Project-Based Learning (PBL) in Bioengineering - Advanced Design and Manufacturing Technologies for Biomedical Devices - page 335

2. Using standard CAD tools (computer-aided design tools), produce an initial
basic design of the components of the medical device following the instructions
in the attached patent document or even incorporating potential improvements.
3. Using standard CAD tools, make an initial assembly of the device as an aid to
verifying the designed dimensions and geometries and with a view to simulating
movement, if necessary.
4. Make an initial choice of materials and methods for joining the different parts of
the device so they can then be validated using calculations and simulations.
5. Using standard CAE tools (computer-aided engineering tools), analyse the criti-
cal parts of the device and check that the stresses, deformations and temperatures
that appear during operation are acceptable. Redesign until satisfactory results
are achieved.
6. Make a fi nal list showing all the parts of the medical device, including related
materials, with reference to the chosen commercial components.
7. Analyse and list any possible design alternatives, important future improvements
and any, as yet, unresolved uncertainties. As an additional activity, any suggested
improvements can be implemented to achieve an optimised design.
Some of the products given to students for their application task (with an ade-
quate conceptual description in the patents) during the 2010-2011 course include
the following: gastric rings, rings for mitral insuffi ciency, pumps for drug delivery,
surgical collars, tracheotomy devices, arterial blood fi lters, self-disposable syringes,
extracorporeal pumps, elbow orthoses, shoulder orthoses, knee prostheses and
mitral valve prostheses. In certain special cases when the student is beginning to
think about their doctoral thesis and wants to focus it on a specifi c topic, there is no
problem in assigning a device as an application task that is more closely linked to
the student's interests, as this may also serve them as a fi nal project on the master's
and prepare them for their doctoral thesis. Some conceptual designs for these
devices, taken from the patents given to students as an aid to the questions, are
included in Fig. 18.3 .
The purpose of the initial part of the task is for the student to reach an under-
standing of how the device works and to be able to compare the problem-solving
principles with the alternative solutions detailed in other patents (or scientifi c
papers), as this strengthens their ability to access databases and understand how
important they are for introducing innovations in any fi eld. It also helps students to
become accustomed to a multilingual working environment as they will need to
consult various technical documents, which are usually in English, German or
French. We believe this is a positive step for their future career in industry, very
probably in multinationals where the mastery of several languages is highly valued.
Among the patent databases usually used by students in their subject, the following
are to be particularly recommended:
- www.espacenet.com (open access platform for patent documents)
- www.freepatentsonline.com (open access platform for patent documents)
- www.wipo.int (for international patents)
- www.oepm.es (for Spanish patents and trademarks)
- www.google.com/patents (with access to over seven million documents)