Biodesign Related Courses
Since the first offerings of medical device courses at Stanford in 1999 when there was but one such course, Biodesign and biodesign related courses have proliferated across campus and the offerings are sufficient enough for anyone to find a course to his/her liking. From innovation to patenting to regulatory affairs - there's a course for every need. NOTE: this list represents courses that have been offered one or more years. Any one of these courses may or may not be offered in any specific year.
THIS IS A SORTABLE TABLE. Click on the column headings to re-sort.
|Medical Device Innovation||BIOE 70Q invites students to apply design thinking to the creation of healthcare technologies. Students will learn about the variety of factors that shape healthcare innovation, and through hands-on design projects, invent their own solutions to clinical needs. Guest instructors will include engineers, doctors, entrepreneurs, and others who have helped bring ideas from concept to clinical use.||Mandato, Joe |
|BioE 371||Global Biodesign||This course examines the development and commercialization of innovative medical technologies in different global settings. Faculty and guest speakers from the medtech field will discuss the status of the industry, as well as opportunities in and challenges to medical technology innovation unique to seven primary geographic regions: Africa, China, Europe, India, Japan, United States and Latin America. Students will be exposed to the biodesign innovation process, which provides a proven approach for identifying important unmet medical needs and inventing meaningful solutions to address them. They will also explore key differences between the covered geographies, which range from emerging markets with vast bottom-of-the-pyramid and growing middle class populations, to well-established markets with sophisticated demands and shifting demographics. The class will utilize real-world case studies and class projects (for 3-unit students) to promote engagement and provide a hands-on learning experience.||Pietzsch, Doshi, Mairal, Shen, Yock|
|BioE 374 A/B||Biodesign Innovation||A: This is the first quarter of a two-quarter course series ( OIT 384/ OIT 385). In this course, students learn how to develop comprehensive solutions (most commonly medical devices) to some of the most significant medical problems. The first quarter includes an introduction to needs finding methods, brainstorming and concept creation. Students learn strategies for understanding and interpreting clinical needs, researching literature and searching patents. Working in small entrepreneurial multidisciplinary teams, students gain exposure to clinical and scientific literature review, techniques of intellectual property analysis and feasibility, basic prototyping and market assessment. Students create, analyze and screen medical technology ideas, and select projects for future development. Final presentations at the end of the winter quarter to a panel of prominent inventors and investors in medical technology provide the impetus for further work in the spring quarter. Course format includes expert guest lecturers (Thursdays), faculty-led practical demonstrations and coaching sessions, and interactive team meetings (Tuesdays). Projects from previous years included: prevention of hip fractures in the elderly; methods to accelerate healing after surgery; less invasive techniques for bariatric surgery; point of care diagnostics to improve emergency room efficiency; novel devices to bring specialty-type of care to primary care community doctors. More than 300,000 patients have been treated to date with technologies developed as part of this program and more than thirty venture-backed companies were started by alums of the program. Students must apply and be accepted into the course. The application is available online at http://biodesign.stanford.edu/bdn/courses/bioe374.jsp.
B: Two-quarter sequence (see OIT384 for complete description of the sequence). The second quarter focuses on how to take a conceptual solution to a medical need forward into development and potential commercialization. Continuing work in teams with engineering and medical colleagues, students will learn the fundamentals of medical device prototyping; patent strategies; advanced planning for reimbursement and FDA approval; choosing a commercialization route (licensing vs. start-up); marketing, sales and distribution strategies; ethical issues including conflict of interest; fundraising approaches and cash requirements; financial modeling; essentials of developing a business or research plan/canvas; and strategies for assembling a development team. Final project presentations are made to a panel of prominent venture and corporate investors. New students (i.e. students who did not take OIT384 in the winter quarter) may be admitted, depending on team needs. Candidates need to apply.
