Abstract
Undergraduate biomedical engineering programs are better preparing students to enter industry; however, some positions and sectors expect students to enter with a higher level degree. As an alternative to research-focused graduate programs, Specialized Master’s Programs (SMPs) cater to students with a variety of educational backgrounds and focus on applying translational science, business, and engineering approaches to creating sustainable healthcare and medical technology solutions. Despite specific industry calls for more professional programs, little has been written about how well existing programs meet the needs of industry. Representatives of three different SMPs came together to study how skills and topics covered in these programs align with the health technology industry and how the perspectives of alumni of SMPs align with the goals of these programs. Several workshops were held at academic conferences, and multiple surveys were distributed to program faculty, alumni, and representatives from industry. Responses to these surveys show that alumni and faculty of SMPs are in strong agreement about the purpose and value of these programs. Industry indicated that general skills such as communication and teamwork were more important than specialized topics, such as prototyping and regulatory environments. Presenting industry perspectives on the importance, scarcity, and training of skills provides a more detailed picture of what SMPs can offer. Students and SMP faculty would benefit from having a more direct perspective from industry employers who might hire SMP graduates. There may be opportunities for SMPs and other programs to highlight existing content that is well aligned with industry within their curricula without the need for additional curriculum development.
Similar content being viewed by others
Data Availability
Available by request
Code Availability
None.
References
Blagg K. The Rise of Master’s Degrees: Master’s Programs Are Increasingly Diverse and Online [Internet]. Urban Institute. 2018 Jan. https://proxy2.library.illinois.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED592626
Bosch G, Casadevall A. Graduate biomedical science education needs a new philosophy. MBio. 2017;8(6):e01539-e1617. https://doi.org/10.1128/mBio.01539-17.
Bruzzi MS, Linehan JH. BioInnovate Ireland—fostering entrepreneurial activity through medical device innovation training. Ann Biomed Eng. 2013;41(9):1834–40. https://doi.org/10.1007/s10439-013-0787-5.
Caplar N, Tacchella S, Birrer S. Quantitative evaluation of gender bias in astronomical publications from citation counts. Nat Astron. 2017;1:1–5.
Choe NH, Borrego M. Master’s and doctoral engineering students’ interest in industry, academia, and government careers. J Eng Educ. 2020;109(2):325–46. https://doi.org/10.1002/jee.20317.
de Ana FJ, Umstead KA, Phillips GJ, Conner CP. Value driven innovation in medical device design: a process for balancing stakeholder voices. Ann Biomed Eng. 2013;41(9):1811–21. https://doi.org/10.1007/s10439-013-0779-5.
Dion ML, Sumner JL, Mitchell SM. Gendered citation patterns across political science and social science methodology fields. Polit Anal. 2018;26:312–27.
Dworkin JD, Linn KA, Teich EG, Zurn P, Shinohara RT, Bassett DS. The extent and drivers of gender imbalance in neuroscience reference lists. arXiv preprint. arXiv:2001.01002, 2020.
Enderle JD, Ropella KM, Kelsa DM, Hallowell B. Ensuring that biomedical engineers are ready for the real world. IEEE Eng Med Biol Mag. 2002;21(2):59–66. https://doi.org/10.1109/MEMB.2002.1000187.
Federer LM, Lu YL, Joubert DJ. Data literacy training needs of biomedical researchers. J Med Libr Assoc. 2016;104(1):52–7. https://doi.org/10.3163/1536-5050.104.1.008.
Fuhrmann CN. Enhancing graduate and postdoctoral education to create a sustainable biomedical workforce. Hum Gene Ther. 2016;27(11):871–9. https://doi.org/10.1089/hum.2016.154.
Gohar F, Gohar A, Hülskamp G, Debus O. The translational medicine professional: a bridge between bench and bedside? Front Med. 2018;5:294. https://doi.org/10.3389/fmed.2018.00294.
Gould J. How to build a better PhD. Nature. 2015;528(7580):22–5. https://doi.org/10.1038/528022a.
Huang-Saad A, Stegemann J, Shea L. Developing a model for integrating professional practice and evidence-based teaching practices into BME curriculum. Ann Biomed Eng. 2020;48(2):881–92. https://doi.org/10.1007/s10439-019-02427-6.
Jamison CSE, Vempala V, Wang A, Stegemann JP, Huang-Saad A. What are biomedical engineering employers looking for in new hires? A Qualitative Synthesis. In: 2021 IEEE Frontiers in Education Conference (FIE) [Internet]. Lincoln, NE, USA: IEEE; 2021 [cited 2022 Oct 30]. p. 1–5. https://doi.org/10.1109/FIE49875.2021.9637148
Jang H. Identifying 21st century STEM competencies using workplace data. J Sci Educ Technol. 2016;25(2):284–301. https://doi.org/10.1007/s10956-015-9593-1.
Jia X. Translational medicine: creating the crucial bidirectional bridge between bench and bedside. IJMS. 2016;17(11):1918. https://doi.org/10.3390/ijms17111918.
Kurpinski K, Johnson T, Kumar S, Desai T, Li S. Mastering translational medicine: interdisciplinary education for a new generation. Sci Transl Med. 2014. https://doi.org/10.1126/scitranslmed.3006858.
Lehman MS. An Insider’s Perspective on Entrepreneurial Program Development at a Small and a Large Institution. Ann Biomed Eng. 2013;41(9):1889–98. https://doi.org/10.1007/s10439-013-0778-6.
Lynch C. The case for professional science Master’s degrees. Bioscience. 2012;62(8):705–6. https://doi.org/10.1525/bio.2012.62.8.2.
