Biomedical Engineering MSc programme. Study Guide 2013/

Transcription

1 Biomedical Engineering MSc programme Study Guide 2013/ BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p1/43

2 Disclaimer This study guide has been compiled with the utmost care and is based on information provided by the faculties; this information was current on November 15, For the most recent information please visit CourseBase; the University s on-line course information system, at BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p2/43

3 Content Preface Introduction Goals Qualifications of MSc in BME graduates Study programme General information Semesters and periods Examinations Study load and European Credits MSc: first year (60 EC) Individual Study Programme (ISP) MSc: second year (60 EC) Traineeship in a hospital, industry or other research institute (15 EC) Literature survey (10 EC) Masters thesis project (35 EC) Oral presentations Student interviews Specialisations within the MSc in BME programme Medical Instruments & Medical Safety (MIMS) Overview Admission Biomechatronics (BM) Overview Admission Tissue Biomechanics and Implants (TBI) Overview Admission Biomaterials Overview Admission Medical Physics (MP) Overview Admission Biomedical Electronics (BE) Overview Admission Annotation Entrepreneurship Honours Programme Admission Admission for students with an academic bachelors degree Additional Bachelors courses for admission to Medical Instruments and Medical Safety (MIMS) and Biomechatronics (BM) Additional Bachelors Courses for admission to Tissue Biomechanics and Implants (TBI) Additional Bachelors Courses for admission to Biomaterials (BMM) BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p3/43

4 6.1.4 Additional Bachelors Courses for admission to Medical Medical Physics (MP) Additional Bachelors Courses for admission to Biomedical Electronics (BE) Equivalent English Courses Admission for students with a bachelors degree from a Dutch polytechnic school (TH/HBO) Introduction Pre-masters programme for Medical Instruments and Medical Safety (MIMS); Biomechatronics (BM); and Tissue Biomechanics and Implants (TBI) Pre-masters programme for Medical Physics (MP) Pre-masters programme for Biomedical Electronics (BE) Admission for students still in their academic bachelors programme Teaching in Leiden (LUMC) and Rotterdam (Erasmus MC) Courses in Leiden Courses in Rotterdam All BME masters courses Biomedical courses Mathematics and Engineering courses Study and traineeship abroad Enrolling for courses and tests Courses Tests Organisation Faculty 3ME Interfaculty masters programme Education support staff Education committee Board of Examiners Student association MSc coordinator Academic Counsellor Further Information BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p4/43

5 Preface We are very pleased that the MSc programme in Biomedical Engineering will start on 2 nd September 2013 for the tenth year. Meanwhile many students were awarded their MSc degrees and most of them found that the course was exactly what they were looking for: challenging, interesting, relevant, multi-disciplinary, application-oriented and more. Almost all of them have been able to find rewarding jobs in the biomedical industry or in related fields, mostly as researchers or designers. In 2012 we received a visit from an evaluation committee which is responsible for monitoring the quality of the education programme. The committee members were very enthusiastic about the multidisciplinary character of the Biomedical Engineering programme, offered in collaboration with Leiden University Medical Centre and the Erasmus Medical Centre in Rotterdam. They were particularly in favour of the use of direct confrontation with clinical research issues as the main tool for keeping the students focused. The committee appreciated the strong focus on the engineering/technology aspects of biomedical engineering within the programme. The unique collaboration between the departments of Applied Sciences, Electrical Engineering and Mechanical Engineering in an interfaculty MSc programme does present challenges in terms of the lecture schedules and examinations etc. However, on the positive side, students are encouraged to look beyond the traditional boundaries of the individual disciplines and to discover new horizons. The contribution made by our clinical partners at the Leiden University Medical Centre (LUMC) and the Erasmus Medical Centre in Rotterdam (ErasmusMC) is very important. Medical doctors from the centres visit the Delft campus and introduce the BME students to the clinical problems that they are facing. The future BME engineers make several trips to Leiden and Rotterdam in order to gain direct experience of the clinical environment and many BME students carry out their MSc thesis assignments or at least part of them at the Leiden and Rotterdam sites. As an indication of the positive nature of the collaboration, during the last years some medical students have also come to Delft to take an introductory course in Biomedical Engineering. Medical doctors with a good appreciation of engineering methodology and design are very important as a counterpart to the BME engineers. This coming year more medical students are likely to spend part of their study time at Delft. In 2006 an official collaboration programme involving the LUMC, the University of Leiden, ErasmusMC, Erasmus University and Delft University of Technology began. This regional collaboration between three large knowledge institutes will act as a major stimulus for biomedical companies in the province of South Holland, which is referred to as the Medical Delta The collaboration involves both research and education. For new MSc students in particular it represents an ongoing commitment on the part of our clinical partners to participate in the education programme. In addition new jobs will be created in the region for our graduates. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p5/43

