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Biomedical Admissions Test
Medical Biomedical learner
Killexams : Medical Biomedical learner - BingNews Search results Killexams : Medical Biomedical learner - BingNews Killexams : Applied Biomedical Sciences Major

What courses will you take?

The B.S. in Applied Biomedical Sciences begins with a robust core of basic and applied sciences courses in anatomy and physiology, physiological chemistry and basic clinical microbiology. You will also take multiple hands-on laboratory courses, including clinical chemistry, clinical hematology, clinical immunology and medical bacteriology.

At UMass Lowell, we offer two options, which lead to a wide range of career opportunities.

  • Clinical Science (CS) Option — Gain work-ready knowledge and skills for employment in industry, academia and government in fields associated with diagnostics and biomedical research, as well as for graduate and professional degrees, including medicine and related fields (e.g., veterinary, dental, and physician assistant). All students pursuing the ABS degree begin their studies in this option.
  • Medical Laboratory Science (MLS) Option — Graduate with approximately 450 hours of intensive experience in clinical laboratories, including those at top Boston hospitals. You will be prepared to work in hospital and free-standing clinical/diagnostic and forensic laboratories, as well as biotechnology companies. Students can apply to this option after at least one successful semester in the CS Option. Learn more about the two-step admission process.

Visit the Academic Catalog for a complete course listing and to learn about the Applied Biomedical Sciences minor.

  • Degree Pathways are a semester-by-semester sequence of courses recommended for successful completion of a degree, diploma, credential or certificate from the university. The most current degree pathways are:

    Visit the Academic Catalog for all degree pathways, including those from prior enrollment years.
    1. Apply analytical and critical thinking in trouble shooting laboratory instrumentation and procedures.
    2. Demonstrate leadership skills of accountability, delegation, education, and supervision.
    3. Clearly communicate scientific information both orally and in writing.
    4. Generate, analyze and present research results.
    5. Be admitted to and be successful in graduate/professional programs.
    6. Advance in their chosen fields.
    7. Work safely with potential chemical and biological hazards using the standards established in the workplace chemical hygiene plan, safety manual, and the blood-borne pathogen policy.

Why study applied biomedical sciences at UMass Lowell?

Clinical Placements

The Medical Laboratory Science (MLS) Option has more than 20 clinical affiliate sites, including Boston hospitals, community hospitals and reference laboratories. Student-to-faculty ratios for undergraduate clinical placement do not exceed 2:1.

Advanced Facilities

Our student laboratories are equipped with the most current available technology in instrumentation, allowing you to work in simulated labs that prepare you for the real world.

Experiential Learning

Build career-ready skills through experiences outside the classroom, including:

  • Research in a faculty laboratory 
  • Co-ops and internships 
  • Paid work on campus 
  • Service learning 
  • Study abroad

Bachelor’s-to-Master's Program

Get on the fast track to an advanced degree with our combined bachelor's-to-master's program.

  • Available to juniors and seniors with a grade point average of 3.0 or better
  • Offers a continuous, coordinated sequence of courses
  • Reduced credit-hour requirements can save you time and money

What can you do with a degree in applied biomedical sciences?

Graduates of UMass Lowell's Applied Biomedical Sciences degree program are prepared for careers in laboratory and research environments, including industry, government, medical diagnostics, forensics and more. Graduates are also equipped for graduate and professional degree programs in medicine and related fields.

Nearly 100% of program graduates are successfully employed. Our alumni have worked at:

  • Boston Children’s Hospital
  • Boston Medical Center
  • Genzyme
  • Lahey Hospital & Medical Center
  • Lowell General Hospital
  • Massachusetts General Hospital
  • Pfizer, Inc.
  • Winchester Hospital

Lindsey Roberts ’14 ’19

Clinical Laboratory Science

Lindsey Roberts worked her way through the clinical laboratory science program and a master’s degree, too. Now she’s the laboratory supervisor at Lowell Community Health Center.

I’m the middle person between the lab and the rest of the world.

José Archila Quezada '22

Applied Biomedical Sciences

José Archila Quezada found support and a network of friends in the MAGIC program, which helps students from underrepresented groups pursue medical school.

Through MAGIC, I saw that we could help each other. That’s where I got a community.

Katie McGourty '18, '19

Applied Biomedical Sciences, Pharmaceutical Sciences

Katie McGourty took advantage of UML's Bachelor’s-to-Master’s program and completed her master’s in one year. She landed a job with Pfizer Inc. in the inflammation and immunology department before she graduated.

I decided to do the accelerated B.S.-M.S. program in pharmaceutical sciences because it was a cost-effective way to get my master’s in a growing field.

