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Biomedical Technology Ventures

Entry requirements


A level

A*,A,A

Our minimum entry standard is A*AA overall, to include: A* in Mathematics A in Physics, Chemistry, Biology or Further Mathematics A in Business Studies, Economics, Computer Science, Design Technology, Further Mathematics or another Science General Studies and Critical Thinking are not accepted. Students taking English exam board science A-levels will be required to pass the practical endorsement.

Cambridge International Pre-U Certificate - Principal

D2,D3,D3

D2 in Mathematics D3 in Physics, Chemistry, Biology or Further Mathematics D3 in Business Studies, Economics, Computer Science, Further Mathematics or another Science

International Baccalaureate Diploma Programme

39

Our minimum entry standard is 39 points overall, to include: 6 in Mathematics at higher level 6 in Biology, Chemistry or Physics at higher level 6 in another science subject, Business Management, Computer Science or Economics at higher level The Mathematics Analysis and Approaches or the Applications and Interpretation syllabi will be accepted at higher level, but Analysis and Approaches is preferred.

UCAS Tariff

152

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About this course


Course option

3years

Full-time | 2024

Subject

Bioengineering

The Biomedical Technology Ventures BSc is set against the backdrop of an increasing demand for medical devices and growth of the healthcare industry.

In this programme, you will be guided in developing an entrepreneurial mindset and equipped with the skills to identify opportunities for improving human healthcare through the application of technology.

You'll balance lectures, workshops and seminars to explore the fundamentals of mathematics, medical science and computer programming.

Alongside a breadth of engineering and biomedical engineering knowledge, you will gain insight into the medical device industry and the potential entrepreneurial pathways to a career.

With the programme's strong emphasis on practical work and hands-on learning, you'll develop tangible skills and gain real-world experience through an internship at an industry startup.

The interdisciplinary nature of your training will enable you to work and collaborate effectively across the boundaries of multiple subjects.

You'll also complete a major project that will provide you with the opportunity to design, make and test an engineering solution to address a biomedical problem.

As a graduate, you'll have cultivated skills that could see you joining a med-tech startup, or translating ideas, knowledge and science into societal impact through a new biomedical venture.

Modules

We recommend reviewing our course page for the latest information regarding the curriculum (including core and optional modules) and course structure, as this information may be subject to periodic change.

Tuition fees

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

Channel Islands
£9,250
per year
England
£9,250
per year
EU
£40,940
per year
International
£40,940
per year
Northern Ireland
£9,250
per year
Republic of Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Imperial College London

Department:

Bioengineering

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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.

87%
Bioengineering

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

Teaching and learning

87%
Staff make the subject interesting
89%
Staff are good at explaining things
87%
Ideas and concepts are explored in-depth
89%
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

88%
Library resources
94%
IT resources
97%
Course specific equipment and facilities
49%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

29%
UK students
71%
International students
47%
Male students
53%
Female students
97%
2:1 or above
3%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

A*
A
A

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.

£30,000
high
Average annual salary
94%
med
Employed or in further education

Top job areas of graduates

43%
Engineering professionals
20%
Information technology and telecommunications professionals
15%
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.

£32k

£32k

£40k

£40k

£46k

£46k

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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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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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the 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).

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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