. Features favouring interdisciplinarity :
The Master’s in biomedical engineering is intrinsically interdisciplinary, since it is located at the interface between engineering and medical sciences. It features a comprehensive base allowing the student to acquire the basics of the main application fields of biomedical engineering, as well as a variety of options in various disciplines.
. Variety of teaching situations :
The pedagogy implemented in the engineering Master’s curriculum is aligned with that of the engineering Bachelor’s curriculum: active learning, a balanced mix of group and individual work, and substantial time devoted to the development of non-technical competencies. A salient feature of the curriculum is the immersion of students in the research laboratories of the various instructors (during teaching laboratory sessions, case studies, projects and final thesis), which allows them to become familiar with up-to-date methods in the related fields, and to learn through the questioning approach which is inherent to research.
The final project amounts to half the workload of the final year. It offers the opportunity of in-depth analysis of a given topic and, through its sheer size and context, provides a true introduction to the professional life of an engineer or researcher.
. Variety of learning situations :
The student will encounter a variety of pedagogical tools tailored to the various disciplines : formal lectures, individual projects in small groups, tutorials, project-based learning, case studies, experimental laboratory work, computer simulations, teachware, industrial or research training, visits to industries, individual and group work, seminars given by outside scientists, etc.
This variety of situations will help students to build their knowledge in an iterative and progressive manner, while developing their autonomy, organizational skills, time management, and capacity to use various modes of communication, etc.
Learning is acquired via a variety of pedagogical tools, such a training periods, case studies, lectures, project work, and contact with cutting-edge research. This variety of situations will help students to build their knowledge in an iterative and progressive manner.
The option in Company launching follows an interactive approach implementing "problem-based" learning. Throughout the curriculum, students must engage in group work based on multidisciplinary teams. The final project is also designed to be interdisciplinary so as to allow groups of three students, ideally from different faculties, to work on a company launching project.
All learning activities are assessed as prescribed by the University internal regulations (see exam regulations), viz. written and oral exams, laboratory exams, individual or group work, public presentation of projects and final thesis.
