Bachelor of Science in Biomedical Sciences
Biomedical scientists are a liaison between clinical practice and fundamental or applied medical research. Whereas doctors focus on understanding syndromes from a diagnostics and treatment point of view, biomedical scientists explore the disease itself. Biomedical scientists do not see or treat patients directly. They do, however, come into contact with laboratory specialists and researchers from various disciplines.
About the programme
Programme summary
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Off to a good start
Postgraduate studies
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Ans Baeyens
|
11
|
|
|
1
|
sem 1
|
nl
|
Pascal Van Der Voort
|
11
|
|
|
1
|
sem 1
|
nl
|
Chris Cornelis
|
6
|
|
|
1
|
sem 2
|
nl
|
Anne Vral
|
7
|
|
|
1
|
sem 2
|
nl
|
Richard Hoogenboom
|
11
|
|
|
1
|
sem 2
|
nl
|
Frank Bosmans
|
5
|
|
|
1
|
sem 2
|
nl
|
Björn Menten
|
4
|
|
|
1
|
year
|
nl
|
Christophe Ampe
|
5
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
2
|
sem 1
|
nl
|
Christophe Ampe
|
5
|
|
|
2
|
sem 1
|
nl
|
Lieven Clement
|
6
|
|
|
2
|
sem 1
|
nl
|
Sarah Gerlo
|
5
|
|
|
2
|
sem 1
|
nl
|
Dmitri Krysko
|
5
|
|
|
2
|
sem 2
|
nl
|
Elfride De Baere
|
6
|
|
UKV
|
2
|
sem 1
|
en
|
Geert Jacobs
|
3
|
|
|
2
|
sem 2
|
nl
|
Anne Vral
|
6
|
|
|
2
|
sem 2
|
nl
|
Dmitri Krysko
|
5
|
|
|
2
|
sem 2
|
nl
|
Peter Van Eenoo
|
6
|
|
|
2
|
sem 2
|
nl
|
Alain Labro
|
7
|
|
|
2
|
sem 2
|
nl
|
Marleen Van Troys
|
3
|
|
|
2
|
year
|
nl
|
Jolanda van Hengel
|
3
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
3
|
sem 1
|
nl
|
Kris Gevaert
|
5
|
|
|
3
|
sem 1
|
nl
|
Lennart Martens
|
5
|
|
|
3
|
sem 1
|
nl
|
Tom Taghon
|
5
|
|
|
3
|
sem 1
|
nl
|
Frank Peelman
|
5
|
|
|
3
|
sem 1
|
nl
|
Delphine De Smedt
|
3
|
|
|
3
|
sem 1
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 1
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 2
|
nl
|
ELIZAVETA PADALKO
|
5
|
|
|
3
|
sem 2
|
nl
|
Lennart Martens
|
3
|
|
|
3
|
sem 2
|
nl
|
Kris Vleminckx
|
4
|
|
|
3
|
sem 2
|
nl
|
Jan Gettemans
|
6
|
|
|
3
|
sem 2
|
nl
|
Fritz Offner
|
5
|
|
|
3
|
year
|
nl
|
Jolanda van Hengel
|
4
|
|
|
3
|
year
|
nl
|
Jolanda van Hengel
|
4
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Ans Baeyens
|
11
|
|
|
1
|
sem 1
|
nl
|
Pascal Van Der Voort
|
11
|
|
|
1
|
sem 1
|
nl
|
Chris Cornelis
|
6
|
|
|
1
|
sem 2
|
nl
|
Anne Vral
|
7
|
|
|
1
|
sem 2
|
nl
|
Richard Hoogenboom
|
11
|
|
|
1
|
sem 2
|
nl
|
Frank Bosmans
|
5
|
|
|
1
|
sem 2
|
nl
|
Björn Menten
|
4
|
|
|
1
|
year
|
nl
|
Christophe Ampe
|
5
|
|
|
2
|
sem 1
|
nl
|
Christophe Ampe
|
5
|
|
|
2
|
sem 1
|
nl
|
Lieven Clement
|
6
|
|
|
2
|
sem 1
|
nl
|
Sarah Gerlo
|
5
|
|
|
2
|
sem 1
|
nl
|
Dmitri Krysko
|
5
|
|
|
2
|
sem 2
|
nl
|
Elfride De Baere
|
6
|
|
UKV
|
2
|
sem 1
|
en
|
Geert Jacobs
|
3
|
|
|
2
|
sem 2
|
nl
|
Anne Vral
|
6
|
|
|
2
|
sem 2
|
nl
|
Dmitri Krysko
|
5
|
|
|
2
|
sem 2
|
nl
|
Peter Van Eenoo
|
6
|
|
|
2
|
sem 2
|
nl
|
Alain Labro
|
7
|
|
|
2
|
sem 2
|
nl
|
Marleen Van Troys
|
3
|
|
|
2
|
year
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 1
|
nl
|
Kris Gevaert
|
5
|
|
|
3
|
sem 1
|
nl
|
Lennart Martens
|
5
|
|
|
3
|
sem 1
|
nl
|
Tom Taghon
|
5
|
|
|
3
|
sem 1
|
nl
|
