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Biomedical Engineering Education

Biomedical Engineering Education - Poster Session E

R16 - Integrating Narrative Medicine into Engineering Education for Enhanced Interprofessional Collaboration in Assistive Technology Design

Saturday, October 11, 2025

10:00 AM - 11:00 AM PDT

Location: Exhibit Hall F, G & H

Presenting Author(s)

Sophia Schoch

Student
Valparaiso University
Medina, Ohio, United States

Last Author(s)

Reva Johnson

Associate Professor
Valparaiso University
Valparaiso, Indiana, United States

Primary Investigator(s)

Reva Johnson

Associate Professor
Valparaiso University
Valparaiso, Indiana, United States

Co-Author(s)

AT

Ariana Turner

Research Consultant
Valparaiso University, United States

Introduction: : Interprofessional collaboration is vital for the development of assistive technologies and devices. Engineering benefits significantly from this collaboration, as merging diverse perspectives creates a more intentional and effective design process. Healthcare fields have long recognized the value of cross-disciplinary teamwork, which provides improved efficiency, user-centered practices, and greater innovation [1, 2]. One key approach healthcare has developed is narrative medicine (NM), a clinical practice that "strives to recognize, interpret, and honor the stories of ourselves and others" [3]. However, engineering education traditionally emphasizes technical competence while neglecting the interpersonal skills essential for effective collaboration. Integrating narrative medicine techniques into engineering-healthcare curricula could address this gap by developing empathy and emotional intelligence in future engineers [3]. While engineering is not typically associated with empathy and emotion, these skills are crucial for understanding user needs, building relationships with healthcare collaborators, and gaining clearer insight into design challenges. Therefore, a curriculum that develops empathy and emotional understanding in engineers through the integration of narrative medicine is needed to improve assistive technology development and strengthen interprofessional collaboration between engineers and healthcare professionals.

Materials and

Methods: : This project explores how healthcare educators successfully teach empathy and interpersonal skills to their students. The goal was to identify effective teaching methods that could inform curriculum development for engineering students.

In total, four professors (two social work, one physician’s assistant (PA), and one nursing) were interviewed. Two chose to have in-person interviews (nursing and PA), while two chose to respond to the questions virtually via email (social work). The questions were developed by the interviewer based on areas of interest in the topic and previous examples of engineering-healthcare collaborations [4, 5]. They were organized into four categories: interprofessional collaboration (aspects of ideal interactions between healthcare and engineering), intrapersonal skills (understanding our emotions/narrative), interpersonal skills (applying empathy and understanding others), and the creation of an effective merged curriculum (i.e., existing teaching methods, exercises, etc.). Overall, seventeen students from Valparaiso University’s nursing, PA, and social work programs were asked which professor(s) they felt had a lasting impact on them and with whom they formed a relationship. These programs were chosen due to the development of empathy and self-emotional intelligence being built into their curricula, as well as their ability to educate students to deal with difficult situations. These programs are also known for commonly having interdisciplinary interactions. All professors’ names given received the same email with a description of the research and a request for an interview. Those who chose an email response were provided with the same list of questions that were asked during in-person interviews.

Results, Conclusions, and Discussions:: Based on the interview findings, we are developing an integrated curriculum between engineering and healthcare students in a university setting. The feedback from the interviews gave insight into what is needed and allowed for a user-centered approach to curriculum design: developed by a student, representing those who will be participating, and with direct input from professors, representing those who will be leading. Common themes included prioritizing 1) listening skills and 2) emotional self-awareness. All four professors also stressed 3) perspective-taking activities and 4) honoring our own and others’ stories. From this information collected, we are developing an internal pilot program for Valparaiso University.

The current prototype contains one module based around each of the core domains of modern-day skills students need to develop to reach their full potential as adults, as defined by the National Research Council in 2012: 1) Cognitive Domain, 2) Intrapersonal Domain, and 3) Interpersonal Domain [6]. The Cognitive Domain will cover the processes, strategies, and knowledge needed to collaborate with others. This domain is often prioritized in engineering education, while the following two are neglected. Intrapersonal Domain will teach skills of conscientiousness and self-emotional intelligence. The Interpersonal Domain will cover collaboration, leadership, and empathy. These values encompass what it takes to be a professional, while also maintaining emotional intelligence and the soft skills that are essential to teamwork. This educational addition will include three complete modules, each considering the values of a different National Research Council domain. Each module will consist of the same five parts: initial engagement exercise, lecture, discussion, simulation, and written reflection. The sequence for these modules is deliberate. Understanding other disciplines and our own emotions and skills is needed prior to practicing collaboration. At the end of the three lessons, a “clinical” portion of the training will take place. This involves immersing all students in healthcare environments, engineering environments, and blended environments. This experience provides students with an inside look at how their counterparts work and how both environments can be successful together.

Acknowledgements and/or References (Optional): : [1] B. N. Green and C. D. Johnson, “Interprofessional Collaboration in Research, Education, and Clinical Practice: Working Together for a Better Future,” Journal of Chiropractic Education, vol. 29, no. 1, pp. 1–10, Mar. 2015, doi: https://doi.org/10.7899/JCE-14-36.
[2] M. B. Gray and S. C. Christov, “An Innovative Approach to Experiential Education and Interprofessional Collaboration Between Nursing and Software Engineering,” CIN: Computers, Informatics, Nursing, vol. 35, no. 4, pp. 169–173, Apr. 2017, doi: https://doi.org/10.1097/cin.0000000000000352.
[3] E. Miller, D. Balmer, N. Hermann, G. Graham, and R. Charon, “Sounding Narrative Medicine,” Academic Medicine, vol. 89, no. 2, pp. 335–342, Feb. 2014, doi: https://doi.org/10.1097/acm.0000000000000098.
[4] “LIGHT OF MY LIFE,” Valpo.edu, 2024. https://alumni.valpo.edu/s/1347/21/1col.aspx?sid=1347&gid=1&pgid=252&cid=9208&ecid=9208&crid=0&calpgid=61&calcid=7051 (accessed Jun. 07, 2025).
[5] K. Landsman and K. K. Giuliano, “Nurse–Engineer Partnerships in Academia,” AJN, American Journal of Nursing, vol. 123, no. 3, pp. 44–46, Mar. 2023, doi: https://doi.org/10.1097/01.naj.0000921804.30167.c7.
[6] A. Turner, H. Y. Lee, and L. Doux, StoryDriven Learning in Higher Education: A Systematic Literature Review. 2023. doi: https://doi.org/10.18260/1244260.
The authors thank Jeff Dusek for advice on data acquisition and curriculum design.