Biomedical Engineering

MEng (Hons)

2022/23 Full-time Undergraduate course

Award:

Master of Engineering with Honours

Faculty:

Faculty of Computing, Engineering and the Built Environment

School:

School of Engineering

Campus:

Belfast campus

UCAS code:

BH82
The UCAS code for Ulster University is U20

Start date:

September 2022

With this degree you could become:


  • Biomedical Engineer
  • Biomedical Research & Development Engineer
  • Manufacturing Engineer
  • Quality Control & Management Engineer

Graduates from this course are now working for:


  • Abbott Ireland
  • Almac Group
  • Andor Technology Ltd.
  • BHSCT
  • Boston Scientific
  • Cirdan Imaging Ltd.
  • Johnston & Johnston Services Ltd.

Overview

Combining engineering with medical sciences to design and create equipment, devices, computer systems and software.

Summary

Biomedical Engineering combines biology and engineering, applying engineering principles and materials to medicine and healthcare. It spans a wide variety of disciplines – you could be working with artificial organs, surgical robots, advanced prosthetics or the development of new drugs.

Biomedical Engineers (sometimes referred to as Bioengineers) are responsible for driving major innovations and advances in medicine they design and develop all of the equipment used by doctors and biomedical scientists.

The demand for Biomedical Engineers is increasing as machinery and technology become ever more essential to developments in medicine and healthcare. The combination of engineering principles with biological knowledge to address medical needs has contributed to the development of many revolutionary and life-saving concepts.

Biomedical Engineering is constantly evolving and expanding into new areas such as tissue engineering and regenerative medicine, a core research theme within the School of Engineering at Ulster University.


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About this course

About

There is an increasing demand for more advanced and effective medical devices and therapies due to an ageing population and our increasingly demanding lifestyles. In order to meet these challenges the need for professional biomedical engineers with the right skills and competencies has never been greater.

The biomedical engineering course aims to provide students with a comprehensive knowledge and understanding of the core technical, professional and ethical principles that underpin this area. It is a challenging course, multidisciplinary in nature and equips graduates with the skills needed for a career in this ever-expanding sector. Likewise, it provides a solid platform to undertake further study programs in this area.

As well as providing the student with all necessary competencies to gain successful employment (or further study opportunities) after graduating, the staff delivering the course put a lot of emphasis on looking after the students when they are at University. This includes both good academic support and pastoral care which is equally important to ensure each student reaches their full potential.

This course has been designed with the aid of biomedical industrialists to address the needs of industry and the research community. The MEng and BEng Hons Biomedical Engineering courses are taught and assessed in common over the first two years. The third year of each programme is spent on compulsory placement – and successful completion of the Placement year leads to a Diploma in Professional Practice (DPP) which is awarded at Graduation. The BEng Hons students have one additional year of study whereas the MEng students have two additional years of study.

Associate awards

Diploma in Professional Practice DPP

Diploma in International Academic Studies DIAS

Diploma in Professional Practice International DPPI

Attendance

The course is five years in during (which includes a compulsory placement in year 3). The course is only offered as a full-time option.

Attendance

Classes are normally scheduled from Monday – Friday (contact the course director for further details). There are no timetabled activities on Wednesday afternoons.

Start dates

  • September 2022

Teaching, Learning and Assessment

The first year of the course is introductory in nature and provides the student with the fundamental principles of the subject material concerned. Particular emphasis is placed on the provision of appropriate underpinning in key subject areas such as mathematics, physics, design, manufacturing, electrical engineering, mechanical engineering and professional engineering practice. Specialist knowledge related to biomedical engineering is provided through the provision of specialist modules in biomedical engineering in both semesters, providing an introduction to the field of biomedical engineering, medical technology, and human anatomy and physiology. A significant number of modules in Year 1 incorporate laboratory tuition to ensure that the students receive appropriate hands-on experience to enhance their learning experience and to reinforce theoretical concepts.

In the second year of the course, students are expected to refine their skills and attributes developed in Year 1 and to extend their knowledge of topics specific to Biomedical Engineering. Subjects covered include biomedical physics and their applications, medical technologies, biomaterials science, biomechanics, anatomy and physiology, medical device directives and standards, ethics, medical electronics, engineerign programming and professional engineering practice. All of these subjects build upon the underpinning and introduction to the subject provided in Year 1, with a strong emphasis on laboratory work to enhance the students’ capabilities in preparation for placement in Year 3.