6 The BME programme at Delft University of Technology differs from other BME programmes offered in the Netherlands, because it focuses on producing good engineers in the traditional engineering disciplines who can apply their skills within multi-disciplinary research teams which also include medical scientists. The MSc course puts the emphasis on multi-disciplinary collaboration and the MSc theses are under the guidance of both technical and clinical tutors. In the field of biomedical engineering there are still many new discoveries to be made and there is a constant search for better equipment. It is a hi-tech field where research programmes in universities can still compete (and collaborate) with industrial programmes. Its importance for society as a whole is obvious. It is very rewarding for students to see that their efforts can have a direct or indirect impact on clinical practice. We are looking forward to the coming year and the many new opportunities for students, researchers and clinicians! Prof. Frans C.T. van der Helm BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p6/43

7 1. Introduction Biomedical Engineering (BME) involves the application of engineering principles and technologies to medicine and biology so as to define and solve problems in these fields. The two-year MSc programme in Biomedical Engineering at Delft University of Technology started in September Although still a young programme, it is founded on a long history of teaching and research in BME within three collaborating faculties: the Faculty of Applied Sciences (Physics), the Faculty of Electrical Engineering, Mathematics and Computer Science, and the Faculty of Mechanical Engineering, Marine Technology and Materials Science. Bundling the education and research programmes of these three faculties a broad BME programme could be realised. Additionally, the programme includes close and intensive collaboration with clinical partners at Leiden University Medical Center (LUMC), the Erasmus Medical Center Rotterdam (Erasmus MC), and the Academic Medical Center Amsterdam (AMC). Clinical partners participate in first-year MSc teaching (LUMC and Erasmus MC), and in the tutoring of MSc projects in the second year (LUMC, Erasmus MC, and AMC). Biomedical engineers have a solid technical background and additional knowledge of the medical field. In the biomedical industry, they apply their knowledge to the development and improvement of instruments for minimally invasive surgery, joint replacement prostheses, pacemakers, catheters, etc. Within the health service, in particular in academic medical centres, biomedical engineers participate in research and education. Two examples are biomechanical research focused at the improvement of joint replacement prostheses at an orthopaedic department, and image processing research for the automated detection of narrowing blood vessels at a department of cardiology. In total, six specialisations are offered within the MSc in BME programme. Four of these specialisations require a background in Mechanical Engineering; one requires a background in (Applied) Physics, and one in Electrical Engineering. This means that BSc graduates in Mechanical Engineering, Applied Physics or Electrical Engineering from a University of Technology may enter the BME programme without any restrictions. TU BSc graduates holding other degrees may also enter the programme but only after completing a series of additional courses. Graduates holding a degree from a Dutch polytechnic (Technische Hogeschool) may also enter the programme upon completion of a number of additional courses: the Pre-Masters programme. Additional (BSc) courses up to 15 ECTS may be incorporated into the MSc programme. In the event that further additional courses are required these will partly come on top of the MSc programme. See chapter 6 for detailed information on enrolment. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p7/43

