Interdisciplinary Fellowship Training in the United States : Case of Stanford University's Biodesign Program(<SPECIAL REPORT>TOWARD INTERDISCIPLINARITY IN RESEARCH AND DEVELOPMENT)

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Other Title
  • 学際性を重視したイノベーション教育の先進事例 : スタンフォード大学Biodesignプログラム(<特集>研究開発における学際性)
  • 学際性を重視したイノベーション教育の先進事例 : スタンフォード大学Biodesignプログラム
  • ガクサイセイ オ ジュウシ シタ イノベーション キョウイク ノ センシン ジレイ : スタンフォード ダイガク Biodesign プログラム
Published
2014
DOI
  • 10.20801/jsrpim.29.2_3_160
Publisher
Japan Society for Research Policy and Innovation Management

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Description

This article presents an in-depth description of Stanford University's Biodesign, the post-graduate program established in 2001 with a mission to train a new generation of leaders in biomedical technology innovation. We examined the Biodesign's multidisciplinary curriculum in which the competitively selected fellows undergo an intensive 10.5-month training to identify clinical needs, find innovative solutions and plan business strategies for implementation. The strength of the Stanford Biodesign program lies in its unique selection of the applicants where the committee looks for the following "innovation personalities" (Brinton, et. al, 2013) and put them together as a team: (1) the builder (i.e. engineer), (2) the researcher (i.e. scientist), (3) the organizer (i.e. business expert), and (4) the clinician (i.e. medical doctor). The team members collaborate and learn from each other's expertise as they go through the intensive training. The multidisciplinary nature of Biodesign program enables the participants to acquire critical biomedical thinking, entrepreneurial resource, team-building skills and networking opportunities.

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