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IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. BME-22, NO. 2, MARCH 1975

[12] N.S.F. Grant Funds U.S.C. Biomedical Engineering Institute, Clinical Engineering Newsletter, p. 12, February 1974. [13] D. D. Rutstein, The Coming Revolution in Medicine, Cambridge, Massachusetts, the MIT Press, 1967. [14] W. H. Glazier, "The Task of Medicine," Scientific American, Vol. 228, pp. 13-17, April 1973. [15] W. V. Studt, "Pioneering Experiences in Rural Health Communications," Advances in Instrumentation, Proceedings of the 1973 Annual Conference and Exhibit of the Instrument Society of America, Vol. 28, 1973. [16] K. C. Mylrea and R. G. Mark, "Considerations in the Development of Remote Health Care Systems," Biomedical Sciences Instrumentation, Vol. 8, pp. 1-4, 1971. [171 J. H. U. Brown, "Health Care in Remote Areas," Advances in Instrumentation, Proceedings of the 1973 Annual Conference and Exhibit of the Instrument Society of America, Vol. 28, 1973. [18] R. F. Rushmer, Medical Engineering Projections for Health Care Delivery, New York, Academic Press, 1972. [19] K. C. Mylrea and J. C. Houge, "Clinical Engineering Activities in Health Care Institutions," Proceedings of the 27th Annual Conference on Engineering in Medicine and Biology, p. 169, 1974. [20] H. G. Danforth, D. A. Danforth, J. E. Mielke, T. A. Ryan, and

A

Survey Analysis MORTON D. SCHWARTZ,

of

[21] [22] [23] [24] [25] [26]

[27]

L. F. Peterson, "Remote Electrocardiographic Monitoring in Acute Myocardial Infraction," Journal of the American Medical Association, Vol. 223, pp. 998-1001, 1973. K. T. Bird, "Cardiopulmonary Frontiers-Quality Health Care Via Interactive TV," Chest, vol. 61, pp. 204-205, Mar. 1972. Williams-Steiger Occupational Safety and Health Act of 1970 (Public Law 91-596). Accreditation Manual for Hospitals, Joint Commission on the Accreditation of Hospitals, Chicago, Illinois, 1970. E. Wagner, "Liabilities for Improper Use of Equipment," Journal of the American Hospital Association, Vol. 48, p. 83, 1974. "Regional Clinical Engineering Services," Proceedings of the 26th Annual Conference on Engineering in Medicine and Biology, Session 39, pp. 349-3.54, 1973. K. C. Mylrea, N. E. Huston, and D. H. Gustafson, "The Need for Regional Biomedical Engineering Centers," Proceedings of the 25th Annual Conference on Engineering in Medicine and Biology, p. 293, 1972. J. Knowles, The Teaching Hospital, Harvard University Press, 1966.

Biomedical Engineering

MEMBER, IEEE, AND

Abstract-Results of a Biomedical Engineering Educational Questionnaire, which was sent to 222 engineering schools, are analyzed and a summary directory is presented. Of the schools queried, 121 had degrees or programs in Biomedical Engineering, and 49 schools awarded degrees; 38 awarded Ph.D. degrees, 37 awarded M.S. degrees, and 25 awarded B.S. degrees. Options or programs in Biomedical Engineering were available in 88 schools in which the student received some other engineering degree. No degrees or programs were available at 76 schools, and 25 did not reply. The student enrollment for the 1973 fall semester was 3,769, and the total number of graduates since 1965 was 2,889. Current enrollment by degree is 1,530 for the B.S., 1,306 for the M.S., and 933 for the Ph.D. Degrees awarded since 1965 were 574 for the B.S., 1,424 for the M.S., and 891 for the Ph.D.