|Brinton, Todd, Zenios, Stefanos, Yock, Paul|
|CS 223-A||Introduction to Robotics||Robotics foundations in modeling, design, planning, and control. Class covers relevant results from geometry, kinematics, statics, dynamics, motion planning, and control, providing the basic methodologies and tools in robotics research and applications. Concepts and models are illustrated through physical robot platforms, interactive robot simulations, and video segments relevant to historical research developments or to emerging application areas in the field. Recommended: matrix algebra..||Khatib, Oussama|
|CS 225-A||Experimental Robotics||Hands-on laboratory course experience in robotic manipulation. Topics include robot kinematics, dynamics, control, compliance, sensor-based collision avoidance, and human-robot interfaces. Second half of class is devoted to final projects using various robotic platforms to build and demonstrate new robot task capabilities. Previous projects include the development of autonomous robot behaviors of drawing, painting, playing air hocket, yoyo, basketball, ping-pong or xylophone. Prerequisites: 223A or equivalent.||Khatib, Oussama |
|CS 225-B||Robot Programming Laboratory||For robotics and non-robotics students. Students program mobile robots to exhibit increasingly complex behavior (simple dead reckoning and reactivity, goal-directed motion, localization, complex tasks). Topics: motor control and sensor characteristics; sensor fusion, model construction, and robust estimation; control regimes (subsumption, potential fields); probabalistic methods, including Markov localization and particle filters. Student programmed robot contest. Programming is in C++ on Unix machines, done in teams. Prerequisite: programming at the level of 106B, 106X, 205, or equivalent.||Konolige, Kurt|
|CS 379L, POLISCI 337T, LAW 498||Designing Liberation Technologies||Small project teams will work with selected NGOs to design new technologies for promoting development and democracy. They will conduct observations to identify needs, generate concepts, create prototypes, and test their appropriateness. Some projects may continue past the quarter towards full-scale implementation. Taught through the Hasso Plattner Institute of Design at Stanford (d.school.stanford.edu). Enrollment limited, by consent of instructors (applications will be required).||Cohen, Joshua,Winograd, Terry Yusuf, Zia|
|EE 202||Electrical Engineering in Biology and Medicine||Open to all. Primarily biological in nature, introduction to the physiological and anatomic aspects of medical instrumentation. Areas include patient monitoring, imaging, medical transducers, the unique aspects of medical electronic systems, the socio-economic impact of technology on medical care, and the constraints unique to medicine. Prerequisite: familiarity with circuit instrumentation techniques as in 101B.||Poon, Ada|
|EE 303||Autonomous Implantable Systems||Integrating electronics with sensing, stimulation, and locomotion capabilities into the body will allow us to restore or enhance physiological functions. In order to be able to insert these electronics into the body, energy source is a major obstacle. This course focuses on the analysis and design of wirelessly powered catheter-deliverable electronics. Emphases will be on the interaction between human and electromagnetic fields in order to transfer power to the embedded electronics via electromagnetic fields, power harvesting circuitry, electrical-tissue interface, and sensing and actuating frontend designs. Prerequisites: EE 252 or equivalent.||Poon, Ada|
|EE 312||Micromachined Sensors and Actuators||Solid-state sensors and actuators, focusing on the use of integrated circuit fabrication technology for their realization. Categories of sensors and actuators include biological, chemical, mechanical, optical, and thermal. Mechanisms of transduction, fabrication techniques, and relative merits of different technologies. Micromachining techniques for monolithic integration of active circuits with sensors or actuators. Directions for future research. Prerequisite: 212 or equivalent.||Giovangrandi, Laurent|
|EE 402A||Topics in International Advanced Technology Research||Theme for Autumn 2015 is "International Partnerships for Advanced Intelligent Systems." This series features distinguished speakers from industry and government who are involved with international R&D projects in areas such as IOT (Internet of Things), autonomous vehicles and other robotics, smart medical devices and services, and next generation energy and transportation systems. The focus is on projects involving at least one Asia-based partner. Please see syllabus for specific requirements, which may differ from those of other seminars at Stanford.||Dasher, Richard|
|ENGR 110||Perspectives in Assistive Technology||The course combines classroom discussions, presentations by guest lecturers, team and individual projects, site visits to medical and engineering facilities, an assistive technology faire, and project presentations by students.
