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City, University of London

Biomedical Engineering (with professional placement)

UCAS Code: BH11

Master of Engineering (with Honours) - MEng (Hon)

Entry requirements


A level

A,B,B

to include A level Mathematics

We welcome applications that include the EPQ. Where relevant, this may be included in our offer, resulting in an ‘A’ Level offer reduced by one grade.

GCSE/National 4/National 5

A minimum of grade 4(C) in GCSE English

International Baccalaureate Diploma Programme

33

IB with 33 points to include Higher Level Mathematics at grade 5.

UCAS Tariff

128

to include A level Mathematics

About this course


Course option

5.0years

Sandwich | 2020

Subject

Biomedical engineering

The integrated MEng (Hons) Biomedical Engineering degree is designed to offer students the most direct route to achieving CEng professional registration. Becoming a biomedical engineer promises an exciting career, bridging the advances in biomedical sciences with professional skills in delivering engineering projects within a rapidly growing field.

Biomedical Engineering applies the principles of science, engineering and medicine directly to the complex medical technologies used in the prognosis, diagnosis, monitoring and treatment of the sick and injured. Biomedical engineers also require managerial and communication skills and an awareness of the economic, environmental and social implications of their activity. Our courses are designed to provide excellent training in all these areas.

You can undertake a summer internship at the end of each academic year or opt to spend a year on an industry placement at the end of your third year. Our team of placement specialists, the Professional Liaison Unit, has extensive experience in helping students to secure professional experience across a range of industries. Placements are paid, and are a fantastic way to gain professional experience in a relevant field as part of your degree. Undertaking a placement year could also count towards the experience requirement for a professional engineering qualification. In recent years Biomedical Engineering students have been able to obtain placements at leading companies within their chosen field such as Urban Science, Great Ormond Street Hospital, Department for Work and Pensions, UCAS and Genetic Microdevices.

The biomedical engineering field is wide and graduates can find employment in areas such as the NHS (both in engineering and related disciplines such as medical physics, cardiology or medical imaging), the medical technology industry, the pharmaceutical industry, academic or private biomedical research, the Department of Health and other healthcare organisations. Recent graduates have joined employers such as Philips Healthcare, Covidien, Siemens, Genetic Microdevices, AstraZeneca, Intertek and major hospitals in the NHS and overseas.

Modules

On the Biomedical Engineering course, you will cover a range of engineering applications that are relevant to the needs of the healthcare industry. Subjects covered include measurement, data analysis, mechatronics, biosignal and image processing, medical physics, biomedical instrumentation and biomedical optics.

Year one is common to all of the engineering courses. Students study the science and mathematics that underpin engineering principles. Group exercises provide students with the opportunities to undertake preliminary engineering designs.

Students begin to specialise in Biomedical Engineering in year two while also studying measurement, data analysis and mechatronics.

The third year includes biosignal and image processing, medical physics and biomedical instrumentation, together with biomedical optics.

Assessment methods

Most modules will have an examination component as well as a coursework (continuous assessment) component. The split between examination and coursework assessment is approximately 50:50 over the programme lifetime.

Coursework assessments vary from paper assignments (which may be similar to examinations
but with longer time scales and with access permitted to information sources) to the
assessment of practical skills which cannot be done in the exam hall.

Coursework tasks may be set which are not to be assessed but which are valuable as a learning experience. This is known as formative coursework and is often the key to improving

The Uni


Course location:

City, University of London

Department:

Mechanical Engineering and Aeronautics

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

65%
low
Biomedical engineering

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.

Engineering (non-specific)

Teaching and learning

70%
Staff make the subject interesting
85%
Staff are good at explaining things
44%
Ideas and concepts are explored in-depth
56%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

96%
Library resources
93%
IT resources
89%
Course specific equipment and facilities
52%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

61%
UK students
39%
International students
80%
Male students
20%
Female students
73%
2:1 or above
23%
Drop out rate

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.

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.

£26,000
med
Average annual salary
79%
low
Employed or in further education
66%
low
Employed in a role where degree was essential or beneficial

Top job areas of graduates

43%
Engineering professionals
7%
Sales assistants and retail cashiers
6%
Information technology and telecommunications professionals

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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Course location and department:

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Teaching Excellence Framework (TEF):

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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).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

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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