Nicolas Troisi '20

Medical Laboratory Science

Nicolas Troisi gained extensive experience from his clinical lab rotations and landed a full-time job as a medical laboratory scientist at Winchester Hospital. He started in April, before he even graduated.

The professors in the medical laboratory science program set the bar high for how education should be designed and delivered.

Ellen Panetto '18

Medical Laboratory Science

Ellen Panetto was always interested in anatomy and how the body works, but wasn't sure exactly what area she wanted to work in. Her clinical rotation experiences led to her decision to pursue a career as a pathologists' assistant.

I've been able to see how labs are run in small and large hospitals. These experiences gave me the ability to see what kind of environment I might want to work in and to learn from technicians in all stages of their careers.

Marita Merheb '24

Pharmaceutical Sciences

As a pharmaceutical sciences major interested in research and business, Marita Merheb pursues all opportunities to advance her goals.

All in all, UML provides high value for a lower cost, which you can’t find at other colleges.

Kyle Mehan '21

Nutritional Science

Kyle Mehan began researching nutrition when trying to heal his own injuries. Now he promotes a plant-based diet.

I knew that fitness and nutrition go hand in hand, so I thought if I wasn’t going to go into sports medicine, I’d go into the nutrition side of it.

Mindasari Daniar '17, '19

Nutritional Science, Public Health

Mindasari Daniar's upbringing in Indonesia inspired her to study nutrition. She now works at Massachusetts General Hospital in the Neonatal Intensive Care Unit and is pursing her Master of Public Health degree.

I really love my job and am appreciative of the real-world experiences I gained at UML.

Haylee Dussault '16, '18

Nutritional Science, Public Health

Haylee Dussault was a part of the first class of students in the Master of Public Heath Dietetics program. Shortly after graduation, she passed the registered dietitian exam and landed her dream job.

I’ve been given the opportunity not just to make valuable connections in the dietetics industry, but to also focus on making a real impact on school food service.

Christianto Putra '16, '21

Clinical Laboratory Sciences, Pharmaceutical Sciences

Christianto Putra conducted research on titanium dioxide, a common food additive, for his dissertation and published the results in the Journal of Nutrition.

UMass Lowell offered me a place to learn about nutritional sciences, experience the campus culture and conduct research.

Michelle Palladino '11, '17

Nutritional Sciences & Public Health

Once Michelle Palladino started taking courses in nutrition as an undergraduate, she knew right away that she wanted a career in the field of nutrition and dietetics.

I love that nutrition is ever-changing and offers so many career options for dietitians.

Michael McCormack '20

Medical Laboratory Science

The Medical Lab Science program helped Michael McCormack use his problem-solving skills to land a job learning how diseases occur.

The MLS curriculum gives you the tools you need to consider multiple factors contributing to diseases when interpreting laboratory data.

Jessica Ross '22

Applied Biomedical Sciences, Clinical Science Option

Jessica Ross landed a job after graduation as a research associate in the gene therapy analytical development department at Sarepta Therapeutics.

All of my professors loved their jobs and were passionate about teaching, and it showed in the classroom and in their labs.

Bryanna Ippolito '20

Nutritional Science

After working with Alzheimer’s patients while in high school, Bryanna Ippolito is pursuing her bachelor's in nutritional science and developed a program for students who someday may be working with Alzheimer’s patients to understand what it’s like to live with the disease.

I fell in love with UMass Lowell when I toured here. It's close to my home in Billerica, and South Campus was the homelike feeling that I wanted to find in a school.

Tue, 15 Mar 2022 09:59:00 -0500 en text/html
Killexams : Department of Biomedical Engineering

Biocompatibility testing, engineering artificial organs and tissues, developing new drug delivery systems, creating or modifying innovative medical devices, enhancing medical imaging techniques, or designing procedures to meet regulatory requirements are just a few examples of the work performed by a biomedical engineer to Strengthen the health and well-being of others. Biomedical engineers combine their knowledge of engineering with biology, anatomy, and physiology to create devices and systems for a variety of healthcare issues. The need for sophisticated diagnostic and therapeutic equipment and solutions has fueled the demand for biomedical engineers who commonly work in multidisciplinary teams to develop devices, equipment, and procedures for a number of medical applications. The multidisciplinary nature of biomedical engineering requires professionals to develop an expertise in both engineering and biological sciences.

Biomedical engineering applies the principles and theories of engineering to solve problems in the wide-ranging field of medicine. Biomedical engineers can be found working alongside scientists, other engineering professionals, and medical practitioners to evaluate the complex, interdependent systems of the human body to develop effective solutions to enhance the quality of life for all patients. Biomedical engineers play a key role in developing and defining the engineering requirements and specifications necessary to actually bring these devices and protocols to fruition. It is a rapidly growing field with a variety of career opportunities for students with an interest in combining engineering with medicine.