This course consists of twice-weekly presentations by guest lecturers who are experts in the greater assistive technology field, including product designers, entrepreneurs, researchers, clinicians, and assistive technology users. Lectures are open to all students and community members (local individuals without a Stanford affiliation), including non-enrolled students interested in a particular lecture and individuals with disabilities. Guest lecturers address a wide variety of issues in assistive technology such as disability and rehabilitation, research and development, service learning, brainstorming and needfinding, design software, intellectual property, technology licensing, personal perspectives, and human subjects in research.
|ENGR 341||Micro/Nano Systems Design & Fabrication Laboratory||ENGR 341 fosters invention and innovation utilizing microelectromechanical systems (MEMS) technology especially targeted at real-world applications. This course will strengthen existing programs by creating a multidisciplinary environment for learning and entrepreneurship in the diverse fields of micro/nanotechnology and biomedical engineering. The course will be focused on student teams which provide the opportunity to collaborate with students and faculty members from other disciplines. Students will obtain the knowledge and skills necessary to make the critical first steps to invent, develop, and integrate MEMS technologies in an interdisciplinary team environment.||Pruitt, Beth|
|HRP 351, GSB Gen 351
||Health Care Technology: From Innovators to Providers to Patients||How health care businesses use biotechnology, medical technology and information technology to improve patient outcomes and manage costs. New technologies commercialized by innovator biotech and pharmaceutical companies, device manufacturers, diagnostics developers, and health IT companies, and adopted by hospitals and physicians in patient care and paid for by third-party payers. Case studies: how innovators finance and manage new product development; clinical trial management and gaining regulatory approval; strategies to drive product adoption; business models to drive innovation; clinical and business models for adopting new technology; organizational change; criteria for reimbursement and coverage decisions; selective provider network design to manage added costs; and IT-intensive business models. Guest speakers and panelists.||Chess, Robert |
|GSB: HRP 392||Analysis of Cost, Risks, and Benefits in Healthcare||(Same as MGTECON 332) For graduate students. How to do cost/benefit analysis when the output is difficult or impossible to measure. How do M.B.A. analytic tools apply in health services? Literature on the principles of cost/benefit analysis applied to health care. Critical review of actual studies. Emphasis is on the art of practical application.||Goldhaber-Fiebert, Jeremy |
|IMMUNOL 231||Medicine for Innovators and Entrepreneurs||Interdisciplinary, project-based course in which bioscience, bioinformatics, biodesign, bioengineering students learn concepts and principles to understand human disease and work together to propose solutions to medical problems. Diabetes mellitus is used as a paradigm for understanding human disease. Guest medical school and outside faculty. Field trips to Stanford clinics and biotechnology companies. Prequisite: college level biology.||Mellins, E, |
|MS&E 256||Technology Assessment and Regulation of Medical Devices||Regulatory approval and reimbursement for new medical technologies as a key component of product commercialization. The regulatory and payer environment in the U.S. and abroad, and common methods of health technology assessment. Framework to identify factors relevant to adoption of new medical devices, and the management of those factors in the design and development phases. Case studies; guest speakers from government (FDA) and industry.||Pietzsch, Jan|
|MS&E 270||Strategy in Technology Based Companies||For graduate students only. Introduction to the basic concepts of strategy, with emphasis on high technology firms. Topics: competitive positioning, resource-based perspectives, co-opetition and standards setting, and complexity/evolutionary perspectives. Limited enrollment.||Whittle, Tyler|
|MS&E 276||Entrepreneurial Management and Finance||For graduate students only with a preference for engineering and science majors. Emphasis on managing high-growth ventures, especially those based on technology products and services. Students develop a set of skills and approaches to becoming effective entrepreneurial managers. Topics include turning opportunities into reality, raising capital and financial management, venture operations and organizational administration, handling growth and adversity. Limited enrollment. Prerequisites: MS&E 140 and ENGR 60, or equivalents.||Byers, T. |