In Year 3, the student will undertake a period of paid placement in a clinical, industrial or academic setting. Placement is compulsory and seen as an integral part of the course providing the student the opportunity to develop into a junior engineer.

In year 4 & 5 the students are expected to undertake more advanced studies in modules designed to build upon their knowledge and capabilities resulting from the previous taught years and placement experience. A considerable amount of personal initiative is expected and the modules are constructed in such a way as to reflect this. In particular, the ability to make logical and analytical appraisal of a problem and to provide a structured and optimised solution is developed in the final year Honours Research Project. The individual project helps integrate module material from across the course. The key themes covered in final year include medical sensor technologies for monitoring and sensing applications, analog and digital signal processing methods with respect to medical applications, biomaterials and tissue engineering, nanotechnology, management, entrepreneurship and programming.

The Ulster Learning and Teaching Strategy's overall aim is "to provide students with a high quality, challenging and rewarding learning experience that equips them with ...knowledge, skills and confidence". Engineering, according to the QAA subject benchmark statement is built on three core elements, "scientific principles, mathematics and 'realisation'." The technical underpinning required in science and mathematics are taught in ways that combine traditional features such as lectures and tutorials with a range of practically based activities that embed this underpinning knowledge in the context of real-world systems and examples. Laboratory sessions include both demonstrations and experimentation, Lectures and tutorials typically contain examples, videos and physical demonstrations of the application of the scientific principles to engineering practice.

There has also been an increasing use of technology in developing learning resources. This generally includes the integration of applications software packages (CAD, FEA, CFD for example) and the use of live intranet and Web resources, both within scheduled sessions and in independent study, as the School continues to build student-partnerships and a community of learners.

Apart from conventional usage of ‘seen’ and ‘unseen’ assessment problems in class tests and formal examinations, significant use is made of on-line assessment strategies within the course to facilitate timely feedback. Oral examinations are utilised (e.g. in relation to project presentations and presentations relating to industrial placement). Diagnostic assessment features are becoming more prominent in Year 1 modules with formative assessment generally linked to summative assessment, for initial coursework submissions in the first half of semester.

Staff delivering the course are focused on the need for good quality, timely formative feedback, to encourage students and promote deeper learning as modules progress.

The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

Assessment

Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Figures correct for academic year 2019-2020.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise.  The precise staffing for a course will depend on the department(s) involved and the availability and management of staff.  This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2021-2022.

Belfast campus

A globally recognised hub of creativity, innovation and entrepreneurship.


Accommodation

High quality apartment living in Belfast city centre adjacent to the university campus.

Find out more - information about accommodation  


Student Wellbeing

At Student Wellbeing we provide many services to help students through their time at Ulster University.

Find out more - information about student wellbeing  


Belfast campus location info

  Find out more about our Belfast campus

Address

Ulster University
York Street
Belfast
County Antrim
BT15 1ED

T: 028 7012 3456

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

Year one

Anatomy and Physiology for Engineers

Year: 1

This module provides students with an understanding of anatomy and physiology that are directly applicable to the area of biomedical engineering.

Introduction to Biomedical Engineering

Year: 1

This module will introduce students to studying Biomedical Engineering at Ulster University and will develop some of the foundational knowledge and skills that will enable them to succeed on their degree programme.

Engineering Mathematics

Year: 1

This module provides an understanding of the language and terminology of mathematics, together with the mathematical techniques from algebra, calculus and statistics that are necessary for the description and analysis of engineering systems.

Analogue and Digital Electronics 1

Year: 1

This module will provide an introduction to semiconductor devices and their application in electronic circuits such as power supplies, voltage regulators and simple amplifier circuits. It will also introduce the field of digital electronics, with simple combinational logic circuit analysis and simplification

Design and CAE 1

Year: 1

This module provides an introduction to the fundamentals in the use of a modern 3D CAD system to create robust 3D part modules using an introductory range of feature types. This module provides an introduction to product design specification, design, build and analysis/testing of a product as part of a design project, working as part of a team.

The Global Engineer

Year: 1

This module will introduce students to working in multidisciplinary teams to solve a real-world problem and present their solution to an audience of their tutors and peers.

