Combining engineering with medical sciences to design and create equipment, devices, computer systems and software.
Biomedical Engineering combines biology and engineering, applying engineering principles and materials to medicine and healthcare. It spans a wide variety of disciplines – you could be working with artificial organs, surgical robots, advanced prosthetics or the development of new drugs.
Biomedical Engineers (sometimes referred to as Bioengineers) are responsible for driving major innovations and advances in medicine, they design and develop all of the equipment used by doctors and biomedical scientists.
The demand for Biomedical Engineers is increasing as machinery and technology become ever more essential to developments in medicine and healthcare. The combination of engineering principles with biological knowledge to address medical needs has contributed to the development of many revolutionary and life-saving concepts.
Biomedical Engineering is constantly evolving and expanding into new areas such as tissue engineering and regenerative medicine, a core research theme within the School of Engineering at Ulster University.
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In this section
There is an increasing demand for more advanced and effective medical devices and therapies due to an ageing population and our increasingly demanding lifestyles. In order to meet these challenges the need for professional biomedical engineers with the right skills and competencies has never been greater.
The biomedical engineering course aims to provide students with a comprehensive knowledge and understanding of the core technical, professional and ethical principles that underpin this area. It is a challenging course, multidisciplinary in nature and equips graduates with the skills needed for a career in this ever-expanding sector. Likewise, it provides a solid platform to undertake further study programs in this area.
As well as providing the student with all necessary competencies to gain successful employment (or further study opportunities) after graduating, the staff delivering the course put a lot of emphasis on looking after the students when they are at University. This includes both good academic support and pastoral care which is equally important to ensure each student reaches their full potential.
This course has been designed with the aid of biomedical industrialists to address the needs of industry and the research community. The MEng and BEng Hons Biomedical Engineering courses are taught and assessed in common over the first two years. The third year of each programme is spent on COMPULSORY placement – and successful completion of the Placement year leads to a Diploma in Professional Practice (DPP) which is awarded at Graduation. The BEng Hons students have one additional year of study whereas the MEng students have two additional years of study.
Diploma in Professional Practice DPP
Diploma in International Academic Studies DIAS
Diploma in Professional Practice International DPPI
The course is five years in duration (which includes a COMPULSORY placement in year 3). The course is only offered as a full-time option.
Attendance
Classes are normally scheduled from Monday – Friday (contact the course director for further details). There are no timetabled activities on Wednesday afternoons.
The first year of the course is introductory in nature and provides the student with the fundamental principles of the subject material concerned. Particular emphasis is placed on the provision of appropriate underpinning in key subject areas such as mathematics, physics, design, manufacturing, electrical engineering, mechanical engineering and professional engineering practice. Specialist knowledge related to biomedical engineering is provided through the provision of specialist modules in biomedical engineering in both semesters, providing an introduction to the field of biomedical engineering, medical technology, and human anatomy and physiology. A significant number of modules in Year 1 incorporate laboratory tuition to ensure that the students receive appropriate hands-on experience to enhance their learning experience and to reinforce theoretical concepts.
In the second year of the course, students are expected to refine their skills and attributes developed in Year 1 and to extend their knowledge of topics specific to Biomedical Engineering. Subjects covered include biomedical physics and their applications, medical technologies, biomaterials science, biomechanics, anatomy and physiology, medical device directives and standards, ethics, medical electronics, engineering programming and professional engineering practice. All of these subjects build upon the underpinning and introduction to the subject provided in Year 1, with a strong emphasis on laboratory work to enhance the students’ capabilities in preparation for compulsory placement in Year 3.
In Year 3, the student will undertake a compulsory period of paid placement in a clinical, industrial or academic setting. Placement is compulsory and seen as an integral part of the course providing the student the opportunity to develop into a junior engineer.
