Changing Perspectives
Update presentation for the Senior Design Project in the Shazly Lab. The research project is related to Drug-Coated Balloons (DCBs)
Having been brought up in the American public education system, I feel as several classes have instilled ideas of the “correct way” of interpreting various topics of different subjects. These interpretation strategies usually vary between subjects (i.e. English, math, science, history), but are usually consistent within the subjects. Though this method of thinking may allow the ability of comprehension and success in these courses, I believe that this neglects students’ individual uniqueness and inhibits creativity. It was not until I came to the University of South Carolina and began to take my first few courses in Biomedical Engineering. In these classes, I not only learned about basic engineering concepts but also about the underlying theories, by questioning how these concepts came about and why they are correct. For me, it is much easier to learn a concept, if I first learn about the process by which the solution was arrived upon. These engineering classes have in turn made me a much better researcher by making me meticulous in my research processes and
inquire about underlying mechanisms. By doing so, I shift my perspective from blindly following procedures to actually understanding why specific things are performed in specific ways. As I discovered, these investigations and process of understanding allow for the discoveries of unique processes and solutions.
Research Poster for the Drug-Coated Balloon Project
The fundamentals of mechanics were first introduced to me in BMEN 211: Mathematical modeling and simulations taught Dr. Blanchette. This was the first class where I shifted my perspective on my methods of learning and found applications for the materials which I was learning. I learned to question the underlying mechanisms of processes and attempt to come up with improvements to previously established procedures or designs. A major topic we learned in this class was the basics of structural mechanics of materials and of the various methods for testing structural properties. But questioning the derivations of the strain and stress equations, I learned that the overall stresses and strains within materials are the sums of the infinitely-small constitutive elements that compose the material. The relationship between the overall mechanics and the constitutive elements are summarized by constitutive equations. Furthermore, many physical factors must be considered when testing the mechanical properties of materials, including strain rate and necking.
For my senior design project, I joined a project sponsored by the Shazly lab. This project was to investigate how various variables affect the microstructure of drug-coated balloons for angioplasty. The project required mechanical testing of our drug-coated nylon models against a porcine artery to simulate balloon inflation and drug delivery in vivo. Initially, the main focus of the project was to investigate and optimize the bulk mechanical forces of the balloon on the arterial walls as it inflates and how they affect drug transfer. As we began discussions regarding the mechanical testing, we learned that the characterization of structural mechanics of the drug coating was crucial in developing a thorough investigation. This realization came about when we shifted our perspective and questioned the underlying mechanism by which the drug transferred from the balloon to the arterial tissue.
The drug-coated balloon project in the Shazly relied on several of the principles learned in BMEN 211, especially when we were performing the mechanical testing of our samples. The goal of the mechanical testing was to determine how various excipient microstructures of the drug-coated balloon, which are controlled by appropriate variables, affect adhesion mechanics between the drug-coating and the arterial endothelium. The excipient microstructure is mostly composed of crystals which were formed during the drug-solution dehydration. To prepare the samples for mechanical testing, we had to consider several factors learned in BMEN 211, including the constitutive equations of the microcrystals. Then, during testing, we had to optimize the strain rate so as to limit the noise generated. Finally, we used stress and strain relationships to analyze the data. Preliminary mechanical testing did not show any statistically significant evidence for the measurement of adhesive forces, but by applying shear forces, another concept taught in BMEN 211, we were able to measure these forces.
Assessing the mechanical properties of various materials is crucial especially in the biomedical sciences as material characteristics can influence tissue integrity, drug delivery, and material versatility. Testing these characteristics can significantly improve the final product. Although the research project was focused on the pharmacokinetics and surface chemistry of the research, our assessment of the mechanical properties of the drug-coating allowed us to explore an entire realm of crucial properties and variables, previously unexplored.
Through the integration of BMEN 211 concepts to my senior design project, we discovered a plethora of variables that have significant impacts on the pharmacokinetics of the drug delivery system. This experience has taught me about the necessity of assessing underlying or overlooked factors within the research setting and especially in life decisions. Specifically, I learned how the engineering field intersects biomedical sciences and why scientific inquiries made from an engineering standpoint is crucial in progressing the field of research; the engineering perspective provides a new set of variables that broaden the range of research possibilities and more accurately describes any system. Furthermore, I learned that the lack of considering engineering concepts may cover factors that much more crucial. The field of Biomedical Engineering allows investigations of the biomedical systems from an engineering standpoint and has taught me the importance of the engineering perspective.
The design-based research project demonstrated the potential tangible outcomes that can come out of assuming a different perspective when tackling a problem. My experience with the research project directly and physically relates these outcomes and my decisions/perspectives, something that is not usually seen in the abstract concepts discussed in classes such as BMEN 211. Being able to physically see these results in the research project motivates me to apply these concepts of dynamic perspectives for all of my classes including BMEN 211. In doing so, I am able to learn the material to a higher degree and apply my knowledge to construct new concepts.
In both of my experiences in performing a research project within the Shazly Lab and taking BMEN 211, I learned that assuming a completely new perspective on an existing problem may provide more effective and unique solutions. By seeking a new perspective, I was able to discover an approach that I would not have thought of if I maintained my original perspective. I have applied this mentality to various other parts of my life in order to optimize my decisions.
Drug-Coated Balloon Project Report
BMEN 211 Powerpoint presentation for research proposal related to Drug-Eluting Stent (DES)
BMEN 211 Report for research proposal related to Drug-Eluting Stents (DES)