The Whitaker Foundation organized two international summit meetings on biomedical engineering education, the first in 2000 and the second in March 2005.

The goal of the meetings was to help universities design and modify biomedical engineering programs to meet future needs.

In planning the meetings, organizers relied on two complementary educational philosophies. One was put forth by the foundation and the other came from the Accreditation Board for Engineering and Technology, Inc. (ABET).

Whitaker Curriculum Philosophy

1. A thorough understanding of the life sciences, with the life sciences a critical component of the curriculum.

2. Mastery of advanced engineering tools and approaches.

3. Familiarity with the unique problems of making and interpreting quantitative measurements in living systems.

4. The ability to use modeling techniques as a tool for integrating knowledge.

5. The ability to formulate and solve problems with medical relevance, including the design of devices, systems, and processes to improve human health.

ABET Curriculum Philosophy

As a meeting concerned with professional education, the premise is that bioengineering and biomedical engineering curricula for bachelor's degree granting programs will be accredited. ABET, the accrediting agency, has promulgated criteria that must be satisfied for the educational program to receive accreditation. Specifically, bioengineering and biomedical engineering programs must demonstrate that their graduates have:

(a) an ability to apply knowledge of mathematics, science, and engineering;

(b) an ability to design and conduct experiments, as well as to analyze and interpret data;

(c) an ability to design a system, component, or process to meet desired needs;

(d) an ability to function on multi-disciplinary teams;

(e) an ability to identify, formulate, and solve engineering problems;

(f) an understanding of professional and ethical responsibility;

(g) an ability to communicate effectively;

(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context;

(i) a recognition of the need for, and an ability to engage in, life-long learning;

(j) a knowledge of contemporary issues;

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice; and, specific to bioengineering and biomedical engineering,

(l) an understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology;

(m) the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems.

Furthermore, the criteria indicate that “ Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social and political.”

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Resources:

    Accreditation Board for Engineering and Technology

    Biomedical Engineering Society (lead society for the
        accreditation of biomedical and bioengineering programs)