UDBMEGFY - BEng (Hons) Biomedical Engineering (including foundation year)

Biomedical engineering is one of the fastest-growing fields in the UK, driven by the modern healthcare system's reliance on intricate engineering systems. Biomedical engineers, also known as bioengineers, clinical engineers, medical technologists, or design engineers, are integral to the design, implementation, management, and safety of these systems in healthcare settings.

Our interdisciplinary degree program, a collaboration between the School of Computing and Digital Media (SCDM) and the School of Health Sciences (SHS), is designed to deepen students' knowledge and broaden their understanding. This course prepares students to work collaboratively in multidisciplinary teams, a crucial skill in the field, and equips them to adapt to new technologies while meeting industry needs with a strong awareness of the professional and ethical responsibilities of engineers. We believe this approach will set students up for success and employability in the biomedical engineering sector.

The BEng Biomedical Engineering course provides a robust foundation in engineering principles applied to the biomedical field, covering areas such as electronic systems, microprocessors, embedded systems, anatomy, physiology, biomechanics, sensors, actuators, programming, artificial intelligence, and human movement analysis. These skills are developed through design projects, including a final year BEng project, and practical work experience opportunities. The program also fosters ongoing personal development, versatility in problem-solving, and a diverse range of transferable skills, including effective communication, leadership, and the ability to identify and address gaps in healthcare markets.

This course prepares students for careers in specialist areas such as assistive technology, rehabilitation, medical imaging, robotics, physiology monitoring, m-health, and e-health. Through practical, hands-on experience, including design projects and a final year project, students build confidence and competence in applying engineering principles to real-world biomedical challenges. The final year project also enhances skills in teamwork, project planning, time management, presentation, problem-solving, and working to a specific brief. The curriculum is aligned with industry needs and standards, ensuring that graduates are well-prepared for the workforce. Additionally, the course balances theory with hands-on practice, making it ideal for students aiming to pursue postgraduate studies such as MSc or MPhil/PhD. Final year project topics are continuously updated in consultation with industry partners to reflect technological advances and enhance employability.

Teaching and assessment are delivered over 30 weeks of formal scheduled contact time, primarily through lectures, tutorials, lab-based workshops, and blended learning. Teaching materials are accessible via the university’s virtual learning environment (VLE) and school network facilities. Blended learning approaches and technologies, such as the University’s VLE and specialized engineering labs, support student learning, delivering course content, encouraging active learning, providing assessments and feedback, and enhancing student engagement.

The course is supported by specialized laboratories, where students spend significant time practicing what they learn in lectures and seminars. Using industry-standard simulation packages, students investigate, design, implement, test, and document various industry-relevant hardware and software examples, working individually or in groups.

The course learning outcomes (CLOs) are mapped to the Framework for Higher Education Qualifications (FHEQ) and align with the UK-SPEC learning levels defined by the Engineering Council. The curriculum is designed to ensure clear progression in knowledge, cognitive demand, and learner autonomy from Level 4 through to Level 6.

Progression is achieved through:
· Cumulative module design: Foundational skills are introduced at Level 4 (e.g. basic anatomy, electronics, and data analysis), developed and applied at Level 5 (e.g. biomechanics, embedded systems), and critically synthesised at Level 6 (e.g. human movement analysis, artificial intelligence, and the final project).

· Evolving assessment strategies: At Level 4, assessments focus on comprehension and structured problem-solving; at Level 5, on practical application and analysis; and by Level 6, students are expected to demonstrate independent inquiry, critical evaluation, and professional judgement in open-ended or industry-relevant scenarios.

· The final year project (FC6P01) serves as a capstone, requiring students to integrate learning across the course, define a problem area, manage a complex project, and present findings to professional standards.

In addition, individual module learning outcomes reflect increasing cognitive complexity. For example:
· Level 4: describe, explain, apply
· Level 5: analyse, design, implement
· Level 6: evaluate, synthesise, critically reflect

This structured development ensures that students graduate with the skills and intellectual maturity expected of biomedical engineers entering professional practice or postgraduate study.

The specific aims of the course are:
1. To cultivate students with a strong foundation in engineering fundamentals and foster experience in interdisciplinary collaboration.

2. To empower graduates with the engineering, biomedical, design and interpersonal skills necessary to excel as professional Biomedical Engineers, while also preparing them for careers in diverse professions.

3. To graduate individuals who are conscious of their professional and ethical obligations, understand the global and societal implications of engineering solutions, and recognize the economic, sustainability, and political aspects in their work.

4. To provide a supportive environment that encourages students to be critically receptive to new ideas and to help them achieve their full academic potential.

5. To produce graduates with a keen focus on user-centred design, equipped with a variety of tools and techniques for identifying and defining user requirements.

6. To equip students with the knowledge, practical experience, and professional skills required for employment in biomedical engineering and related healthcare technology sectors.

The general aims of the course are:
1. To produce graduates with the capacity to proactively solve problems.

