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Biomedical Engineering (BME) students at the University of Wisconsin-Madison take seven semesters of required team-based design courses. Historically, students would develop technical skills as needed based on their project. Through engagement with our constituents we developed a more direct instructional approach at delivering essential engineering tools early in the curriculum. We previously reported on the creation of this new required second semester sophomore lecture and laboratory course with a guided design project: BME 201, "Biomedical Engineering Fundamentals and Design" (to replace one of the client-based experiences). Since then, this course has evolved to cohesively combine all three components into modules that represent the breadth of BME, including: electronics, programing (MATLAB, LabVIEW, and Arduino), mechanics (SOLIDWORKS, machine shop use, and biomechanical testing), biomaterials and tissue engineering (literature research, biosafety, aseptic technique, optics and material interactions) as well as other professional design skills. Despite being a relatively new course, we have seen overwhelming success related to student outcome performance in design by students since the implementation of this course verses its client-based counterpart. In addition, self-reported survey data from students upon completion of BME 201 felt this course was effective at improving their skills and their abilities to meet student outcomes. Finally, students also felt that this course was effective at influencing their academic and future career goals. [ABSTRACT FROM AUTHOR]