In year 4 & 5 the students are expected to undertake more advanced studies in modules designed to build upon their knowledge and capabilities resulting from the previous taught years and placement experience. A considerable amount of personal initiative is expected and the modules are constructed in such a way as to reflect this. In particular, the ability to make logical and analytical appraisal of a problem and to provide a structured and optimised solution is developed in the final year Honours Research Project. The individual project helps integrate module material from across the course. The key themes covered in final year include medical sensor technologies for monitoring and sensing applications, analog and digital signal processing methods with respect to medical applications, biomaterials and tissue engineering, nanotechnology, management, entrepreneurship and programming.
The Ulster Learning and Teaching Strategy's overall aim is "to provide students with a high quality, challenging and rewarding learning experience that equips them with ...knowledge, skills and confidence". Engineering, according to the QAA subject benchmark statement is built on three core elements, "scientific principles, mathematics and 'realisation'." The technical underpinning required in science and mathematics are taught in ways that combine traditional features such as lectures and tutorials with a range of practically based activities that embed this underpinning knowledge in the context of real-world systems and examples. Laboratory sessions include both demonstrations and experimentation, Lectures and tutorials typically contain examples, videos and physical demonstrations of the application of the scientific principles to engineering practice.
There has also been an increasing use of technology in developing learning resources. This generally includes the integration of applications software packages (CAD, FEA, CFD for example) and the use of live intranet and Web resources, both within scheduled sessions and in independent study, as the School continues to build student-partnerships and a community of learners.
Apart from conventional usage of ‘seen’ and ‘unseen’ assessment problems in class tests and formal examinations, significant use is made of on-line assessment strategies within the course to facilitate timely feedback. Oral examinations are utilised (e.g. in relation to project presentations and presentations relating to industrial placement). Diagnostic assessment features are becoming more prominent in Year 1 modules with formative assessment generally linked to summative assessment, for initial coursework submissions in the first half of semester.
Staff delivering the course are focused on the need for good quality, timely formative feedback, to encourage students and promote deeper learning as modules progress.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This module provides students with an understanding of anatomy and physiology that are directly applicable to the area of biomedical engineering.
Year: 1
Status: C
This module will introduce students to studying Biomedical Engineering at Ulster University and will develop some of the foundational knowledge and skills that will enable them to succeed on their degree programme.
Year: 1
Status: C
This module provides an understanding of the language and terminology of mathematics, together with the mathematical techniques from algebra, calculus and statistics that are necessary for the description and analysis of engineering systems.
Year: 1
Status: C
This module will provide an introduction to semiconductor devices and their application in electronic circuits such as power supplies, voltage regulators and simple amplifier circuits. It will also introduce the field of digital electronics, with simple combinational logic circuit analysis and simplification
Year: 1
Status: C
This module provides an introduction to the fundamentals in the use of a modern 3D CAD system to create robust 3D part modules using an introductory range of feature types. This module provides an introduction to product design specification, design, build and analysis/testing of a product as part of a design project, working as part of a team.
Year: 1
Status: C
This module will introduce students to working in multidisciplinary teams to solve a real-world problem and present their solution to an audience of their tutors and peers.
Year: 2
Status: C
This module provides students with a detailed understanding of the important issues relating to the regulatory systems and processes for the delivery of safe and effective medical devices primarily in the US and EU. It includes information on the design and development of medical devices and equipment, the role of harmonised international standards, quality management systems, project and risk management, clinical evaluation, and data management and cybersecurity. Students will also consider the role of ethics and equality, diversity and inclusion in the industry and will undertake an integrated group project that considers a real world scenario within the medical device industry. This module will address the UN Sustainability Development Goals of: 3 (Good Health and Wellbeing), 5 (Gender Equality), 8 (Decent Work and Economic Growth), and 10 (Reduced Inequalities).
Year: 2
Status: C
This module provides an introduction to the fundamentals of static mechanics and fluid mechanics, with a particular emphasis being placed on the application of this theory to biomedical engineering devices and examples.
Year: 2
Status: C
The module is designed to extend the students understanding of biomedical engineering in terms of medical physiological measurements, medical imaging and clinical diagnosis. The electrical properties of tissue are studied and their importance for a number of clinical situations examined. The development of electrodes for particular purposes is evaluated. Medical devices for a range of physiological and diagnostic applications are studied.
