Collaborative engineering-medical class for non-specialists: Fostering interdisciplinary engaged learning for biomedical innovation

Abstract

Despite the importance of interdisciplinary collaboration in the development of biomedical technologies, traditional engineering and medical education programs are often siloed. To address this gap, we designed and implemented a research-oriented, project-based course in which industrial engineering students without prior biomedical engineering training collaborated with medical students to tackle clinically relevant problems. The course was delivered over four semesters and employed a ternary mentorship model involving engineering, clinical, and industry advisors. The hypothesis was that authentic project-based learning, situated within an interdisciplinary and applied context, would enhance student learning outcomes, innovation skills, and entrepreneurial awareness. Evaluation of the course included measures of student performance, self-efficacy, engagement, and perceptions of the learning environment. Quantitative assessment indicated progressive improvement in technical performance: written reports rated “Excellent” increased from 17.2% to 20.8%, while the proportion of poor oral presentation ratings declined from 13.8% to 8.3%. Teamwork assessments revealed equitable contribution among team members, with fewer than 10% of students demonstrating underperformance. Self-efficacy scores increased significantly across all five domains measured (p < 0.05), with the largest improvement observed in the ability to evaluate product strengths and limitations (+52.2%) and the smallest in career interest in medical engineering (+4.1%). Analysis using the CLASSE instrument revealed a 58% congruence between student-reported engagement and instructor expectations, suggesting alignment but also scope for refinement. Overall, the course effectively fostered interdisciplinary collaboration, enhanced self-efficacy, and improved student performance. Focus group feedback highlighted the need to refine content balance and strengthen technical communication skill development.