in the literature.
We want to emphasize that the IDM, starting with a real and known technology through an article, has a significant impact on students. We discovered an alternative approach to sparking interest and emphasizing the importance of analyzing articles, using a design project as a guiding thread.
We identify that the role of feedback is crucial in these types of learning processes. This action guides students towards technically feasible solutions, adding value to the pursuit of understanding the concepts and methods proposed in the course. It was notable to witness final presentations characterized by technical language and content firmly rooted in the state of the art.

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