2. To produce graduates with strong communication skills, who can explain their concepts to a diverse audience using a range of media.

3. To prepare students for progression to further study in bioengineering or research.

4. To develop students' independent study skills and prepare them for lifelong learning experiences.

5. To equip graduates with the technical and professional skills required for employment in roles such as biomedical device development, clinical engineering, or regulatory affairs within the healthcare, medical technology, and research sectors

LO1: Demonstrate confidence, resilience, ambition, and creativity as inclusive, collaborative, and socially responsible practitioners/professionals in their discipline.

LO2: Apply knowledge of mathematics, statistics, natural science, engineering principles, and scientific theories to analyse and solve complex problems.

LO3: Evaluate and select appropriate computational, analytical, and technical methodologies to model, address, and resolve complex issues, recognizing their limitations.

LO4: Design and implement solutions for complex problems that meet societal, user, business, and customer needs, considering health and safety, diversity, inclusion, cultural, societal, environmental, ethical, and commercial factors.

LO5: Assess and minimize the environmental, societal, and ethical impacts of solutions, incorporating professional codes of conduct and sustainability principles.

LO6: Demonstrate proficiency in laboratory, workshop, and practical settings by selecting and applying suitable materials, equipment, and technologies.

LO7: Communicate effectively on technical and scientific topics, presenting coherent arguments and results to both technical and non-technical audiences orally and in writing.

LO8: Apply principles of risk management and quality management systems to evaluate, mitigate, and improve processes in various professional contexts.

LO9: Function effectively both independently and within diverse teams, demonstrating leadership, collaboration, and inclusivity while fostering equality and diversity.

LO10: Plan and record self-directed learning and development activities as part of lifelong learning and continuous professional development (CPD).

LO11: Demonstrate academic and scientific literacy through critical analysis of literature, coherent argumentation, and systematic organization of knowledge.

LO12: Apply engineering management, project management, and change management principles in practical and commercial contexts, addressing relevant legal matters, including intellectual property rights.

LO13: Demonstrate competence in data collection, measurement methodologies, and practical interventions, emphasizing the principles of scientific measurement and the distinction between analogue and digital information.

LO14: Exhibit transferable skills such as initiative, judgment, self-awareness, use of technology, and the ability to work independently and collaboratively in multidisciplinary contexts.

The course design refers to Quality Assurance Agency (QAA)’s Subject Benchmark Statements in Engineering set out in the UK Quality Code for Higher Education.

https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-engineering

A range of assessment methods (class tests, theory and practical examinations, coursework through logbook/ case-study and laboratory report/ poster / artefact, viva) is employed throughout the course. The method of assessment and marking criteria for each module at each level is clearly described in the individual ‘Module Guide’ which is made available to the students at the start of the semester (via WebLearn - VLE). Every module (core as well as options) has a VLE presence providing students with comprehensive learning/teaching material including Workshops exercises. Module leaders use this site regularly to communicate with their students including providing general feedback, guidelines on how to write technical report/ effective presentations and keeping logbooks. One of the core modules at Level 4 has a mandatory formative/summative assessment element "Learning reflection essay" to initiate and induct students to reflective learning to develop effective and SMART study plans for all modules.

Students are provided with opportunities to develop an understanding of and the necessary skills to demonstrate good academic practice. Particularly, students will be encouraged to complete weekly tutorials/tests and laboratory exercises as well as periodic formative progress tests to enhance their learning. During laboratory sessions students receive ongoing support and feedback on their work to promote engagement and provide the basis for tackling the summative assessments.

The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes. Formative and summative feedback are be provided using a variety of methods and approaches, such as online, one to one and in groups on the submitted work, at various points throughout the teaching period and in line with University's policy on assessment and feedback.

Students will be referred to the University’s guidance on the use of Artificial Intelligence (AI) to become acquainted with it.

The course includes a 15-credit module on Work Related Learning (FC5W51) at Level 5. Accredited work-related learning is an integral part of the course. This can take the form of a placement (sometimes referred to as an internship) or a work-based project. The Careers and Employability team of the University provides advice on all stages of the selection process including developing CV, completing application forms, preparing for interview or online assessment. The School of Computing and Digital Media's World of Work (WOW) Agency (a.k.a. Employment Outcomes Team - EOT), working closely with the module /course leader, offers opportunities to enhance employability skills, gain real experience through placements into real client-driven projects - working with business and industry. In addition to the work-related core module FC5W51 Work Related Learning II, students can apply for a sandwich year at the end of Level 5 during the course.

Part-time students are expected to take 60 credits per year. At Levels 3 to 5, all modules are core and mandatory. However, at Level 6, students will have the opportunity to choose optional modules. The default option for Level 6 is CT6064.

Degree award:
BEng (Hons) degree is awarded according to the following additional course regulations to meet accreditation requirements of IET. Failing to achieve this will result in a lesser award, such as the BSc (Hons) degree, according to the University's academic regulations. Although the student will be enrolled on the BEng (Hons) programme, the final award will be determined at the end of the course.