Biomedical engineers are first and foremost engineers. Biomedical engineering is the branch of engineering that uniquely leverages the vast knowledge base of biology and medicine to solve problems focused on health care and the human body. Biomedical engineers can be found working in a variety of settings depending on the type of work they do. Positions are available in academia, hospital laboratories, manufacturing settings as well as commercial offices. Biomedical engineers are employed to:

  • Design systems and products, such as artificial internal organs, artificial devices that replace body parts, and machines for diagnosing medical problems
  • Work with life scientists, chemists, and medical scientists to research the engineering aspects of biological systems of humans and animals
  • Work with pharmaceutical companies to develop new drug therapies
  • Evaluate the safety, efficiency, and effectiveness of biomedical equipment

Mission Statement

To educate and train graduates who are technically competent and are prepared to apply knowledge in traditional and modern application domains. Additionally, they will possess a broad education and knowledge of contemporary issues that enable them to anticipate change and continually update their skills. They will also be able to communicate and work effectively with others in a professional and ethical manner to function as a biomedical engineer in a globally-connected society.


To prepare graduates to either enter directly into the work force as technically competent and sought-after professionals with reinforcement from experiential learning, or to prepare them with the fundamental knowledge to continue their education in graduate programs.


Student Centered: Our department makes decisions and behaves in a manner that demonstrates the primary importance of the students’ needs and interests.

Community: The department is a close-knit community characterized by respect for its differences, inclusion of a diverse set of ideas and people, and friendly collaboration among the faculty, staff, and students.

Teaching Excellence: To demonstrate continuous excellence and innovation in how we deliver classes to our students, and the support we provide our students outside of class.

Experiential Learning: To provide experiential learning throughout the undergraduate curricula via cooperative education, relevant projects, and practical experiences in state-of-the-art labs.

Research: Faculty members will conduct studies that encompass a vast spectrum of the biomedical field, allowing students to engage in innovative research opportunities.


The BS degree in biomedical engineering is accredited by the Engineering Accreditation Commission of ABET, For enrollment and graduation data, program educational objectives, and student outcomes, please visit the college’s accreditation page

Industrial Advisory Board

To help ensure that industry needs are satisfied through the proper training and education of biomedical engineering students, an annual meeting is held with the members of the industrial advisory board. The board is comprised of professionals from all areas of biomedical engineering, and also includes some RIT alumni as well.

Thu, 08 Sep 2022 09:12:00 -0500 en text/html
Killexams : Self-teaching deep learning algorithm can find similar cases in large pathology image repositories

Rare diseases are often difficult to diagnose and predicting the best course of treatment can be challenging for clinicians. Investigators from the Mahmood Lab at Brigham and Women's Hospital, a founding member of the Mass General Brigham healthcare system, have developed a deep learning algorithm that can teach itself to learn features which can then be used to find similar cases in large pathology image repositories. Known as SISH (Self-Supervised Image search for Histology), the new tool acts like a search engine for pathology images and has many potential applications, including identifying rare diseases and helping clinicians determine which patients are likely to respond to similar therapies. A paper introducing the self-teaching algorithm is published in Nature Biomedical Engineering.

We show that our system can assist with the diagnosis of rare diseases and find cases with similar morphologic patterns without the need for manual annotations, and large datasets for supervised training. This system has the potential to Strengthen pathology training, disease subtyping, tumor identification, and rare morphology identification."

Faisal Mahmood, PhD, Senior Author, Brigham's Department of Pathology

Modern electronic databases can store an immense amount of digital records and reference images, particularly in pathology through whole slide images (WSIs). However, the gigapixel size of each individual WSI and the ever-increasing number of images in large repositories, means that search and retrieval of WSIs can be slow and complicated. As a result, scalability remains a pertinent roadblock for efficient use.

To solve this issue, researchers at the Brigham developed SISH, which teaches itself to learn feature representations which can be used to find cases with analogous features in pathology at a constant speed regardless of the size of the database.

In their study, the researchers tested the speed and ability of SISH to retrieve interpretable disease subtype information for common and rare cancers. The algorithm successfully retrieved images with speed and accuracy from a database of tens of thousands of whole slide images from over 22,000 patient cases, with over 50 different disease types and over a dozen anatomical sites. The speed of retrieval outperformed other methods in many scenarios, including disease subtype retrieval, particularly as the image database size scaled into the thousands of images. Even while the repositories expanded in size, SISH was still able to maintain a constant search speed.

