Магистр по биомедицинской инженерии

This program combines fundamental concepts and knowledge in engineering, biology, and medicine to develop innovative technologies, materials, processes, and systems, with the aim of improving healthcare.

Biomedical engineering is often referred to as engineering for a good life. It is a field in which your creativity and problem-solving skills will benefit humanity and make a difference.

The intersection of the natural sciences, medicine, and technology is a dynamic place. This program combines fundamental concepts and knowledge in engineering, biology, and medicine. Based on solid mathematical and physical foundations, useful medical knowledge, and a vibrant engineering spirit, you will learn how to develop sustainable and innovative technologies, materials, and systems that improve healthcare.

Specialization along three tracks

The first year is a broad compulsory segment, with courses in anatomy and physiology, medical information systems, biomedical signal processing, and signal theory, creating the strong knowledge base required for your further studies.

The second-year offers in-depth specialization along three tracks:

• Biomedical Signals and Instrumentation , an area in which multidimensional signals are used to model and simulate anatomy and physiological process in medicine.
• Medical Imaging , in which advanced technology and theory unveil the inner secrets of humankind.
• Medical Informatics and eHealth , in which you study the acquisition, processing, and utilization of information to support health-related decision-making.

During the final semester, you will write a master thesis within biomedical engineering, at the department, in a hospital, or at a private company.

Solve biomedical engineering problems

After graduating, you will have the skills required to formulate and solve engineering problems in the biomedical domain, implement and operate processes and systems, and evaluate engineering tools applied in medicine. A considerable number of alumni have used these skills to pursue careers as researchers in industry and academia.

Syllabus

Purpose

Biomedical Engineering encompasses fundamental concepts in engineering, biology, and medicine to develop innovative approaches and new devices, materials, implants, algorithms, processes, and systems for the assessment and evaluation of technology; for prevention, diagnosis, and treatment of disease; for patient care and rehabilitation and for improving medical practice and health care delivery.

Aim

The Biomedical Engineering curriculum supports and sustains Engineering for Health through a mixture of compulsory and elective courses that enables in-depth as well as broad-based studies. After the completion of the program the student is expected to have acquired the following knowledge and skills:

Disciplinary knowledge and reasoning

A Master of Science with a major in Biomedical Engineering should be

• thoroughly qualified in mathematics, physics, and engineering and thereby able to formulate and solve problems in the medical domain, encompassing the design of devices, algorithms, systems, and processes to improve human health
• familiar with the fundamentals of the human anatomy and physiology on the cellular, organ, and organ system levels
• able to use, propose and evaluate engineering tools and approaches relating to life science problems through formulating, modeling, and solving the problems using physics, mathematics, chemistry, biology, and engineering principles
• confident in the application of theoretical models and reasoning to biomedical engineering and life science problems arising in industry, business, academic institutions, and at major research and development laboratories

Personal and professional skills and attributes

A Master of Science in Biomedical Engineering should possess

• ability to manifest and lead modern research and engineering in the field of life science
• knowledge to identify and manage the particular problems related to the acquisition, processing, and interpretation of biomedical texts, signals, and images
• skills and techniques for modeling and simulation integrating engineering and life science knowledge
• creativity, initiative, and responsibility for their contribution to innovative problem solving
• a systematic attitude towards problem-solving

Interpersonal skills, teamwork, and communication

A Master of Science with a major in Biomedical Engineering should demonstrate

• the capability of professional teamwork and active collaboration within a group, sharing tasks and responsibilities
• ability to act as a mediator between technical and biomedical personnel in multidisciplinary settings
• ability to conceive, design, implement and evaluate scientific and engineering projects
• English oral and written communicative skills regarding engineering problems in the life science domain
• competence in academic writing

Planning, execution, and presentation of research or development projects with respect to scientific and societal needs and requirements

A Master of Science with a major in Biomedical Engineering should demonstrate

• a holistic view on the process of merging scientific, engineering, and biomedicine principles and methods in the development of devices, materials, implants, algorithms, processes, and systems
• responsibility for identifying, integrating, and creating a thorough understanding of the impact of science and engineering on society and communicating that knowledge to the public

Research

Biomedical optics

Biomedical Optics studies the basic principles of interaction between light and biological tissues, cells, and molecules and develops new technologies for use in basic research and clinical applications.

Clinical Informatics

The goals of our research are to gather knowledge from medical data and improve the flow of information in healthcare systems.

Health informatics

Access to relevant and valid information is a prerequisite for delivering safe and reliable health care. Information is also a cornerstone for developing methods, processes, and businesses. Health informatics enables this.

Neuroengineering

A cross-disciplinary research field combining engineering and neuroscience. The focus is set on deep brain stimulation (DBS), neuronavigation, optical measurement techniques, brain microcirculation, neuroimaging, and neuron modeling.

Systems Biology

By combining mathematical models, prior knowledge, and experimental data, we unravel biological mechanisms and contribute to the development of new drugs and clinical tools.