FRANCIS M. LONG,

Education

SENIOR MEMBER, IEEE

Several schools have joint Ph.D. and M.D. degrees. They provide research on biomedical engineering problems involving the cardiovascular and nervous systems, physical biochemistry, biomaterials, biomechanics, cybernetic systems, and information processing. Examples of such joint degree programs are Rutgers Medical School, Case Western Reserve, Johns Hopkins, University of North Carolina, and University of Texas at Arlington. Previous studies of the industrial and academic aspects of Biomedical Engineering [l]-[4] have shown that the 1960's represented a major effort to develop biomedical engineering as a new career. Today, the health care field is recognizing professionals from this new discipline as essential members of health care teams, and the employINTRODUCTION ment of Biomedical Engineers is expanding in the clinical THIS SUMMARY of Biomedical Engineering Educa- environment. tion was performed by mailed questionnaire during the early months of 1974 by the Biomedical Engineering BIOMEDICAL ENGINEERING TRAINING Education Committees of the American Society for EngiBiomedical Engineering has added a new career to the neering Education and the Engineering in Medicine and Biology group of the I.E.E.E. The purpose was to identify other specialties in the health care field. The Biomedical all the engineering schools in the U.S. having Biomedical engineer has taken his place at the side of the physician Engineering degrees, options or programs. In addition, and surgeon as an essential part of today's complex patinformation was requested on their enrollments and intern- tern of health care and preventive medicine and the research which leads to the successful development of imship requirements. proved methods for the prevention, treatment, and repair of accident and disease. Manuscript received June 20, 1974; revised October 5, 1974. The Biomedical Engineer applies physical sciences M. D. Schwartz is with the Department of Electrical Engineering, California State University, Long Beach, Calif. 90801. theory (physics, chemistry, biology) and technology to the F. M. Long is with the Department of Electrical Engineering, solution of problems in health care delivery. This applicaUniversity of Wyoming, Laramie, Wyo. 82070.

120

tion takes place through the development of new theory in biomedicine using tools, technology, and electronic instrumentation. Many aspects of engineering are finding application in biomedicine today; current efforts can be described by the following areas of endeavor [4]: 1. Bioengineering-"The application of engineering concepts and technology to scientific inquiries into biological phenomena as a basis for advancing the understanding of biological systems." 2. Medical Engineering- "The utilization of engineering concepts and technology in the development of instrumentation, materials, diagnostic and therapeutic devices, artificial organs, and other constructs relevant to applications in biology and medicine." 3. Clinical Engineering-"The application of engineering concepts, methodology, and technology to the improvement of health service delivery systems in the broad context of interrelated institutions, such as hospitals, clinics, governmental units, universities, and industry, as well as within the specific confines of individual components of the health care system." Like all activities related to present day sciences, Biomedical Engineering is a combined operation. On the engineering side, it draws on many specialties: electronics, fluid dynamics, mechanics, optics, radiation, thermodynamics, and others. On the biomedical side it becomes involved, among others, with anatomy, biochemistry, biophysics, medicine, pharmacology, physiology, neurophysiology, psychology, surgery, and neurosurgery. In recent years the medical general practitioner has given way to the medical specialist, but the Biomedical Engineer must specialize in diversity. He must be able to apply many aspects of engineering to problems in biomedicine. It is not at all unusual for the solution of a particular biomedical problem to include a transducer that is partly chemical in a housing of body-compatible materials that may include both artificial and natural components, plastics, and metal. These may be coupled through electronics into digital or analog computing and control of a mechanical system, with some of the parts requiring a design that is compatible with steam pressure sterilization. Approaches to problems of this nature require excellence as an engineer-the watchwords are invent and apply-and thorough familiarity with the area of application. Ability to communicate well is vital and will make all the difference between a mediocre and a good biomedical engineer. In the past, Biomedical Engineers were drawn from among those trained in established engineering disciplines-electrical, mechanical, chemical, and civil. This procedure will no doubt continue for some time. But the new Biomedical Engineering student who is looking toard this field will have a headstart if he or she includes courses in biology, physiology, biochemistry, and the biophysical sciences. Training for Biomedical Engineering is in the process of growth and development at both the undergraduate and graduate level. Degrees in Biomedical Engineering have been started in 49 universities in the U.S., and more are being planned. Broadly based training is particularly important in a

IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, MARCH

1975

field which is expanding in so many directions. Since no one person can be expected to be equally expert in all aspects of Biomedical Engineering, increasing experience necessarily involves some specialization. But fllexibility and the capacity to adapt one's skills to a variety of problems are essential. GROWTH OF TRAINING PROGRAMS The major effort to develop the "bioengineering" aspect of Biomedical Engineering during the 1960's produced the first group of formally trained Biomedical Engineers. The "medical engineering" segment was a spin off from the bioengineering programs, and by the early 1970's "clinical engineering" was established with educational programs particularly designed for engineers working in health care delivery systems. The NIGMS policy to produce Biomedical Engineers during the 1960's to 1970's has been successful. Several hundred have been trained at the graduate level [4]. About two thirds of those trained have gone into educational institutions to train more Biomedical Engineers. The results of this Educational Questionnaire show that of the 222 engineering schools in the U.S. queried, 121 (54.4%) have some type of program or degree in Biomedical Engineering, and formal programs giving specific degrees in Biomedical Engineering are available at 49 (22.1%) schools.

ANALYSIS OF RESULTS OF QUESTIONNAIRE An analysis of the questionnaire sent to 222 engineering schools during the early months of 1974 identified 121 schools with programs or degrees in Biomedical Engineering, 76 schools with no programs or degrees, with 25 schools not responding. A summary directory is- shown in Table I which lists all of the 121 engineering schools with specific degrees in Biomedical Engineering and schools with programs or options in Biomedical Engineering in which the students receive their degrees in Electrical Engineering, Mechanical Engineering, Civil Engineering, Chemical Engineering or some other engineering discipline. For each school listed in Table I, the specific degrees, hospital internship, fall semester 1973 enrollment, and number of degrees awared since 1965 are given. Table II presents a survey by state for the enrollment of students in Biomedical Engineering programs or degrees. As of the fall semester 1973, 1,530, 1,306, and 933 students were studying Biomedical Engineering at the B.S., M.S., and Ph.D. levels, respectively. The following states have 50 or more students enrolled at the B.S. level: Illinois 236 New York 163 Ohio 160 North Carolina 154 Tennessee 88 Massachusetts 84 Indiana 78. States with 50 or more students enrolled at the M.S. level are:

121

SCHWARTZ AND LONG: SURVEY ANALYSIS

TABLE I BIOMEDICAL ENGINEERING DIRECTORY Degrees Awarded Enrollment InSince 1965 Fall 1973 ternEngineering ship Re-. Chem B.S. M.S. Ph.D. EE ME CE E Other quired B.S. M. S. Ph.D. B.S. M.S. Ph.D.

Program in

Degree in Biomedical Engineering

Institution Air Force Institute of Technology University of Alabama, Birmingham University of Akron The University of Arizona Arizona State University Boston University University of Bridgeport, Connecticut Brown University, Rhode Island Bucknell University California Institute of Technology California State University, Long Beach California State University, Los Angeles California State University, Northridge California State. University, Sacramento University of California, Berkeley University of California, Davis University of California, Los Angeles University of California, Santa Barbara Carnegie-Mellon University Case Western Reserve University Catholic University of America Christian Brothers College University of Cincinnati Clarkson College of Technology Clemson University Cleveland State University Colorado State University University of Colorado, Boulder Columbia University University of Connecticut Cornell University Dartmouth College University of Detroit Drexel University Duke University Fairleigh Dickinson University University of Florida Franklin Institute of Boston Gannon College The George Washington University Georgia Institute of Technology University of Hawaii Hofstra University University of Illinois, Urbana Illinois Institute of Technology University of Illinois in Chicago Iowa State University University of Iowa

