Knowing the challenges and constraints of completing the project remotely, the teaching faculty made the following adjustments: The project was completely remote and spanned 8 weeks from early-March to the end of the semester. Led by clinicians and medical device engineering professionals, the teams were expected to formulate ideas, iterate designs and eventually develop a product prototype. The medical device design project was a group-based design project where each group (4–5 students) was matched with a clinical mentor who presented a real-world medical problem. To evaluate the students’ experiences, we conducted student feedback surveys for the course before and after the term. During the 2-week Spring Break, the faculty modified the second half of the semester to accommodate remote learning, including the Medical Device Design Challenge project, the remaining lectures and field trips. Amid the COVID-19 pandemic, the course transitioned to distance learning in the second half of the semester, from early-March to late-April (7 weeks) (Fig. The course syllabus contains two successive group-based projects, an orthopedic implant hardware failure analysis and redesign project and a Medical Device Design Challenge project, in conjunction with lectures and field trips to the hospital and medical device company campuses. Medical Device Design and Innovation is a project focused course offered to all Yale University students cross listed within the Mechanical and Biomedical Engineering Departments. We provide an example of how we effectively adjusted an intensive hands-on, group project-based engineering course, Medical Device Design and Innovation. Our intention with this article is to demonstrate that engineering design courses can be successfully held remotely. Traditionally, these classes are held in maker spaces and fabrication labs and therefore, can be profoundly impacted by the lack of an innovative design studio which facilitates communication and a collaborative campus environment.
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