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Biomedical Engineering curriculum at UAM-I: a critical review
Summary
This study critically assesses the Biomedical Engineering (BME) curriculum at Universidad Autónoma Metropolitana (UAM), analyzing student data to inform policy changes. The findings aim to enhance academic performance and maintain program leadership.
Area of Science:
- Biomedical Engineering Education
- Curriculum Assessment
- Higher Education Policy
Background:
- The Biomedical Engineering (BME) undergraduate program at Universidad Autónoma Metropolitana (UAM) was established in 1974.
- The BME curriculum has undergone significant revisions over several decades.
Purpose of the Study:
- To critically evaluate the BME curriculum at UAM based on its outcomes.
- To identify areas for improvement in student performance, admission policies, and program structure.
Main Methods:
- Analysis of institutional databases including student and graduate academic performance data.
- Assessment of faculty composition and the social environment within the program.
Main Results:
- Evaluation results provide insights for refining admission criteria and setting maximum study duration limits.
- Data on faculty and social environment can inform teaching evaluation methodologies and support programs.
Conclusions:
- Implementing changes based on this evaluation is crucial for sustaining the BME program's leadership and recognition.
- The study provides a framework for continuous improvement in BME education at UAM.