The algorithm, however, has some limitations including a large memory requirement, limited context awareness within large tissue slides and the fact that it is limited to a single imaging modality.

Overall, the algorithm demonstrated the ability to efficiently retrieve images independent of repository size and in diverse datasets. It also demonstrated proficiency in diagnosis of rare disease types and the ability to serve as a search engine to recognize certain regions of images that may be relevant for diagnosis. This work may greatly inform future disease diagnosis, prognosis, and analysis.

"As the sizes of image databases continue to grow, we hope that SISH will be useful in making identification of diseases easier," said Mahmood. "We believe one important future direction in this area is multimodal case retrieval which involves jointly using pathology, radiology, genomic and electronic medical record data to find similar patient cases."


Journal reference:

Chen, C., et al. (2022) Fast and scalable search of whole-slide images via self-supervised deep learning. Nature Biomedical Engineering.

Mon, 10 Oct 2022 04:05:00 -0500 en text/html
Killexams : Team uses digital cameras, machine learning to predict neurological disease

In an effort to streamline the process of diagnosing patients with multiple sclerosis and Parkinson's disease, researchers used digital cameras to capture changes in gait—a symptom of these diseases—and developed a machine-learning algorithm that can differentiate those with MS and PD from people without those neurological conditions.

Their findings are reported in the IEEE Journal of Biomedical and Health Informatics.

The goal of the research was to make the process of diagnosing these diseases more accessible, said Manuel Hernandez, a University of Illinois Urbana-Champaign professor of kinesiology and who led the work with graduate student Rachneet Kaur and industrial and enterprise systems engineering and mathematics professor Richard Sowers.

Currently, patients must wait—sometimes for years—to get an appointment with a neurologist to make a diagnosis, Hernandez said. And people in often must travel long distances to a facility where their condition can be assessed. To be able to gather gait information using nothing more than a and have that data assessed online could allow clinicians to do a quick screening that sends to a specialist only those deemed likely to have a neurological condition.

To conduct the study, the team videotaped adults with and without MS or Parkinson's disease as they walked on a treadmill, focusing the digital cameras on participants' hips and lower limbs. Those without the were age-, weight- and gender-matched with participants with MS and PD. The walking exercise also included trials in which participants walked while reciting every-other letter of the alphabet in sequence. This added task was designed to mimic the real-world challenges of walking while engaging in other potentially mentally distracting tasks, Sowers said.

"This is a novel study in that we were trying to address the fact that the lab is different from how people behave in the wild," he said. "When you're at home, you're doing whatever you're doing, but you're also thinking, 'Did I close the garage door? Did I turn the stove off?' So there's an added cognitive load."

The researchers used an open-source tool to analyze the video to extract data about how participants moved during the walking exercises.

"We looked at the body coordinates for hips, knees, ankles, the big and small toes and the heels," said Kaur, who developed the method for analyzing how these coordinates moved over time to look for differences between adults with and without MS or Parkinson's disease.

She tested the accuracy of her approach using more than a dozen traditional machine-learning and deep-learning algorithms. The team also tested the method on new study subjects to see if it could identify those with MS, those with Parkinson's disease and those with neither condition.

The study revealed that several of the algorithms were more than 75% accurate at detecting these differences.

"This study suggests the viability of inexpensive vision-based systems for diagnosing certain neurological disorders," the researchers wrote.

Making the new tools available to the public will likely take several years, the scientists said.

More information: Rachneet Kaur et al, A Vision-Based Framework for Predicting Multiple Sclerosis and Parkinson's Disease Gait Dysfunctions—A Deep Learning Approach, IEEE Journal of Biomedical and Health Informatics (2022). DOI: 10.1109/JBHI.2022.3208077

Citation: Team uses digital cameras, machine learning to predict neurological disease (2022, October 11) retrieved 17 October 2022 from

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Tue, 11 Oct 2022 06:24:00 -0500 en text/html
Killexams : Mock surgeries show young women that there’s room for them in the orthopedics field

A human bone is hard to break.

That’s why, when Julia Nicolescu, Worcester Polytechnic Institute biomedical engineering Ph.D. candidate, instructed one of the high school girls in blue scrubs to snap an artificial femur over her leg, the bone didn’t budge.

That’s also why orthopedic surgeons rely on heavy-duty saws and drills that look better suited for a garage toolbox than an operating room.

Each of the 40 North Texas high schoolers participating in the Perry Outreach Program at Texas Scottish Rite for Children took turns operating the red and black power tools on Saturday. Nicolescu, a fellow with the program, guided them through the feeling of a metal drill bit moving through layers of bone.