Tissue Engineering

Tissue Engineering is a multidisciplinary field that applies the principles of engineering, material science, biology, and medicine toward the development of tissue-mimetic scaffolds that restore, maintain, or improve tissue function or body organs.

_Are you curious about what it is like to study at LiU? Join us for a chat about what it is like to live and study on our campuses in Sweden. We offer free webinars and recordings for both prospective and admitted degree students throughout the year. Visit our _ _Meet us online _ _page. _

About Linköping University

Linköping University will never rest on its laurels.

In close collaboration with the business world and society, Linköping University (LiU) conducts world-leading, boundary-crossing research in fields including materials science, IT and hearing. In the same spirit, the university offers many innovative educational programs, many of them with a clear vocational focus, leading to qualification as, for example, doctors, teachers, economists, and engineers.

The university has 32,000 students and 4,000 employees on four campuses. Together we seek answers to the complex questions facing us today. Our students are among the most desirable in the labor market and international rankings consistently place LiU as a leading global university.

LiU achieved university status in 1975 and innovation is our only tradition.

History of Linköping University

In 1975 Sweden’s sixth university was founded in Linköping. Since then Linköping University (LiU) has grown considerably, expanding to Norrköping and Stockholm.

Linköping has been an important center of learning since medieval times when Linköping Cathedral offered a school with extensive international contacts and its own student hall in Paris. In 1627 the Cathedral School became the third upper secondary school in Sweden and in 1843 a college for elementary school teachers began operations. In Norrköping, the Fröbel Institute – Sweden’s first college for training pre-school teachers – was founded in 1902.

From university college to university

What would later become Linköping University began to take shape in the mid-1960s. Higher education in Sweden was expanding and in 1965 the Swedish Parliament decided to establish a branch of Stockholm University, together with a university college of engineering and medicine, in Linköping.

In the autumn of 1967, the branch of Stockholm University moved into premises in central Linköping. There the first students could take courses in the humanities, social sciences, and natural sciences. Two years later the units for engineering and medicine got underway.

In 1970 education and research started moving into the recently built Campus Valla, a short distance from the town center. Buildings A and B were the first to be completed. The same year the various parts were merged to form Linköping University College, including faculties of engineering, medicine and arts, and sciences.

The new university college was the first in Sweden to offer study programs in Industrial Engineering and Management and Applied Physics and Electrical Engineering, both starting in 1969. A few years later, in 1975, Linköping University launched Sweden’s first Computer Science and Engineering program.

1975 was also the year when Linköping University College became Linköping University, the sixth university in Sweden. In line with the 1977 reform of the Swedish higher education system, teacher education was also transferred to Linköping University.

Interdisciplinary research and problem-based learning

Linköping University has always worked with innovation in education and research. In 1980 the newly formed Department of Thematic Studies adopted an approach that was new in Sweden. Research was organized in interdisciplinary themes, such as Technology and Social Change or Water and Environmental Studies. Scientists worked across boundaries to solve complex problems. LiU was also first in Sweden to introduce graduate research schools for different themes. The model later spread to other parts of the university and became a national success.

The new Faculty of Health Sciences (Hälsouniversitetet), formed in 1986, combined governmentally and regionally funded education. It introduced a radically changed methodology, being the first in Sweden to use problem-based learning, PBL. Later, LiU became the first university in the world to allow students from different health sciences programs to treat actual patients on a student-managed training ward.

Expansion to Norrköping – and Stockholm

A significant milestone in the history of the University was the opening of Campus Norrköping in 1997. Some programs had previously operated from Norrköping, but the number of students now grew drastically in line with government efforts to expand higher education. Historical factories in the former industrial district were again filled with life, as they were filled with classrooms, laboratories, cafés, a library and of course students.

Linköping University also expanded to Stockholm when the reputable Carl Malmsten School of Furniture sought a collaborative partner from the academic sector. The Malmsten furniture design and handicraft programs became part of LiU in 2000. After almost 60 years at Södermalm in central Stockholm, Malmstens moved to new premises on the island of Lidingö in the autumn of 2009. LiU got its fourth campus.

Buro Millennial / Pexels

LiU in figures

Some important figures for Linköping University.

Education

• 32,000 students (full-time equivalents 17,907)
• 21,400 on Campus Valla
• 5,500 on Campus Norrköping
• 3,900 on University Hospital Campus (US)
• 2,100 distance students and students in other locations, including Campus Lidingö

(Some students take courses on more than one campus.)

• 120 study programs, of which 27 are international programs in English
• 550 single-subject courses
• Exchange agreements with 400 universities in 50 countries
• 2,400 international students
• 2,200 first cycle degrees
• 2,700 second-cycle degrees

Research and scientific training

• 300 professors
• 1,200 PhD students
• 40 licentiate degrees
• 140 doctoral degrees

Staff

• 4,000 employees (full-time equivalents 3,156)