1. Programme title and designation Biomedical Engineering. value equivalent. 420 with 60 credits at level N/A

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1 PROGRAMME APPROVAL FORM: TAUGHT PROGRAMMES SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Biomedical For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit ECTS Any special criteria value equivalent MEng (Hons) Biomedical N/A 3. Nested award Award Title Credit ECTS Any special criteria value equivalent N/A N/A N/A N/A N/A 4. Exit award Award Title Credit value PG Cert and Honours Degree BEng Honours Degree BEng Ordinary Degree BEng UG Diploma Biomedical 420 with 60 credits at level 7 ECTS Any special criteria equivalent 210 N/A Biomedical N/A Biomedical N/A Biomedical N/A UG Biomedical N/A Certification 5. Level in the qualifications framework H 6. Attendance Mode of attendance Minimum length of programme Maximum length of programme Full-time Part-time Distance learning 4 years 10 years 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Biomedical, Division of Imaging Sciences and Biomedical 10. Programme organiser and contact Dr Kawal Rhode Details ext kawal.rhode@kcl.ac.uk 11. Relevant QAA subject benchmark/ /IET

2 Professional, statutory and regulatory body guidelines 12. Date of production of specification October Date of programme review 2019/ Educational aims of the programme i.e. what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme To educate graduates so that they have an understanding of most fundamental engineering and physics principles applied to Biomedical To equip students with extensive knowledge of quantitative human physiology to enable them to create new instrumentation and software that can be applied to healthcare To prepare students for a professional career in the field of engineering and physical sciences applied to medicine To ensure that students can manage their own learning with the aid of suitable resources To develop each student s ability to conduct experiments, analyse the results using various quantitative methods and draw valid conclusions To provide supportive environment, encouraging students to be critically receptive to new ideas and to attain their full academic potential 15. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The student should acquire: - A sound knowledge and understanding in applied mathematics, engineering, physics and related disciplines. - Experience in the applications of engineering and physical principles in medicine - The ability to analyse and solve problems in engineering using a wide range of quantitative methods and procedures. - The ability to carry out experiments/investigations, critically analyse results, draw valid conclusions and communicate findings orally and in writing. - A wide range of transferable skills, including problem-solving, investigative, IT and personal skills. Knowledge and understanding The programme provides a knowledge and understanding of the following: The student should acquire: A sound knowledge and understanding in engineering, physics and related disciplines. Experience in the applications of engineering and physical principles in medicine The ability to analyse and solve problems in physics using a wide range of quantitative methods and procedures. The ability to carry out experiments/ These are achieved through the following teaching/learning methods and strategies: Various teaching/learning methods and strategies, including lectures, tutorials, projects and practical laboratory sessions. Assessment: Students are mainly assessed by means of formal examinations, as well

3 investigations, critically analyse results, draw valid conclusions and communicate findings orally and in writing. A wide range of transferable skills, including problem-solving, investigative, IT and personal skills. as coursework, projects, reports, class tests, poster and oral presentations. Skills and other attributes Intellectual skills: Analyse and solve a variety of problems in engineering by means of appropriate applications of engineering principles and mathematical techniques. Formulate theoretical and practical problems in engineering. Analyse and compare experimental and investigation results, test the strength and validity of numerical results and hypotheses. Illustrate a sound understanding of the role of mathematical modelling, uncertainty and approximation in biomedical engineering. Critically evaluate arguments, assumptions, abstract concepts and data. Understand the principles and ethics of the scientific method. These are achieved through the following teaching/learning methods and strategies: Intellectual skills are developed through formal lectures, tutorials, practical sessions, directed self-learning, problem classes and various types of projects. Special additional seminars are planned for this purpose. Assessment: Students are mainly assessed by means of formal examinations, as well as coursework, projects, reports, class tests, poster and oral presentations. Practical skills: Conduct experiments in engineering/ physics safely, using basic laboratory apparatus and techniques effectively. Produce clear and accurate scientific reports and make technical presentations. Make appropriate and effective use of scientific literature, including research articles. Use computational tools and packages effectively in calculations and analysis. These are achieved through the following teaching/learning methods and strategies: Laboratory courses and projects, in which there is informal and formal help and feedback on reports and presentations. Assessment: Assessment of practical and scientific reporting skills is through marking of lab books, experimental write-ups, project reports and oral examinations. Generic/transferable skills: Demonstrate effective problem-solving skills in theoretical and practical contexts. Demonstrate effective problemsolving skills in theoretical and practical contexts. These are achieved through the following teaching/learning methods and strategies: Assessment:

4 Work independently and effectively, managing self-learning/teaching and show self-reliance and personal responsibility. Participate effectively and constructively as part of a multidisciplinary team. Demonstrate clear and effective oral and written communication skills. Manage time, prioritise workloads and work to deadlines. Evaluate and assess their own abilities, performance and understanding. Identify and assess ethical issues Through coursework/project assessment, presentation to audience and BEng project oral examination. 16. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The curriculum and the teaching methods employed have been designed taking fully into account the experience of leading international Universities and the relevant subject benchmark of the Institution of and Technology (IET) - in terms of: breadth and depth of knowledge covered; effective learning curve; skills and abilities that students should develop while undertaking this programme of study. The BME Department already runs a very successful award-winning MSc programme in Medical and Physics, built as per the guidelines of the UK Institute of Physics and in Medicine (IPEM). Additionally to this experience a preliminary meeting was made with assessors from the IET to consult with their benchmarks. The academic members of BME Department had a number of meetings for the development of the curriculum, taking on board the above professional requirements. As well as these relevant bodies the programme uses optional level 7 modules from the Modernising Scientific Careers accredited Clinical Sciences MSc s already running at KCL. Individuals heavily involved in the MSC programmes and the Academy of Healthcare Sciences contribute to the management of the MEng programme. We would therefore be well placed if there we to be developments in initiatives such as equivalencies which could directly affect/benefit the MEng students. 17. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A