For many of the high school girls, it was their first experience in the world of orthopedics, one of the most male-dominated medical specialties. And hopefully, Dr. Amy McIntosh said, the mock surgeries will be just the beginning for these potential future doctors and engineers.

“It’s an eye-opening experience to say the sky’s the limit,” said McIntosh, a pediatric orthopedic surgeon and medical director of clinical safety at Scottish Rite. She, in partnership with The Perry Initiative, has organized the outreach program with Scottish Rite and UT Southwestern Medical Center for more than five years.

“It’s our goal to increase awareness that these fields are not just for guys. Girls can do it, too,” McIntosh said. “You can use power tools, you can do procedural skills. Even if you never used power tools as a kid, it’s a skill that everybody can learn.”

The world of medicine has become increasingly diverse in recent decades, but some specialties remain largely segregated by sex. Surgical specialties, in particular, tend to be more male dominated. Women represented less than 6% of active orthopedic surgeons and less than 10% of active neurosurgeons in 2019, according to Association of American Medical Colleges data.

North Texas high schooler Fernanda Santos (left) looks over at Sibelle Zambie’s work as they...
North Texas high schooler Fernanda Santos (left) looks over at Sibelle Zambie’s work as they practice sutures alongside Quynh Tran (right) during a learning event focused on orthopedic surgery and engineering hosted by The Perry Initiative at Scottish Rite for Children in Dallas on Saturday.(Liesbeth Powers / Staff Photographer)

The high schoolers in this year’s cohort sawed through artificial bone, practiced suters on pigs’ feet and learned how to use ultrasound machines to view different joints. They also listened to lectures from medical and engineering specialists who get to do this work every day.

Ursuline Academy sophomore Logan Foster, 15, said she walked into the program scared she wasn’t prepared enough to even practice medical procedures. By lunch, she realized she had nothing to worry about.

“I thought I’d be a little bit out of my depth because I really don’t know anything about drilling or using power tools,” she said. “But, I know that I love to work with my hands and figure out puzzles. I’m definitely going to do something in engineering, something that uses machinery, because that was really fun.”

Alone in a sea of men

When McIntosh graduated from high school in the tiny town of Gladstone, Mich., becoming a doctor had never crossed her mind.

She enrolled at Central Michigan University and was selected for the school’s competitive sports medicine program to become an athletic trainer. McIntosh worked with student athletes as part of her studies and, once a week, she escorted the players to appointments with an orthopedic surgeon.

“In my junior year, I was like, ‘Maybe I just want to be the orthopedic surgeon,’” she said.

For the next 10 years, McIntosh completed every step necessary to become just that. She completed four years of medical school at Michigan State University, five years of an orthopedic surgery residency at the Mayo School of Graduate Medical Education, and a one-year fellowship in pediatric orthopedics and scoliosis at Scottish Rite.

With every step, she was surrounded by fewer and fewer women.

“You start to question yourself a little bit, but then I realized that I’m as smart as the boys, I can work as hard as the boys,” McIntosh said.

Amy Lynn McIntosh, M.D., at Scottish Rite for Children in Dallas during a learning event for...
Amy Lynn McIntosh, M.D., at Scottish Rite for Children in Dallas during a learning event for North Texas high schoolers by The Perry Initiative on Saturday.(Liesbeth Powers / Staff Photographer)

McIntosh learned about The Perry Initiative about a decade ago. She felt immediately connected to the organization’s mission to deliver girls and young women exposure to orthopedic surgery and engineering.

Program specialists from The Perry Initiative, all women pursuing graduate degrees in science or engineering, travel the country nearly every weekend during the school year to host educational programs like the one held at Scottish Rite. On Oct. 22, the team will host another Perry Outreach Program in El Paso.

“I’m so passionate about The Perry Initiative because this is an opportunity that I would have absolutely been all over when I was in high school. It’s such an awesome exposure at a really critical time in your life when you’re figuring out what you want to do,” said Perry Initiative fellow Mary Kate Evans, a bioengineering Ph.D. candidate at the University of Pennsylvania.

The Perry Initiative provides the power tools and some other equipment, while Scottish Rite and UT Southwestern provide the space and additional experts to guide the six-and-a-half-hour-long day.

McIntosh expanded the program even further by bringing in ultrasound equipment and pediatric rheumatologists to introduce the girls to yet another medical specialty. Rheumatologists specialize in treating different inflammatory, musculoskeletal and autoimmune diseases.

The program continues long after the one-day session. Each participant gets McIntosh’s contact information and the promise that they can shadow her for one day in the operating room and one day in her clinic.