Year two

Regulatory Affairs and Ethics

Year: 2

This module provides students with a detailed understanding of the important issues relating to the regulatory control of the design, fabrication, manufacture and safe use of medical devices in Europe and the US. It includes information on the design and manufacture of medical devices and equipment. The origins and implementation of various directives in terms of classification, regulatory requirements and the use of standards are provided and demonstrated via an integrated group project approach involving structured exercises related to actual medical devices.

Mechanical Systems Analysis for Biomedical Engineers

Year: 2

This module provides an introduction to the fundamentals of static mechanics and fluid mechanics, with a particular emphasis being placed on the application of this theory to biomedical engineering devices and examples.

Advanced Biomedical Engineering Topics

Year: 2

The module is designed to extend the students understanding of biomedical engineering in terms of medical physiological measurements, medical imaging and clinical diagnosis. The electrical properties of tissue are studied and their importance for a number of clinical situations examined. The development of electrodes for particular purposes is evaluated. Medical devices for a range of physiological and diagnostic applications are studied.

Embedded Systems and Microcontrollers

Year: 2

This module will equip students with necessary knowledge and hardware-software design skills needed to design/implement microcontroller based embedded systems.

Engineering Programming

Year: 2

This module is designed to introduce engineering students to the basic principles of algorithmic programming, and the solution of engineering problems using MATLAB and Simulink.

Design and CAE 2

Year: 2

The module considers creativity in design; product innovation; technical and non-technical aspects of design; sustainability; design analysis techniques for economic product manufacture and assembly; functional analysis; visual design; value engineering; safety and reliability through design projects; manufacturing processes; assembly techniques; market intelligence; component and product inspection and testing. This module builds on the fundamentals of 3D solid part modelling with the introduction of more advanced solid modelling tools, assembly modelling, creation of 2D drawings and incorporation of all these tools and features within a design project, working as part of a team.

Year three

Industrial Placement

Year: 3

This module is optional

This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.

International Academic Studies

Year: 3

This module is optional

This module provides an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. Students will develop an enhanced understanding of the academic discipline whilst generating educational and cultural networks.

Study USA

Year: 3

This module is optional

This module provides an opportunity to undertake an extended period of study in the USA; to acquire business and management skills, and to develop educational and social links. Places on the module are limited and subject to a competitive selection procedure.

Year four

Design of Advanced Medical Sensors

Year: 4

This module prepares the student for the multidisciplinary (physics, chemistry and engineering) nature of biomedical devices. An applied view of sensor principles and associated device fabrication techniques is presented with modern and future medical applications constantly being illustrated.

Functional Biomaterials

Year: 4

This module provides students with a detailed understanding of the composition, function and application of synthetic and natural biomaterials in the context of the medical implant devices they are used to fabricate. The approach taken highlights the important materials science issues involved in the provision of these systems. The increasing importance of functional biomaterials to the provision of enhanced medical implant devices that can more effectively replace damaged and/or diseased tissues and organs is also addressed.

Signal Processing and Data Analysis

Year: 4

The module provides a knowledge of analogue and digital signal processing of simple level systems;

with particular application to basic signals generated by biological systems.

Nanotechnology

Year: 4

This module is optional

This module gives the student an overview of nanotechnology and its applications in engineering.

Object Oriented Programming

Year: 4

This module is optional

This module extends the students understanding of the design and creation of software structures using an object-oriented paradigm. The programming language is C++ which is of particular relevance to engineering students.

Embedded Systems

Year: 4

This module is optional

This module will provide knowledge relating to embedded systems from programming to interfacing and relating IoT based applications. More importantly, the focus will be to increase skills of students to develop a design from a paper to a prototype level.

Environmental Engineering

Year: 4

This module is optional

This module introduces environmental issues, key aspects and provides coverage of science, technology, design, regulations and management systems pertaining to environmental protection, resource conservation and alternative energy sources.

Design and Industrial Applications 3

Year: 4

This module is optional

This module is based on the execution of an industrially generated major design project through multi-disciplinary team activity involving aspects of: project management, market analysis, specification, concept design, budget costing, decision making, detail design, production planning, manufacturing requirements and product costing.

