Master of Science in Biomedical Engineering

Quality assurance

People who dare to think about the challenges of tomorrow, that is what we aim for. That is why education at our university is firmly anchored in six major objectives.

  1. Think broadly. Thinking as broadly as possible and offering the opportunity to question oneself. Not only Dare to Think, but also dare to change the way of thinking.
  2. Keep researching. Research is the foundation of our education. Ghent University keeps linking its way of educating to the dynamics of science.
  3. Support Talent. Everyone starts with equal opportunities. Every students gets the opportunity to develop their talents, regardless of gender, cultural or social background.
  4. Build with us. Students, staff, the government and the corporate world all get the chance to contribute to the contents and form of our high quality education. Ghent University is known for its particularly active students in student participation, of which we are very proud.
  5. Push boundaries. We want to prepare our students internationally and interculturally. We give them the opportunity to gain experience across borders. We also open our doors for students from all over the world and welcome teachers and academic staff from abroad.
  6. Choose quality. Constant quality assurance and improvement is an integral part of our culture and we communicate about it openly. We are proud of the level of our university.

Ghent University sees the quality of education as an internal self-evaluation process, in which faculties and programs compare the goals they have set themselves to the achieved results and adjust the policy accordingly. The portfolios constitute an important link in this process. The achieved results are based on quantitative and qualitative information from relevant stakeholders (students, teachers, professional field, international experts, alumni, etc.).The ‘peer learning visits’, the yearly quality meeting and the Education Quality Office (‘OKB’) make sure the PDCA cycle is closed at various policy levels and help to keep the improvement policy sharp.

A detailed description of how Ghent University is constantly paying attention to quality assurance and quality culture can be found in the Ghent University Conduct of Educational Quality Assurance (ERGO).

 

Quality of this study programme

This quality assurance system provides information on the assets, the strengths and the points for improvement for every study programme. A summary for this study programme can be found below:

 

Quality assurance: strengths

  1. Attractive and challenging 2-year program, providing education and training in the broad field of biomedical engineering, while at the same time preserving the possibility for students to develop their own track within our 2 major clusters: health care and medical device design. Thanks to the collaboration with Vrije Universiteit Brussel and continuous updates in our program, we provide research-based education of an excellent international level in well developed areas as medical imaging, medical and radiation physics or biomechanics as well as in novel emerging domains like neuro-engineering, micro- and nanotechnologies or assistive technologies.
  2. True interdisciplinary education: it takes more than a profound technical know-how to function in the biomedical and health care sector. It is at least as important to understand the specificities of “living matter” and the complexity of designing and developing for and with the patient. You will learn and understand the perspective of the clinician and all stakeholders in the biomedical and health care ecosystem (government, insurances, industry, health institutions,…). It is only then that the biomedical engineer can be the preferred and equal partner of the medical doctor, rather than just a technology provider.
  3. The MSc in Biomedical Engineering was among the first to offer its complete curriculum in English. Thanks to its integration within an international consortium of 5 universities (providing an international program in biomedical engineering with compulsory mobility), our student group is effectively international and our students experience a genuine international and intercultural dimension. In the 2nd year, students also have the opportunity to take courses with one of our partner universities abroad.
  4. Medical technology (MedTech) is the fastest growing sector in Belgium with a lot of activities in start-ups and small and medium sized enterprises. Entrepreneurship and design thinking are stimulated via project work (medical product development) in year 1 and project work with a hospital partner in year 2. Moreover, students are exposed to the biomedical engineering and MedTech ecosystem in extra-muros activities as the National Day on Biomedical Engineering, the Biomedical Industry Day, company visits and visits to MedTech fairs. Through MedTech Flanders, students have access to business accelerator programs.
  5. The program is provided by a highly motivated and dynamic multi-disciplinary team of professors and supporting staff from Ghent University and Vrije Universiteit Brussel. We value the close interaction with the students and the student association BEAM (Biomedical Engineering and More), and take pride in the active participation of our students in the program board.

 

Quality assurance: focus points with action plan

  1. The inter-university character of the program requires continuous efforts and vigilance to optimize student and teaching staff mobility, time tables and organization of exams. Communication with the administrations and staff is required to facilitate exchange of information. Access of students to the e-learning platforms at UGent and VUB should be automated as much as possible.
  2. There is no dedicated and preparatory bachelor program in biomedical engineering, which implies that “broadening” life science courses are concentrated in the first term of the first master year. This leads to a sub-optimal curriculum development. Some of these courses have an introductory component and seem to create the perception that the program is too general and sometimes lacks focus, and would better fit in a bachelor program. This would, at the same time, provide extra opportunities for orientation and specialization of our students.
  3. Student recruitment and selection. Because of the absence of a BSc in Biomedical Engineering, the master program lacks visibility among secondary school students and some of our potential students only get aware of the program while already studying bio-engineering, biomedical sciences or even medicine. This leads to significant inflow of students with a non-engineering background, who need to take extra preparatory courses. Appropriate selection and admission of international students remains complex and a non-trivial task. The envisioned international ambiance and interaction among students can only work when students have the right background, are proficient in English and are of a sufficiently high academic level.