Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

Abstract

Abstract Background and Aims Modern health care faces a plethora of challenges including the delivery of quality and cost‐efficient care. Physicians are first‐hand observers of clinical problems but may lack the requisite training and education to develop innovations that improve patient care. Few medical education programs address innovation, leadership, and transdisciplinary collaboration despite being highlighted by national medical and education organizations including the American Medical Association. The University of Minnesota has implemented the Augustine program over the last 10‐years to produce physicians that are leaders in medical innovation. Methods As a novel joint engineering‐medical school curriculum to educate medical students, residents, and fellows, the Augustine program incorporates engineering coursework, biomedical research, and a multidisciplinary design and business development experience to produce physicians capable of designing and marketing “disruptive technologies.” The Augustine program takes 1‐year to complete in addition to the 4‐year medical education and provides a Master of Biomedical Engineering upon completion. Results Augustine program graduates (n = 6) have reported significant contributions related to the joint engineering‐medical education including peer‐reviewed publications (Median: 13), deployable assets (Median: 2), and intellectual property (Median: 1). Most surveyed graduates (n = 5, 83%) continue to be active contributors to medical innovation and all (n = 6, 100%) utilize their transdisciplinary education to improve patient care. Conclusion Augustine program graduates impact the entire spectrum of innovation and continue to improve patient care. The program will seek to emphasize the inclusion of physician residents and fellows with position expansion. The addition of a multi‐week medical innovation clerkship will provide a more focused experience for students unable to dedicate an entire year to a transdisciplinary experience.

Keywords

• engineering
• innovation
• medical education
• transdisciplinary education