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<p>Clinical immersion supports unmet need identification, user-centered design, empathy, and ethical reasoning in biomedical engineering (BME)&#xa0;education, but access to traditional hospital-based immersion remains uneven, particularly for smaller or resource-constrained institutions. This Teaching Tip article describes a community-engaged learning framework developed in a junior-level Biomedical Devices course to provide structured alternatives to hospital-based immersion. The framework integrates three complementary experiences: participatory engagement with neurodivergent adults through Elwyn Institute, assistive-device activities during MLK Day of Service, and clinical simulation observations with nursing faculty and students. Across three cohorts (<i>N</i> = 15), evidence of student learning was drawn from structured reflection discussions, written need-observation assignments, and a retrospective perception survey. Preliminary reflections and self-reported perceptions suggest that the framework helped students connect design learning to community and patient needs while remaining grounded in the Stanford Biodesign process. This model offers a practical approach for BME programs seeking to support socially responsive design education when hospital-based immersion opportunities are limited.</p>

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Bridging the Gap: Community-Engaged Learning as a Clinical Immersion Model for Biomedical Engineering Programs Without Clinical Affiliations

  • 期刊论文

  • 发表日期：

    2026年7月29日

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  • Ria Mazumder,
  • Marina Barnett

摘要

Clinical immersion supports unmet need identification, user-centered design, empathy, and ethical reasoning in biomedical engineering (BME) education, but access to traditional hospital-based immersion remains uneven, particularly for smaller or resource-constrained institutions. This Teaching Tip article describes a community-engaged learning framework developed in a junior-level Biomedical Devices course to provide structured alternatives to hospital-based immersion. The framework integrates three complementary experiences: participatory engagement with neurodivergent adults through Elwyn Institute, assistive-device activities during MLK Day of Service, and clinical simulation observations with nursing faculty and students. Across three cohorts (N = 15), evidence of student learning was drawn from structured reflection discussions, written need-observation assignments, and a retrospective perception survey. Preliminary reflections and self-reported perceptions suggest that the framework helped students connect design learning to community and patient needs while remaining grounded in the Stanford Biodesign process. This model offers a practical approach for BME programs seeking to support socially responsive design education when hospital-based immersion opportunities are limited.