Year: 2
Status: C
This module will equip students with necessary knowledge and hardware-software design skills needed to design/implement microcontroller based embedded systems.
Year: 2
Status: C
This module is designed to introduce engineering students to the basic principles of algorithmic programming, and the solution of engineering problems using MATLAB and Simulink.
Year: 2
Status: C
The module considers creativity in design; product innovation; technical and non-technical aspects of design; sustainability; design analysis techniques for economic product manufacture and assembly; functional analysis; visual design; value engineering; safety and reliability through design projects; manufacturing processes; assembly techniques; market intelligence; component and product inspection and testing. This module builds on the fundamentals of 3D solid part modelling with the introduction of more advanced solid modelling tools, assembly modelling, creation of 2D drawings and incorporation of all these tools and features within a design project, working as part of a team.
Status: O
Year: 3
This module is optional
This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.
Status: O
Year: 3
This module is optional
This module provides an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. Students will develop an enhanced understanding of the academic discipline whilst generating educational and cultural networks.
Status: O
Year: 3
This module is optional
This module provides an opportunity to undertake an extended period of study in the USA; to acquire business and management skills, and to develop educational and social links. Places on the module are limited and subject to a competitive selection procedure.
Year: 4
Status: C
This module prepares the student for the multidisciplinary (physics, chemistry and engineering) nature of biomedical devices. An applied view of sensor principles and associated device fabrication techniques is presented with modern and future medical applications constantly being illustrated.
Year: 4
Status: C
This module provides students with a detailed understanding of the composition, function and application of synthetic and natural biomaterials in the context of the medical implant devices they are used to fabricate. The approach taken highlights the important materials science issues involved in the provision of these systems. The increasing importance of functional biomaterials to the provision of enhanced medical implant devices that can more effectively replace damaged and/or diseased tissues and organs is also addressed.
Year: 4
Status: C
The module provides a knowledge of analogue and digital signal processing of simple level systems;
with particular application to basic signals generated by biological systems.
Status: O
Year: 4
This module is optional
This module gives the student an overview of nanotechnology and its applications in engineering.
Status: O
Year: 4
This module is optional
This module extends the students understanding of the design and creation of software structures using an object-oriented paradigm. The programming language is C++ which is of particular relevance to engineering students.
Status: O
Year: 4
This module is optional
This module will provide knowledge relating to embedded systems from programming to interfacing and relating IoT based applications. More importantly, the focus will be to increase skills of students to develop a design from a paper to a prototype level.
Status: O
Year: 4
This module is optional
This module introduces environmental issues, key aspects and provides coverage of science, technology, design, regulations and management systems pertaining to environmental protection, resource conservation and alternative energy sources.
Status: O
Year: 4
This module is optional
This module is based on the execution of an industrially generated major design project through multi-disciplinary team activity involving aspects of: project management, market analysis, specification, concept design, budget costing, decision making, detail design, production planning, sustainable manufacturing requirements and product costing.
Status: O
Year: 4
This module is optional
This module aims to equip students with the knowledge, skills and understanding that will enable them to contribute to the analysis, design and management of modern manufacturing systems. Content includes systems and modelling, sources of variability and the corrupting influence of variability, discrete simulation modelling for system analysis and design; inventory management, production management systems including mrp, JIT and TOC; productivity improvement techniques such as SMED, DMAIC; supply chain management; world class and lean manufacturing; product lifecycle management.
Status: O
Year: 4
This module is optional
This module provides a practical, hands-on experience of Computer Aided Engineering in the context of industrial design and manufacturing. It focuses on advanced part modelling techniques, assembly modelling, creating associative links, good modelling practice, collaboration and interoperability, design documentation, 3D printing, surface modelling, photorealistic rendering, dynamic simulation and Finite Element Analysis. It involves the utilisation of an integrated, state-of-the-art MCAD suite, along with the teaching of the general principles of the aforementioned technologies.