8 Chapter 2 sets out the goals of the masters programme in Biomedical Engineering and chapter 3 describes the qualifications of the MSc in Biomedical Engineering graduate. In chapter 4, an overview of the study programme is given. The six specialisations are presented in more detail in chapter 5. In chapter 6, the admission programmes for academic bachelors and Dutch polytechnic bachelors graduates are described. The medical courses on offer at LUMC and the Erasmus MC and in some of the research groups in the two academic hospitals that offer final masters thesis assignments are presented in chapter 7. Chapter 8 contains an overview of biomedical and medical courses and an overview of mathematics and engineering courses. Chapters 9-12 provide further practical information. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p8/43

9 2. Goals The goal of the master programme in Biomedical Engineering is to educate academic engineers, who are technically high-skilled and have additional medical and biological knowledge. Graduates are capable to collaborate with clinicians, researchers and other health care professionals in order to: Identify, define and analyse biomedical problems, for the solution of which Biomedical Engineering principles and techniques can contribute Develop and to produce a sound solution to the problem Present these solutions effectively BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p9/43

10 3. Qualifications of MSc in BME graduates Graduates of the MSc in Biomedical Engineering are suitably qualified in the following areas: 1. Broad and profound knowledge of the engineering sciences (mathematics and applied physics) and the ability to apply this at an advanced level in one biomedical engineering specialisation. 2. Broad and profound knowledge of science and technology and of the particular BME specialisation and, moreover, the skills to use this knowledge effectively in biophysical modelling of human anatomy and physiology as well as in the design of technical tools to analyse, monitor, assist and replace anatomical and physiological functions in a clinically effective, biocompatible, safe and cost-effective way. The discipline is mastered at different levels of abstraction, including a reflective understanding of its structure and relation to other fields, and reaching in part the forefront of scientific or industrial research and development. This knowledge forms the basis of innovative contributions to the discipline in the form of new designs or development of new knowledge. 3. Thorough knowledge of paradigms, methods and tools as well as the skill to actively apply this knowledge in analysis, modelling, simulating, designing and performing research with respect to innovative biomedical engineering, with an appreciation of different application areas. 4. The capacity to independently solve technological and biophysical problems in a systematic way through problem analysis, formulating sub-problems and providing innovative technical solutions, also in new and unfamiliar situations. This includes a professional attitude towards identifying and acquiring new areas of expertise, monitoring and critically evaluating existing knowledge, planning and executing research, adapting to changing circumstances, and integrating new knowledge with an appreciation of its ambiguity, incompleteness and limitations. 5. The capacity to work both independently and in multidisciplinary teams, interacting effectively with specialists and taking initiatives where necessary. 6. The capacity to effectively communicate (including presenting and reporting) details about one s work, such as solutions to problems, conclusions, knowledge and considerations, to both professionals and a non-specialist public, in the English language. 7. The capacity to evaluate and assess the technological, ethical and societal impact of one s work, and to take responsibility with regard to sustainability, economy and social welfare. 8. A commitment to independently maintaining one s professional competence through lifelong learning. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p10/43

