MSt learning outcomes

Knowledge and Understanding

  • Knowledge of the broad landscape of healthcare systems and biomedical engineering; and understanding of the practical and ethical considerations relevant to healthcare improvement and biomedical engineering. (Learning outcome K1)
  • Knowledge of engineering techniques that can be applied to address challenges in clinical settings, including diagnostics and medical devices. (K2)
  • Understanding the role of each key element in healthcare improvement projects. (K2)
  • Understanding and knowledge of patient and public health from the aspects of physical, environment, social, legal and historical elements. (K4)
  • Understanding the value of mixed healthcare technology in design implementation for clinical purposes. (K5)
  • Understanding of the intricacy of medical device development for both medical settings and everyday life; and understanding of the up-to-date technical, legal and ethical infrastructure that guides research and commercial development. (K6)
  • More in depth knowledge and application of the methods taught in units 1 to 6 as applied to healthcare innovation via the MSt thesis practice, which must address a topic in the space of scientific, medical, social or business innovation under the general theme of healthcare support. (K7)

Intellectual Skills

  • Ability to identify the future trends in healthcare provision, biomedical interventions and use of healthcare data; and communicate to appropriate groups to support the implementation of change. (Learning outcome S1)
  • Expertise to apply engineering knowledge and methodology in the complex multi-professional systems. (S2)
  • Skills to use the relevant tools to execute systems approaches in healthcare improvement projects. (S3)
  • Ability to conduct appropriate epidemiological study analyses and formulate/test hypotheses to investigate putative biological incidents and outbreaks. (S4)
  • Ability to identify the space to improve diagnosis, treatment, management and policies in clinical practice with a strong advanced technical competence. (S5)
  • Key entrepreneurship mindset and skills to complete a healthcare product business life cycle. (S6)
  • The research project requires further extension of the student's knowledge and skills and an increased intensity of study comparing to PgCert and PgDip. This will lead to a synoptic overview of the course units and an ability to execute a research project covering the entire process from initial curiosity-driven healthcare innovation queries through to a potential solution. (S7)
  • Ability to plan a research project, incorporating the relevant background and literature and identifying appropriate research goals and research methodology. (S8)

Transferable skills

  • Professionalism to work in a diverse environment, work value, ethics and sociability, including embracing differences in professional background, culture, language, geography.
  • Not constrained to familiar technology or hard skills, but also the flexibility to adapt to changes.
  • Ability to develop and apply research critically to improve health for individuals, populations and healthcare system.
  • Capability to disseminate and translate knowledge for patient and public benefit.

Employability skills

  • Be able to take the responsibility at the frontiers of organisations with a sharp sense of new opportunities and awareness of the coming trends.
  • Knowledge to improve organisation’s performance, competitiveness and advancement.
  • Skills to facilitate effective and timely decision making within an organisation in healthcare settings.
  • Leadership proficiency to create and close the business loop of design innovations across a diverse range of healthcare context