You're gonna see that it stops, which means that at this moment, for
whatever reason Dr. Phelps is not breathing.
So if we have a patient that we go onto the floor that's in
a respiratory arrest and I don't see any wave form like that,
what that's telling us, again,
is that at this moment- >> He's not breathing.
This patient isn't breathing.
>> Hopkins is home to one of the strongest engineering departments in
the world, but engineers need problems to solve.
>> Healthcare is one the biggest arenas for engineers because there
are so many issues where engineering thinking can make a big difference.
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>> Dead batteries, sensors, that are off all that kind of stuff.
>> The Armstrong Institute for
Patient Safety was looking for engineers to work
on a list of patient safety problems with our clinicians.
The Whiting School of Engineering had also expressed interest to us
in working more with the school of medicine.
And we brought the two groups together.
>> To come up with a real impactful translatable solutions.
To things that are facing our patients on a day to day basis.
>> That alarm was going off like every three minutes.
Like every three.
This is a really important concept that fresh eyes and
different perspectives can make a really big impact on solving
problems and also thinking of the problem in the first place.
>> They've been looking at one single thing for 15 years, 20 years.
They probably will not realize that there are defects in it.
Because, they're used to it.
>> A lot of people think when they hear engineering students writing
computer code or software, what's really interesting about this group,
was as masters of science and engineering management students,
they came from all different backgrounds and what really made
them tick was looking at systems and what contributes to a system.
So we had them do [INAUDIBLE] research which is really looking at
the anatomy of a problem.
So analyzing a system the problem is happening in to
figure out what contributed to that problem.
Actually, we're looking at how we can improve the technology, but
we sort of like shifted our focus to how we
can improve the human aspects of that relationship.
>> We've got to understand why they think what they think.
>> First couple of weeks were definitely a learning curve
I'd never even >> Worked in a hospital before.
>> We were like those children,
going around asking everyone questions.
>> Wasn't just academic, it was real life which is amazing.
[CROSSTALK] >> As a teacher, I had some concerns
about how the clinicians would respond to these young engineers.
And I was thrilled that my students delivered.
They recognized the opportunity they had.
And the clinicians were outstanding mentors.
>> How many?
>> We found that the units we observed were actually really
open to our observation.
It's one thing to let engineers observe and tell them what's wrong,
but it's another thing to actually implement those solutions.
>> Some of the students are continuing to work with their hosts
to take those proposed solutions into action in the hospital.
>> I was amazed by the amount,
the quality, the thinking >> the depth of
the questions that the students asked.
And the professional and
extremely useful reports that they generated for the clinical hosts.
>> The engineering students gained confidence, skills, problem solving,
and all in a situation >> Where
they felt like their work mattered.
The clinical host got a free valuable prospective in these
students that they would normally have to pay a consultant for.
What's really great about collaboration in general is that
nobody can do it all, especially in clinical research.
>> If you collaborate, you're gonna get more perspectives.
Bringing all these perspectives together results in
better patient outcomes.
>> [APPLAUSE]
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