11 4. Study programme Biomedical Engineering is a two year academic masters programme. There are six specialisations within the programme: Medical Instruments and Medical Safety (MIMS); BioMechatronics (BM); Tissue Biomechanics and Implants (TBI); Biomaterials (BMM); Medical Physics (MP); Biomedical Electronics (BE). These specialisations cover a broad spectrum within Biomedical Engineering. Each specialisation requires its own specific background knowledge. At the beginning of the study programme students must choose their specialisation. Switching between specialisations is possible, but students should take into account the obligatory courses and additional courses required for each specialisation. This chapter gives general information on teaching periods, examinations and European Credits, followed by a presentation of the first and second year study programmes. 4.1 General information Semesters and periods Each course year is divided in two semesters. Each semester consists of two periods (quarters). In this study guide, these periods will be referred to as 1A, 1B, 2A and 2B. A period consists of seven weeks of lectures, followed by two or three weeks in which examinations may be scheduled Examinations Examinations may be oral or written. For those subjects in which written examinations are scheduled, students will have at least one opportunity per year to resit examinations (written or oral). Examinations are scheduled immediately after the period in which the course is taught. Resits generally take place after the next period. Resits for examinations taken in period 2B are scheduled in the second half of August Study load and European Credits The study load of a course is expressed in European Credits (EC) to reflect the European Credit Transfer System (ECTS), which encourages acknowledgement of qualifications between higher education institutions in the European Union. The study load for one study year is 60 EC. Credits give an indication of the relative weights of certain parts of the course. One EC involves approximately 28 study hours. The study load includes all time spent on the course: lectures, private study, traineeship, practical assignments, examinations, etc. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p11/43

12 The study programme involves two years of study, each with a study load of 60 EC. The total programme is worth 120 EC. 4.2 MSc: first year (60 EC) In the first year, students are expected to take at least 30 EC in biomedical courses and at least 30 EC in fundamental technical courses. Both the biomedical courses and the fundamental technical courses have an obligatory part that is specific to each specialisation and an elective part that must be chosen in agreement with the professor responsible for the specialisation. Lists of recommended courses and other elective courses are provided for this purpose (see Tables IX, X and XI in Chapter 8). Biomedical courses are taught by engineers and clinicians. Clinicians discuss clinical issues and explain their viewpoints, whilst also covering progress in clinically-related research. There are several medical courses that can be taken within the educational programme of two of our clinical partner universities, Leiden University Medical Center and the Erasmus Medical Center Rotterdam: students may take these medical courses to a maximum of 10 EC. From the engineering viewpoint, emphasis is placed on technical and biophysical aspects, such as the latest advances in design, modelling and simulation, all the time relating this to the engineering background of the students Individual Study Programme (ISP) All 'new' students need to register their program with selected courses using a prescribed template, which can be found on Please check the Study Guide to ensure that your program meets the requirements, check your calendar for conflicting lecture times and to spread your study load over the year, and consult the applicable professor to ensure that you optimally prepare for your specialisation. The template needs to be signed by the applicable professor and by the student and the original signed form shall be delivered to the Master Coordinator Dick Plettenburg (Coordinator-BME@tudelft.nl) for formal registration. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p12/43

13 4.3 MSc: second year (60 EC) The second year starts with a traineeship in a biomedical research group or biomedical company. Bachelors graduated from a polytechnic school (TH) are exempted from this traineeship. The remainder of the year is taken up with a literature survey and a masters thesis project. The traineeship and literature survey may be undertaken in any order. In general, assignments are carried out individually. It is best if the literature survey, traineeship and masters thesis project are in the same field of research. Students shall discuss and plan the traineeship, literature survey and masters thesis project with the professor of the chosen specialisation. Some assignments and internships can be found on Traineeship in a hospital, industry or other research institute (15 EC) Over the course of their traineeship students undertake a project task defined in consultation with the host institute. It is recommended that Dutch students undertake their traineeship abroad. The faculty overseeing the Biomedical Engineering masters programme will support student initiatives for study abroad, or will actively help in finding host institutions. Traineeships should culminate in a report. Important! Bachelors graduates with a polytechnic high school degree are exempted from the traineeship. Traineeships are usually arranged via one of the staff members in the student s chosen specialisation. The Information Centre in the Student Facility Centre also holds extensive information on a large number of companies abroad and on financial matters, work permits, visas, etc. Additional information is available on their website: Students may also contact the International Exchange Coordinator: Mrs. Fatma Çinar Room E-0-230, Mekelweg 2, 2628 CD Delft Tel.: +31 (0) , f.s.cinar@tudelft.nl Important! Students are encouraged to contact the professor in charge of their chosen specialisation at the start of the traineeship selection process. This helps to avoid problems later on: professors have a good overview of institutes and companies within their line of work and are in a position to judge whether or not the chosen institute or company is suitable. The professor responsible must give his approval before traineeships are started Literature survey (10 EC) It is recommended that students do their literature survey in the same research field as their masters thesis project. The literature survey will finish with a report and presentation in a seminar attended by staff and fellow students. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p13/43

