Biomedical Technology Innovation Education and Its Effect on Graduate Student Careers Over 17 Years

Abstract In the 1990s, interest in biomedical technologies blossomed among students across disciplines. parallel, there was a push academia to develop courses enabling interdisciplinary problem solving and more holistic, practice-oriented education. response, Stanford Biodesign created graduate course technology innovation. Seventeen years later, we sought gauge impact of this on student commitment careers technology, whether took leadership innovation roles, if they found holistic process teach be useful their careers. We disseminated web-based survey collect self-reported data from completing between 2003 2019. 186 responded (24.8%). 62% ( n = 115/186) reported strong before while 84% 156/186) felt that way after. The improvement mean scores pre-course (3.8) post-course (4.3) statistically significant p < 0.0001). Additionally, 78% 145/186) currently work healthcare, with 72% those 115/145) technology. 82% 146/179) were roles 58% 102/177) positions. Nearly 94% 161/172) influential suggest is perceived as valuable effective at creating and/or sustaining results point multiple opportunities are important for keeping relevant.