Production Systems

Year: 4

This module is optional

This module aims to equip students with the knowledge, skills and understanding that will enable them to contribute to the analysis, design and management of modern manufacturing systems. Content includes systems and modelling, sources of variability and the corrupting influence of variability, discrete simulation modelling for system analysis and design; inventory management, production management systems including mrp, JIT and TOC; productivity improvement techniques such as SMED, DMAIC; supply chain management; world class and lean manufacturing; product lifecycle management.

Advanced CAE

Year: 4

This module is optional

This module provides a practical, hands-on experience of Computer Aided Engineering in the context of industrial design and manufacturing. It focuses on advanced part modelling techniques, assembly modelling, creating associative links, good modelling practice, collaboration and interoperability, design documentation, 3D printing, surface modelling, photorealistic rendering, dynamic simulation and Finite Element Analysis. It involves the utilisation of an integrated, state-of-the-art MCAD suite, along with the teaching of the general principles of the aforementioned technologies.

Year five

Advanced biomaterials for biomedical applications

Year: 5

The module aims to provide students a sound understanding of biomaterials and their use in a variety of biomedical applications. A range of topics will be explored, including design aspects, biocompatibility and the foreign body response, interfacial properties of biomaterials, and factors affecting cellular response as well as medical device regulations and commercialisation. Also, contemporary topics in biomaterials will be covered, such as nanobiomaterials, advanced biomaterials characterisation techniques, nanomedicine, and drug delivery. Furthermore, this module will include also a large project component, which allows the students to develop advanced knowledge and research skills in a specialised area.

Tissue Engineering

Year: 5

This module provides the student with the skills required to critically appraise the composition, properties and function of tissue engineered products within the context of the relevant biological and materials science considerations. Issues relating to the ethics and regulation of tissue engineering and the implications of the relevant FDA (USA) and Medical Device Directives (EU) legislation are also covered. Students will also develop skills to enable them to provide a considered opinion regarding the choice of scaffolds, cells, stimulatory factors and bioreactor environment for specific applications by considering a number of case studies.

Research Methods and Management

Year: 5

A module which integrates lectures with group activities in the study of the basics of research methods and management processes. The student will consolidate their learning of research methodologies, management processes, data processing, literature review, report and dissertation making.

MEng Final Year Dissertation

Year: 5

This module is designed to equip students with the appropriate research and project management skills needed to complete an MEng level project and prepares them to be able to contribute positively in their first engineering graduate employment.

An ethos of professionalism can be developed and demonstrated in the way that earlier learned material can be successfully applied in engineering applications; this can continue after graduation and is an essential requirement of a practising Chartered Engineer.

Students are expected to design the project in collaboration with their supervisor. They will be responsible for carrying out the project and writing up and presenting their work in the form of an oral/poster presentation and a final written dissertation.

Digital Signal Processing

Year: 5

This module is optional

This module enables the student to understand, design apply and evaluate digital signal processing algorithms.

Micro- & Nano-Scale Devices

Year: 5

This module is optional

The course provides an in depth knowledge of micro-nanodevices, as well as micro and nanofabrication techniques using elements from nanoscience and nanotechnology.

Entrepreneurship and Innovation Engineering

Year: 5

This module is optional

To provide participants with the capability to improve the competitiveness of companies through entrepreneurship practice and new product and/or process innovation. A major team design project is addressed derived from a real problem from within a local/global manufacturing company. Material covered is supported through tutorial, lecture and workshop sessions as appropriate.

Intelligent Manufacturing

Year: 5

This module is optional

Two of the most important developments in manufacturing in the 21st century are Additive Manufacturing and the 4th Industrial Revolution (Industrie 4.0). In this module, students will be introduced to these two strands of advanced manufacturing and will develop the skills and knowledge to engage with these concepts in an industrial context.

Advanced Thermal Fluid Sciences and CFD

Year: 5

This module is optional

This module in thermal fluid sciences covers external flow, turbulence and heat transfer and an introduction to CFD modelling and

Quality Improvement

Year: 5

This module is optional

This module considers modern approaches to Quality Improvement. The context of product or service is set for the interpretation of Quality from different perspectives. The Quality topics are considered under the themes of definition, measurement, actions, improvement and control. Modern and traditional management approaches are evaluated and techniques appropriate to product or service characteristics and organisation performance are considered.

