49261 Biomedical Instrumentation
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): ( 42721 Introduction to Biomedical Engineering OR ((120 credit points of completed study in Bachelor's Honours Embedded Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Honours Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Honours Degree co-owned by FEIT) AND 41160 Introduction to Biomedical Engineering))
These requisites may not apply to students in certain courses. See access conditions.
Description
The subject explores the principles and design of medical instruments most commonly used in hospitals and their applications. This is a hands-on subject where students are given exposure for specific medical instrumentation used in a clinical setting. The subject focuses on three major health areas: cardiovascular disease, neurological disorders, and physical disability. For each area, students learn its physiological or electrophysiological aspects and background, measurements of biopotentials and critical-care analytes for monitoring and diagnostic purposes, principles and design of biomedical devices for therapeutic purposes, and new developments for better treatment or assessment in the real world. The subject also aims to encourage the practice of good design.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Explore the development status and trend of classical and modern biomedical instruments. (B.1) |
|---|---|
| 2. | Master the working principle and main components of common biomedical instruments. (D,1) |
| 3. | Familiar with the functional components commonly used biomedical instruments and apply general design steps for the development of typical biomedical instruments. (C.1) |
| 4. | Learn the ability to design and develop medical instruments using engineering knowledge by working in the laboratories in a team. (C.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
Students enrolled in the Master of Professional Engineering should note that this subject contributes to the development of the following Engineers Australia Stage 1 competencies:
- 1.2. Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
- 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
- 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
- 2.1. Application of established engineering methods to complex engineering problem solving.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
Teaching and learning strategies
There are three modules (see below) that encourage students to learn by using technological advances in this subject: background to signal processing and modelling, neural networks and fuzzy logic, intelligent systems and advanced applications.
As this is a hands on real world practice oriented subject, active learning opportunities are at its centre. There will be eight (1.5 hrs) sessions of lectures and tutorials, nine (1.5 hrs) project sessions, and two seminar sessions. The seminar sessions are Project Presentations.
For this project work, students are required to apply electronic instrumentation, software coding or scientific evaluation of one practical biomedical project of their interest area. Each project may concern the development of a biomedical instrumentation equipment (e.g. a wireless biosignal monitor), a biomedical control system, a health-based software system (e.g. a health-based iPhone app), or a health evaluation system (e.g. evaluation of driver fatigue).
The subject is organised so that students collaborate from week to week. They select their joint project within the provided framework, which they will research and work on together for the duration of the subject, present as a group, yet submit as an individual report with their interpretations and explanations.
Designated weekly Canvas information and YouTube clips are to be accessed prior to class. Lectures, tutorials and Biomedical Instrumentation Labs are used to discuss this information, to answer any questions and to provide support and ongoing feedback. Students propose questions and these will be discussed during class.
Feedback is provided before the submission of each Assessment Task and therefore on a weekly basis as per attached Program. Students bring in draft versions of Assessment Task and receive verbal feedback for improvement before the due date.
Content (topics)
The first module is concerned with the physiological background of the human nervous system, the heart and circulatory system.
The second module covers design objectives for various electrophysiological instrumentation and devices, in particular electromyography (EMG), electroencephalograms (EEG) and electrocardiograms (ECG). It includes the principles of general biomedical instruments for monitoring and assessment of the human body.
The third module concerns advanced applications of some of the above instruments. The design and development of hands-free control systems will be discussed, for applications such as AI exoskeleton, tele-rehabilitation robot, environmental control units (ECU), power wheelchairs and fatigue. Another advanced application relates the development and implementation of a left ventricle assist device.
Assessment
Assessment task 1: Historical Perspective of biomedical instrumentation
| Intent: | Provides basic literature review of a particular biomedical instrumentation Historical Perspective of Biomedical Instrumentation Section 1: Introduction Section 2: Analysis and Discussion Reference List Overall Presentation |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 |
| Type: | Literature review |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | Approximately 10 pages with source code if appropriate |
Assessment task 2: Development of a biomedical system
| Intent: | Implement a simple biomedical amplifier (ECG or EEG) Section 1: Introduction Section 2: Design Section 3: Implementation Section 4: Results Section 5: Conclusion |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | Approximately 15 pages with source code if appropriate |
Assessment task 3: Major group project
| Intent: | Develop and implement a biomedical instrumentation or control system. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Project |
| Groupwork: | Group, group and individually assessed |
| Weight: | 50% |
| Length: | Major Report: approximately 30 pages
|
Recommended texts
Carr J J, Introduction to Biomedical Equipment Technology, Prentice Hall, 1993.
Nguyen H T, Biomedical Instrumentation and Applications, UTS, 2016.
Webb, A G, Principles of Biomedical Instrumentation, Cambridge University Press, 2018.
Webster J G, Medical Instrumentation, Houghton Mifflin, 1992.
References
Guyton A, Hall J, Textbook of Medical Physiology, Elsevier Saunders, Philadelphia, 2006.
Thaler M S, The Only EKG Book You’ll Ever Need, Lippincott Williams & Wilkins, Philadelphia, 2007.
Fisch B J, Spehlmann’s EEG Primer, Elsevier, Amsterdam, 1994.
Cryer P E, Hypoglycemia in Diabetes – Pathology, Prevalence, and Prevention, American Diabetes Association, Virginia, 2009.
Bear M F, Connors B W, Paradiso M A, Neuroscience – Exploring the Brain, Lippincott Williams & Wilkins, Maryland, 2001
Fonseca V A, Clinical Diabetes – Translating Research into Practice, Saunders Elsevier, Philaadelphia, 2006
Bode B W, Medical Management of Type 1 Diabetes, American Diabetes Association, Virginia, 2004.
American Diabetes Association, Annual Review of Diabetes 2007, American Diabetes Association, Virginia, 2007.
American Diabetes Association, Annual Review of Diabetes 2008, American Diabetes Association, Virginia, 2008.
American Diabetes Association, Annual Review of Diabetes 2009, American Diabetes Association, Virginia, 2009.
Bronzino J D, The Biomedical Engineering Handbook, IEEE/CRC Press Handbook Series, 1995.
Enderle J, Blanchard S, Bronzino S, Introduction to Biomedical Engineering, Academic Press, 2000.
Moore J, Zouridakis G, Biomedical Technology and Devices, CRC Press, 2004.
Andreassi J L, Psychophysiology Human Behaviour & Physiological Response, Lawrence Erlbaum Associates, 2000.
Dawson-Saunders B, Trapp RG, Basic & Clinical Biostatistics, Appleton & Lange, 1994.
The Diabetes Centre, St. Vincent’s Hospital, Sydney, Understanding Diabetes – Managing your Life with Diabetes, Simon & Schuster Australia, Sydney, 1997.
Other resources
Canvas
All students will have an account on Canvas. They are expected to check the site regularly for announcements and information. Additional resources are given in Canvas for specific major projects. These consist of a number of journal and conference publications relating these major projects.
Students will be added to the 49261 class on Teams at the start of session; students enrolling late will need to contact the coordinator to be manually added to the Team.