Evidence map›Paper›PMID 39822727›Full record

ArticleJournal of medical education and curricular development

Integrated Business and Engineering Educational Experience for Medical Students in the Development of Pediatric Medical Devices.

Jennifer J Li, Jonathan Lee, Mayilone Sathialingam, Nhi Ha, Tamara Galoyan, Ethan Faye, Michael Kim, Tara Shelby, Rishabh Shah, Yelim Lee and 2 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Jennifer J LiKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.ORCID https://orcid.org/0000-0003-4735-1433
Jonathan LeeKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.ORCID https://orcid.org/0000-0001-5220-1275
Mayilone SathialingamKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Nhi HaKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Tamara GaloyanSchool of Education, Drexel University, Philadelphia, PA, USA.
Ethan FayeKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.ORCID https://orcid.org/0000-0001-9376-6096
Michael KimKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.ORCID https://orcid.org/0000-0002-2532-5851
Tara ShelbyKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Rishabh ShahKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Yelim LeeKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Melissa BentKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Juan C EspinozaKeck School of Medicine, University of Southern California, Los Angeles, CA, USA.

Funding

FDA HHS P50 FD006425FDA HHS P50 FD007963
6 · The paper itself

Abstract

backgroundThere are few opportunities in undergraduate medical education that provide formal training in engineering and scientific innovation. Institutions have sought to address student-specific career goals through combined degree programs such as the Medical Scientist Training Program and MD/MBA. However, only a small percentage of medical students pursue these additional degrees. Partnerships between medical schools and Medical Technology (MedTech) accelerators may create unique opportunities for medical students to gain real-world experience with scientific innovation and entrepreneurship.

methodsAn internship program was developed by the Keck Translational Biotechnology Association and the West Coast Consortium for Technology & Innovation in Pediatrics (CTIP), a Food and Drug Administration-funded pediatric medical device accelerator. Students and companies applied to participate and were paired based on students' interests and experience, and project plans were developed together. An initial orientation provided an overview of the program structure and expectations. Students and mentors met biweekly to address questions or concerns surrounding the progress of their projects. Students gave final project presentations and completed program evaluations. Data from 3 iterations of the program are reported.

resultsStudent program satisfaction was measured across 5 domains. Students felt that working with CTIP was valuable to their education (mean score = 3.7 of 5.0) and encouraged them to pursue future careers in MedTech (mean score = 4.0 of 5.0). Students provided a few suggestions to improve the program, including more structure, clear expectations around time commitment and deliverables, and stipends for students. Participation in the program grew over time.

conclusionsThe initial iterations of the internship program were well received by students. Several opportunities for improvement were noted. The program grew over time. Partnerships with accelerator programs at medical schools and academic medical centers may provide key real-world opportunities for students to learn about MedTech.

Indexed as

applied learningcareer explorationhealthcare entrepreneurshiphealthcare innovationmedical student educationmedical technology

Identifiers

PMID39822727
PMCPMC11736755

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.