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Programme summary
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Off to a good start
Postgraduate studies
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
3
|
|
|
1
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
6
|
|
|
1
|
sem 1
|
nl
|
Mario Pickavet
|
4
|
|
|
1
|
sem 1
|
nl
|
Marie-Françoise Reyniers
|
4
|
|
|
1
|
sem 1
|
nl
|
Filip Beunis
|
4
|
|
|
1
|
year
|
nl
|
Bart Dhoedt
|
6
|
|
|
1
|
sem 2
|
nl
|
Hendrik De Bie
|
4
|
|
|
1
|
sem 2
|
nl
|
Hennie De Schepper
|
7
|
|
|
1
|
sem 2
|
nl
|
Marie-Françoise Reyniers
|
3
|
|
|
1
|
sem 2
|
nl
|
Gert De Cooman
|
6
|
|
|
1
|
sem 2
|
nl
|
Kim Verbeken
|
4
|
|
|
1
|
sem 2
|
nl
|
Filip Beunis
|
3
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
2
|
sem 1
|
nl
|
Kristiaan Neyts
|
6
|
|
|
2
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
2
|
sem 1
|
nl
|
Tom De Mulder
|
6
|
|
|
2
|
sem 1
|
nl
|
Hendrik De Bie
|
6
|
|
|
2
|
sem 1
|
nl
|
Ludo Poelaert
|
3
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
2
|
sem 1
|
en
|
Fransiska Malfait
|
3
|
|
|
2
|
sem 2
|
nl
|
Veronique Van Speybroeck
|
6
|
|
|
2
|
sem 2
|
en
|
Patrick Segers
|
6
|
|
|
2
|
year
|
nl
|
Patrick Segers
|
6
|
|
|
2
|
sem 2
|
nl
|
Marian Slodicka
|
3
|
|
|
2
|
sem 2
|
nl
|
Filip Du Prez
|
6
|
|
|
2
|
sem 2
|
nl
|
Nele De Belie
|
3
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
3
|
sem 1
|
nl
|
Wim Van Paepegem
|
6
|
|
|
3
|
sem 1
|
nl
|
Gert De Cooman
|
6
|
|
|
3
|
sem 2
|
nl
|
Mia Loccufier
|
6
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
3
|
sem 1
|
nl
|
Dries Vande Ginste
|
6
|
|
|
3
|
sem 1
|
en
|
An Hendrix
|
6
|
|
|
3
|
sem 1
|
en
|
Charlotte Debbaut
|
6
|
|
|
3
|
sem 2
|
nl
|
Jan Doutreloigne
|
6
|
|
|
3
|
sem 2
|
nl
|
Sandra Van Vlierberghe
|
3
|
|
|
3
|
sem 2
|
en
|
Klaus Bacher
|
6
|
|
|
3
|
sem 2
|
en
|
Sarah Verhulst
|
3
|
|
|
3
|
sem 2
|
nl,en
|
Sarah Verhulst
|
6
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
3
|
|
|
1
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
6
|
|
|
1
|
sem 1
|
nl
|
Mario Pickavet
|
4
|
|
|
1
|
sem 1
|
nl
|
Marie-Françoise Reyniers
|
4
|
|
|
1
|
sem 1
|
nl
|
Filip Beunis
|
4
|
|
|
1
|
year
|
nl
|
Bart Dhoedt
|
6
|
|
|
1
|
sem 2
|
nl
|
Hendrik De Bie
|
4
|
|
|
1
|
sem 2
|
nl
|
Hennie De Schepper
|
7
|
|
|
1
|
sem 2
|
nl
|
Marie-Françoise Reyniers
|
3
|
|
|
1
|
sem 2
|
nl
|
Gert De Cooman
|
6
|
|
|
1
|
sem 2
|
nl
|
Kim Verbeken
|
4
|
|
|
1
|
sem 2
|
nl
|
Filip Beunis
|
3
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
2
|
sem 1
|
nl
|
Kristiaan Neyts
|
6
|
|
|
2
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
2
|
sem 1
|
nl
|
Tom De Mulder
|
6
|
|
|
2
|
sem 1
|
nl
|
Hendrik De Bie
|
6
|
|
|
2
|
sem 1
|
nl
|
Ludo Poelaert
|
3
|
|
|
3
|
sem 1
|
nl
|
Wim Van Paepegem
|
6
|
|
|
3
|
sem 1
|
nl
|
Gert De Cooman
|
6
|
|
|
3
|
sem 2
|
nl
|
Mia Loccufier
|
6
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
2
|
sem 1
|
en
|
Fransiska Malfait
|
3
|
|
|
2
|
sem 2
|
nl
|
Veronique Van Speybroeck
|
6
|
|
|
2
|
sem 2
|
en
|
Patrick Segers