x

Biomedical

x

X X X

x x x x x

X X X

x X

x

x

x x

x

x

x

x

x

x

x

x

x

X

X

X X x

x

x

x

x

x

x

x x

Johns Hopkins University Kansas State University University of Kentucky x Louisiana Tech University University of Louisville x Marquette & Medical College of Wisconsin University of Maryland M.I.T. University of Massachusetts, Amherst University of MiamiMichigan Technological University Michigan State University University of Michigan University of Minnesota University of Mississippi University of Nevada-Reno University of New Hampshire x University of New Mexico City College of the City University of New York State University of New York at Buffalo Newark College of Engineering North Carolina State University University of North Carolina North Dakota State University University of North Dakota Northeastern University x Northwestern University

x

x x

x x

x x x

x x

x x

x x x

x

x

x x

x

x

x

x x x

x x

x

x

x

X

x

X

x x x x x x x

x

x

x

X

X

X

X X

x

X x

x

X

x x

x x

X X

x

X X X

x x

x

x x x

x

x

x x x x x x x x x x

x x x

x x x x

X X X

X X

X X

x

x

x

X X

x

x

x

X

x

x

x

X

x

x

x

X X

x x

x x

x

x

x

x

x

X

X x

x

x x

X X X X X

NA NA NA NA 1 1 NA NA NA 3 10 5 20 30 16 4 NA

34 7 10 20 2

34 3 NA

X

X

x

x

x

X X X

NA NA NA 2 5 4 2 15 15 10 5 15 20 34 5 2 NA NA NA NA 18 10 10 4 5 15 10 15 25 36 13

X X

4 17

40 NA

4

6 10 2 10 NA 7 10 20 51

7 28 38 5

1

20

31 NA 8 ,5 29

3 45 NA 28 NA 10 NA NA 3 10 9 9 NA 15 5 4 35 20 15 NA 5 5 5 2 2 3 5 5 2 7 5 6 30 25 30 15 5 6 8 10 NA NA NA NA NA NA 4 2 2 10 3 8 4 3 15 10 6 8 12 12 3 35 3 20 50 54 10 130 1 14 NA NA NA NA NA NA 20 80 2 1 6 8 7 11 NA 1 NA 20 4 8 NA NA NA NA NA NA NA NA 16 15 40 20 45 20 28 29 10 15 14 12 10 20 16 17 5 9 12 13 8 15 4 6 8 17 NA NA 12 12 35 15 17 20 5 15 20 8 10 75 250 60 150 NA 10 20 25 7 10 45 NA NA 4 NA 3 15 33 30 20 67 NA 9 8 1 NA NA NA 3 8 NA 1 2 2 3 NA NA NA 19 NA 30 5 NA NA NA 4 1

32 45 8

X

12

X X

2 6 20 191

3 10 6 11 3 6 18

9 11 5

23

8

14

1

20 20

1

11

10 2

20 7 5 29

IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, MARCH 1975

122

TABLE I (CONTINUED) Degree in Biomedical Engineering Institution

X X X

X X

X

X

X

X

X

X X

X X

X X X

X X X X X

X

X

X X X

X

X

X X X

178 136 MIassachusetts 107 94 Pennsylvania 90 Texas 88 Ohio 60 Washington 58. New Jersey States with 50 or more students enrolled at the Ph.D. level are: 161 California District of Columbia 85 83 Pennisylvaniia 67 Massachusetts '.yLt-. .%7 'lill) ,,, 51. New York

New York

Intern-

Chem

Re-

B.S. M.S. Ph.D. EE ME CE

University of Notre Danme Oakland University Ohio State University University of Oklahoma, X University of the Pacific X University of Pennsylvania Pennsylvania State University University of Pittsburgh Polytechnie Institute of New York Princeton University Purdue University X Rensselaer Polytechnic Institute University of Rhode Island Rice University, Houston, Texas University of Rochester Rutgers University South Dakota State University University of South Florida X University of Southern California X Southern Methodist University, Texas Stanford University S.U.N.Y. at Stony Brook X Svracuse University X Texas A&M Universitv University of Texas at Austin University of Texas at Arlington Texas Tech University--School of Medicine University of Toledo Tufts University X Tulane University Union College Valparaiso University X Vanderbilt University University of Vermont Virginia Polytechnic Institute & State University University of Virginia Washington University University of Washington (Seattle) Wayne State University West Virginia University X Wichita State University Widener College University of Wisconsin-Madison X Worcester Polytechnic Institute University of WVyoming

