Li Siyao, Wang Ya, Li Yingfeng
How can industrial intelligence change the employment structure of the floating population?
PloS one
background medical education often overlooks significance design innovation literacy resulting knowledge gap undergraduate medical education ume regarding formal training areas incorporating innovation umes core curriculum crucial future physicians encounter evolving technologies fostering transdisciplinary approach enable collaborative problemsolving improve patient health outcomes methodology developed comprehensive medical biodesign curriculum focused innovation including problem identification prototype testing product commercialization participants selected based applications interviews diverse criteria survey conducted program assess students biodesign experiences knowledge data analyzed using descriptive statistics paired ttests results 41 participants 24 585 completed pre postprogram surveys fivepoint likert surveys showed significant shift preprogram responses demonstrating increased comfort levels explaining applying biodesign principles p 00001 specifically comfort level taking product market increased 33 67 p 001 comfort level applying biodesign process increased 29 92 p 00001 moreover 583 participants expressed interest continuing current projects 708 students stated feeling confident generating ideas solutions team members conclusions medical biodesign curriculum demonstrated success exposing undergraduate medical engineering students concepts medical innovation biodesign program led significant improvement students knowledge comfort levels applying biodesign process taking product market high level interest participation program highlight need incorporating innovative training ume foster creativity prepare future physicians contribute advancements healthcare