Frank Peelman
|
5
|
|
|
3
|
sem 1
|
nl
|
Delphine De Smedt
|
3
|
|
|
3
|
sem 1
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 1
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 2
|
nl
|
ELIZAVETA PADALKO
|
5
|
|
|
3
|
sem 2
|
nl
|
Lennart Martens
|
3
|
|
|
3
|
sem 2
|
nl
|
Kris Vleminckx
|
4
|
|
|
3
|
sem 2
|
nl
|
Jan Gettemans
|
6
|
|
|
3
|
sem 2
|
nl
|
Fritz Offner
|
5
|
|
|
3
|
year
|
nl
|
Jolanda van Hengel
|
4
|
|
|
3
|
year
|
nl
|
Jolanda van Hengel
|
4
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Ans Baeyens
|
11
|
|
|
1
|
sem 1
|
nl
|
Pascal Van Der Voort
|
11
|
|
|
1
|
sem 1
|
nl
|
Chris Cornelis
|
6
|
|
|
1
|
|
|
|
3
|
|
|
1
|
sem 2
|
nl
|
Richard Hoogenboom
|
11
|
|
|
1
|
sem 2
|
nl
|
|
5
|
|
|
1
|
|
|
Anne Vral
|
7
|
|
|
1
|
sem 2
|
nl
|
|
6
|
|
|
2
|
sem 1
|
nl
|
Dmitri Krysko
|
6
|
|
|
2
|
sem 1
|
nl
|
Patrick Wouters
|
6
|
|
|
2
|
sem 1
|
nl
|
|
6
|
|
|
2
|
sem 1
|
nl
|
|
6
|
|
|
2
|
sem 1
|
nl
|
|
6
|
|
|
2
|
sem 2
|
nl
|
Dmitri Krysko
|
6
|
|
|
2
|
sem 2
|
nl
|
Anne Vral
|
7
|
|
|
2
|
|
|
Jolanda van Hengel
|
3
|
|
|
2
|
sem 2
|
nl
|
Peter Van Eenoo
|
7
|
|
|
2
|
sem 2
|
nl
|
Georges Leclercq
|
4
|
|
|
2
|
year
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 1
|
nl
|
Elfride De Baere
|
3
|
|
|
3
|
sem 1
|
nl
|
Elly De Vlieghere
|
4
|
|
|
3
|
sem 1
|
nl
|
Jolanda van Hengel
|
3
|
|
|
3
|
sem 1
|
nl
|
Frank Peelman
|
8
|
|
|
3
|
sem 1
|
nl
|
Lennart Martens
|
7
|
|
|
3
|
sem 1
|
nl
|
Kris Gevaert
|
4
|
|
|
3
|
sem 2
|
nl
|
Kris Vleminckx
|
3
|
|
|
3
|
sem 2
|
nl
|
ELIZAVETA PADALKO
|
5
|
|
|
3
|
sem 2
|
nl
|
Jan Gettemans
|
4
|
|
|
3
|
|
|
Delphine De Smedt
|
3
|
|
|
3
|
sem 2
|
nl
|
|
8
|
|
|
3
|
sem 2
|
nl
|
Lennart Martens
|
3
|
|
|
3
|
year
|
nl
|
Jolanda van Hengel
|
5
|
|
Competence field 1: Biomedical Scientist
- To have insight into the anatomy and functioning of the human body, starting from the molecular level and both in health and disease
- To have insight into basic methods of biomedical research, as well as in their limitations and in safety aspects
- Apply mathematical and statistical methods and models in biomedical research
- Have insight into ways of generating biomedical research data and scientific documents
- Take into account norms and measures regarding chemical safety, biosafety and ionising radiation
- Be aware of the international dimension and social implications of biomedical research
- Autonomously gather, select, analyse and critically evaluate information from international medical-scientific research
- Address under guidance a research question via empirical studies, and critically interpret and report the results
- Apply key concepts, theoretical frame works, methods and techniques from basic sciences to simple biomedical problems
- Derive a hypothesis or conclusion that is scientifically supported by observation and analytical thinking
- Plan and execute tasks in function of deadlines
- Assess existing and future research with a critical attitude adhering to scientific integrity
- Function in a team and take responsibility for your actions
- Summarize biomedical data and research results in a scientifically sound written report of high quality and/or orally present and discuss it