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Harmonisation in European higher education especially in BME (selected slides)

Harmonisation in European higher education especially in BME (selected slides). Ákos Jobbágy PhD Budapest University of Technology and Economics. Biomedical engineering programs. demand for biomedical engineers programme structures is it a separate discipline clinical engineers

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Harmonisation in European higher education especially in BME (selected slides)

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  1. Harmonisation in European higher educationespecially in BME(selected slides) Ákos Jobbágy PhD Budapest University of Technology and Economics

  2. Biomedical engineering programs • demand for biomedical engineers • programme structures • is it a separate discipline • clinical engineers • BSc – MSc – PhD

  3. Possible harmonisation in BME • core subjects • optional subjects • structure

  4. European Commission Directives • sectoral directives for health professionals and architects were adopted in the 1970s, this route to recognition of diplomas was not repeated • the “General Directives” for generally acceptable minimum requirements

  5. Suggestions for BME program structures • ABET • The Whitaker Foundation • The Biomedical Engineering Handbook • TEMPERE

  6. Accreditation Board for Engineering and Technology (ABET) • ABET was established in New York in 1932, • Guidance - Supplying information to engineering students and potential students, • Training - Developing plans for personal and professional development, • Education - Appraising engineering curricula and maintaining a list of accredited curricula, • Recognition - Developing methods whereby individuals could achieve recognition by the profession and the general public.

  7. ABET (I.) The BME programmes must demonstrate that their graduates have • an ability to apply knowledge of mathematics, science, and engineering • an ability to design and conduct experiments, as well as to analyse and interpret data

  8. ABET (II.) • an ability to design a system, component, or process to meet desired needs • an ability to function on multi-disciplinary teams • an ability to identify, formulate, and solve engineering problems

  9. ABET (III.) • an understanding of professional and ethical responsibility • an ability to communicate effectively • the broad education necessary to understand the impact of engineering solutions in a global and social context

  10. ABET (IV.) • a recognition of the need for, and ability to engage in life-long learning • a knowledge of contemporary issues • an ability to use techniques, skills, and modern engineering tools necessary for engineering practice

  11. ABET (V.) • an understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology

  12. ABET (VI.) • the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems.

  13. The Whitaker Foundation list of special fields in BME • bioinstrumentation • biomechanics • biomaterials • systems physiology • clinical engineering • rehabilitation engineering

  14. The Biomedical Eng. Handbook topics within BME: biological effects of electromagnetic fields, biomaterials, biomechanics, biomedical instrumentation, biosensors, biotechnology, clinical engineer- ing, medical and biologic analysis, medical imaging, medical informatics, physiologic modelling, simulation and control, prosthe- tic devices and artificial organs, rehabili- tation engineering, transport phenomena.

  15. TEMPERE BME topics: non-ionising radiation, MRI, ultrasound, lasers, UV and optics, RF and microwaves, health protection and safety, physiological measurements, biomedical signal processing and analysis, medical imaging, modelling of physiological systems, biomedical instrumentation, medical informatics, healthcare telematics, rehabili- tation engineering, biomechanics, clinical eng., cellular and molecular engineering.

  16. Conclusions • BME programmes do not and need not contain the same subjects • there is a widely accepted list of core subjects • students must be involved in real-life problems and laboratory work

  17. My suggestions (III.) • define the ECTS value of the core subjects (30 … 40 % of total credits) • further compulsory parts of BME curriculum: laboratory exercises and subjects related to real world problems (15 … 20 % of total credits) • 40 … 50 % of credits should be devoted to subjects from the optional list.

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