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Background <p>Capstone design courses are foundational to undergraduate biomedical engineering (BME) education, fostering technical and professional competencies through project-based learning. However, sustaining clinical mentorship is challenging due to faculty and physician time constraints, prompting exploration of alternative mentorship models.</p> Purpose/Hypothesis <p>This pilot study evaluates the feasibility and acceptability of integrating medical students as mentors for undergraduate BME senior design teams. We hypothesized that (i) the model would be feasible (routine meetings and mentor availability maintained), (ii) acceptable to students (project satisfaction and perceived mentorship impact non-inferior to faculty-led mentorship), and (iii) would enhance clinical engagement (greater stakeholder interaction) without adversely affecting academic outcomes.</p> Design/Method <p>A prospective, survey-based study was conducted in the Virginia Tech BME senior design program (2024–2025). Students were grouped by mentorship models: faculty-led, medical student-led, or mixed. Surveys assessed clinical engagement, teamwork, and project satisfaction; statistical analysis included Mann–Whitney <i>U</i> and Kruskal–Wallis tests.</p> Results <p>Among 66 eligible students, 20 completed the survey (38% response rate). Baseline characteristics were similar across groups. While overall satisfaction and academic performance were comparable (no statistically significant differences) between mentorship models, teams with medical student mentors reported enhanced clinical insight, greater engagement with clinical stakeholders, and increased regulatory exposure. Both mentorship models were positively rated, with medical student mentors uniquely contributing to clinical relevance and stakeholder interaction.</p> Conclusions <p>Integrating medical student mentors into undergraduate BME capstone teams is feasible and enriches interdisciplinary learning, bridging gaps between engineering and clinical practice. Medical student mentors foster clinical engagement and offer practical perspectives, without compromising project satisfaction or academic outcomes. Structured frameworks and clear role definitions are essential for optimizing mentorship models. Larger, multi-institutional studies are recommended to validate these findings and inform best practices.</p>

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Feasibility of Integrating Medical Student Mentors into Undergraduate Biomedical Engineering Capstone Teams

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月4日

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  • Alan B. Dogan,
  • Janeline Wong,
  • Katelyn Stebbins,
  • Christopher Arena

摘要

Background

Capstone design courses are foundational to undergraduate biomedical engineering (BME) education, fostering technical and professional competencies through project-based learning. However, sustaining clinical mentorship is challenging due to faculty and physician time constraints, prompting exploration of alternative mentorship models.

Purpose/Hypothesis

This pilot study evaluates the feasibility and acceptability of integrating medical students as mentors for undergraduate BME senior design teams. We hypothesized that (i) the model would be feasible (routine meetings and mentor availability maintained), (ii) acceptable to students (project satisfaction and perceived mentorship impact non-inferior to faculty-led mentorship), and (iii) would enhance clinical engagement (greater stakeholder interaction) without adversely affecting academic outcomes.

Design/Method

A prospective, survey-based study was conducted in the Virginia Tech BME senior design program (2024–2025). Students were grouped by mentorship models: faculty-led, medical student-led, or mixed. Surveys assessed clinical engagement, teamwork, and project satisfaction; statistical analysis included Mann–Whitney U and Kruskal–Wallis tests.

Results

Among 66 eligible students, 20 completed the survey (38% response rate). Baseline characteristics were similar across groups. While overall satisfaction and academic performance were comparable (no statistically significant differences) between mentorship models, teams with medical student mentors reported enhanced clinical insight, greater engagement with clinical stakeholders, and increased regulatory exposure. Both mentorship models were positively rated, with medical student mentors uniquely contributing to clinical relevance and stakeholder interaction.

Conclusions

Integrating medical student mentors into undergraduate BME capstone teams is feasible and enriches interdisciplinary learning, bridging gaps between engineering and clinical practice. Medical student mentors foster clinical engagement and offer practical perspectives, without compromising project satisfaction or academic outcomes. Structured frameworks and clear role definitions are essential for optimizing mentorship models. Larger, multi-institutional studies are recommended to validate these findings and inform best practices.