“The greatest part about this program is, now that I’m getting older, I see these women who have gone from high schoolers to undergrad to now they’re in medical school,” McIntosh said. “Whether or not they become an orthopedic surgeon, to me, is really meaningless. It’s the fact that we’re mentoring them along the way and they’ve seen that there’s possibilities.”

A glimpse into the future

The North Texas high schoolers participating in this year’s course are, in many ways, quite similar. Each had to apply to and be accepted into the program, and most of the girls are considering a career in medicine.

But the motivating factors behind coming to the Perry Outreach Program were deeply personal.

Pujitha Allu, a 16-year-old junior at Plano West Senior High School, said her friends recommended the program as a way to get hours of hands-on medical experience. Suturing, she said, was more difficult than she imagined, but that only excited her more to eventually master the skill.

Krisha Prabakaran, a 17-year-old senior at Centennial High School, learned about the opportunity after being a patient at Scottish Rite. Her spinal fusion surgery two years ago to treat her scoliosis sparked her desire to become an orthopedic surgeon.

“It’s really interesting because some of these mentors here are my doctors,” Prabakaran said. “It’s just crazy how, even though it’s not the same drills they use that carpenters use, but it’s the same concepts. You can literally build a house with this but also fix people with it.”

North Texas high schoolers Aanjali Patel (left), Maya Monfared, and Anatopenda Daphrose...
North Texas high schoolers Aanjali Patel (left), Maya Monfared, and Anatopenda Daphrose (right) tighten screws on a rod placed in a practice bone as part of a learning event about orthopedic surgery and engineering hosted by The Perry Initiative at Scottish Rite for Children in Dallas on Saturday.(Liesbeth Powers / Staff Photographer)

The wonder-filled – and sometimes queasy – looks on the faces of the high schoolers as they maneuvered the same tools that McIntosh uses in the operating room reaffirmed to the doctor that this program can and will change the future of orthopedic surgery.

“All of these predominantly male, white subspecialties, like ortho, neurosurgery, they realize that their future as a medical subspecialty truly is dependent on us recruiting talent. And if you’re only looking at a pool of talent that’s white males, you’re going to almost make yourself extinct,” McIntosh said.

“We want to get people to understand that the color of your skin or your gender has nothing to do with your ability to be a good surgeon or doctor,” she said. “Programs like this where we’re trying to recruit at the high school age is what we’re doing to Strengthen the future.”

Sun, 16 Oct 2022 22:27:00 -0500 en text/html
Killexams : Biomedical Sciences Academic Integrity Policy for Biomedical Sciences Students in the School of Medicine

All students enrolled in biomedical science programs in the School of Medicine are expected to abide by and uphold the Saint Louis University Policy on Academic Integrity and Ethics.

The policy is reprinted below, with adaptations for students in the biomedical sciences program identified in italics:

The University is a community of learning; its effectiveness requires an environment of mutual trust and integrity. As members of this community, students share with Faculty and Administrators the responsibility to maintain this environment. Academic integrity is violated by any dishonesty in submitting for evaluation assignments, tests, research, reports, etc., required to validate the student’s learning.

In a case of clear indication of such dishonesty, the faculty member or administrator has the responsibility to apply sanctions to protect the environment of integrity necessary for learning. Although not all forms of academic dishonesty can here be listed, the instances listed below should be seen as actions that not only violate the mutual trust necessary between faculty and students, but they also undermine the validity of the University's evaluation of students and take unfair advantage of fellow students.

Soliciting, receiving, or providing any unauthorized assistance in the completion of any work submitted toward academic credit is dishonest. Examples of academic dishonesty would be copying from another student, copying from a book or class notes during a closed-book exam, submitting materials authored by or editorially revised by another person but presented as the student’s own work, copying a passage or text directly form a published source without appropriately citing/recognizing that source, taking a test or doing an assignment or other academic work for another student, or securing or supplying in advance a copy of an examination without the knowledge or consent of the Instructor.

Any clear violation of academic integrity will be met with sanctions. In a case of dishonesty within a course, the Instructor may assign an appropriate grade and /or recommend further sanctions to the director of graduate programs in the biomedical sciences and/or the dean of the School of Medicine. They may, in a clearly serious instance of apparent or alleged academic dishonesty or other reasons not listed above, e.g., unauthorized solicitation or distribution of controlled substances, endangering one’s self or another person, or abusing alcohol or illicit drugs, appoint an ad hoc committee to hear, judge, render an opinion, and, if warranted, recommend sanctions. Possible sanctions may include, but not be limited to, assignment of a failing grade, termination of stipend, or dismissal from the University. The dean is responsible for the final decision and notifications of all associated parties.

