Purpose
Biomedical engineering (BME) requires students to combine knowledge from multiple disciplines to inform effective design solutions. While physical sciences are taught as foundational in engineering, biological sciences are perceived in BME curricula as specialized training and are typically taught using resources designed for medical students. The needs of BME students differ from medical students and use of these resources inappropriately assumes that BME learning goals are similar between disciplines. We designed an anatomy resource that centers the needs of students entering BME from engineering streams.

Methods
We consulted BME instructors and professionals. Research was conducted primarily via email correspondence, with the potential for follow-up interviews. We assessed various online BME resources from post-secondary institutions.

Results
For students entering BME, understanding of functional and spatial relationships of anatomical systems is of primary importance. Activities including drawing and annotation of anatomical diagrams lead to better understanding. Use of analogies to connect anatomical systems to real-world design problems is especially beneficial.

Conclusion
By utilizing visuals inspired by practical engineering and technical manuals, anatomical subject matter can be presented in a way that is more accessible to engineering students and will allow students to engage with anatomical concepts more effectively. Incorporating negative space within the resource allows students to annotate diagrams to support their learning. Providing space to consolidate student learning into one resource allows for the creation of a customized study aid. This resource bridges the gap between engineering and anatomy curricula, paving the way for future cross-disciplinary educational tools.