Computer Aided Engineering for Managers

Year: 5

This module is optional

This module provides a concise and application based overview of current computer aided engineering systems by providing a detailed summary of current rapid-prototyping and manufacturing processes, multi-axis advanced manufacturing technologies, digital inspection and simulation. The application of CAE to enhance the product lifecycle will be the fundamental objective of this module. The integration of these systems from new product introduction (NPI) through to digital inspection will be addressed.

Polymer Technology

Year: 5

This module is optional

At the end of the module the student should be able to critically appraise alternative thermoplastic conversion and fabrication processing routes. Through analysis of processing behaviour, they should be capable of developing appropriate strategy for selection of conversion routes for a range of representative material systems and applications in terms of total economics and quality enhancement.

Standard entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

The A Level requirement for this course is grades ABB to include Mathematics and one from Physics, Chemistry, Biology, Technology & Design, Design & Technology, Engineering, Life & Health Science (single or double) or Double Award Science/Applied Science.
Applicants presenting A Level Physics will receive a one grade reduction at the time of offer i.e. BBB.

Applied General Qualifications

Successful completion of BTEC Level 3 QCF Extended Diploma in Engineering, Science or Applied Science (inc Forensic Science & Medical Science) with overall award profile D*DD.

Successful completion of BTEC Level 3 RQF Extended Diloma is Engineering/Applied Science with overall award profile DDM.

Irish Leaving Certificate

128 UCAS Tariff points to include a minimum of five subjects (four of which must be at Higher Level) to include English at H6 and Maths at H5 if studied at Higher level or O4 and O3 if studied at Ordinary Level.

Course Specific Subject Requirements

Higher Level subjects must include Mathematics and one other Higher Level subject from Physics, Chemistry, Physics/Chemistry, Biology, Technology, Engineering, Computing or Design & Communication Graphics

Irish Leaving Certificate UCAS Equivalency

Scottish Highers

The Scottish Highers requirement for this course is grades BBBBC (to include minimum of BB in Maths and another science subject).

Scottish Advanced Highers

The Scottish Advanced Highers requirement for this course is grades BBC (to include Maths and a science subject).

International Baccalaureate

Overall International Baccalaureate profile minimum 27 points (13 at higher level) to include minimum grade 6 in HL Maths and grade 5 in another HL subject. Grade 4 in English Language is also required in overall profile.

Access to Higher Education (HE)

MEng entry is not available directly from an Access course

GCSE

GCSE Mathematics Grade C, 4 or above
GCSE English Language Grade C, 4 (or equivalent). PLUS
GCSE Grades CC, 44 in Double Award Science OR in both GCSE Science and Additional Science OR in 2 of the following GCSE subjects, Physics, Chemistry, Biology, Science, Technology and Design, Statistics (or equivalent ).
NOTE:
All applicants presenting BTECs as the subject require Distinction in all relevant Maths modules

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Additional Entry Requirements

HND/HNC

HNC requirement is overall Distinction in an Engineering, Science or Applied Science subject will be considered for year 1 entry only. GCSE Maths Grade C or 4 or an alternative Mathematics qualification acceptable to the University is also required.

HND requirement is overall Merit in an Engineering, Science or Applied Science subject to include a Merit in either Level 4 or Level 5 Analytical Methods module. GCSE Maths Grade C or 4 or an alternative Mathematics qualification acceptable to the University is also required. Applicants may be considered for year 2 entry where the curriculum sufficiently matches that of Ulster University full time year 1 course.

Ulster Foundation DegreePass in Foundation Degree in a relevant subject area with an overall mark of 55% and minimum 55% in all taught level 5 modules and 55% in the Level 4 Mathematics module within the Foundation Degree. GCSE Maths Grade C or 4 or an alternative Mathematics qualification acceptable to the University is also required. Applicants will normally be considered for year 2 entry to the linked Honours degree.

For further information on the requirements for this course please contact
the administrator as listed in the Contact details section below.

Entry equivalences can also be viewed in the online prospectus at http://www.ulster.ac.uk/apply/entrance-requirements/equivalence.

The General Entry Requirements must also be met including English Language minimum GCSE grade C or 4 (or equivalent). Please check the following link http://www.ulster.ac.uk/apply/entrance-requirements#ger.