5 18. Programme structure See Programme Handbook for modules to be taken. If a Masters programme, are level 6 credit levels permitted within the programme? N/A Maximum number of credits permitted with a condoned fail (core modules excluded) The programme follows the College generic criteria on the subject and additionally those in the Faculty of Natural and Mathematical Sciences. Are students permitted to take any additional credits, as per regulation A3; 5.9? Students may be permitted to take additional modules up to of 30 credits with academic approval. Are students permitted to take a substitute module, as per regulation A3; 5.10? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) To progress to the Fourth Year, students must normally be predicted to achieve a second class (upper division) standard. Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. In the second year there is an introductory module consisting of lectures, group work and an oral presentation. This is assessed by an oral presentation, but the marks will not contribute to the final mark for the programme (as is normal for introductory modules). The introductory module is designed to ensure that the students are able to cover all the material necessary for this highly interdisciplinary programme, while not overloading them too much with exams and assessment. N.B. At this stage the programme has only 2 Optional modules in the third year. Additional optional modules will be included in this programme, but will be approved separately.

6 19. Marking criteria The marking scheme for this programme follows the College generic criteria and additionally those in the Faculty of Natural and Mathematical Sciences. 20. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The Biomedical Board of Examiners reports to the Undergraduate Board for Natural and Mathematical Sciences. 21. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be Dr Daniel Abasolo is the External Examiner for the Biomedical Board of Examiners. 22. Measures to help ensure that the programme is inclusive to all students Anticipatory: A wide range of teaching methods will be used in this programme and students will have regular scheduled tutorials with a nominated personal tutor from the Division of Imaging Sciences and Biomedical. This will ensure that any barriers to learning that students experience can be addressed quickly. Flexible: The BME Department and the School of Natural and Mathematical Sciences can make arrangements to accommodate students with a disability or another condition which might require special arrangements. Each case is considered individually and a medical certificate is required to put arrangements in place. Collaborative: Feedback on the programme is collected regularly from students using both formal and informal methods. This will include information from students with disabilities and all the information collected will inform the on-going development and improvement of the programme. Transparent: The online module handbook will clearly communicate the key skills that will be required and developed during each module, the content of each module, the intended teaching methods to be used and the module s status (core/compulsory/optional). All lecture handouts will be made available to the students on KEATS. Equitable: The School of Natural and Mathematical Sciences Advice has been taken from the Equality & Diversity Department to ensure assessment methods do not unfairly discriminate against students with disabilities. The College s Special Examinations Arrangement Committee (SEAC) considers requests for adjustments to assessment to take account of learning and/or physical disabilities. Module outlines specify the assessment methods that will be used and explain that the SEAC will need to be notified about requests for alternative assessment methods. The form that the alternative assessment will take has been specified for each module in advance.

7 PROGRAMME APPROVAL FORM SECTION 3 SUPPLEMENTARY INFORMATION Not all of the information in this section will be relevant for all programmes and for some programmes this section will not be relevant at all 1. Programme name Biomedical MEng 2. Is this programme involved in collaborative activity? Yes No If yes what type of Collaborative Provision is it (tick appropriate box)? Does the programme have an access/feeder Programme for entry into it? Does the programme have an articulation/ progression agreement for entry into it? Dual Award Franchised Provision Joint Award Multiple Award Partnership Programme Recognition of Study or Award of Credit through off-campus study or placement Placements, including those in industry, those required for teacher education, experience necessary for qualifications in the health professions and continuing professional development Staff and student exchange Provision of learning support, resources or specialist facilities Validated provision Distance learning and online delivery involving work with delivery organisations or support providers

8 Have the relevant stages and appropriate paperwork been approved and the paperwork forwarded onto QAS Office? Yes No Not applicable 3. If the programme is a joint award with an institution outwith the University of London, validated provision or franchised provision, has the necessary approval been sought from College Education Committee? Yes No Not applicable Please attach a copy of Part 1 of the Partner Profile and checklist submitted to the College Education Committee 4. Partnership programme - in cases where parts or all of the programme are delivered away from one of the College campuses by a body or bodies external to the College please provide the following details Name and address of the off-campus location and external body N/A Percentage/amount of the programme delivered off-campus or by external body Nature of the involvement of external body Description of the learning resources available at the off-campus location What mechanisms will be put in place to ensure the ongoing monitoring of the delivery of the programme, to include monitoring of learning resources off-site or by the external body? Please attach the report of the visit to the off-campus location 5. Recognition of study or award of credit through off-campus study or placement - please indicate how the time will be spent, the length of time out, the amount of credit and whether it is a compulsory or optional part of the programme Year abroad, Year in employment, Internship, Placement Other (please specify) Time spent Credit amount..compulsory/optional.

9 6. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional, statutory or regulatory body N/A 7. Please give details if the programme requires validation or accreditation by a professional, statutory or regulatory body The programme will seek accreditation from the Institution of and Technology (IET) and the Institute of Physics and in Medicine (IPEM). Both bodies require the programme to have run in its entirety prior to accreditation. Name and address of PSB The Institution of and Technology (IET) Michael Faraday House Six Hills Way Stevenage Herts. SG1 2AY The Institute of Physics and in Medicine (IPEM) Fairmount House 230 Tadcaster Road York YO24 1ES