|MS&E 273||Technology Venture Formation||Open to graduate students interested in technology driven start-ups. Provides the experience of an early-stage entrepreneur seeking initial investment, including: team building, opportunity assessment, customer development, go-to-market strategy, and IP. Teaching team includes serial entrepreneurs and venture capitalists. Student teams validate the business model using R&D plans and financial projections, and define milestones for raising and using venture capital. Final exam is an investment pitch delivered to a panel of top tier VC partners. In addition to lectures, teams interact with mentors and teaching team weekly. Enrollment by application: http://www.stanford.edu/class/msande273. Recommended: 270, 271, or equivalent.||Lyons, Michael |
|MS&E 277||Creativity and Innovation||Experiential course explores factors that promote and inhibit creativity and innovation in individuals, teams, and organizations. Teaches creativity tools using workshops, case studies, field trips, expert guests, and team design challenges. Enrollment limited to 40. Admission by application. See http://dschool.stanford.edu/classes.||Carroll, Maureen |
|MED 274/ HRP 274/ BIOE 372/ OIT 344||Design for Service Innovation||Open to graduate students from all schools and departments. An experiential project course in which students work in multidisciplinary teams to design new services to address the needs of medically patients. Project teams partner with "safety net" hospitals and clinics to find better ways to deliver care to the low income and uninsured patients these institutions serve. Students learn proven innovation processes from experienced GSB, d. school, and SoM faculty, interface with students from across the university, and have the opportunity to see their ideas translated into improvements in the quality and efficiency of healthcare in the real world. Prerequisite: admission to the course is by application only. Applications available at http://DesignForService.stanford.edu.||Jim Patell, Stefanos Zenios|
|ME 206AB / OIT 333-334||Entrepreneurial Design For Extreme Affordability||Entrepreneurial Design for Extreme Affordability is a two-quarter project course in which graduate students design comprehensive solutions to challenges faced by the world’s poor. The course is taught at the Stanford d.school, and students learn design thinking and its specific application to problems in the developing world. Students work in multidisciplinary teams at the intersection of business, technology, and human values. Graduate students from all schools and disciplines are encouraged to apply. All projects are done in close partnership with a variety of international organizations. These organizations host student fieldwork, facilitate the design development, and implement ideas after the class ends.||Patell, James |
|ME 208||Patent Law and Strategy for Innovators and Entrepreneurs||Inventors and entrepreneurs have four concerns related to patent law: protecting their inventions in the very early stages of product development, determining the patentability of their invention, avoiding infringement of a competitor's patent, and leveraging their patent as a business asset. This course will address each of these concerns through the application of law cases and business cases to an invention of the Studentâ¿¿s choice. Although listed as a ME/MSE course, the course is not specific to any discipline or technology.||Schox, Jeffrey|
|ME 238||Patent Prosecution||The course follows the patent application process through the important stages: inventor interviews, patentability analysis, drafting claims, drafting a specification, filing a patent application, and responding to an office action. The subject matter and practical instruction relevant to each stage are addressed in the context of current rules and case law. The course includes four written assignments: an invention capture, a claim set, a full patent application, and an Office Action response. Pre-requisites: Law 326 (IP:Patents), Law 409 (Intro IP), or ME 208.||Schox, Jeffrey|
|ME 281||Biomechanics of Movement||Experimental techniques to study human and animal movement including motion capture systems, EMG, force plates, medical imaging, and animation. The mechanical properties of muscle and tendon, and quantitative analysis of musculoskeletal geometry. Projects and demonstrations emphasize applications of mechanics in sports, orthopedics, and rehabilitation.||Delp, Scott|
|ME 284/BIOE 284AB||Cardiovascular Bioengineering||Bioengineering principles applied to the cardiovascular system. Anatomy of human cardiovascular system, comparative anatomy, and allometric scaling principles. Cardiovascular molecular and cell biology. Overview of continuum mechanics. Form and function of blood, blood vessels, and the heart from an engineering perspective. Normal, diseased, and engineered replacement tissues.||Taylor, Charles|
|ME 294||Medical Device Design||Offered in collaboration with the School of Medicine. Introduction to medical device design for undergraduate and graduate engineering students. Significant design and prototyping. Labs expose students to medical device environments.||Milroy,Craig |
