Module ENGI46315: Artificial Organs

Department: Engineering

ENGI46315: Artificial Organs

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• Introduce the rationale behind the need for artificial organs (pathology/trauma, functional/aesthetic restoration, temporary/permanent).
• Provide an overview of the design requirements of the various organ classes.
• Enable students to identify the options offered by various designs pertaining to the pathological stage.
• Enable students to identify the optimal medical device design framework, from concep to identification of functional and safety requirements to manufacturing.

Content

• Overview of the various internal and external organs and assist devices.
• Overview of the design requirements for Artificial Organs and basics of regulatory for Medical Devices.
• Artificial organis for the cardiovascular system.
• Artificial organis for the respiratory system.
• Artificial organs for vision.
• Artificial organs for musculoskeletal systems.

Learning Outcomes

• A historical account of the development of the Artificial Organs field.
• A knowledge of the design steps currently used/being developed for developing artificial organs.
• An appreciation of the complexity of designing and producing artificial organs.
• An understanding of the limitations of artificial compared to native organs.
• An understanding of the potential use of relevant calculated parameters as diagnostic tool.
• AHEP4 Learning Outcomes: In order to satisfy Professional Engineering Institution (PEI) accreditation requirements the following Accreditation of Higher Education Programmes (AHEP4) Learning Outcomes are assessed within this module:
• M1. Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering (exam assessed).
• M4. Select and critically evaluate technical literature and other sources of information to solve complex problems (exam assessed).
• M5. Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health and safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards (exam assessed).
• M7. Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts (exam assessed).

• The ability of applying fundamental engineering concepts in the bioengineering field.
• The capacity to analyse and characterise the performance of various artificial organs.
• The projection into future development of different artificial organs.
• Develop skills to critically analyse artificial organs scientific literature and formulate opinions that can be communicated effectively.
• The ability to evaluate and understand the environmental and societal impact of solutions to broadly defined problems and identify any ethical concerns and make reasoned ethical choices informed by professional codes of conduct.

• Capacity for independent self-learning within the bounds of professional practice.
• Specialised analytical skills for complex engineering systems appropriate to a bioengineer.
• Skills of combining interdisciplinary biological and engineering concepts relevant to the application of advanced engineering problems.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module content is delivered through lectures and reinforced by Formative Problem Sheets and Problem Classes, equipping students with the required problem-solving capability.
• Throughout the academic year, students will be required to submit Formative Problem Sheets via the virtual learning environment to monitor and consolidate their understanding as the course progresses.
• Students will attend one Discussion Class in the Michaelmas term and a second in the Epiphany term. These sessions provide an opportunity to consolidate material covered in lectures and to receive guidance and support from a demonstrator.
• At the start of the academic year, students will complete a benchmark test to assess prior knowledge and highlight areas needing further consolidation. This diagnostic activity directs students towards appropriate revision resources and independent study.
• A mock examination will be held in the Epiphany term to provide a formative, exam‑style experience. Students may then discuss their performance informally with academic staff, either during Office Hours or an Academic Adviser session, and receive targeted feedback ahead of the summative assessment.
• A further Revision Class will be held ahead of the main examination period to support students in preparing for their final assessments.
• Written timed examinations are appropriate because of the wide range of analytical, in-depth material covered in this module and allow students to demonstrate the ability to solve advanced problems independently.
• Students are encouraged to engage with staff Office Hours for one‑to‑one or small‑group discussion of any aspect of the module. These sessions are offered weekly during teaching, timings are published on Learn Ultra.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment is provided by means of formative problem sheets, benchmark test and mock examinations.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.