Biomedical Engineering curriculum at UAM-I: A critical review

Author

Martinez Licona, Fabiola ; Azpiroz-Leehan, Joaquin ; Urbina Medal, E. Gerardo ; Cadena Mendez, Miguel

fYear

2014

fDate

26-30 Aug. 2014

Firstpage

1801

Lastpage

1804

Abstract

The Biomedical Engineering (BME) curriculum at Universidad Autónoma Metropolitana (UAM) has undergone at least four major transformations since the founding of the BME undergraduate program in 1974. This work is a critical assessment of the curriculum from the point of view of its results as derived from an analysis of, among other resources, institutional databases on students, graduates and their academic performance. The results of the evaluation can help us define admission policies as well as reasonable limits on the maximum duration of undergraduate studies. Other results linked to the faculty composition and the social environment can be used to define a methodology for the evaluation of teaching and the implementation of mentoring and tutoring programs. Changes resulting from this evaluation may be the only way to assure and maintain leadership and recognition from the BME community.

Keywords

biomedical education; further education; teaching; BME community; BME undergraduate program; Biomedical Engineering curriculum; UAM-I; Universidad Autónoma Metropolitana; academic performance; admission policies; critical assessment; critical review; faculty composition; institutional databases; maximum duration; mentoring programs; resources; social environment; student; teaching evaluation; tutoring programs; undergraduate studies; Biomedical engineering; Biomedical imaging; Databases; Educational institutions; Instruments; Mathematics;

fLanguage

English

Publisher

ieee

Conference_Titel

Engineering in Medicine and Biology Society (EMBC), 2014 36th Annual International Conference of the IEEE

Conference_Location

Chicago, IL

ISSN

1557-170X

Type

conf

DOI

10.1109/EMBC.2014.6943958

Filename

6943958