1. Programme title and designation Biomedical Engineering. For undergraduate programmes only Single honours Joint Major/minor

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Biomedical Engineering For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit ECTS Any special criteria value equivalent BEng (Hons) Biomedical N/A Engineering 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 ECTS Any special criteria value equivalent Ordinary Biomedical N/A degree BEng Engineering UG Diploma Biomedical N/A Engineering UG Biomedical N/A Certificate Engineering 5. Level in the qualifications framework H X 6. Attendance Mode of attendance Minimum length of programme Maximum length of programme Full-time Part-time Distance learning X 3 years 10 years 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Biomedical Engineering, Division Imaging Sciences and Biomedical Engineering 10. Programme organiser and contact Dr Kawal Rhode ext Details kawal.rhode@kcl.ac.uk 11. UCAS code (if appropriate) H160 Andreea Podoleanu ext Bme-beng@kcl.ac.uk

2 12. Relevant QAA subject benchmark/ Engineering/IET Professional, statutory and regulatory body guidelines 13. Date of production of specification June Date of programme review 2016/17

3 15. 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 Engineering 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 16. 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, 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/ investigations, critically analyse results, draw valid conclusions and communicate findings orally and in writing. 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 as coursework, projects, reports, class tests, poster and oral presentations.

4 A wide range of transferable skills, including problem-solving, investigative, IT and personal skills. 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. Generic/transferable skills: Demonstrate effective problem-solving skills in theoretical and practical contexts. Work independently and effectively, managing self learning/teaching and show self-reliance and personal responsibility. Participate effectively and 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. constructively as part of a multi-

5 These are achieved through the following teaching/learning methods and strategies: Generic skills are developed in all taught parts of the programme and in the BEng research project. Although they are not all explicitly taught, these skills are learnt throughout the programmes in a structured manner.

6 disciplinary 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 asses ethical issues. Assessment: Through coursework/project assessment, presentation to audience and BEng project oral examination 17. 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 Engineering 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 Engineering and Physics, built as per the guidelines of the UK Institute of Physics and Engineering 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. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A

7 19. 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; 5.10? 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, 20.7? 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) Other relevant information to explain the programme structure

8 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 seminars, computer labs and project work which complement the material taught in the lectures. These are assessed by items of coursework, but the marks will not contribute to the final mark for the programme (as is normal for introductory modules). They are 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. Additional Optional modules will be developed.

9 20. Marking criteria The marking scheme for this programme follows the College generic criteria and additionally those in the Faculty of Natural and Mathematical Sciences. 21. 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 Engineering Board of Examiners reports to the Undergraduate Board for Natural and Mathematical Sciences 22. 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 Biomedical Engineering 23. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements Publicity The publicity and programme handbook will clearly communicate the key skills that will be required and developed during the programme, the content of each module, the intended teaching methods to be used and the module s status (core/compulsory/optional). 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. Teaching Methods 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 Engineering. This will ensure that any barriers to learning that students experience can be addressed quickly. Feedback 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 ongoing development and improvement of the programme. Assessment The Faculty 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.