Biomedical Engineering (with Integrated Foundation Year)

This integrated programme is designed to prepare and support students for a strong and rewarding experience in their selected engineering discipline, Biomedical Engineering, immediately aligning students to the fundamentals of engineering from the moment they enrol.

In addition to providing all necessary science, technology, engineering and mathematics background to allow students to confidently enter year one of the BEng (Hons) Biomedical Engineering programme, the first year of study will also develop transferable skills such as communication, professionalism, teamwork and creativity, and provide an excellent transition period in preparation for learning and teaching methodologies used in the UK to support high engagement and achievement in the discipline.

The first two years are taken in common with three other engineering disciplines (Chemical, Civil & Structural, Mechanical) and therefore prior to being immersed in the technical depth of your selected engineering area in the final two years of study, your education will include an understanding of the relation and importance of other engineering areas to your own discipline - invaluable in the modern team-based multidisciplinary engineering sector.

Conceive, Design, Implement, Operate (CDIO) forms a core element of programme delivery, based around developing innovative and sustainable solutions to real-world problems and closely linked to our well-developed industrial collaborations.

Professional Accreditation
The BEng (Hons) in Biomedical Engineering is accredited by the Institution of Mechanical Engineers (IMechE), and can lead to Chartered Engineer (CEng) accreditation. This course is recognised by ENAEE (European Network for Accreditation of Engineering Education).

Rankings
Our BEng / MEng in Biomedical Engineering received 92% overall satisfaction in the National Student Survey 2020.

Course Modules

Foundation Year:

The Effective Learner (20 credits, core) |

Foundation Mathematics (20 credits, core) |

Computer Skills and Application (20 credits, core) |

Foundation Physics (20 credits, core) |

Fundamentals of Materials (20 credits, core) |

Introduction to Coding (20 credits, optional) |

Introduction to Computer Visualisation (20 credits, optional) |

Year 1:

Computer Aided Engineering (20 credits, core) |

Design, Build and Test (Biomedical)  (20 credits, core) |

Electronics and Mechanics (Biomedical Engineering) (20 credits, core) |

Mathematical Methods and Applications (20 credits, core) |

Engineering Materials (20 credits, core) |

Thermofluids (20 credits, core) |

Year 2:

Engineering Mathematics and Machine Learning (20 credits, core) |

Clinical Movement Analysis (20 credits, core) |

Embedded Electronics  (20 credits, core) |

Healthcare Technology Project  (20 credits, core) |

Functional Anatomy and Human Physiological Measurements (20 credits, core) |

Cell and Tissue Biology (20 credits, core) |

Year 3:

Biomaterials with Implant Design and Technology (20 credits, core) |

Individual Research Project (40 credits, core) |

Medical Ethics and Quality Management (20 credits, core) |

Integrated Design (20 credits, core) |

Rehabilitation and Prosthetics (20 credits, core) |

In your first year you will experience a wide range of teaching and learning environments. Concepts, principles and theories are typically explored in formal lectures, practised in tutorials, and demonstrated in laboratory classes. Practical skills are developed in laboratories. Cognitive and personal skills are developed in more open-ended problem solving and design exercises, often tackled by working in small groups supported by members of academic, technical, and library staff. Project work is used to bring various aspects of the programme together.

Typically, each module will involve 72 hours of timetabled contact except Mathematics for which you will have 96 hours of timetabled contact for each module. The expected weekly timetabled commitment will be around 21 hours.

After the foundation year the teaching and learning strategy accounts for learning outcomes that need to be achieved, progression through the levels of study, and the nature of the subject. One of the goals of Higher Education is that students develop lifelong learning skills and are increasingly able to take greater responsibility for their own learning (become independent learners) as they progress through the programme. Our strategy begins with the end in mind. We want students to become great engineers; that means great problem solvers and great team-workers with an inquisitive and curious mind. This should mean that by the end of your study with us you can move seamlessly into the world of work, academic research, or become an entrepreneur.

Our assessment methods incorporate a range of different methods designed to meet the needs of industry and accrediting bodies, as well as to prepare students for a research career.