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Anglia Ruskin University

UCAS Code: H160 | Bachelor of Engineering (with Honours) - BEng (Hon)

Entry requirements

GCSE/National 4/National 5

4 GCSEs at grade C, or grade 4, or above, including English and science and Maths at grade B, or grade 6.

UCAS Tariff

104

from a minimum of 2 A Levels (or equivalent).

About this course

Course option

3years

Full-time | 2025

Subject

Biomedical engineering

Join an interdisciplinary-focused course that combines the principles of engineering, biology and medicine to advance and improve healthcare treatments.

**Why study Biomedical Engineering at ARU?**
- Cover key areas of advanced healthcare technologies such as biomaterials and nanotechnology, microelectronics, robotics and machine intelligence and biomechanics.

- Bring the world of work to life through Live Briefs; designed and developed with regional employers to give you exposure to ‘real world’ problem-solving.

- Learn from experts in electronics, mechatronics and medicine in our new Biomedical Engineering Laboratory and purpose-built School of Medicine.

- Gain hands-on laboratory experience using cutting-edge technologies to create medical devices while developing your problem-solving and critical-thinking skills.

- Engage in ground-breaking research that addresses real-world problems during and outside of term-time.

- Prepare for a career that makes a real difference to healthcare, improving patient outcomes and quality of life.

The BEng(Hons) Biomedical Engineering course at ARU is designed as a Project Based Learning (PBL) course, with modules that are offered in accordance with the advancements in healthcare technologies. The curriculum offered through this course will enable you to gain extensive knowledge in various Engineering approaches to tackle healthcare challenges, with the opportunity to explore Biomedical Engineering research.

Through the study of various modules and projects, you will learn the fundamental principles of medical technologies and gain the ability to design, develop and deliver new products. The PBL approach enables you to develop a collective set of technical and transferrable skills such as teamwork, independent research, and an integrated approach to problems, all of which are beneficial for future employability within the healthcare industry.

Learn about and work on real-world problems in electronics, mechatronics and embedded systems, including microelectronics, robotics, automation and control, signal processing and machine learning and intelligence. Group-based projects such as computer-aided engineering projects will give you the opportunity to work in on the design, manufacture, analysis, and testing of a simple component.

Human anatomy and physiology provides you with the knowledge required for human motion biomechanics and tissue engineering including organ repair and regeneration. Learn modelling and analysis of human motion, emphasising experimental data collection. Material science is one of the core areas of the course, covering areas of biomaterials and material science. Learn some of the advanced applied engineering mathematics skills you need to succeed as a scientist and engineer in solving complex problems and design tasks.

You’ll also conduct your independent piece of research in a project supervised by one of your lecturers. This is your capstone assessment and will personalise your degree, and train you to think like an engineer, ready to meet the challenges of an ever-changing world.

Completing this course will open up a range of career pathways for you, varying from medical device companies and the National Health Service to research institutes making an impact on healthcare by improving patient outcomes and quality of life.

Modules

Year 1:
Human Anatomy and Physiology (30 credits)
Introduction to Biology and Biomedical Engineering (30 credits)
Applied Engineering Mathematics (15 credits)
Structural Mechanics (15 credits)
Electronics and Embedded Systems (30 credits)

Year 2
Ruskin Module (15 credits)
Electronic Design Project (30 credits)
Biomaterials (15 credits)
Robotic Control Design Project (30 credits)
Advanced Engineering Mathematics (15 credits)
Signals and Signal Processing (15 credits)

Year 3
Human Motion Biomechanics (15 credits)
Tissue Engineering (15 credits)
Automation and Control (15 credits)
Computer Aided Engineering (15 credits)
Nanotechnology (15 credits)
Robotics and Machine Intelligence (15 credits)
Research Methods and Individual Project (30 credits)

Assessment methods

Throughout the course we’ll use various assessment methods to measure your progress and provide constructive feedback.
Besides exams, we use lab reports, oral presentations, computer-based assessments, in-class tests, video blogs, mock
research grant applications, and practical lab outputs such as electronic devices.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,535
per year
England
£9,535
per year
Northern Ireland
£9,535
per year
Republic of Ireland
£9,535
per year
Scotland
£9,535
per year
Wales
£9,535
per year

The Uni

Course location:

Chelmsford Campus

Department:

School of Engineering and the Built Environment

Read full university profile

What students say

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Bioengineering, medical and biomedical engineering

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

67%
UK students
33%
International students
89%
Male students
11%
Female students
77%
2:1 or above
20%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

C
D
C

After graduation

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Bioengineering, medical and biomedical engineering

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£24,000
med
Average annual salary
97%
med
Employed or in further education

Top job areas of graduates

66%
Engineering professionals
17%
Sales assistants and retail cashiers
2%
Business, finance and related associate professionals

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Bioengineering, medical and biomedical engineering

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£31k

£31k

£34k

£34k

£34k

£34k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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Course location and department:

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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