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In order for engineering students to be proficient in creating viable solutions to the challenges faced by diverse populations, they must receive an experiential education in rigorous engineering design processes as well as identify the needs of customers living in communities radically different from their own. Acquainting students with the unique context and constraints of developing countries is difficult because of the breadth of pertinent considerationsand the time constraints of academic semesters. This article describes a tool called Global Biomedical Device Design, or GloBDD, that facilitates simultaneous instruction in design methodology and global context considerations. GloBDD espouses an example-centric approach to educate students in the user-centered and context-driven design of biomedical devices. The tool employs real-world case studies to help students understand the importance of identifying external considerations early in the design process: issues like anthropometric, contextual, social, economic, and manufacturing considerations amongst many others. This article presents the rationale for the tool, its content and organization, and evaluation results from integration into a junior-level biomedical device design class. Results indicate that the tool engages students in design space exploration, leads them to making sound design decisions, and teaches them how to defend these decisions with a well-informed rationale.  \nKey Words: design, humanitarian, biomedical devices  \nWINTER 2015 1  \nADVANCES IN ENGINEERING EDUCATION  \nAn Example-Centric Tool for Context-Driven Design of Biomedical Devices  \nINTRODUCTION  \nEngineers must learn how to solve problems in an efficient and effective manner, work with peers across countries and cultures, and communicate ideas to diverse audiences [1] . However, educating engineering students about the societal and global context often conflicts with strict technical coursework requirements. One solution to this is framing engineering projects in real-world contexts, so that students learn technical coursework while also examining the broader implications and applications of their work. Real-world or embedded course projects build student competencies in engineering design while educating them about the impact they can have as engineers [2] . This approach aligns with the National Academy of Engineering’s (NAE) call for a curricular transformation that teaches students how to create meaningful and useful products and services that benefit society. In this context, students must learn to identify and prioritize specifications and to design their solutions to meet customer needs [3] . Furthermore, the NAE report calls for educating engineers who are prepared to take on the challenges faced by an increasingly globalized population.  \nAcademic programs have emerged at universities across the US to prepare students to design technologies for use in developing communities. These include programs at Massachusetts Institute of Technology (MIT), the Colorado School of Mines, Arizona State University, and Villanova University, among many others. For biomedical devices specifically, Rice University offers the Beyond Traditional Borders program, while Johns Hopkins University has created a unique Master’sof Science and Engineering (M","cbCaih1RgygKtH2J","https://ap.wps.com/l/cbCaih1RgygKtH2J","pdf",3042014,32,"English","# Abstract\n# Introduction\n## Global engineering education and contextual constraints\n## Example-centric web tool: Global Biomedical Device Design (GloBDD)","[{\"question\":\"What problem does GloBDD address in biomedical device education?\",\"answer\":\"It helps students learn design methodology alongside global context considerations without requiring physical travel to developing countries, which is often cost-prohibitive.\"},{\"question\":\"How does GloBDD teach context-driven design?\",\"answer\":\"It uses real-world case studies in an example-centric framework to help students identify external constraints early, such as anthropometric, social, economic, and manufacturing factors.\"},{\"question\":\"What outcomes does the paper report from integrating the tool into a design class?\",\"answer\":\"The tool engages students in design space exploration, supports sound design decisions, and helps them justify choices with well-informed rationales.\"}]","Advances in Engineering Education - An Example-Centric Tool for Context-Driven Design of Biomedical Devices - Winter 2015 | PDF",1792065637,81]