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This course is a capstone course for the certificate program as a whole; it builds upon the concepts and skills learned in earlier courses in the Clinical Service Engineering certificate program. This class focuses heavily on applying what was learned in the prior courses within a healthcare environment, including virtual labs and field assignments. Topics include an introduction to the healthcare environment, which lays the foundations for how engineers interact with different audiences, applications for biomedical design, which covers optimizing the operation of medical equipment for a variety of needs, and a field assignment project. The course includes a series of professional skills highlights focused on business acumen (customer relationship skills, conflict resolution, and executive presentation skills) important to any engineer working in a healthcare environment. Throughout the course, emphasis is given to practical applications and real-world case studies of the responsibilities of a clinical service engineer.
Goals:
The course aims to fulfill several academic and professional goals, including ABET Student Outcomes:
Course Learning Objectives:
At the end of the course, students should be able to:
Topics, Modules, and sub-modules include:
Students are expected to read approximately 2 – 3 hours of reading, watch approximately 5 – 7 hours of lecture videos, and complete about 6 hours of assessments (homework, discussion boards, etc.) each week.
Instructor:
Prof. Melissa Terpstra
Email: [email protected]
Office Hours: I will send a whenisgood poll out to find a time for office hours for the term; office hours will be held via Zoom. The purpose of office hours is to provide help with the homework and to answer any questions regarding general concepts or solving problems. Office hours are synchronous (live or real-time), in that I will be answering questions as I receive them. We will also use office hours for exam reviews; if you have questions but can't make the office hours, please post to the Exam Review discussion board, and I will respond within 36 hours.
Extra Credit
There are two choices for extra credit in this class. You may do both of them as you wish, but they are all due on the last Thursday of the class at midnight CST. Keep in mind that you will earn extra credit on the quality of your work, so the maximum you can earn is not necessarily what you will earn.
You will give a 30-minute presentation to the class using VoiceThread on your field assignment. You are welcome to use the full capability of VoiceThread in whatever way you want, but please record both your slides and yourself during the presentation. The presentation must include the following sections, although you are not required to keep them in this order:
The background should provide the context, need, task, and object. What was the problem you were meant to solve during your field assignment? Why is it important?
The theory section should provide an overview of how the equipment experiencing the problem works (generally using equations). It should be general enough that your audience can follow it, but it should provide the key details needed to understand the method.
The examination section should give an overview of the examination(s) that are used with the equipment in question. This should include an overview of the examination protocol, and an equipment schematic that demonstrates how the equipment is used during that examination.
The data analysis section should describe the types of data that were available to you, how you used them, and what additional data was missing that you needed to obtain to make a sound engineering judgement. It should also include engineering calculations done to determine lost revenue and costs associated with the problem.
The troubleshooting process section should include a written description, as well as a diagram, illustrating the iterative method you used to solve the field assignment problem.
The conclusions and recommendations section should describe the final diagnosis of the problem – what was the problem, what was(were) the cause(s) of the problem, and provide 1 – 3 approaches for how to address them. Describe how you would present your approaches to the customer, and outline the approach you would take to compare the options. Of the options you presented, which do you consider the “best” option, and why? Justify every step of your decision-making process and be prepared to defend it.
Following the approach we use in class, prepare a summary slide that summarizes the key points you learned during your field assignment.
This section should include all the references for your work. You should have a minimum of 20 references.
Each week, you will be required to do a read/review/respond activity. This activity is intended to help you identify areas in which I can help you, and for you to practice what you’ve learned.
Please note that you will be graded on the quality of your responses. While it is relatively easy to post numerous, non-substantive comments, it takes more thought and effort to post intelligent, meaningful comments that move the discussion forward. For example, meaningful posts tend to:
Expectations for Online Etiquette
Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an individual.
Our differences, some of which are outlined in the University's nondiscrimination statement at the end of the syllabus, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience.
We value the voice of every student in this course. We embrace our diversity as a group—in race, gender, age, sexual orientation and gender identity, religion, language, ability, culture, ethnicity, socioeconomic and veteran status, —is an asset, resource and strength that is critical to our learning experience. As a result, we are committed to designing inclusive lessons and assignments that encourage diverse perspectives to be recognized and respected, while providing you with the opportunity to speak and be heard, explore your own understanding, and engage with one another.
Grading:
Homework: 65%
Discussion Boards: 10%
Project: 25%
The grades will be based on the following grading scale (there is no curve):
92.00 – 100.00% A
90.00 – 91.99% A-
89.00 – 89.99% B+
82.00 – 88.99% B
80.00 – 81.99% B-
79.00 – 79.99% C+
72.00 – 78.99% C
70.00 – 71.99% C-
69.00 – 69.99% D+
62.00 – 68.99% D
59.00 – 61.99% D-
Grade Questions:
Using Canvas, you will be able to keep track of your overall class grade throughout the term via the “Class Grade” column. This means that you have no reason to be surprised by your final grade going into the last exam. If you are concerned about your grade, please set up a meeting with me via email, and we can discuss what options you have to improve your situation.