Exemptions and transferability

Students who have successfully completed studies equivalent in content and level to year 1 modules may be considered for direct entry to Year 2.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

  • Abbott Ireland
  • Almac Group
  • Andor Technology Ltd.
  • BHSCT
  • Boston Scientific
  • Cirdan Imaging Ltd.
  • Johnston & Johnston Services Ltd.

Job roles

With this degree you could become:

  • Biomedical Engineer
  • Biomedical Research & Development Engineer
  • Manufacturing Engineer
  • Quality Control & Management Engineer

Career options

Biomedical engineers can take up employment in a range of different areas due to its interdisciplinary nature. Potential employers include:

1. The medical device and pharmaceutical industry (e.g. Boston Scientific, Medtronic, Stryker, Abbott, KCI Medical - Acelity, Intelesens, Randox, Almac, Norbrook, Trucorp, Siemens, Philips)
2. Hospital trusts (e.g. Northern Ireland, Ireland, UK and Australia)
3. Government and regulatory agencies (UK), and
4. Universities (e.g. Ulster University, QUB, KCL, Imperial College, Leeds, Southampton, TCD, UCD).

The biomedical engineer can play a vital role in any one of these sectors, working as research and development engineer in the medical device industry producing the next generation of heart valves, defibrillators, ECG systems, stents or hip replacements, right through to the specialist working in the hospital to operate and maintain sophisticated equipment for the diagnosis and treatment of medical conditions.

The biomedical engineering degree course at Ulster University provides graduates with a wide range of technical, professional and ethical competencies that will enable them to gain employment in this continually developing sector. Our graduates have built careers in the medical device industry and research laboratories and hospitals all over the world.

A significant number of students have also gone on to complete further studies (MSc/PhD) in the field of biomedical engineering and related subject areas at institutions all over the UK and Ireland.

Work placement / study abroad

The MEng (Hons) Biomedical Engineering degree programme is a five year course - four years at University and one year on a compulsory industrial placement.

The industrial placement year is a significant, formative period for our student biomedical engineers. Involvement in the practice of biomedical engineering in an industrial setting will develop your engineering, transferable and personal skills and significantly enhance your employability on graduation. All students are therefore required to undertake a (paid) industrial work placement - normally in year 3 of the programme.

Students fulfilling the requirements of the course will be awarded an Honours degree with an accompanying award of a Diploma in Professional Practice (DPP) for successful completion of a university approved placement in a clinical, industrial or academic establishment.

The placement year in year 3 of the course provides students with a valuable insight into the working environment and gives them a unique edge when they go to seek full-time employment after they graduate. Indeed, many placement providers end up offering employment to those students who completed a successful placement with them after they graduate.

Apply

Start dates

  • September 2022

Fees and funding

Scholarships, awards and prizes

A range of prizes and awards are available to students throughout their studies.

Additional mandatory costs

It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition feesWhere a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering)vaccinations , security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi are also available on each of the campuses.

There will be some additional costs which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.

Contact

Course Director:

Dr George Burke

T: +44 (0)28 9536 5196

E: g.burke@ulster.ac.uk


Admissions Contact: Ruth McKeegan

T: +44 (0)28 9036 5782

E: rm.mckeegan@ulster.ac.uk

International Admissions

T:+44(0)28 7012 333

E: internationaladmissions@ulster.ac.uk

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  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
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Testimonials

David Bishop BSc Hons Biomedical Engineering with DIS 2011

Having graduated with First Class Honours in the summer, David commenced doctoral study with the Biomaterials and Tissue Engineering Research group in the Nanotechnology and Integrated Bioengineering Centre. His research will investigate various methods to try and increase the bioactivity of different biomaterial surfaces in order to manipulate and control the differentiation pathways of adult mesenchymal stem cells. David’s undergraduate years are a catalogue of high achievement. On placement with Boston Scientific Corporation (BSC), Galway, he won a Silver Value Improvement Project (VIP) Award due to savings of $800,000 per year on a coat weight variation project. He also designed a stent handling tool and his placement experience and nomination led to BSC winning the 2011 University Placement employer of the year award. David was also a Nuffield Research Scholar and, during his final year, tutored mathematics to students on Ulster’s Step-Up programme. David’s results and experience at undergraduate level, particularly in the final year project, have provided the stepping stone to his current research in the field of biomaterials.