Californiia

Program in Biomedical Engineering E

ship

X X

3 NA 100 35 8 6 6 14 X 5 15 30 72 X 10 75 43 24 14 7 7 8 5 30 20 20 3 8 2 23 25 45 20 6 25 65 10 22 5 X 15

X X X

4 10 10

X

X X

X

X X X

X

X

x X

X

X

X x X X X X X

X X

X X X X X X X X X

X

X X X X X X X

X X X X X X X

X X X

X X X X X X X X X X X X X X X X X X X X

X

-

-

Other quired B.S. M.S. Ph.D. B.S. M.S. Ph.D.

X X X

X X X X x X X X

Degrees Awarded Since 1965

Enrollment Fall 1973

X

X X X X

40 34 3 88

X X

X X X X

X X X

25 10 17 NA

6 6 6 40 30 14 8

NA 15 18 20 16 NA 4

2 2 2 25 NA NA NA 10 NA 37 31 NA 20 NA NA 2 16 12 10 9 5 46 NA 20 NA NA NA 8 3 44 18 4 4 16 8 11 10 16 10 NA 15 7 5 5 12 25 15 NA NA 2 15 34 36 4 12 10 50 50 40 NA NA 3 3 8 12 0 2 8 13 NA NA 15 NA NA NA NA 3 6 1 16 2 13 11 25 15 NA NA 2

2 1 30 15 30 10 10

17 5 5

14

5 1 NA 20 NA 30 12 11 25 NA

NA

30 1 17

3

48 9 19

2 NA 14 10 15 10 15

25

7 6

New york with 422 students enrolled at the B.S., M.S., and Ph.D. levels. The current total enrollment is 3,769 students at the B.S., M.S., and Ph.D. levels. Assuming that 20% of the B.S. students, 40% of the M.S. students, and 20% of the Ph.D. students will graduate each year, the expected educational output of the engineering schools in the U.S. will be: B.S.

M.S.

Ph.D.

306 522

187

Total students graduating 1,015 (predicted by current enrollment). per year

semestera of the fallseeking enrollment thesince summarizes Table 1965, students awarded degrees by III 1973

The state which has the largest number of students is specific degree in Biomedical Engineering, students taking

123

SCHWARTZ AND LONG: SURVEY ANALYSIS

TABLE II STUDENT ENROLLMENT IN BIOMEDICAL ENGINEERING DEGREES, OPTIONS, OR PROGRAMS BY STATES FOR 1973 FALL SEMESTER State Alabama Arizona California Colorado Connecticut Florida Georgia Hawaii Illinois Indiana Iowa Kansas

B.S. 5 30 45 5 5

7 20 236 78 15

Kentucky Louisiana

40

Maryland Massachusetts Miami Michigan Minnesota Missouri Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Pennsylvania Rhode Island South Dakota South Carolina Texas Tennessee Vermont Virginia Washington West Virginia Wisconsin

15

84 20 38 3 3 30 19 193 154 8 160 8 .53 7 8 105

88 25 10

Wyomning

District of Columbia Total

Ph.D.

Schools

30 136 7 12 2

5 161

Specific

38 43 27 6

38 22 20 8 8

2

a

2 6 1

11

16 10 20 107 25 52

11 26 67 7

37 9

40

15

9 58 2 178 28 14 88

4

3 51

49 57

547

94 7 3 20 90 6 12 30

83 4

5 44

2 31

30

10

9

32

8 1,530

1,306

933

85

TABLE III BREAKDOWN OF DEGREES, OPTIONS, AND PROGRAMS FOR STUDENT ENROLLMENT IN BIOMEDICAL ENGINEERING

Degree B.S.

