Introduction to Biomedical Engineering

Learning Outcomes

Disciplinary Specific Learning Outcomes

Having successfully completed this module you will be able to:

• Demonstrate self-study and communication skills in a multidisciplinary environment
• Critically assess societal implications of healthcare technology, including economics and healthcare policy and patient and carer experience.
• Demonstrate an understanding of professional and ethical conduct in Biomedical Engineering
• Analyse key issues in the design of medical devices, including specification, regulatory frameworks, safety and ethics and usability
• Describe and explain key healthcare technologies for diagnosis, monitoring, therapy and as prostheses (including implantable devices and artificial organs) and for the discovery of new knowledge in medicine and biology.

Full CEng Programme Level Learning Outcomes

Having successfully completed this module you will be able to:

• The lectures and in-class discussions focus on societal contexts of healthcare technologies, including safety, user needs and usability. It thus contributes to the design of solutions for complex problems with originality and meet a combination of societal, user and customer needs as appropriate, including consideration of applicable health and safety requirements. The summative assignment requires specifically addressing societal and environmental impacts.
• The discussions during interactive classes as well as formative and summative assignments required critical analysis of the biomedical engineering literature and other sources of information to analyse and solve complex problems in healthcare technology.
• Critical assessment of appropriate materials, equipment and engineering technologies is assessed in summative and formative assignments.
• In the contest of healthcare technology, responsibilities, benefits and the importance of supporting equality, diversity and inclusion are assessed in formative and summative work. Particular emphasis is placed on people with physical, cognitive and sensory disabilities.
• Formative and summative assessment require self learning and appropriate recording of evidence.
• The summative assessment requires discussion of ethical and professional issues in the context of healthcare technologies.
• Group work is addressed in the first two formative assignments. The first is a group design of assistive technology with recorded group presentation and the second a collaborative poster on the evolution of an established healthcare technology. Reflection on group performance is part of the feedback process.
• The summative assessment requires an integrated systems approach to the solution of complex healthcare problems, by considering both technical and societal aspects, as well as the integration of the technologies within the wider clinical context.
• Formative and summative assignments require effective communication, the latter including communication with non-technical audiences.
• Formative and summative assessments include design and discussion of complex problems in healthcare technologies, with consideration of societal, user, business and customer needs, as appropriate. Summative assessment requires consideration of applicable health and safety, cultural, societal, environmental and commercial matters as well as relevant codes of practice and industry standards.

1. Key fields and technologies in biomedical engineering, such as

a. Diagnostic

◦ Sensors/transducers.

◦ Instruments and devices.

◦ Microfluidics.

◦ Imaging.

◦ Signal processing.

b. Therapeutic

◦ Stimulators (deep brain, FES ...).

◦ Ultrasound.

◦ Robotics for rehabilitation

c. Prosthetic

◦ Implantable devices

◦ Assisted hearing devices.

◦ Artificial organs and limbs.

d. Assisted living

e. Knowledge generation

◦ Physiology

◦ Modelling/in-Silica medicine.

2. Introduction to principles of governance

a. Ethics.

b. Safety/Risk-assessment.

c. Data protection/anonymization.

d. Regulatory framework for medical devices.

3. Patient and carer experience.

a. What is good/bad technology?

b. Personalized medicine.

c. Public and Patient Involvement (PPI).

d. Introduction to evidence-based practice.

4. Design of medical technologies

a. Co-design in health-care technologies.

b. Assessing usability.

5. Health care policy and economics

a. Introduction to healthcare technology assessment.

b. Economic contribution of medical technologies.

1. Lectures by module staff and invited specialists.

2. Flipped classroom interactive learning and discussion.

3. Problem-based learning in groups (with assignment).

4. Stuctured meetings/discussion with patients, carers and health-care professionals.

5. Project work: Designing a biomedical engineering device

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Assignment

• Assessment Type: Formative
• Feedback: Oral feedback in classroom discussion, Peer review, Written feedback on written work
• Final Assessment: No
• Group Work: Yes

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.