Year: 5
Status: C
The module aims to provide students a sound understanding of biomaterials and their use in a variety of biomedical applications. A range of topics will be explored, including design aspects, biocompatibility and the foreign body response, interfacial properties of biomaterials, and factors affecting cellular response as well as medical device regulations and commercialisation. Also, contemporary topics in biomaterials will be covered, such as nanobiomaterials, advanced biomaterials characterisation techniques, nanomedicine, and drug delivery. Furthermore, this module will include also a large project component, which allows the students to develop advanced knowledge and research skills in a specialised area.
Year: 5
Status: C
This module provides the student with the skills required to critically appraise the composition, properties and function of tissue engineered products within the context of the relevant biological and materials science considerations. Issues relating to the ethics and regulation of tissue engineering and the implications of the relevant FDA (USA) and Medical Device Directives (EU) legislation are also covered. Students will also develop skills to enable them to provide a considered opinion regarding the choice of scaffolds, cells, stimulatory factors and bioreactor environment for specific applications by considering a number of case studies.
Year: 5
Status: C
A module which integrates lectures with group activities in the study of the basics of research methods and management processes. The student will consolidate their learning of research methodologies, management processes, data processing, literature review, report and dissertation writing and presentations. This module will address the UN Sustainability Development Goals of: 5 (Gender Equality), 8 (Decent Work and Economic Growth), 9 (Industry, Innovation and Infrastructure), 12 (Responsible Consumption and Reduction).
Year: 5
Status: C
This module is designed to equip students with the appropriate research and project management skills needed to complete an MEng level project and prepares them to be able to contribute positively in their first engineering graduate employment.
An ethos of professionalism can be developed and demonstrated in the way that earlier learned material can be successfully applied in engineering applications; this can continue after graduation and is an essential requirement of a practising Chartered Engineer.
Students are expected to design the project in collaboration with their supervisor. They will be responsible for carrying out the project and writing up and presenting their work in the form of an oral/poster presentation and a final written dissertation.
Status: O
Year: 5
This module is optional
This module enables the student to understand, design apply and evaluate digital signal processing algorithms.
Status: O
Year: 5
This module is optional
The course provides an in depth knowledge of micro-nanodevices, as well as micro and nanofabrication techniques using elements from nanoscience and nanotechnology.
Status: O
Year: 5
This module is optional
To provide participants with the capability to improve the competitiveness of companies through entrepreneurship practice and new product and/or process innovation. A major team design project is addressed derived from a real problem from within a local/global manufacturing company. Material covered is supported through tutorial, lecture and workshop sessions as appropriate.
Status: O
Year: 5
This module is optional
Two of the most important developments in manufacturing in the 21st century are Additive Manufacturing and the 4th Industrial Revolution (Industrie 4.0). In this module, students will be introduced to these two strands of advanced manufacturing and will develop the skills and knowledge to engage with these concepts in an industrial context.
Status: O
Year: 5
This module is optional
This module in thermal fluid sciences covers external flow, turbulence and heat transfer and an introduction to CFD modelling and
Status: O
Year: 5
This module is optional
This module considers modern approaches to Quality Improvement. The context of product or service is set for the interpretation of Quality from different perspectives. The Quality topics are considered under the themes of definition, measurement, actions, improvement and control. Modern and traditional management approaches are evaluated and techniques appropriate to product or service characteristics and organisation performance are considered.
Status: O
Year: 5
This module is optional
This module provides a concise and application based overview of current computer aided engineering systems by providing a detailed summary of current rapid-prototyping and manufacturing processes, multi-axis advanced manufacturing technologies, digital inspection and simulation. The application of CAE to enhance the product lifecycle will be the fundamental objective of this module. The integration of these systems from new product introduction (NPI) through to digital inspection will be addressed.
Status: O
Year: 5
This module is optional
At the end of the module the student should be able to critically appraise alternative thermoplastic conversion and fabrication processing routes. Through analysis of processing behaviour, they should be capable of developing appropriate strategy for selection of conversion routes for a range of representative material systems and applications in terms of total economics and quality enhancement.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
ABB to include Mathematics and one from Physics, Chemistry, Biology, Technology & Design, Design & Technology, Engineering, Life & Health Sciences (single or double) or Double Award Science/Applied Science.
or
BBC if presenting A Level Physics in addition to Mathematics.
