Biomedical engineering is a broad and interdisciplinary field that integrates knowledge from basic sciences and engineering disciplines. This training prepares graduates for a wide variety of careers in medicine, government, and industry. The first biomedical engineering programs were accredited by ABET in the early 1970s (1) and at present there are 117 programs accredited (2). Enrollment in biomedical engineering undergraduate programs continues to increase, with 7,130 bachelor’s degrees awarded in 2018 (3), compared to 3,644 awarded in 2009 (4). As programs and student enrollments continue to expand, biomedical engineering curricula continue to evolve. In an effort to define the core content of a biomedical engineering undergraduate curriculum, the VaNTH curriculum project identified key content and topics in biomedical engineering curricula (5). Since then, curricula have continued to incorporate new skills and knowledge representative of the field of bioengineering. This is perhaps most evident in changes to labs and project-based courses. Laboratory coursework within biomedical engineering curricula offer students the opportunity to develop hands on skills and to integrate and apply concepts taught in other courses. While ABET and BMES provide guidelines on curriculum topics, no guidelines or requirements are given for laboratory courses. Current undergraduate programs in biomedical engineering vary in the number of laboratory courses that are part of the core curriculum and in the presence of elective laboratory courses offered. The present study seeks to benchmark laboratory courses across biomedical engineering curricula in the United States. Towards this goal, we reviewed lab credit requirements for biomedical engineering programs and surveyed biomedical engineering instructors about their laboratory and project-based courses, including on techniques taught and methods of assessment. Preliminary data from the instructor survey will be presented.
The full paper will be available to logged in and registered conference attendees once the conference starts on
June 22, 2020, and to all visitors after the conference ends on June 26, 2021
Are you a researcher? Would you like to cite this paper?
Visit the ASEE document repository at
for more tools and easy citations.