Harmonisation in European higher education especially in BME

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Harmonisation in European higher
educationespecially in BME(selected slides)
Ákos Jobbágy PhD Budapest University of
Technology and Economics
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Biomedical engineering programs

• demand for biomedical engineers
• programme structures
• is it a separate discipline
• clinical engineers
• BSc MSc PhD

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Possible harmonisation in BME

• core subjects
• optional subjects
• structure

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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

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Suggestions for BME program structures

• ABET
• The Whitaker Foundation
• The Biomedical Engineering Handbook
• TEMPERE

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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.

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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

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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

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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

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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

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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

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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.

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The Whitaker Foundation

• list of special fields in BME
• bioinstrumentation
• biomechanics
• biomaterials
• systems physiology
• clinical engineering
• rehabilitation engineering

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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.

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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.

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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

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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.