Biomedical Engineers blend traditional engineering techniques with biological sciences and medicine to improve the quality of human health and life. In this specialty, Loyola students learn how to develop, verify, and validate robust software for current and future medical devices.
This is the first semester of a three-semester Specialty course series for students specializing in Biomedical Engineering. Before this course begins, it is expected that you review Ch. 1 of the Baura Medical Device Technologies textbook, which was discussed in ENGR 201. Every three course meetings, you will be introduced to two medical devices.
This will be an intense course because we will cover the relevant physiology, clinical need, history, and system descriptions of eighteen fundamental medical devices. You will also be introduced to several medical device systems, including medical instruments, electrical stimulators, and combination products. We need this foundational background to discuss medical device product development and regulation in ENGR 381 and ENGR 391.
PREREQUISITES: MATH 266, concurrent enrollment in ENGR 313 and ENGR 341L
This laboratory course has two distinct parts. In Part I of this course (Weeks 3-9), students will be introduced to the graphical user interface, data acquisition, and sensors of common medical devices. The lab experiments are synchronized with the presentation of medical device topics in ENGR 341. Normally, students will meet in the Biomedical Engineering Teaching Lab from 11:00 – 1:00 for each lab. However, for the three course meetings held at the Maywood campus, we will meet at the white van outside Cuneo Hall at 10:00 AM, and will return by 2:00 PM. Guest lecturers from Stritch Medical School will provide an introduction to imaging and administer their Radiography and Magnetic Resonance Imaging Labs.
In Part II of this course (Weeks 1, 2, 12-15), each student group will create an iPhone Nursing App for a Sponsor from the School of Nursing. The first two weeks of the course are devoted to discussing foundational topics related to the App project, and are purposely separated from weeks when the students can continue programming these Apps during course meetings. This time separation will enable student groups to meet with their Sponsors to finalize App requirements early in the project. Creating this App using the Swift programming language will enable students to create documents related to Food and Drug Administration design control, specifically a Software Requirement Specification and Software Design Specification.
PREREQUISITE: Concurrent enrollment in ENGR 341.
This is the first semester of a two-semester Capstone Design series for students specializing in Biomedical Engineering. ABET mandates that the curriculum must include “a culminating major engineering design experience that 1) incorporates appropriate engineering standards and multiple constraints, and 2) is based on the knowledge and skills acquired in earlier course work.” We meet this requirement within ABET Criterion 5 through your Capstone Design projects, which are sponsored by industry. Each week, you will be introduced to a medical device product development or regulation topic during a 50 minute course meeting. For the remaining 5 hours, your group is expected to work on its Capstone Design project. You will also video-conference with your Industry Liaison and Faculty Advisor weekly.
You are fulfilling the University Requirement of Engaged Learning through ENGR 381 and 391, which are considered Fieldwork courses. During our first course meeting, we will discuss how you will record the time you spend on your project, as Fieldwork courses require at least 100 hours of field work.
PREREQUISITE: ENGR 341.
This is the second semester of a two-semester Capstone Design series for students specializing in Biomedical Engineering.
PREREQUISITE: ENGR 381.
This is the second semester of a three-semester Specialty course series for students specializing in Biomedical Engineering. During the first four weeks, students increase their programming skills through exposure to recurrence solving, sorting, and data structures. They then learn how design and verify medical device software using model-based engineering. The Food and Drug Administration Center for Devices and Radiologic Health (FDA CDRH) must clear or approve each medical device before it can be legally sold in the United States. Over the last decade, CDRH has conducted research into how model-based engineering increases medical device software quality and the likelihood that a device will perform as intended.
This is the third semester of a three-semester Specialty course series for students specializing in Biomedical Engineering. During four weeks, students increase their programming skills through exposure to advanced data structures and graph algorithms. Separately, software issues that the FDA considers during medical device submissions are highlighted.