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Quantitative and Qualitative Assessments of the Impacts of a Summer Clinical Immersion Program for Biomedical Engineering Students

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Title: Quantitative and Qualitative Assessments of the Impacts of a Summer Clinical Immersion Program for Biomedical Engineering Students
Language: English
Authors: Ellen P. Brennan-Pierce (ORCID 0000-0002-8314-3116), Julie A. Dunn, Susan G. Stanton
Source: Biomedical Engineering Education. 2026 6(1):183-196.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Sponsoring Agency: National Institute of Biomedical Imaging and Bioengineering (NIBIB) (DHHS/NIH)
Contract Number: R25EB025791
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Summer Programs, Clinical Experience, Medical Education, Engineering Education, Biomedicine, College Students, Technology, Experiential Learning, Robotics, Surgery, Equipment
DOI: 10.1007/s43683-025-00211-8
ISSN: 2730-5937
2730-5945
Abstract: Purpose: Clinical immersion (CI) programs allow biomedical engineering (BME) students to experience the clinical environment and interact with users of medical technology, providing a deeper understanding of the applications of BME. In this study, we describe a summer CI program and report on quantitative and qualitative analysis to assess the impacts of this CI program for BME students. Methods: Over 6 years, 75 students participated in this BME CI program. Students participated in observational clinical rotations selected to maximize exposure to operative and interventional procedures reliant on medical devices and interacted with clinicians, staff, patients, and product/device representatives. Additionally, hands-on sessions using technology such as a robotic surgery system and surgical simulators were included to better understand device use and constraints. Results: Student pre- and post-program self-assessment surveys showed significant increases in four program-specific learning outcomes, five ABET learning outcomes, and four BME learning outcomes. Qualitative analysis of post-program self-reflection questions led to the identification of themes including professional development, real-world BME applications, design, clinical experience, career impacts, and broader point of view. BME senior capstone design project ideas were developed during the program, with an average of about 1.7 CI projects per year transitioning to the senior design course. Post-graduation survey results showed that CI program alumni found the program had notable career impacts and are primarily employed in the fields of biomedical products and healthcare. Conclusions: This study demonstrates the positive impacts of a CI program on BME students, in both a 6-week format and a 7-week format.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505488
Database: ERIC
FullText Text:
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  Data: Quantitative and Qualitative Assessments of the Impacts of a Summer Clinical Immersion Program for Biomedical Engineering Students
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  Data: <searchLink fieldCode="AR" term="%22Ellen+P%2E+Brennan-Pierce%22">Ellen P. Brennan-Pierce</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8314-3116">0000-0002-8314-3116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+A%2E+Dunn%22">Julie A. Dunn</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+G%2E+Stanton%22">Susan G. Stanton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Biomedical+Engineering+Education%22"><i>Biomedical Engineering Education</i></searchLink>. 2026 6(1):183-196.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Biomedicine%22">Biomedicine</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Surgery%22">Surgery</searchLink><br /><searchLink fieldCode="DE" term="%22Equipment%22">Equipment</searchLink>
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  Data: 10.1007/s43683-025-00211-8
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  Data: 2730-5937<br />2730-5945
– Name: Abstract
  Label: Abstract
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  Data: Purpose: Clinical immersion (CI) programs allow biomedical engineering (BME) students to experience the clinical environment and interact with users of medical technology, providing a deeper understanding of the applications of BME. In this study, we describe a summer CI program and report on quantitative and qualitative analysis to assess the impacts of this CI program for BME students. Methods: Over 6 years, 75 students participated in this BME CI program. Students participated in observational clinical rotations selected to maximize exposure to operative and interventional procedures reliant on medical devices and interacted with clinicians, staff, patients, and product/device representatives. Additionally, hands-on sessions using technology such as a robotic surgery system and surgical simulators were included to better understand device use and constraints. Results: Student pre- and post-program self-assessment surveys showed significant increases in four program-specific learning outcomes, five ABET learning outcomes, and four BME learning outcomes. Qualitative analysis of post-program self-reflection questions led to the identification of themes including professional development, real-world BME applications, design, clinical experience, career impacts, and broader point of view. BME senior capstone design project ideas were developed during the program, with an average of about 1.7 CI projects per year transitioning to the senior design course. Post-graduation survey results showed that CI program alumni found the program had notable career impacts and are primarily employed in the fields of biomedical products and healthcare. Conclusions: This study demonstrates the positive impacts of a CI program on BME students, in both a 6-week format and a 7-week format.
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