īiomedical engineering professionals are among the most suitable to assume this role, given their multidisciplinary education and training. However, the design and implementation of this type of program require professionals capable of crossing the traditional boundaries of their discipline to have a broad knowledge of healthcare institutions, their concerns and limitations, and the necessary methods and tools to bring about effective and efficient solutions. Accordingly, countries such as the United States of America (USA), Canada, and the United Kingdom (UK) have designed and implemented local, regional, and national programs of this nature with satisfactory results. In other words, some healthcare organizations and services have adopted the principles and practices of lean manufacturing to maximize value and reduce waste, spawning the concept of lean healthcare. This challenge has created new opportunities to improve and optimize healthcare services from a transdisciplinary perspective. The growing demand for more efficient, timely, and safer healthcare services, together with insufficient resources, put unprecedented pressure on healthcare systems around the world. However, the time devoted to the proposed learning experience represented a challenge. This teaching-learning experience benefited students and faculty concerning public participation, transdisciplinarity, and situated learning. A transdisciplinary teaching team designed and implemented these learning experiences. The fieldwork occurred in two large hospitals and a university medical service in Mexico. These activities were carried out using tools drawn from industrial engineering, which expanded their traditional professional role. Namely, students observed a relevant healthcare process, identified a problem, and defined an improvement and deployment plan. Students engaged in analyzing and redesigning healthcare operations for improvement and optimization. The proposed learning experiences were implemented in a 16-week elective course on hospital management for last-year biomedical engineering undergraduate students. Data on the student’s learning and experience were collected through formative and summative assessments and a student opinion survey. The learning journey was structured around Kolb’s experiential learning cycle, which considers four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model allowed us to systematically identify the context where learning experiences were expected to occur, the new concepts and skills to be developed through these experiences, the stages of the student’s learning journey, the resources required to implement the learning experiences, and the assessment and evaluation methods. Healthcare processes were translated into specific learning experiences using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This work aims to create relevant learning experiences for biomedical engineering education to expand transdisciplinary knowledge and skills in students to improve and optimize hospital and healthcare care processes. In this context, biomedical engineering education must prepare students for a transdisciplinary professional role by including concepts, methods, and tools that commonly belong to industrial engineering. Given their multidisciplinary education and training, biomedical engineering professionals are likely among the most suitable to assume this role. Consequently, there is an increasing need for professionals with the appropriate clinical experience and skills in systems and process engineering. This challenge has motivated the application of principles and tools of operations management and lean systems to healthcare processes to maximize value while reducing waste. The growing demand for more efficient, timely, and safer health services, together with insufficient resources, put unprecedented pressure on health systems worldwide.
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