|
6
|
|
|
2
|
year
|
nl
|
Patrick Segers
|
6
|
|
|
2
|
sem 2
|
nl
|
Marian Slodicka
|
3
|
|
|
2
|
sem 2
|
nl
|
Filip Du Prez
|
6
|
|
|
2
|
sem 2
|
nl
|
Nele De Belie
|
3
|
|
|
3
|
sem 1
|
nl
|
Dries Vande Ginste
|
6
|
|
|
3
|
sem 1
|
en
|
An Hendrix
|
6
|
|
|
3
|
sem 1
|
en
|
Charlotte Debbaut
|
6
|
|
|
3
|
sem 2
|
nl
|
Jan Doutreloigne
|
6
|
|
|
3
|
sem 2
|
nl
|
Sandra Van Vlierberghe
|
3
|
|
|
3
|
sem 2
|
en
|
Klaus Bacher
|
6
|
|
|
3
|
sem 2
|
en
|
Sarah Verhulst
|
3
|
|
|
3
|
sem 2
|
nl,en
|
Sarah Verhulst
|
6
|
|
Competence field 1: Competences in one/more scientific discipline(s)
- Have a clear understanding of the basic sciences and basic engineering sciences, and have the ability to apply them in a creative and purposeful way in the chosen specific engineering discipline.
- Employ the basic sciences and techniques (statistics, ICT, CAD) in a creative and purposeful way.
- Knowledge and understanding of the basic concepts and principles from anatomy, (cell) biology, molecular biology, chemistry, physiology, biomechanics, medical and health sciences.
- Knowledge and understanding of the physical principles (electromagnetism, ionizing and non-ionizing radiation) that form the basis of medical imaging and therapy.
- Knowledge and understanding of the standard methods for quantitative measuring structure and function of biological systems at molecular, organ and system level.
- Knowledge and understanding of the composition and physicochemical properties of materials, in particular polymers for biomedical applications.
- Have insight into the basic principles of structural and fluid mechanics and transport physics and apply this to biomechanical and physiological processes and problems.
- Analyse, design (based on well-defined technical specifications) and develop simple electrical circuits for measuring physiological signals.
- Apply mathematical models and numerical techniques for solving biomedical engineering problems.
- Research and process technical and scientific information in a purposeful way.
- Employ standard models, methods and techniques in assignments.
- Schematize and model phenomena, processes, and systems.
- Justify decision-making processes on rational grounds.
- Understand and structure learning experiences.
- Think in a conceptual, analytical, system-oriented, problem-solving and synthesizing way at different levels of abstraction.
- Show precision, perseverance and critical reflection.
- Show scientific curiosity.
- Justify further studies or professional opportunities on rational grounds.
- Master scientific and discipline-specific technical terminology (also in English).
- Carry out concrete assignments systematically.
- Work as part of a team.
- Report results verbally, in writing, and graphically.
- Act in an ethical and social way.
- Be aware of the business aspects of the engineering discipline.
- Be aware of aspects of security and ecology and energy-efficiency in industrial environments.
- Be aware of the ethical and safety aspects of the biomedical practice.