Training activity information
Details
Use Computer Aided Design to generate a prototype and apply an appropriate methodology to simulate its functionality.
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
What are the intended outcomes of the training activity?
- How have you reviewed the specific learning outcomes to ensure you are prepared to engage in the translation pathway for this healthcare technology development?
- How do you plan to demonstrate your ability to develop a design and prototype that aligns with the established functional specification?
- What essential knowledge have you identified as necessary regarding CAD software, simulation methodologies, and relevant engineering standards before you begin the design process?
What do you anticipate you will learn from the experience?
- What specific insights do you hope to gain regarding the feasibility of your design through the application of simulation methodologies?
- In what ways do you expect this activity to improve your proficiency in using digital tools to model complex system interactions before physical production?
What actions will you take in preparation for the experience?
- What specific points have you prepared to discuss with your Training Officer to gain a clarity of understanding regarding the simulation parameters and success criteria?
- What possible technical challenges have you identified—such as software limitations or complex geometry—and how do you plan to handle them if they arise?
- How have you identified your feelings about embarking on this activity, particularly regarding the responsibility of simulating safety-critical functionality?
In action
What are you doing?
- How are you currently approaching the generation of the CAD model, and why have you chosen this specific sequence of design steps?
- What logic-based decisions are you making as you define the constraints and properties for your functional simulation?
- Which parts of the design process feel intuitive to you, and which aspects—such as setting up boundary conditions—require more conscious, focused effort?
How are you progressing with the activity?
- How effective are your current actions in achieving a functional prototype that meets the specification?
- What challenges are you facing as the simulation progresses, and what are you learning about the design’s viability as the results unfold?
- How does this activity connect to your existing knowledge of material properties and engineering physics?
How are you adapting to the situation?
- Are there alternative design approaches or simulation methodologies you should consider to improve the accuracy of your results?
- What support or guidance might you need from a senior engineer or software specialist right now to resolve a modelling error?
- How are you ensuring that your simulation parameters remain strictly within your professional scope of practice regarding safety margins?
On action
What did you notice?
- How would you summarise the key technical points of the experience, specifically regarding the performance of the prototype during simulation?
What did you learn from the activity?
- What specific skills or knowledge did you develop regarding the ability to assess the feasibility of a technology development through digital simulation?
- What unexpected challenges or successes did you encounter during the modelling phase, and what did you learn from these?
- In what ways did your reflection-in-action—such as adjusting a design parameter mid-task—influence the final simulation outcome?
- How does this experience relate to the requirements for your future post-programme practice as a Clinical Engineer?
What will you take from the experience moving forward?
- What areas for continued development in CAD or simulation have you identified as a result of this activity?
- How can you apply the learning from this prototyping project to your routine practice in the department?
- What are the specific ‘next steps’ you will now take, such as exploring advanced finite element analysis, to support the assimilation of what you have learned?
- What support or resources do you need to further develop your expertise in healthcare technology translation?
Beyond action
Have you revisited the experiences?
- How have you re-evaluated your initial design decisions in light of subsequent learning or peer feedback?
- Comparing this experience with your Observed Training Activities (OTAs), what specific observable behaviours in technical design have you now fully assimilated?
- In what ways have discussions with peers, regarding your simulation strategies, changed your view on how to navigate complex engineering challenges?
How have these experiences impacted upon your current practice?
- How has this CAD activity supported your development in wider areas, such as technical documentation or presenting design reviews to the MDT?
- How have you applied the knowledge of simulation methodologies since the original experience?
- In what ways has the cumulative learning from this activity supported your preparation for ‘in-person’ assessments, such as Case-based Discussions?
How might these experiences contribute towards your future practice?
- What transferable skills in system exploration and digital innovation have you developed through this activity?
- What clear actions for continued professional development have you identified to ensure you remain competent as new design technologies emerge?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Engage in the translation pathway for healthcare technology developments. |
| # 2 |
Outcome
Generate a specification, develop a design and prototype, and assess the feasibility of a healthcare technology development. |