Number
609
Name
Innovation in Medicine: Perceived Barriers to Medical Student Participation and Programmatic Efforts Designed to Increase Engagement
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Anjali Senthilkumar BS, School of Medicine, University of Louisville, Louisville, KY, USA
Isabelle M. Hattab BS, School of Medicine, University of Louisville, Louisville, KY, USA
Steven C. Koenig PhD, Department of Bioengineering and Department of Cardiovascular and Thoracic Surgery, University of Louisville, Louisville, KY, USA
Gretel Monreal PhD, Department of Cardiovascular and Thoracic Surgery, University of Louisville, Louisville, KY, USA
Presentation Topic(s)
Student Support
Description
PURPOSE
Biomedical innovation learning opportunities may be limited in traditional
medical school curricula. Providing fun, interactive experiences that guide
students through the process of advancing promising concepts into
clinical-grade solutions may be impactful for those striving to improve
healthcare. We assessed medical students’ experiences with and perceived
barriers to “innovation” and present our educational program designed to
increase entrepreneurial awareness early in their training.
METHODS
We emailed all 783 M1-M4 medical students at our institution an invitation
to complete a survey (IRB 24.0514) to elicit their concepts of “innovation”,
perceived barriers to participation, and ways they would like to get
involved. Responses were analyzed to identify common themes.
RESULTS
32 medical students participated (84% M1). While 69% had no exposure to
biomedical innovation, 90% wanted to participate while identifying knowledge
(18%) and resources (15%) as barriers. 87% felt physicians, researchers, and
engineers should lead biomedical innovation. Nearly all (97%) wanted to
invest in an innovative technology someday. Students felt mentorship (22%),
research (17%), and workshops (13%) would be most helpful. We created an
interdisciplinary innovation club featuring: 1) monthly hands-on surgical
device labs led by surgeons and industry mentors; 2) role-play labs that
guide students through biomedical innovation from the unique perspectives of
inventors, investors, and physicians; 3) monthly fireside chats with
entrepreneurs, innovators, and patients. We have held 29 events, with
participants (n=193) responding that each event was a worthwhile educational
experience (98%) that increased their knowledge and skills (96%) and should
be repeated for future medical students (100%).
CONCLUSION
Despite having little exposure, medical students want to participate in
biomedical innovation and understand the important role they can play in
advancing healthcare. This experiential educational program has been
well-received at our institution and may serve as a useful template for other
programs interested in welcoming medical student involvement.
Biomedical innovation learning opportunities may be limited in traditional
medical school curricula. Providing fun, interactive experiences that guide
students through the process of advancing promising concepts into
clinical-grade solutions may be impactful for those striving to improve
healthcare. We assessed medical students’ experiences with and perceived
barriers to “innovation” and present our educational program designed to
increase entrepreneurial awareness early in their training.
METHODS
We emailed all 783 M1-M4 medical students at our institution an invitation
to complete a survey (IRB 24.0514) to elicit their concepts of “innovation”,
perceived barriers to participation, and ways they would like to get
involved. Responses were analyzed to identify common themes.
RESULTS
32 medical students participated (84% M1). While 69% had no exposure to
biomedical innovation, 90% wanted to participate while identifying knowledge
(18%) and resources (15%) as barriers. 87% felt physicians, researchers, and
engineers should lead biomedical innovation. Nearly all (97%) wanted to
invest in an innovative technology someday. Students felt mentorship (22%),
research (17%), and workshops (13%) would be most helpful. We created an
interdisciplinary innovation club featuring: 1) monthly hands-on surgical
device labs led by surgeons and industry mentors; 2) role-play labs that
guide students through biomedical innovation from the unique perspectives of
inventors, investors, and physicians; 3) monthly fireside chats with
entrepreneurs, innovators, and patients. We have held 29 events, with
participants (n=193) responding that each event was a worthwhile educational
experience (98%) that increased their knowledge and skills (96%) and should
be repeated for future medical students (100%).
CONCLUSION
Despite having little exposure, medical students want to participate in
biomedical innovation and understand the important role they can play in
advancing healthcare. This experiential educational program has been
well-received at our institution and may serve as a useful template for other
programs interested in welcoming medical student involvement.