Biomedical engineering students share international service-learning experience
Brandon Qiao and Katie Auyeung were among students who traveled to Hong Kong and China to build custom orthoses for pediatric patients
In May, 10 students from the McKelvey School of Engineering took part in the Service-Learning Experience in Guangdong, China & Hong Kong (SLEIGH) through the Department of Biomedical Engineering. The group, accompanied by faculty sponsor Jin-Yu Shao, professor of biomedical engineering, received clinical training and learned how to make the orthoses at the Hong Kong Polytechnic University, then met patients and fabricated the orthoses at a hospital in China. In total, the students spent four nights in Hong Kong and 10 in Guangdong. PolyU students provided clinical training and translation assistance at both sites.
Two students who went on the trip, Brandon Qiao and Katie Auyeung, reflected on their experiences:
From Brandon Qiao, junior majoring in biomedical engineering:
I am not exaggerating when I say this trip was one of the most gratifying, enlightening and exciting experiences of my life. Being fortunate to join this service-learning trip this year, I have grown as an individual technically, clinically and culturally.
The trip revolved around assisting the gait of pediatric patients with cerebral palsy in a rehabilitation hospital in Guangdong, China. This experience has taught me the knowledge behind the field of prosthetics and orthotics, which are areas of interest within biomedical engineering. Cerebral palsy (CP) is a group of neurological disorders that affect movement, posture and balance. CP is characterized by spasticity (muscle stiffness) and exaggerated reflexes that influence the way patients walk. Orthotics are devices used to support and improve foot and ankle stability, a function that can correct CP patients’ gaits. On this trip, I learned from the Hong Kong Polytechnic University students’ mastery of making orthotic devices. From using a thermosensitive plastic to make a positive mold, to filling it with plaster and then molding a device with polyethylene or polypropylene, I learned the skills necessary to make ankle and foot orthoses.
From a clinical standpoint, although we were not doctors, we served as providers for these children. Through a clinical lens, I observed — and now better understand — the soft skills necessary to treat patients emotionally. Many of the patients were overwhelmed by students approaching them, so it was critical that we adapted by calming the patient and their parents first. This trip taught me that patience and communication are key. We must treat the person before we treat the condition. Even though many of us were not fluent in Mandarin, we prevailed. Using social media trends or translation apps, we were able to communicate with our patients to the point where they viewed us as friends, not foes. Approaching them with an attitude of compassion facilitated the caregiving experience.
I deeply valued the opportunity to open my eyes culturally throughout this trip. Both Hong Kong and China contained beautiful views, delicious food and spectacular architecture. Nevertheless, I value the people I met the most. Although WashU students were born and raised in culturally different locations than the PolyU students, we made friendships that will last a lifetime. I am especially grateful and appreciative to our Group 3 students for their willingness to mentor us while under the pressure of completing orthoses for the patients.
One of my first observations of Hong Kong was a patterned beeping sound coming from pedestrian crosswalks at traffic lights. At first, I did not understand its purpose. But as the trip progressed, we visited museums for assistive devices and heard stories from people with disabilities, and I learned about a growing movement to improve the quality of life of those with disabilities. Although there is much room to grow, this trip was a small contribution to this immensely impactful initiative to give patients with disabilities a chance to live like everyone else. Just as the beeping sound provides direction and independence for those with disabilities, the SLEIGH experience illuminated the importance of designing a world where can live fully.
From Katie Auyeung, senior majoring in biomedical engineering:
Going into this service-learning experience, I had no idea what to expect. I thought it would be impossible to get the clinical training needed, meet all the patients, fabricate custom fit orthotics, assess patient comfort and create adjustments in just two weeks. But I was proven wrong. This experience has reinforced the most fulfilling aspects of biomedical engineering and shown me what truly drives this field: the people.
This trip centered around improving the gait of children with cerebral palsy in rural areas of Guangdong. Our patients came in with varying levels of movement, balance and posture that often made it difficult to walk. Their gait was unsteady and crossed, and some of the patients could barely stand by themselves. Our job was to custom fit orthotics for them to help support their balance and improve their walking. Fitting day was by far the most exciting day of the trip. When our patients got their ankle-foot orthoses, we could see an immediate change in their gait. They walked straighter, steadier and more confidently. To see a product that you designed from start to finish help a patient is incredible.
Engineers don’t often get to meet, let alone work directly with the people at the receiving end of their devices. I truly valued having real-time feedback and seeing the direct impact that my designs have on patients’ lives.
The Hong Kong PolyU prosthetic and orthotics students who worked with us were extremely talented and generous. Not only did they lead the entire orthotic design process, but they also took the time to translate and explain every single step in English to us. They offered their own feet as our practice models, demonstrated how to heat the thermoplastic until it turned translucent, and showed us how to position the foot so that the heel and metatarsal heads were on the same planar surface.
After the thermoplastic had hardened around the foot, we wrapped bandages around the mold and filled with plaster. The students explained that a toe region had to be added, and that the imperfections needed to be fixed with plaster so that pressure wasn’t applied to the protruding points of the foot. Once the cast was finished and smoothed, a sock was vacuum sealed over it, and polypropylene plastic was fitted to the cast. Finally, we cut plastic and trimmed it to size, and added straps and cushioning. This week-long, hands-on and interactive process allowed me to develop dynamic, team-based design and fabrication skills, thanks to the patience and expertise shared by the PolyU students. I even had the chance to make insoles for my own feet!
Our other visitors were the parents. They were the ones comforting their children, holding their hands as they walked and distracting them with videos and candy. While not the primary patients, the parents and supportive adults were just as important. This trip taught me that attitude matters when speaking with caregivers. It was important that we talked to them in terms they could understand, explained everything we were doing, and walked them through future rehabilitation and treatment. Though the children often couldn’t understand, the parents were deeply focused and often worried. This experience helped me realize how important it is to connect with the support system too; healing extends beyond the patient to those who care for them.
The students, patients and caregivers I met in Guangdong and Hong Kong taught me the skills, values and attitude needed to make a meaningful impact on patients. The passion, care and kindness received from everyone in China has been incredible. I’m motivated to continue pursuing real-world, patient-centered uses for my biomedical engineering background, and I hope to remain connected with everyone that I’ve met. The two weeks were challenging but incredibly fulfilling, and I hope the program thrives long after my time at WashU.