Option or Program in Biomedical Engineering with Other Degree in EE, CE, or Chem E

Degree or Option in Biomedical Engineering Total Total Fall Awarded Fall Awarded Fall Awarded Semester Since Semester Since Semester Since 1973 1965 1973 1965 1973 1965

Specific Degree in Biomedical Engineering

852

Ph.D.

505

412

307 700 392

801

Total

1,769

1,399

M.S.,

678

TABLE IV

DEGREES, OPTIONS, PROGRAMS, AND HOSPITAL INTERNSHIP REQUIREMENTS FOR ENGINEERING SCHOOLS OF

M.S.

38 4 2

15

BREAKDOWN

267

1,530

574

521

724

499

1,306 933

1,424

2,000

1,490

3,769

2,889

891

an option or program in Biomedical Engineering and graduating with degrees in E.E., M.E., C.E., and Chemical Engineering for the B.S., M.S., and Ph.D. levels. Listed in Table III are total number of degrees, 2,889 awarded since 1965. Thus, the average number of graduates has

With

Schools with Biomedical Schools with Engineering Programs Hospital Giving Degrees in: Internship medical Degree Engineering EE ME CE Chem Other Re- OpE quired tional

Degree in Bio-

B.S.

M.S. Ph.D.

25 37 38

49 61

.52

36 46 41

18 18 19

31 32 31

28 32 32

5 6 8

21 43 30

Total*

100

162

123

5.5

94

92

19

94

*

Total for B.S., M.S., and Ph.D. categories. Most schools have

more than one program or give more than one degree. Thus, the totals count schools more than once for multiple degrees or programs.

been 321 per year. The above figure of 1,015 students graduating per year represents a 216% increase over the average for the last 9 years. Table III presents a breakdown of student enrollment between those students seeking a specific degree in Biomedical Engineering from those students who are taking Biomedical Engineering as an option or program under another degree. For specific degrees awarded in Biomedical Engineering since 1965, the most common degree was the M.S. with 700 degrees, followed by the Ph.D. with 392 and the B.S. with 307. For students seeking Biomedical Engineering degrees in the fall 1973 semester, the enrollments were 852 at the B.S. level, 505 at the M.S., and 412 at the Ph.D. levels. The total enrollment of 3,769 students in the fall semster of 1973 can be broken down into 1,769 students seeking specific degrees in Biomedical Engineering and 2,000 students taking Biomedical Engineering as options or programs under another degree. Similarly, the enrollment of 1,530 students at the B.S. level can be broken down into 852 students seeking a specific degree in Biomedical Engineering and 678 students taking options or programs. Assuming that 10% of the B.S. students currently enrolled will seek employment each year upon graduation as Biomedical Engineers, the field will have to accommodate 153 new B.S. positions per year at the current level of training to provide jobs to all new graduates. The remaining students who do not seek employment as Biomedical Engineers at the B.S. level will probably enroll in graduate schools for advanced degrees in Biomedical Engineering or other medical or dental programs. Assuming that 20% of the M.S. students currently enrolled will seek employment each year, the field will have to accommodate 261 new M.S. positions per year to provide jobs. Assuming that 15% of the Ph.D. students currently enrolled will seek employment, the field will have to accommodate 140 new Ph.D. positions per year to provide jobs. Thus, the total number of new graduates seeking positions in Biomedical Engineering can be estimated as 554 per year at current training levels. Table IV presents a breakdown of degrees, options,

124

IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL.

programs, and hospital internship requirements for the engineering schools. There are 38 schools giving specific degrees in Biomedical Engineering at the Ph.D. level, 37 schools for the M.S., and 25 schools for the B.S. levels. For those students specializing in Biomedical Engineering through options or programs but receiving other degrees, the most common degree is the, Electrical Engineering degree. There are 61 schools giving M.S. degrees, 52 schools with Ph.D. degrees, and 49 schools offering the B.S. degree in Electrical Engineering. The next most common degree is Mechanical Engineering followed by Chemical Engineering and Civil Engineering. Hospital internships have become an important part of several programs. Table IV shows that 8 Ph.D. pro-