NOTE:
Applicants for the MEng Hons Biomedical Engineering course, not eligible for entry to the MEng, will automatically be considered for entry to the BEng Hons Biomedical Engineering course both at offer making stage and once results have been received.
RQF Pearson BTEC Level 3 National Extended Diploma
Award profile of DDM
Essential Subjects:
Pearson BTEC Level 3 National Extended Diploma in Engineering (RQF) (601/7588/6)
Pearson BTEC Level 3 National Extended Diploma in Applied Science (RQF) (601/7437/7)
We will also accept smaller BTEC/OCR qualifications (i.e. Diploma or Extended Certificate / Introductory Diploma / Subsidiary Diploma) in combination with A Levels or other acceptable Level 3 qualifications.
Essential Subjects: Pearson BTEC Level 3 National Diploma:
Pearson BTEC Level 3 National Diploma in Engineering (RQF) (601/7580/1)
Pearson BTEC Level 3 National Diploma in Applied Science (RQF) (601/7435/3)
The A Level must be in one of the specified subjects (please refer to A Level section).
Essential Subjects: Pearson BTEC Level 3 National Extended Certificate:
Pearson BTEC Level 3 National Extended Certificate in Engineering (RQF) (601/7584/9)
Pearson BTEC Level 3 National Extended Certificate in Applied Science (RQF) (601/7436/5)
The A Level(s) must include Mathematics plus an A Level in a specified subject (please refer to A Level section) and/or the BTEC qualification(s) must be in an Engineering or Applied Science subject.
OCR/Cambridge Technical Combinations
OCR Nationals and OCR Cambridge Technicals do not satisfy the subject requirement for this course and will only be accepted when presented with an A Level in one of the specified subjects (please refer to A level section).
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker - our Equivalence Entry Checker.
We will also continue to accept QCF versions of these qualifications although grades asked for may differ. Check what grades you will be asked for by comparing the requirements above with the information under QCF in the Applied General and Tech Level Qualifications section of our Entry Requirements - View our Undergraduate Entry Requirements
128 UCAS Tariff points to include a minimum of five subjects (four of which must be at Higher Level to include English at H6 or O4 if studied at Ordinary Level and Mathematics at H5.
Course Specific Subject Requirements
HIgher Level subjects must include Mathematics and one other Higher Level subject at minimum Grade H6 from Physics, Chemistry, Physics/Chemistry, Biology, Technology, Engineering, Computing or Design & Communication Graphics.
Grades BBBBC (to include minimum of BB in Maths and another Science subject).
Grades BBC (to include Maths and a Science subject).
Overall profile minimum 27 points (13 at higher level) to include minimum grade 6 in HL Maths and grade 5 in another HL subject. Grade 4 in English Language is also required in overall profile.
MEng entry not available directly from Access course.
For full time study, you must satisfy the general entry requirements for admission to a first degree course and hold:
GCSE pass at Grade C/4 or above in English Language
and
GCSE pass at Grade C/4 or above in Mathematics
and
GCSE pass at Grades CC/44 in Double Award Science OR in both GCSE Science and Additional Science OR in two of the following GCSE subjects: Physics, Chemistry, Biology, Science, Technology and Design, Statistics (or equivalent).
Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Mathematics.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
HND, HNC, Foundation and OCR/Cambridge Technical do not satisfy the subject entry requirements for this course.
Students who have successfully completed studies equivalent in content and level to year 1 modules may be considered for direct entry to Year 2.
