Proceedings Article | 16 March 2020
KEYWORDS: Medicine, Biomedical optics, Biomedical engineering, Artificial intelligence, Genetics, Sensors, Robotics, Education and training, Diagnostics, Standards development
There are significant challenges in global healthcare delivery at the moment. Some countries have abundant services, but are stuck with a rather nimble and expensive system that focuses on incremental innovations. Other geographies are still in need of basic tools, infrastructure and require completely different, inexpensive, and with that more disruptive solutions to satisfy their healthcare needs. Next Generation Healthcare systems with a focus on prevention / early detection and pro-active therapy will employ exponential technologies (AI, Big Data, Blockchain, Sensor Technology, Synthetic Biology, Tissue Engineering, Robotics, 3D Printing, ...) that will surely lead to significant changes in the way we experience, think about, and deliver healthcare and in which a digitally empowered patient will play a more important role. In the coming years/decades we will experience a shift from the current SICK-CARE provision to real HEALTHCARE to a focus on personal HEALTH, supported by an integration of patient generated health data with other external diagnostic and therapeutic data components creating a digital health twin as a base for prevention and patient centered precision medicine. Education and training of Biomedical Engineers needs to be adjusted to these developments focussing on solving unmet clinical needs, which requires a solid understanding of current health problems (regional, global), future technologies, economic realities and global health markets. The paper will present and discuss some of these future global innovation needs and the subsequent need for a change in the biomedical engineering curriculum that needs to include learning- (creativity, critical thinking, collaboration) and life skills (flexibility, leadership, social), as well as basic economic and entrepreneurial training — all of which are currently not taught or emphasized.