Fri, 29 Jan 2021 03:37:00 -0600 en text/html
Killexams : Biology & Biomedical Sciences Undergraduate courses

Build your expertise in Biomedical Sciences and the specialist fields of Diabetes Care, Cataract and Refractive Surgery, Nutrition, Dietetics, Regulatory Affairs, Personalised Medicine, Biotechnology, Stem Cell Biology, Veterinary Health and Prescribing for Optometrists.

Wed, 24 Nov 2021 21:06:00 -0600 en-GB text/html
Killexams : Master Biomedical Engineering

Students select a specialization among Bioelectronics, Biomechanics, Bioimaging, Medical Physics and Molecular Bioengineering. In collaboration with the track advisor, a learning agreement is established that contains all specification courses.

In addition to mandatory semester- and master projects, students can choose from optional research projects and/or an industry internship. For students with a background in engineering sciences, the teaching offer is supplemented by lectures in Biology, Anatomy and Physiology.

Academic title

Master of Science ETH in Biomedical Engineering

Qualifying disciplines

  • Biomedical Engineering
  • Biotechnology
  • Chemical Engineering
  • Electrical Engineering 
  • Computer Science
  • Mechanical Engineering
  • Materials Science
  • Mathematics
  • Physics
  • Computational Science and Engineering 
  • Human Movement Sciences *
  • Biology*
  • Chemistry* 
  • Life Sciences and Technology *
  • Medicine*
  • Life Sciences und Technologie*

*does not qualify for all tracks

Sat, 17 Oct 2020 14:20:00 -0500 en text/html
Killexams : Planned $278M veterinary health complex to support ‘day one-ready veterinarians’

Veterinary medicine is changing and growing, and Colorado State University’s top-ranked College of Veterinary Medicine and Biomedical Sciences is changing, too, with the future of the profession in mind.

The college has announced plans for a $278 million upgrade and expansion of its current veterinary medicine and education facilities housed on the South Campus of CSU, in support of comprehensive, forward-thinking updates to the Doctor of Veterinary Medicine curriculum and cutting-edge clinical research activities.

The CSU DVM curriculum renewal, planned for full rollout in fall 2026, will educate “day one-ready” veterinarians with unparalleled medical training as well as robust skills in problem-solving, conflict resolution, decision-making, and mental, physical and financial wellbeing. New, renovated facilities will allow the college to implement this progressive new curriculum while enlarging class sizes and continuing to meet societal demands for highly skilled veterinarians in an increasingly broad array of roles.

Livestock and tertiary care facilities will also be modernized, and clinical trials facilities will be expanded to serve CSU’s leadership in clinical and translational studies in advancing animal and human health.


The new veterinary health complex, expected to break ground early next year and be completed in phases through 2028, will transform the CSU South Campus as the site of professional training for all DVM students. The 300,000-plus square-foot expansion will include a veterinary education center and a primary care clinic. Renovations or expansions of current spaces will include a livestock teaching hospital, adjacent to the Johnson Family Equine Hospital, and an animal specialty hospital. The existing James L. Voss Veterinary Teaching Hospital, originally constructed in 1978, will undergo a remodel and become the animal specialty hospital in support of clinical education and service.

CSU’s board of governors approved the program plan for the veterinary health complex at its Oct. 6-7 meeting in Fort Collins.

“Our college ranks among the world’s top institutions in veterinary and biomedical education and research,” said Dr. Sue VandeWoude, dean of the College of Veterinary Medicine and Biomedical Sciences. “Our expansion plan for the South Campus, which will include updated, innovative learning facilities coupled with modern programming for academic veterinary clinicians, will help us continue our tradition of excellence in the academic mission of teaching; the assessment of novel methods for training clinical students; and our research and service to the community. We are grateful for the board’s support and look forward to sharing more details of our programmatic and capital improvements in the coming days.”

The expanded primary care clinic in the veterinary health complex will be the keystone of the new curriculum, educating more students in small animal clinical practice while meeting increased market demands for regional and national veterinary care. The new clinic will also help the college better respond to veterinary needs for underserved populations through collaborations with nonprofits and with the CSU Spur campus in Denver.

The adjacent animal specialty hospital will allow for greatly enhanced emergency and critical care, cardiovascular and surgical care, and orthopedic and rehabilitation programs, as well as expansion of the Flint Animal Cancer Center. In addition, the existing livestock clinical and teaching space will be replaced by a new facility adjacent to the recently opened Johnson Family Equine Hospital.

These renovations will also support cutting-edge clinical research to investigate new diagnostic, prognostic, and therapeutic interventions for intractable diseases of veterinary patients, analogous to clinical trial programs available for humans.