Maliniak D, Powers R, Walter BF. The gender citation gap in international relations. Int Organ. 2013;67:889–922.
Masse J, Yates T, Krzic M, Unc A, Chen ZC, Quideau S, et al. Identifying learning outcomes for a Canadian pedology field school: addressing the gap between new graduates’ skills and the needs of the current job market. Can J Soil Sci. 2019;99(4):458–71. https://doi.org/10.1139/cjss-2019-0040.
Mitchell SM, Lange S, Brus H. Gendered citation patterns in international relations journals. Int Stud Perspect. 2013;14:485–92.
Nocera T, Ortiz-Rosario A, Shermadou A, Delaine D. How Do Biomedical Engineering Graduates Differ from Other Engineers? Bridging the Gap Between BME and Industry: a Case Study. In: 2018 ASEE Annual Conference & Exposition Proceedings [Internet]. Salt Lake City, Utah: ASEE Conferences; 2018 [cited 2022 Oct 30]. p. 30578. https://doi.org/10.18260/1-2--30578
O*NET OnLine [Internet]. National Center for O*NET Development; 2022. (Browse by Basic Skills). https://www.onetonline.org/find/descriptor/browse/2.A
Parent MM, Deephouse DL. A case study of stakeholder identification and prioritization by managers. J Bus Ethics. 2007;75(1):1–23. https://doi.org/10.1007/s10551-007-9533-y.
Rivera C, Huang-Saad A, Woodcock C, Wang A. Preparing Early-career Biomedical Undergraduates Through Investigations of Stakeholder Needs: A Qualitative Analysis. In: 2020 ASEE Virtual Annual Conference Content Access Proceedings [Internet]. Virtual On line: ASEE Conferences; 2020 [cited 2022 Oct 30]. p. 35079. https://doi.org/10.18260/1-2--35079
Rosandich RG. The Implications of ASME Vision 2030 for Mechanical Engineering Programs. In: 2011 ASEE Northern Midwest Regional Conference. Duluth, MN; 2011.
Rosenzweig EQ, Hecht CA, Priniski SJ, Canning EA, Asher MW, Tibbetts Y, et al. Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years. Sci Adv. 2021;7(18):eabe0985. https://doi.org/10.1126/sciadv.abe0985.
Rousseeuw PJ. Silhouettes: a graphical aid to the interpretation and validation of cluster analysis. J Comput Appl Math. 1987;20:53–65. https://doi.org/10.1016/0377-0427(87)90125-7.
Vest, Charles M. Educating engineers for 2020 and beyond. National Academy of Engineering (2005)
Watts SW, Chatterjee D, Rojewski JW, Shoshkes Reiss C, Baas T, Gould KL, et al. Faculty perceptions and knowledge of career development of trainees in biomedical science: What do we (think we) know? PLoS ONE. 2019;14(1): e0210189. https://doi.org/10.1371/journal.pone.0210189.
White JA, Gaver DP, Butera RJ, Choi B, Dunlop MJ, Grande-Allen KJ, et al. Core competencies for undergraduates in bioengineering and biomedical engineering: findings, consequences, and recommendations. Ann Biomed Eng. 2020;48(3):905–12. https://doi.org/10.1007/s10439-020-02468-2.
Yazdi Y, Acharya S. A new model for graduate education and innovation in medical technology. Ann Biomed Eng. 2013;41(9):1822–33. https://doi.org/10.1007/s10439-013-0869-4.
Yock PG. Biodesign: the process of innovating medical technologies. 2nd ed. New York: Cambridge University Press; 2015. p. 839.
Zimmerman AM. Navigating the path to a biomedical science career. PLoS ONE. 2018;13(9): e0203783. https://doi.org/10.1371/journal.pone.0203783.
Acknowledgments
We would like to thank the Biomedical Engineering Society for allowing us to host BMES Special Sessions, which formed the basis for much of the community discussions. We would also like to thank the Clinical and Industry Committee, especially Ben Noe, for helping to recruit participants from industry for the survey. We would like to thank another collaborator, Jeffrey S. Garanich, who was part of the original research team that formed the idea for the workshops and data collection. We thank The Grove Foundation for funding the workshops.
Funding
The Grove Foundation.
Author information
Authors and Affiliations
Contributions
SS: Sabriya was part of the original research team that formed the idea for the paper and data collection. Sabriya contributed to the background section and contributed to the discussion of results and editing of the manuscript. EB: Eliot performed data analysis and prepared figures for the results sections. Eliot also contributed to the literature review and writing of the manuscript. M particularly the results and discussion section. MJO: Michael was part of the original research team that formed the idea for the paper and data collection. Michael contributed to the background section and contributed to the discussion of results and editing of the manuscript. JRA: Jennifer was part of the original research team that formed the idea for the paper and data collection. Jennifer mentored the graduate student on the paper (Bethke) and led the writing of the manuscript.
Corresponding author
Ethics declarations
Conflict of interest
All authors declare that they have no conflict of interest to disclose.
Ethical Approval
Exempt Approval by the University of Illinois Urbana-Champaign IRB# 14864.
Consent to Participate
None.
Consent for Publication
None.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Supplementary Information
Below is the link to the electronic supplementary material.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Stukes, S., Bethke, E., O’Donnell, M.J. et al. Biomedical Specialized Masters Programs: What are They and How do They Meet the Needs of Employers?. Biomed Eng Education 3, 291–301 (2023). https://doi.org/10.1007/s43683-023-00115-5
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s43683-023-00115-5