A

Collaborative

Approach

WILLIAM E. MORITZ,

INTRODUCTION BIOENGINEERING, or biomedical engineering, has evolved over the years until now virtually all engineering disciplines are engaged in "the application of engineering principles to problems of the life sciences." Accommodation of the varied educational and research aspects of bioengineering has been a challenge to the imagination and flexibility of the traditional university departmental structure. Bioengineering by its very nature is interdisciplinary and must, by definition, cross departmental and even college or school boundaries. Fortunately, there has been a general trend in American universities toward a breakdown of the artificial barriers which are sometimes imposed by the classical departmental structure. Such efforts are important to the success of bioengineering.

Earlier articles have addressed the overall bioengineering

Manuscript received June 29, 1974; revised August 9, 1974. The authors are with the Center for Bioengineering, University of Washington, Seattle, Wash. 98195.

NO.

2,

MARCH

1975

grams, 6 M.S. programs, and 5 B.S. programs require internships. Internships are optional in 43 M.S. programs, 30 Ph.D. programs, and 21 B.S. programs.

REFERENCES [1] CIEBM Report, "An Assessment of Industrial Activity in the Field of Bioengineering," National Academy of Engineering, Washington, D. C., 1971. [2] "The Future of Training in Biomedical Engineering," Engineering in Biology and Medicine Training Committee of N.I.H., IEEE Trans. BME, vol. 19, p. 148, 1972. [3] Biomedical Engineering Education Summary Directory BIAS Staff Report, American Institute of Biological Sciences, Washington, D. C., 1971. [4] R. Plonsey, "New Directions for Biomedical Engineering," Engineering Education, Journal of the American Society for Engineering Education, vol. 64, no. 3, pp. 177-179, Dec. 1973.

to

MEMBER, IEEE, AND

Abstract-Various philosophical approaches to bioengineering education result in the development of different pathways and programs. The basic underlying assumptions of the University of Washington program are presented along with a discussion of the operation of a nondepartmental approach. Undergraduate and graduate education are discussed in the context of preparing the engineer for participation in collaborative teams. A key element in the success of such teams is the introduction of the physician or life scientist to the principles of engineering. A program to provide such training is described along with a discussion about its impact on biomedical research particularly at this University.

BME-22,

Bioengineering LEE L. HUNTSMAN,

Education

MEMBER, IEEE

manpower needs from various aspects [1], [2]. In the industrial and health care delivery fields, we believe that the greatest need will exist at the Master's level. Opportunities at the bachelor's level will be limited due primarily to the complexity of most biomedical problems and the background required to work in these areas. In the area of advanced research, both basic and applied, we expect a a gradual increase in opportunities for doctoral degree holders over the next several years. While most discussions of bioengineering education concentrate on the engineers rather than the life scientists (including but not limited to physicians), our experience indicates that such an approach is not sufficient for the ultimate success of bioengineering. Just as the engineer must learn something of basic medical science, we feel that the life scientist must become familiar with the engineering world. To that end, a highly successful post-doctoral training program for life scientists has been conducted at the University of Washington for 17 years. The results of this program have had a substantial impact on the success of bioengineering activity at this university. Most educational programs are based on some assumptions regarding the role and function of the graduates. This is particularly true in an emerging interdiscipline such as bioengineering. We must first establish our basic philosophy regarding bioengineers and their training, for it is upon this philosophy that our program is built. PHILOSOPHICAL FOUNDATION It appears that there have been basically two pathways utilized to prepare individuals to work in the interdiscipline of bioengineering. While not mutually exclusive,

A survey analysis of biomedical engineering education.

119 IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. BME-22, NO. 2, MARCH 1975 [12] N.S.F. Grant Funds U.S.C. Biomedical Engineering Institute, Cli...
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