“The veterinary health complex facilities will empower our people to be leaders in advancing animal healthcare through integrated education, clinical practice and research,” said Dr. Kelly Hall, associate professor in Critical Care Services and a member of the project planning team. “This integrated approach elevates and leverages the expertise and experiences of our staff and faculty to continually advance all aspects of veterinary medicine.”

In response to the ongoing demand for veterinarians across both large- and small-animal specialties, the Fort Collins DVM class size is also anticipated to grow by around 30 students, to a total of about 170. The Bureau of Labor Statistics projects the employment of clinical veterinarians to grow nearly 20% over the next decade, and there is a concurrent shortage of veterinarians entering academic, governmental and industrial positions.

Currently, first- and second-year students are educated primarily on the Main Campus, while third- and fourth-years are educated on the South Campus. When completed, the programmatic and space upgrades will allow the college to bring all DVM students to the South Campus, enhancing opportunities for collaboration, learning and support among peers.


The new veterinary curriculum will be among the most progressive in the world when fully implemented in the next several years, said Matthew Johnston, associate professor in avian, exotic and zoological medicine and co-chair of the college’s curriculum renewal committee.

“We are focused on things like building a growth mindset for our students, active learning, and preclinical opportunities,” Johnston said. Many of the changes are driven by American Veterinary Medical Association recommendations for veterinary schools to shift their curriculums to lessen the need for on-the-job training for new graduates, according to Johnston. Another foundational step was outreach to employers, alumni, producers and professional organizations to help identify core competencies.

Hands-on experiences for veterinary students will increase, particularly in relation to surgical training. A dedicated surgical skills training facility is included in the veterinary education center plans, giving students more opportunities to learn and perform common procedures, including wound repairs, dental procedures and spays/neuters.

The curriculum will also answer longstanding needs to focus more resources on the mental health and well-being of veterinary students and newly minted veterinarians who are starting businesses, building practices or joining clinics or other organizations. “For eons, these types of things have been extracurricular for the most part,” Johnston said. Now, substantial portions of the curriculum will be devoted to syllabus like culture, advocacy, leadership and livelihood

CSU has retained Tetrad Real Estate as the project’s master developer, a company with deep roots at CSU and on the South Campus as a building partner for signature projects, including the C. Wayne McIlwraith Translational Medicine Institute and the Center for Vector-Borne Infectious Disease.

“Tetrad Real Estate is proud to be a partner in this important project,” said Jordan Berger, company president and CEO. “We thank the faculty and staff at CSU for their dedicated engagement in the program planning effort.”

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Substantial investment has developed our teaching and learning facilities to help you expand your practical experience and theoretical knowledge beyond the classroom.

The 19th century Hawthorn Building has facilities designed to replicate current practice in health and life sciences, including contemporary analytical chemistry and formulation laboratories, audiology booths and nursing and midwifery clinical skills suites.

Purpose-built clinical skills areas allow you to practice in a safe environment. You will receive guidance and support from staff to ensure that you develop a precise and accurate practical ability in the clinical skills suites.

Library and learning zones

On campus, the main Kimberlin Library offers a space where you can work, study and access a vast range of print materials, with computer stations, laptops, plasma screens and assistive technology also available. 

As well as providing a physical space in which to work, we offer online tools to support your studies, and our extensive online collection of resources accessible from our Library website, e-books, specialised databases and electronic journals and films which can be remotely accessed from anywhere you choose. 

We will support you to confidently use a huge range of learning technologies, including Blackboard, Collaborate Ultra, DMU Replay, MS Teams, Turnitin and more. Alongside this, you can access LinkedIn Learning and learn how to use Microsoft 365, and study support software such as mind mapping and note-taking through our new Digital Student Skills Hub. 

The library staff offer additional support to students, including help with academic writing, research strategies, literature searching, reference management and assistive technology. There is also a ‘Just Ask’ service for help and advice, live LibChat, online workshops, tutorials and drop-ins available from our Learning Services, and weekly library live chat sessions that deliver you the chance to ask the library teams for help.

More flexible ways to learn

We offer an equitable and inclusive approach to learning and teaching for all our students. Known as the Universal Design for Learning (UDL), our teaching approach has been recognised as sector leading. UDL means we offer a wide variety of support, facilities and technology to all students, including those with disabilities and specific learning differences.

Just one of the ways we do this is by using ‘DMU Replay’ – a technology providing all students with anytime access to audio and/or visual material of lectures. This means students can revise taught material in a way that suits them best, whether it's replaying a recording of a class or adapting written material shared in class using specialist software.

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