To cultivate future professionals capable of interdisciplinary collaboration in medicine and engineering, we have developed an educational framework named CISTEM (clinical information, science, technology, engineering, mathematics, and medicine). This initiative aims to enhance students’ awareness and motivation for research and development by promoting voluntary engagement with design thinking essential for medical device and system innovation. Central to this framework is the novelty of a hands-on educational module featuring a custom-designed electromyography (EMG) interface. Developed from biomedical, welfare, and clinical engineering perspectives, this module facilitates production-based learning using robotic platforms. Through these practical experiences, students explore and gain intuitive understanding of key concepts such as biofeedback, the extension of self-embodiment, and functional individualization. The CISTEM framework provides a structured educational pathway for learners ranging from high school students to university students, as well as graduate students and working professionals. This paper outlines the design principles of the EMG module, illustrates its educational applications through case studies, and discusses the effectiveness of this systematic, interdisciplinary approach to fostering medical–engineering collaboration, supported by quantitative survey results from participants.

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