14 4.3.3 Masters thesis project (35 EC) The masters thesis project is the final part of the BME programme. Ideally, the project is undertaken in collaboration with a clinical partner (Leiden University Medical Center (LUMC), Erasmus Medical Center (ERASMUS MC) Rotterdam, or the Academic Medical Center (AMC) Amsterdam). Regardless of whether thesis work is carried out in Delft or at the premises of the clinical partner, most MSc students will have a clinical tutor and a technical tutor. Roughly six weeks after the start of the project, students give an introductory presentation in which the project goals, methodology and the research plan are presented. Students then prepare the MSc thesis as a project report. Thesis work is evaluated by way of an oral presentation (graduation seminar) by the candidate and an oral examination before an MSc examination committee composed of at least three scientific staff members, including the thesis supervisor and one staff member from outside the research group. The examination committee may also include external examiners from research institutes or from industrial partners Oral presentations In multidisciplinary research it is essential that students have good communication skills. Each student must therefore give three oral presentations (seminars) as part of their training in delivering a clear message to a public from a different background. For each presentation a grade will be given: one for the literature seminar, one for the seminar held six weeks after the start of the masters assignment (introductory seminar), and one at the end of the masters thesis project (graduation seminar). These seminars are obligatory for all final-year Biomedical Engineering students. 4.4 Student interviews We feel that it is essential that students know what is expected of them, and that students let us know if there are problems within the study programme, in order that we can make improvements. At the beginning of the academic year a central presentation will be given, in which new students will be given a thorough introduction to the BME programme, and where new students can meet each other. Following this presentation an individual study programme (ISP) will be drawn up in discussion with the master coordinator (see section 4.2.1). During the master students complete anonymous questionnaires, usually issued at the end of each semester, which forms the basis for action taken to improve courses. Important! Student interviews are supplementary to, but not a replacement for, regular student-professor contact held on a more informal basis. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p14/43

15 5. Specialisations within the MSc in BME programme Students starting the BME master programme should be aware that the programme is divided into 6 specialisations. Medical Instruments and Medical Safety (MIMS) BioMechatronics (BM) Tissue Biomechanics and Implants (TBI) Biomaterials (BMM) Medical Physics (MP) Biomedical Electronics (BE) Not only do these specialisations focus on different aspects of biomedical engineering, they also require different baseline knowledge to be admitted. Important! At the beginning of the study programme students must choose their specialisation. Switching between specialisations is possible, but students should take into account the obligatory courses and additional courses required for each specialisation. Chapter 5 describes the main focus of education and research in each specialisation and Chapter 6 describes admission requirements and specific deficiency programmes for the specialisations. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p15/43

16 5.1 Medical Instruments & Medical Safety (MIMS) Professor in charge: Prof. Jenny Dankelman Tel: +31 (0) Medical Instruments Group, Dept of Biomechanical Engineering, Faculty of Mechanical, Maritime and Materials Engineering (3ME) Overview The goal of research within the Medical Instruments & Medical Safety specialisation is to develop new devices, processes and systems aimed at improving the quality and safety of health care delivery. Medical instrument development is focused in several medical disciplines, including minimally invasive surgery, colonoscopy, and catheter interventions. To operate through small incisions in the skin, surgeons require special instruments, making minimally invasive techniques a challenging field of application. New flexible instruments are being developed for use in minimally invasive surgery. In the field of colonoscopy a new locomotion system has been developed to move more easily through the bowel and lessen patient pain. Medical instrument research also focuses on the quality of medical instruments and their optimal use, maintenance and sterilisation. New training equipment such as virtual reality trainers and simulators with force/haptic feedback is being developed to train surgeons outside the operating theatre. This specialisation is directed at the medical specialisations surgery, cardiovascular diseases and gastroenterology Admission BSc graduates in Mechanical or Biomedical Engineering may be admitted to this specialisation without the need to take additional courses. Bachelor graduates with other degrees must attend additional courses. More information can be found in Table I. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p16/43