|ME 377||Design Thinking Bootcamp: Experiences in Innovation and Design||Design Thinking Studio is an immersive introduction to design thinking. You will engage in the real world, with your eyes, with your mind, with your hands, and with classmates to learn, practice, and use the tools and attitudes of design. The fundamental goal of the class is to cultivate the creative, synthetic, and divergent thinking of students. This is a project-based class, asking students to take on new behaviors of work: collaboration, experimentation, empathizing, visualization, craft and inference. Field work and collaboration with teammates are required and critical for student success. Fall 2015: This quarter, we will focus on design behaviors and capabilities. In particular, students will practice honing a unique perspective and using that perspective to drive concepts. The class will focus less on structured design thinking process. This course will meet for the first six weeks of the quarter.||Both, Thomas|
|ME 381||Orthopaedic Bioengineering||Engineering approaches applied to the musculoskeletal system in the context of surgical and medical care. Fundamental anatomy and physiology. Material and structural characteristics of hard and soft connective tissues and organ systems, and the role of mechanics in normal development and pathogenesis. Engineering methods used in the evaluation and planning of orthopaedic procedures, surgery, and devices.||Levenston, Marc Elliot|
|ME 382 A/B||Medical Device Design||Real world problems and challenges of biomedical device design and evaluation. Students engage in industry sponsored projects resulting in new designs, physical prototypes, design analyses, computational models, and experimental tests, gaining experience in: the formation of design teams; interdisciplinary communication skills; regulatory issues; biological, anatomical, and physiological considerations; testing standards for medical devices; and intellectual property.||Andriacchi, Thomas|
|ME 393||Topics in Biologically Inspired or Human Interactive Robotics||Application of observations from human and animal physiology to robotic systems. Force control of motion including manipulation, haptics, and locomotion. Weekly literature review forum led by student.||Cutkosky, M |
|ME 421||European Entrepreneurship and Innovation||Lessons from real-world experiences and challenges in European startups, corporations, universities, non-profit research institutes and venture finance organizations. Speakers include entrepreneurs, leaders from global technology companies, university researchers, venture capitalists, legal experts, senior policy makers and other guests from selected European countries and regions. Geographic scope encompasses Ireland to Russia, and Scandinavia to the Mediterranean region. Enrollment open to undergraduates and graduates in any school or department at Stanford.||Leifer, Larry; Prinz, Fritz; Lee, Burton|
|ME 484||Computational Methods in Cardiovascular BIoengineering||Lumped parameter, one-dimensional nonlinear and linear wave propagation, and three-dimensional modeling techniques applied to simulate blood flow in the cardiovascular system and evaluate the performance of cardiovascular devices. Construction of anatomic models and extraction of physiologic quantities from medical imaging data. Problems in blood flow within the context of disease research, device design, and surgical planning.||Taylor, Charles|
|Med 217||Medico-Technological Frontiers of Digestive Diseases||Introduces medical, graduate and undergraduate students with engineering and other backgrounds to various digestive diseases including cancer, inflammatory bowel disease, peptic ulcer disease, hepatitis and its sequela, reflux and motility disorders, pancreatitis, and transplantation. Lectures will provide a brief background regarding these diseases, highlight areas of limited understanding, and then emphasize emerging and new technologies and their impact including endoscopic and genomic, clinical research design, transplantation technology, among other timely topics. The course will also familiarize its enrollees with Stanford-based research experiences related to digestive disease. This includes a broad range of ongoing research projects in the Division of Gastroenterology and Hepatology and in the School of Medicine inter-departmental Digestive Disease Research Center.||Lowe, Anson and Friedland, Shai|
|Med 276||Careers in Medical Technology||Career tracks in biomedical technology for medical, life science, engineering, business, and law students of all levels. Industry professionals describe career tracks, current roles, and industry perspectives. 2-unit option, lectures and weekly assignments, MED or S/NC grading only. 3-unit option, including a group project and final presentation, may be taken for a letter grade. May be repeated for credit.||Gardner, Phyllis|
|Rad 220||Introduction to Imaging and Image-based Human Anatomy||Focus on learning the fundamentals of each imaging modality including X-ray Imaging, Ultrasound, CT, and MRI, to learn normal human anatomy and how it appears on medical images, to learn the relative strengths of the modalities, and to answer, "What am I looking at?" Course website: http://rad220.stanford.edu||Gold, Garry |
