4. Overview
Problem Identification
Students vs. the world
Needs
Leverage education, provide insight
Concept Generation
First Prototype
Define metrics
Test, feedback, iteration
Problem Needs Concept generation First prototype Test, feedback
7. Problem Sources
Inherent complexity
Engineering education
Institution limitations
Problem
biodesign.stanford.edu
8. Engineers vs. the World
Little scaffolding for Significant human factors
human-centered design considerations
Analytical Social, quality of life
value difficult to quantify
Misconceptions Highly dynamic
Challenging enough in Generally international
the same room… collaborations
Problem
9. Problem Statement
Despite growing interest and opportunities in global
health design, there is a disconnect between young
engineers’ educations and the expertise required to
design a successful global health technology.
Problem
10. Needs screening
Allow students to understand the space in which
they are designing
Encourage good design
Improve outcomes
Educate
Needs
11. Tools
Information
availability
Visualizations
WHO
UW IHME
World Bank
healthmetricsandevaluation.org
Concept generation
13. Quantified Metrics
Advantages Challenges
• Play to student Potential for abstraction
strengths Choosing the most
• Provide structure representative, valuable
• Leverage existing for designs
training
Concept generation
14. Due Diligence
Yes, health indicators are important
Pathophysiology, epidemiology
Disease state fundamentals
Well established
Don’t get stuck here
Concept generation
18. Human Resources
Put it in context
Availability of medical professionals, Pittsburgh
WHO – Average of 2.1 doctors per 10,000 people
US census bureau says about 300,000 people in
2011
61 doctors by African region average
First prototype
19. Allegheny General
Hospital: 800
Allegheny General Hospital Suburban
Campus Children's Hospital of Pittsburgh
Western Pennsylvania Hospital Magee-Womens Hospital of UPMC
Western Pennsylvania Hospital UPMC Cancer Centers
Forbes UPMC Eye & Ear Institute
Children's Institute of Pittsburgh UPMC Mercy
HealthSouth Harmarville Rehab UPMC Mercy South Side Outpatient
Hospital
UPMC Montefiore
Jefferson Regional Medical Center
UPMC Passavant
LifeCare Hospitals of Pittsburgh
UPMC Presbyterian
Pittsburgh Specialty Hospital
UPMC Shadyside
Saint Clair Memorial Hospital
UPMC St. Margaret
Southwood Psychiatric Hospital
UPMC Western Psychiatric Institute
Allegheny Cancer Center
20. Moving Forward
Adoption and support of the technology is the
only metric needed for long-term success
Ensures the iteration of the device
Regardless of initial success
22. Conclusion
Encourage global health design
Despite inherent challenges of global health
compounded by engineering education
Make expertise
Create a common language, metrics
Iterate, fail, improve
Prologue I have been trained as an engineer. I am a believer in the engineering process. NeedCraft it into a problem statement tackle withcareful measurements, iterate, and improve into a painstakingly perfected design. But I became an engineer to help peopleBackground/interest in medical devcices, global health was an obvious directionHow?I have been and currently grapple with, the very issues that I will enumerate for you today regarding working on medical devices for developing markets with classical engineering training and a program geared for . So what this presentation does not offer you, is a perfectly optimized solution to a problem, but rather to offer us a common problem statement and an initial idea upon which to iterate.
As a student with no idea where to start, I throught the Gambia would be a good place. Clinical visits, interviews with patients, locals, and clinicians in both privately and government-funded clinicsMany of the ideas and metrics today come from a combination of first-hand experience, literature, and a little creativity. So in this incredibly complex multi-dimensional problem, how can we encourage and educate engineers to create medical devices that have hope for impact; or at the very least, leaving students feeling like they could go and tackle the world’s most intractable problems?
Just because the problems are different, doesn’t mean the same engineering process doesn’t applyIt’s important, first, to break down the problem.
This is the million, or more likely, multi-billion dollar question. If you find the answer, let Bill Gates know.
So let’s start to elaborate on the problem that students are facing. Ironically, many schools without dedicated global design programs are in and of themselves a sort of low resource environment for successful global health design because they lack the resources to help students succeed in a space where experience pays. We don’t all have Biodesign, yet.
Students have been solving problems with finite parameters, and structured tasks. When they finally hit their capstone?
But, as a good engineer,
Improved mechanisms of finding, searching, interpreting data
UN development indicatorsThe World Bank and other resources are available as well
Providing numbers to represent a very human problem risks just making the problem more abstract
First, and most important metric to begin. How many clinicians have you spoken to? Do you have advocates? If someone in your target market is excited about the idea, that’s the first important metric, and a good sign.
Misconception that many students have is that whatever they make has to be cheap – but that’s not actually the case. It doesn’t have to be. $38 is the entire savings of a family, or a month’s wagesDetermine how healthcare is delivered and then determining the value of the Time saved? Resources saved?
Another factor students underestimate is the tech savvy of developing areas. Nearly everyone has a mobile phone now,
From what I’ve seen of design teams and designs, the single most under-estimated factor is how overpowered clinics can be.
Now imagine the waiting room.
Furthermore, there’s a need for transparency. With a common language to discuss our failures,