17 5.2 Biomechatronics (BM) Professor in charge: Prof. Frans C T van der Helm Tel: +31 (0) f.c.t.vanderhelm@tudelft.nl Biomechatronics & Biorobotics group, Dept of Biomechanical Engineering, Faculty of Mechanical, Maritime and Materials Engineering (3ME) Overview Biomechatronics is the interdisciplinary study of biology, mechanics and electronics. It focuses on the research and design of assistive and diagnostic devices for patients with disorders of the neuromuscular-skeletal system. A thorough knowledge of the healthy system is required, in addition to knowledge about patient status, i.e. the causes and symptoms of disease. In particular, biophysical models of muscles, joints, the Central Nervous System and sensors, and human motion control are very helpful for analysis and innovative designs. The interactivity of biological organs (including the brain) with (electro-)mechanical devices and systems is an important feature. In this specialisation the main focus is on prosthetics, orthotics, joint implants, diagnostic devices for neurological disorders, neuro-rehabilitation robots, and haptic interfaces, etc. Other exciting biomechatronic opportunities that scientists foresee in the near future include electronic stimulators of muscles and nerves for stroke victims and patients with trauma to the Central Nervous System Admission BSc graduates in Mechanical or Biomedical Engineering may be admitted to this specialisation without the need to take additional courses. Bachelor graduates with other degrees must attend additional courses. More information can be found in Table I. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p17/43

18 5.3 Tissue Biomechanics and Implants (TBI) Professor in charge: Prof. Harrie Weinans - h.h.weinans@umcutrecht.nl Primary Contact: Dr. Amir A. Zadpoor Tel: +31 (0) a.a.zadpoor@tudelft.nl Dept. of Biomechanical Engineering, Faculty of Mechanical, Maritime and Materials Engineering (3ME) Overview Despite the fact that joint replacement prostheses have been around since the 1960s, they still have a long way to go before they achieve perfection. Very good results have been achieved using hip prostheses, but prostheses for shoulder joints and fingers, for example, fail frequently. To improve these prostheses, close cooperation between the medical and technical professions is essential. In this masters programme students will become acquainted with skeletal tissues (bone, cartilage and tendons), joint anatomy, and methods for measuring and calculating stresses and strains in bone as well as in prostheses and materials that can be used in the human body, which must be both biocompatible and durable. The biomechanical properties of skeletal tissues will be explored: how strong are these materials, and perhaps more importantly how do these tissues change with ageing and disease, and how does tissue react when a prosthesis is implanted? Bone is a living tissue that is able to adapt its mass and architecture to changes in external loads: astronauts lose bone in space, while tennis players have a larger bone mass in their dominant arm. Via the same adaptation mechanism, changes in the loading of the bone caused by implantation of a prosthesis will induce changes in bone mass. In developing prostheses, scientists must try to predict these changes and take advantage of the adaptive capability of the skeleton. In order to do this, mechanical tests and advanced computer models must be combined. At the end of this specialisation students will be able to combine technical and biomedical knowledge in order to make a valuable contribution to new developments in the field of orthopaedics Admission BSc graduates in Mechanical Engineering may be admitted to this specialisation without the need to take additional courses. Bachelor graduates with other degrees must attend additional courses. More information can be found in Table II. BIOMEDICAL ENGINEERING STUDY GUIDE 2013/2014 (version November 2013) p18/43