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Biomedical Device Design

Dr. Labelle over the last few years has helped develop design based classes that involve hands on design of simple systems to convey and teach skills that are related to device design. Within the course, teams design, test, validate and build business cases for board games using engineering design practices.


BME 382, is a junior level class teaching hands-on application of skillsets obtained from a myriad of other classes. It teaches the entire phase of a product design; from establishing market need and brainstorming to product manufacturing, production, and commercialization. The class uses a surrogate product for a medical device to emphasize the actual process of prototyping. The surrogate product used for teaching is a board game, as games are easier to understand and create, i.e. it allows for students to immerse themselves immediately into product design and experimentation. The proposed curriculum shift directly evaluates three separate hypotheses in an effort to compare their efficacy in reference to student performance and intellectual development under the guidance of the new paradigm based on the 3 Cs. Basal data, from 150+ graduating seniors every year from 2012 onward, is used as a baseline for new advancements and implementation of the 3 C’s in the curriculum. We typically have 150 students per year, put into 5 (industry selected) roles into each team.

BME 382 – Lecture 1 – Intro

BME 382 – Lecture 2 – Needs assessment

BME 382 – Lecture 3 – Alt Design and Concept Selection

BME 382 – Lecture 4 – Quality Control and beta prototypes

BME – Lecture 5 – finishing QC

BME 382 – Lecture 6 – Steve presenting my 22 Immutable Laws of Marketing (take 1)

BME 382 – Lecture 7 – Steve presenting my 22 Immutable Laws of Marketing (take 2)

BME 382 – Lecture 8 final deliverables and DOE

BME 382 – DOE

BME 382 – Lecture 9 – financials

BME 382 – Lecture 11 – Validation