|STRAMGT 356/366||The Startup Garage||Startup Garage is an intensive hands-on, project-based course, in which students will apply the concepts of design thinking, engineering, finance, business and organizational skills to design and test new business concepts that address real world needs . Our aspiration is to help teams identify an unmet customer need, design new products or services that meet that need, and develop business models to support the creation and launch of startup products or services. Even those teams that do not successfully launch a venture, or individuals who decide not to move forward, will learn critical, cutting-edge techniques about starting and launching a venture. Collaborative, multi-disciplinary teams will identify and work with users, domain experts, and industry participants to identify and deeply understand customer needs, then proceed to design products or services and a business model to address those needs. Each team will conceive, design, build, and field-test critical aspects of both the product or service and the business model. This course is offered by the Graduate School of Business. It integrates methods from human-centered design, lean startup, and business model planning. The course focuses on developing entrepreneurial skills (using short lectures and in-class exercises) and then applying these skills to specific problems faced by those users identified by the teams. Teams will get out of the building and interact directly with users and advisers to develop a deep understanding of the challenges they face and to field test their proposed services, products, and business models.|| Siegelman, R. |
|STRAMGT 353 OPEN TO ALL STUDENTS||Entrepreneurship: Formation of New Ventures||This course is offered for students who at some time may want to undertake an entrepreneurial career by pursuing opportunities leading to partial or full ownership and control of a business. The course deals with case situations from the point of view of the entrepreneur/manager rather than the passive investor. Many cases involve visitors, since the premise is that opportunity and action have large idiosyncratic components. Students must assess opportunity and action in light of the perceived capabilities of the individuals and the nature of the environments they face. The course is integrative and will allow students to apply many facets of their business school education. Each section will have a specific focus, please select the instructor(s) with your interests: Leslie, Rachleff - High tech ventures; Ellis, Chambers, Childs - Diverse types of ventures; Foster - Diverse types of ventures; Siegel, Brady - High tech emphasis, but diverse types of ventures; Reiss, Chess - Very early stage ventures.||Elllis, Jim |
|STRAMGT 354 OPEN ONLY TO GSB STUDENTS||Entrepreneurship and VC||Many of America's most successful entrepreneurial companies have been substantially influenced by professionally managed venture capital. This relationship is examined from both the entrepreneur's and the venture capitalist's perspective. From the point of view of the entrepreneur, the course considers how significant business opportunities are identified, planned, and built into real companies; how resources are matched with opportunity; and how, within this framework, entrepreneurs seek capital and other assistance from venture capitalists or other sources. From the point of view of the venture capitalist, the course considers how potential entrepreneurial investments are evaluated, valued, structured, and enhanced; how different venture capital strategies are deployed; and how venture capitalists raise and manage their own funds. The course includes a term-long project where students work in teams (3-4 students per team) to write a business plan for a venture of the team's choosing. The course is team taught by a faculty member with substantial venture capital experience and a second faculty member with substantial entrepreneurial experience.||Wendell, P. |
|STRAMGT 371 OPEN ONLY TO GSB STUDENTS||Strategic Management of Technology & Innovation||This course focuses on the strategic management of technology-based innovation in the firm. The purpose is to provide students with concepts, frameworks, and experiences that are useful for taking part in the management of innovative processes in the firm. The course examines how such processes may change the strategic direction of the firm and how they can be managed effectively. Specific topics include assessing the innovative capabilities of the firm, managing the corporate R&D function, managing the interfaces between functional groups in the development process, managing the new business development function in the firm, understanding and managing technical entrepreneurs, building technology-based distinctive competencies and competitive advantages, technological leadership versus followership in competitive strategy, institutionalizing innovation, and attracting and keeping corporate entrepreneurs.||Burgelman, Robert