Dr Rebecca Di Maio BSc Hons Biomedical Engineering with DIS 2004

Double graduate Rebecca has gone a long way from her Ballymena home and undergraduate studies at Jordanstown – literally. She is now Clinical Research Manager at HeartSine Technologies Ltd, overseeing the conduct of multicentre clinical trials on defibrillator and CPR technology. Rebecca has travelled to Moscow, Belfast, London, San Diego, Copenhagen, Chicago, New Orleans to present the results of the company’s studies and overview the technology. “I studied BSc Hons Biomedical Engineering with DIS, gaining First Class Honours and then undertook my PhD in defibrillation and resuscitation. It was a follow on from a very successful final year project supervised by Professor John Anderson, who has an international reputation in the field of defibrillation and resuscitation research. He is also now my manager as CTO of HeartSine Technologies Ltd. I have also lectured at Ulster in maths and electronics.” Rebecca has trained and supervised a number of students at HeartSine Technologies, some of whom have gone on to complete summer programmes at Harvard.

Tracey Leonard BSc Hons Biomedical Engineering with DIS 2011

Tracey is currently a Renal Technologist with the NHS . Her job involves the maintenance, calibration, repairs and modifications of medical equipment used to perform kidney dialysis. Dialysis machines are extremely important for the survival of patients who suffer from kidney disease. Renal Technologists ensure that this vital equipment works efficiently and safely at all times. Tracey undertook her work placement at Ulster’s Centre for Rehabilitation Research where she had the opportunity to work alongside a team comprising both local and international collaborators to complete a research study on Transcutaneous Electrical Nerve Stimulation (TENS). She was the investigator of the laboratory trial and the information collected was used to compile a journal submission. The paper, of which Tracey is a co-author is titled ‘Does the Stimulation Intensity of Transcutaneous Electrical Nerve Stimulation Influence Hypoalgesia?’ and was published in the European Journal of Pain in August 2011. Tracey hopes to gain invaluable experience within this role through hands on experience and training courses. Tracey is keen to incorporate her background in medical research into her current role which could possibly lead to new techniques or equipment being developed which could improve the treatment of dialysis patients.

Dr Lindsay McManus BSc Hons Biomedical Engineering with DIS 2008

Lindsay graduated with a degree in Biomedical Engineering with a commendation in a Diploma of Industrial Studies in 2008. In the same year she began a three-year PhD based in the Nanotechnology and Integrated BioEngineering Centre, funded by the Department of Education and Learning, Northern Ireland. Lindsay has worked on collaborative projects with Tyndall National Institute in Cork and also with Dublin Institute of Technology, Ireland. Throughout her time as a PhD student she has been successful in various funding applications for attending international conferences, including the I J Shelley travelling fund, the Andrew Carnegie research travel fund and the Royal Society of Engineering travel grant. Recently Lindsay was also successful in securing a National Access Programme research grant (NAP 303) which is funded by Science Foundation Ireland. Lindsay became the Irish regional winner for the Young Persons’ Lecture competition, which is sponsored by the Institute of Materials, Minerals and Mining (IOM3). This competition is a test of the competitors’ ability to convey technical information in an enthusiastic and understandable way, in the form of a short presentation. She then went on to participate in the 7th world final that was sponsored by the Companhia Brasileira de Metalurgia e Mineração in São Paulo, Brazil. She has also published a number of papers in peer reviewed journals on her pioneering work on monitoring Human Stem Cells using Raman Spectroscopy. Lindsay has recently taken up a post within Heartsine Technologies in Belfast (NI) after completing her PhD in NIBEC, Ulster University.

Jenna Smith BSc Hons Biomedical Engineering with DIS 2010

Having graduated with First Class Honours in July 2010 Jenna took up a post at Randox Laboratories, a privately owned diagnostic and equipment manufacturer based in Crumlin. She is now Project Manager on 'Evidence Evolution' which is the world’s first fully automated, random access Biochip analyser. It utilises the revolutionary Biochip Array Technology (BAT) which is capable of simultaneously detecting up to 23 analytes in a single patient sample. Jenna also works closely with the Quality teams assisting with internal and external audits and general regulatory compliance work within the Engineering department.