In this section
Graduates from this course are now working for:
With this degree you could become:
Biomedical engineers can take up employment in a range of different areas due to its interdisciplinary nature. Potential employers include:
1. The medical device and pharmaceutical industry (e.g. Boston Scientific, Medtronic, Stryker, Abbott, KCI Medical - Acelity, Intelesens, Randox, Almac, Norbrook, Trucorp, Siemens, Philips)
2. Hospital trusts (e.g. Northern Ireland, Ireland, UK and Australia)
3. Government and regulatory agencies (UK), and
4. Universities (e.g. Ulster University, QUB, KCL, Imperial College, Leeds, Southampton, TCD, UCD).
The biomedical engineer can play a vital role in any one of these sectors, working as research and development engineer in the medical device industry producing the next generation of heart valves, defibrillators, ECG systems, stents or hip replacements, right through to the specialist working in the hospital to operate and maintain sophisticated equipment for the diagnosis and treatment of medical conditions.
The biomedical engineering degree course at Ulster University provides graduates with a wide range of technical, professional and ethical competencies that will enable them to gain employment in this continually developing sector. Our graduates have built careers in the medical device industry and research laboratories and hospitals all over the world.
A significant number of students have also gone on to complete further studies (MSc/PhD) in the field of biomedical engineering and related subject areas at institutions all over the UK and Ireland.
The MEng (Hons) Biomedical Engineering degree programme is a five year course - four years at University and one year on a COMPULSORY industrial placement.
The industrial placement year is a significant, formative period for our student biomedical engineers. Involvement in the practice of biomedical engineering in an industrial setting will develop your engineering, transferable and personal skills and significantly enhance your employability on graduation. All students are therefore required to undertake a compulsory (paid) industrial work placement - normally in year 3 of the programme.
Students fulfilling the requirements of the course will be awarded an Honours degree with an accompanying award of a Diploma in Professional Practice (DPP) for successful completion of a university approved placement in a clinical, industrial or academic establishment.
The placement year in year 3 of the course provides students with a valuable insight into the working environment and gives them a unique edge when they go to seek full-time employment after they graduate. Indeed, many placement providers end up offering employment to those students who completed a successful placement with them after they graduate.
A range of prizes and awards are available to students throughout their studies.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Dr Lindsay McManus BSc Hons Biomedical Engineering with DIS 2008
Lindsay graduated with a degree in Biomedical Engineering with a commendation in a Diploma of Industrial Studies in 2008. In the same year she began a three-year PhD based in the Nanotechnology and Integrated BioEngineering Centre, funded by the Department of Education and Learning, Northern Ireland. Lindsay has worked on collaborative projects with Tyndall National Institute in Cork and also with Dublin Institute of Technology, Ireland. Throughout her time as a PhD student she has been successful in various funding applications for attending international conferences, including the I J Shelley travelling fund, the Andrew Carnegie research travel fund and the Royal Society of Engineering travel grant. Recently Lindsay was also successful in securing a National Access Programme research grant (NAP 303) which is funded by Science Foundation Ireland. Lindsay became the Irish regional winner for the Young Persons’ Lecture competition, which is sponsored by the Institute of Materials, Minerals and Mining (IOM3). This competition is a test of the competitors’ ability to convey technical information in an enthusiastic and understandable way, in the form of a short presentation. She then went on to participate in the 7th world final that was sponsored by the Companhia Brasileira de Metalurgia e Mineração in São Paulo, Brazil. She has also published a number of papers in peer reviewed journals on her pioneering work on monitoring Human Stem Cells using Raman Spectroscopy. Lindsay has recently taken up a post within Heartsine Technologies in Belfast (NI) after completing her PhD in NIBEC, Ulster University.
Jenna Smith BSc Hons Biomedical Engineering with DIS 2010
Having graduated with First Class Honours in July 2010 Jenna took up a post at Randox Laboratories, a privately owned diagnostic and equipment manufacturer based in Crumlin. She is now Project Manager on 'Evidence Evolution' which is the world’s first fully automated, random access Biochip analyser. It utilises the revolutionary Biochip Array Technology (BAT) which is capable of simultaneously detecting up to 23 analytes in a single patient sample. Jenna also works closely with the Quality teams assisting with internal and external audits and general regulatory compliance work within the Engineering department.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