Once final grades are posted, I do not change them. Since you have access to your class grade, including your final exam, online, it behooves you to affect your grade before the final exam. It is not appropriate for students to tell faculty that they think they deserve a better grade, to ask for a grade increase outright, or to suggest that you had no idea you weren’t doing well, and therefore should be graded with leniency. Your TA and I spend a large amount of time very carefully planning and grading your homework sets and exams. Please respect that by not contacting us after your final grades are posted to fish for a higher grade.
Each year, I have students ask for things like extensions, make-up quizzes / exams, etc., for circumstances ranging from a death in the family to hangovers. My policy is, generally, that we are all adults. It is your responsibility to ensure that your work is complete and on time. With that being said, sometimes things happen that are out of your control, and I don’t want you to be penalized for those.
Below, I give lists of uncontrollable circumstances, what the policies are in these cases, and also what are not eligible circumstances. If in doubt, please ask me. If in doubt, get a doctor’s note or go to the Disability Center to discuss accommodations for temporary disabilities (like a concussion). Absences or late submission of coursework caused by unexpected dependent care obligations will be treated as equivalent to those caused by illness of the student themselves. Unexpected dependent care obligations would include, for example, short notice of early closing of Columbia Public Schools, or sickness of a child or other dependent. Basically, I just want notice and some evidence of what is happening so I can work with you to find an appropriate alternative arrangement.
Prerequisites:
BIOL_EN/BME 4001 – Engineering in Medical Imaging, and BIOL_EN/BME 4001 – X-Ray Radiography, and BIOL_EN/BME 4001 – Medical Image Data Collection & Management, or instructor consent
Textbooks:
There are no required textbooks for this course.
Where we fit in the curriculum:
This class is intended to be taken at the end of the Clinical Service Engineering certificate program. This course may be followed by any engineering course that focuses on a specific medical imaging technique, either from a physics or engineering perspective, or provides an overview of medical imaging techniques, image analysis, or applications of medical imaging. Additionally, this course may be followed by design work where the student learns to design/build/test medical imaging equipment for specific use-cases. While Anatomy & Physiology is not required for this course, some topics will naturally dovetail with topics you may learn in that course.
Of special note: this class was designed based on feedback from Siemens on how to make bioengineers more work-ready in the medical imaging field. We are fortunate to have a rich set of resources from the company about their equipment, processes, and business skills, allowing us to have a more realistic focus on what operating such equipment is like.
Students with Disabilities:
If you anticipate barriers related to the format or requirements of this course, if you have emergency medical information to share with me, or if you need to make arrangements in case the building must be evacuated, please let me know as soon as possible. If disability related accommodations are necessary (for example, a note taker, extended time on exams, captioning), please register with the Office of Disability Services (http://disabilityservices.missouri.edu), S5 Memorial Union, 573- 882-4696, and then notify me of your eligibility for reasonable accommodations. For other MU resources for students with disabilities, click on "Disability Resources" on the MU homepage.
Statement for Academic Dishonesty:
Academic integrity is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards breaches of the academic integrity rules as extremely serious matters. Sanctions for such a breach may include academic sanctions from the instructor, including failing the course for any violation, to disciplinary sanctions ranging from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, collaboration, or any other form of cheating, consult the course instructor.
Statement for Intellectual Pluralism:
The University community welcomes intellectual diversity and respects student rights. Students who have questions or concerns regarding the atmosphere in this class (including respect for diverse opinions) may contact the Departmental Chair or Divisional Director; the Director of the Office of Students Rights and Responsibilities (http://osrr.missouri.edu/); or the MU Equity Office (http://equity.missouri.edu/), or by email at [email protected]. All students will have the opportunity to submit an anonymous evaluation of the instructor(s) at the end of the course.
Technical Requirements
Minimum Technology Requirements:
This course uses the Canvas Learning Management System. In addition to Canvas, you will use external tools, such as links to research articles on their journal websites, YouTube videos, and document preparation/processing tools, such as the Microsoft Office suite or similar tools. The minimum technology requirements for this course can be found here. In addition to these, this course also requires access to a working video/web camera and microphone for several of the activities.
Students will be expected to be familiar with typical document preparation/processing software, such as the Microsoft Office Suite (or similar tools from other companies).
Students will be expected to be able to use basic internet searches through the search engine of their choice, as well as using resources from the Mizzou Libraries.
See our Getting Started with Canvas page for short tutorial videos to provide an overview of Canvas. Downloadthe Canvas Student App to access your Canvas course from your mobile device.
For the best user experience, we recommend using Google Chrome as your browser (Safari for Macintosh). If you don't have Google Chrome installed on your computer, you can download the latest version.
If you have questions or need additional help, please please email Canvas Support. You can find more information on the technical requirements on the Canvas website.
