1. Biomedical | Engineering course Presentation to SMBE (NSW) Conference 2003

2. Overview Project brief Project participants Module resource manuals - Medical equipment principlesMedical equipment principles - Anatomy, physiology and infection controlAnatomy, physiology and infection control - Learning features of print-based resourcesLearning features of print-based resources CDRom - Brief for CDRomBrief for CDRom - Learning features of CDRomLearning features of CDRom - Preview of CDRomPreview of CDRom

3. Project brief To develop distance learning materials for a medical equipment strand of the Certificate IV Electrotechnology Biomedical engineering technicians in Australia and New Zealand Most learners will already have a qualification and work experience in electronics, electrical engineering, mechanical engineering, pneumatics, or fitting and turning Print based materials to be accompanied by interactive exercises on a CDRom.

4. Project participants Project sponsor – TAFE NSW Industry based consultation group for advice on - module descriptors - depth of coverage - potential writers - project review Learning Design Group for - project co-ordination - learning design - creative design - resource production

5. Module resource manuals Two print-based resources: Medical equipment principles (72 hours of learning) Anatomy, physiology and infection control (36 hours of learning)

6. Medical equipment principles Focuses on: the operating principles and functions of biomedical equipment basic circuits awareness of patient safety requirements as identified in AS/NZ standards hazards and safety procedures causes of failure and appropriate responses functional testing and safety testing

7. Anatomy,physiology and infection control Aims to: provide learners with a basic understanding of anatomy and physiology in order to understand the function and operation of medical equipment provide learners with a basic understanding of the infection control aspects involved when working with and handling medical equipment

8. Learning features of printed resources Clear introduction of the purpose, outcomes and links between the learning resources Clear purpose statements and learning objectives for each section Standard structure used wherever possible to keep focus on the biomed role High use of diagrams and photographs References provided for follow-up study Activities to draw key learning out of readings Review questions with written feedback Interactive exercises on CDRom

9. Brief for CDRom To help learners integrate knowledge of anatomy and physiology with the understanding of the operating principles for given biomedical equipment To help learners relate the concepts to the real world To complement printed learning material with interactive exercises for users to See, Try, or Solve

10. Learning features of CDRom Integrates body knowledge and equipment knowledge through a body metaphor User control over navigation Interface is similar to the structure of the print based materials Interactions identified by type — see, try, solve

11. Learning features of CDRom See interactions - clarify principles, processes, operations, or steps - show relationships or actions that are difficult to see in a diagram Try interactions - provide guided practice - reinforce core information or best practice - provide learning experiences without compromising patient safety Solve interactions are used where tasks - are difficult for people to learn - frequently involve resolution of problems - have serious consequences if done incorrectly

12. Preview of CDRom CDRom packaging Interface Design