· The proportion of failed modules deemed to be completed will be less than or equal to 20 credits in each year;

· The minimum acceptable progression marks will be greater than or equal to 30%; and

· Degree classifications will include all modules in the final 2 years (total of 240 credits at levels 5 and 6) using the standard university weightings;

· Final year project must be passed (not just complete)

· Re-assessment and re-takes will be capped at 40%

Direct entry:
Direct entry applicants entering final year (Level 6) must have Level 5 (or equivalent) in the relevant

area. Such applicants’ degree award may be BSc (Hons) rather than BEng (Hons) deepening on whether their previsions studies were accredited by IET/BCS.

Direct entry applicants who do not meet this entry requirement will ONLY be accepted to the second year (Level 5) of the course if the applicant has achieved 240 credits from levels 4 and 5 (or equivalent) in appropriate modules covering the required learning outcomes.

All direct entry students are required to attend an interview with the course leader or his/her nominee prior to being made an offer

Certificate of Higher Education: 120 credits at Level 4 as per the course structure in section 22.

Diploma of Higher Education: 240 credits with minimum of 120 at Level 5 as per the course structure in section 22.

BSc: 300 credits with max. 120 at credits at Level 4, 120 at Level 5 and min 60 credits at Level 6 as per the course structure in section 22.

BSc (Hons): 360 credits with max. 120 credits at Level 4, min. 90 credits at Level 6 as per the course structure in section 23 BUT “Course Specific Regulations” are not satisfied.

BEng (Hons): 360 credits with max. 120 credits at Level 4, min. 90 credits at Level 6 as per the course structure in section 23 AND “Course Specific Regulations” are satisfied.

All modules are based on lectures (1 hour) followed immediately by small-group tutorials, Laboratory / Workshops, individual and group case studies (2 hours). These ‘after-lecture’ activities are an important part of a student’s learning process. It is during these activities that students have an opportunity to reflect on their learning. For each activity, students are expected to keep a logbook for their workshops giving a full account of the problems, methods of solutions, results and conclusions.

Students are expected to start their ‘Personal Development Plan (PDP) in Level 4 and to complete this during Level 6 project where students are assigned to a supervisor with whom they communicate on a weekly basis throughout the year.

Output standards set out by Engineering Council’s UK Standard for Professional Engineering Competence (UK-SPEC) (4th ed) ensuring threshold academic standard.

https://www.engc.org.uk/media/3410/ahep-fourth-edition.pdf

Although the majority of modules in the course are part of other courses accredited by the Institute of Engineering and Technology (IET) and the British Computer Society (BCS). However, this course will be put forward for accreditation by the Institute of Engineering and Technology (IET) for Chartered Engineering status after the first cohort graduate.

As an accredited degree, students on this programme are subject to the standards set by the UK Engineering Council in relation to compensation. A maximum of 30 credits can be compensated across the programme excluding the final year individual project module. The minimum module mark for which compensation is allowed is no more than ten percentage points below the nominal module pass mark. If these conditions are violated the degree awarded will be a BSc. This compensation regulation will not apply to the foundation year of the programme.

Biomedical engineering is one of the fastest-growing fields in the UK, reflecting the increasing reliance on advanced engineering systems in modern healthcare. Biomedical engineers are in high demand across various sectors, including healthcare, robotics, diagnostics, and pharmaceuticals. This demand is driven by their crucial role in developing, implementing, and maintaining the technologies that underpin these fields. Biomedical engineers, also known as bioengineers, clinical engineers, or medical technologists, find employment opportunities in a wide range of roles, with over 3,000 job advertisements for medical engineers/technicians in the UK as of August 2024, according to uk.jobted.com, including over 400 vacancies in London alone.

The course equips students with the necessary skills and knowledge to meet the demands of the biomedical engineering sector, enhancing their employability. Graduates are well-prepared to enter the workforce in a variety of specialist areas or to pursue further studies such as an MSc or PhD, which can open additional career opportunities in research, academia, or advanced industry roles. The course also provides a solid foundation for lifelong learning and professional development, essential for adapting to evolving technologies and industry needs.

The Biomedical Engineering BEng (Hons) degree with foundation year allows you to achieve a highly sought-after qualification, while developing transferrable skills and knowledge. This leaves you well-prepared to begin your career in the diverse biomedical engineering field.

As a graduate of this Biomedical Engineering course with a foundation year, you should have the expertise to fulfil a range of entry-level roles in this field confidently and competently. This could be in a one of many areas, from assistive technology, to rehabilitation, to robotics and more.

There are also a range of advanced academic pursuits open to Biomedical Engineering graduates. You may choose to study for a relevant master's degree or take part in PhD research before beginning your working career. Towards the end of your course, your tutor will be happy to discuss all options with you.

In addition to the university's standard entry requirements, you should have:

• a minimum of 32 UCAS points
• GCSE qualifications in both English language and Mathematics at grade C/4 or above