Browsing by Author "Brightman, Andrew O."

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    Advancing medical technology innovation and clinical translation via a model of industry-enabled technical and educational support: Indiana Clinical and Translational Sciences Institute’s Medical Technology Advance Program
    (Cambridge University Press, 2021-01-19) Brightman, Andrew O.; Coffee, R. Lane, Jr.; Garcia, Kara; Lottes, Aaron E.; Sors, Thomas G.; Moe, Sharon M.; Wodika, George R.; Medicine, School of Medicine
    The success rate for translation of newly engineered medical technologies into clinical practice is low. Traversing the “translational valleys of death” requires a high level of knowledge of the complex landscape of technical, ethical, regulatory, and commercialization challenges along a multi-agency path of approvals. The Indiana Clinical and Translational Sciences Institute developed a program targeted at increasing that success rate through comprehensive training, education, and resourcing. The Medical Technology Advance Program (MTAP) provides technical, educational, and consultative assistance to investigators that leverages partnerships with experts in the health products industry to speed progress toward clinical implementation. The training, resourcing, and guidance are integrated through the entire journey of medical technology translation. Investigators are supported through a set of courses that cover bioethics, ethical engineering, preclinical and clinical study design, regulatory submissions, entrepreneurship, and commercialization. In addition to the integrated technical and educational resources, program experts provide direct consultation for planning each phase along the life cycle of translation. Since 2008, nearly 200 investigators have gained assistance from MTAP resulting in over 100 publications and patents. This support via medicine–engineering–industry partnership provides a unique and novel opportunity to expedite new medical technologies into clinical and product implementation.
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    Applying Phenomenography to Develop a Comprehensive Understanding of Ethics in Engineering Practice
    (IEEE, 2018-10) Brightman, Andrew O.; Fila, Nicholas D.; Hess, Justin L.; Kerr, Alison J.; Kim, Dayoung; Loui, Michael C.; Zoltowski, Carla B.; Technology and Leadership Communication, School of Engineering and Technology
    This Work-in-Progress Research paper describes (1) the contemporary research space on ethics education in engineering; (2) our long-term research plan; (3) the theoretical underpinnings of Phase 1 of our research plan (phenomenography); and (4) the design and developmental process of a phenomenographic interview protocol to explore engineers' experiences with ethics. Ethical behavior is a complex phenomenon that is complicated by the institutional and cultural contexts in which it occurs. Engineers also have varied roles and often work in a myriad of capacities that influence their experiences with and understanding of ethics in practice. We are using phenomenography, a qualitative research approach, to explore and categorize the ways engineers experience and understand ethical engineering practice. Specifically, phenomenography will allow us to systematically investigate the range and complexity of ways that engineers experience ethics in professional practice in the health products industry. Phenomenographic data will be obtained through a specialized type of semi-structured interview. Here we introduce the design of our interview protocol and its four sections: Background, Experience, Conceptual, and Summative. We also describe our iterative process for framing questions throughout each section.
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    The Development of Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of Ethics Instruction
    (a, 2016-06) Hess, Justin L.; Kisselburgh, Lorraine G.; Zoltowski, Carla B.; Brightman, Andrew O.; Department of Engineering Technology, School of Engineering and Technology
    There is a concerted effort to improve online learning opportunities in higher education, including in the domain of engineering ethics. The benefits of online learning include ease in sharing course content, flexibility in the timing of participation, and increased variation in delivery modes for course material. However, the effect of online and hybrid participation on developing ethical reasoning in students is largely unknown, and interactive cases and dialogic learning are central to the pedagogy in ethics courses. An opportunity to fill this knowledge gap occurred while testing a new pedagogy for enhancing ethical reasoning among engineering graduate students, implemented in a graduate-level course over three offerings in Spring 2014, Summer 2014, and Spring 2015. Of the 29 students enrolled, 11 participated on-campus in a weekly class discussion-based lecture, and 18 completed the majority of course activities online. This multi-phase study presents results from a comparative analysis of the differences in ethical reasoning development and perception of course activities across these groups. Both groups of students showed substantial gains in their ethical reasoning development. Furthermore, changes in ethical reasoning were not significantly different when students participated in the on-line only versus an on-line/in-class or “hybrid” format. Nonetheless, analysis from post-course surveys indicated that the hybrid group perceived course activities more favorably than did their on-line only peers. In sum, these results indicate that on-line ethics interventions can be designed to be as impactful in developing ethical reasoning as formats that include an in-class component, although students may be more satisfied with ethics education when they have the opportunity for face-to-face, in-class interaction with peers and instructors.