This MRes conversion course is ideal for graduates interested in developing a research career in an academic, industrial or clinical setting. It introduces biomedical engineering and provides extensive training in research methodology and practice.
The MRes is a credit-based modular degree comprising both assessed instructional modules and project work. Students must obtain a minimum of 180 credits, 60 of them by satisfactory completion of instructional classes and 120 by satisfactory completion of research project requirements.
Instructional modules are selected from conversion classes, compulsory classes and advanced study class options as follows (number of credits in brackets):
. Engineering Science (20) . Medical Science (20)
Compulsory Taught Classes
. Professional Studies in Biomedical Engineering (10) . Research Methodology (10)
Advanced Class Options (minimum of one)
. Biomedical Electronics (10) . Biomedical Instrumentation (10) . Introduction to Biomechanics (10) . Clinical and Sports Biomechanics (10) . Tissue Mechanics (10) . Biomaterials and biocompatibility (10) . Regenerative Medicine & Tissue Engineering (10) . Cardiovascular Devices (10) . Prosthetics and Orthotics (10) . Bio-signal Processing and Analysis (10)
Students also undertake a research/development project (120 credits), chosen from a pool of relevant industrial or clinical projects, and submit a thesis.
Before coming to the University of Strathclyde, I graduated with a BEng in Biomedical Engineering from The Universita Degli Studi in Bologna, Italy.
Skimming all the British institutions that had a Bioengineering course I found that the one at Strathclyde University fitted my personal requirements with its balanced combination of life science courses and more engineering classes. A wide range of subjects were provided but at the same time the possibility to specialise in particular aspects of bioengineering was not missed. I found that really important: you can obtain an overall background but become focused on your main interests developing all the knowledge that you need for future research or jobs in the area that you like more.
In addition, my choice was also influenced by the city where the course would be held. I was encouraged to move here after talking with people who had experiences in Glasgow. I definitely don’t regret my choice; the city can offer you every kind of opportunities to make your time spent here studying, more enjoyable. Nightlife, the cultural activities - from art exhibitions to theatre shows-, sports facilities (also provided by the university), festivals (usually organised around the city) are excellent diversions from the student life of books and assignments. Having such high quality relaxation and fun outside the campus, especially during the weekend, makes it easier to work during the week. I should mention, for all music fans like me, that Glasgow is impressive for concerts; you will be able to enjoy tons of artists playing here.
I graduated with distinction in November 2008. Following graduation I accepted the offer to commence a PhD in the same department.
My Masters degree increased my knowledge base and my confidence, and overall, it gave me the possibility of doing my current research as a PhD student. This will subsequently open up the opportunity to reach my goals, and obtain a better job compared with the one that it is possible to get with an undergraduate degree.
Before coming to the University of Strathclyde, I graduated from the University of Glasgow in Physiology and Sports Science.
I continued into postgraduate study in order to broaden my academic knowledge. At the time I also wanted to increase my career prospects, whether in industry or research.
In order to fulfill these requirements I chose to undertake an MRes in Biomedical Engineering within the Bioengineering Unit at the University of Strathclyde, Glasgow. I chose this course primarily because of its interdisciplinary nature. I was fascinated by the merging of engineering, medicine, and sciences. The course addressed a number of innovative biomedical research fields including; rehabilitation engineering, medical diagnostic devices and instrumentation and tissue and organ engineering. The taught programme of this course was very interesting, I learnt various aspects of engineering, medicine and science that I had never considered before. Various visits to hospitals and demonstrations from other research bodies displayed first-hand the importance of engineering in advancements in medical research.
As well as standard taught modules, I undertook a research project. I was able to choose from a pool of clinical and industrial projects, at the end of which I had to submit a thesis. I chose a project which involved assessing the benefits of various coating for vascular stents, this was a project which was supported by a manufacturer of vascular prosthesis, Vacutek Terumo. As well as learning a number of experimental techniques this project provided priceless experience in planning and carrying out research.
I thoroughly enjoyed my MRes and found the project extremely challenging so I decided to continue in research and started a PhD within the same laboratory. This was funded by an EPSRC case award in collaboration with DePuy International. I began investigating the effect of metal hip implants on the immune system. This project is not only supported by industry but also involves the NHS.
I believe I have greatly benefited from the level of teaching and facilities provided within the Bioengineering Unit. Furthermore, the level of interaction between clinical and industrial groups with the academic side has been extremely beneficial. This has provided opportunities to understand the wider picture of research currently being undertaken. This can only increase my prospects at the end of my research project.
First or second-class Honours degree of a UK university (or equivalent qualification) in engineering, physical science, life science, medicine, or a profession allied to medicine.
Recipient: University of Strathclyde
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