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NEW GRADUATE CERTIFICATE
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A graduate certificate shall have a clear and focused academic topic or competency as its subject, meet a
clearly defined educational need of a constituency group, such as required continuing-education or
accreditation for a particular profession, respond to a specific state mandate or provide a basic
competency in an emerging (preferably interdisciplinary) topic. Certificates are minimally nine graduate
credit hours but typically no more than 15. Completed forms must receive appropriate
department/school approval and sent to the college for review.
Once approved at the college level, your college will send the proposal to the Graduate Council for
review. Once approved at the Graduate Council, the Graduate Council will send the proposal to the
Senate Council office for additional review via a committee and then to the Senate Council. Once the
Senate Council has approved the proposal, it is moved to the University Senate. Once approved by that
body, the University Senate will send the proposal to the Registrar to be included in the Bulletin. The
contact person listed on the form will be informed throughout this process.
By default, graduate certificates shall be approved for a period of six (6) years. Re-approvals are also for
1. GENERAL INFORMATION
1a Date of contact with Institutional Effectiveness1: 1/11/16
Appended to the end of this form is a PDF of the reply from Institutional Effectiveness.
1b Home college: Engineering
1c Home educational unit (department, school, college2): Biomedical Engineering
1d Proposed certificate name: Engineering in Healthcare
1e CIP Code (provided by Institutional Effectiveness): 14.0501, Bioengineering or Biomedical Engineering
1f Requested effective date: Fall semester following approval. OR Specific Date3: Fall 2016
1g Contact person name: David Pienkowski Email: [email protected] Phone: 218-1667
2a Provide a brief description of the proposed new graduate certificate. (300 word limit)
The Department of Biomedical Engineering at the University of Kentucky proposes a five-course (15-17 credit
hours) certificate entitled “Engineering in Healthcare”. Classroom, independent study, or research courses
chosen from among those currently offered in accord with the proposed certificate will provide students with
experience in the application of engineering principles to address healthcare challenges. The proposed program
is designed for those with Bachelor’s degrees in engineering, and select other fields who meet certain
prerequisites, who wish to extend their education to include the quantitative aspects of medicine and biology and
1 You can reach Institutional Effectiveness by phone or email (257-2873 or [email protected]).
2 Only cross-disciplinary graduate certificates may be homed at the college level.
3 Certificates are typically made effective for the semester following approval. No program will be made effective
unless all approvals, up through and including University Senate approval, are received.
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in so doing: a) improve their academic preparedness for medical or dental school, b) gain additional education
or clinically-relevant research experience in the interval between undergraduate studies and medical or dental
school, or c) explore Biomedical Engineering as a healthcare career option without formally committing to the
master’s degree program with an option to transfer credits earned towards this degree (following successful
application to this program).
2b This proposed graduate certificate (check all that apply):
Has a clear and focused academic competency as its subject.
Meets a clearly defined educational need of a constituency group (e.g. continuing education or licensing)
Responds to a specific state mandate.
Provides a basic competency in an emerging, preferably interdisciplinary, topic.
2c Affiliation. Is the graduate certificate affiliated with a degree program? (related to 3c) Yes No
If “yes,” include a brief statement of how it will complement the program. If “no,” incorporate a statement as to how it will provide an opportunity for a student to gain knowledge or skills not already available at UK. (300 word limit)
The proposed certificate program complements the existing Master and Doctoral programs in the Department of
Biomedical Engineering (BME) on the educational, research, and departmental levels. Candidates for the
proposed certificate will contribute to the educational mission of the department of BME. They will likely have
different academic backgrounds compared to typical BME students, and since all students (proposed certificate
candidates and "regular" BME candidates) will take classes contemporaneously, it is anticipated that peer-based
student learning will be enhanced due to the expected increased academic diversity.
Candidates for the proposed certificate who select one or more research electives will be motivated to genuinely
engage in faculty-initiated research due to their desire to enhance their medical or dental school application or to
explore academic medicine. The effort, enthusiasm, and perspectives contributed by candiates for the proposed
certificate while engaging in these research electives will inspire regular BME MS- and PhD-candidates in their
thesis or dissertation-relevant research endeavors. Participating faculty and their research programs will also
benefit from the active participation of these capable and motivated proposed certificate candidates who seek
meaningful engagement in biomedical engineering research endeavors.
The Department, College of Engineering, and University will benefit from the: a) increased enrollments due to the
enhanced visibility of Biomedical Engineering as a viable healthcare career alternative, b)improved healthcare
problem solving skills and successfulness of engineering graduates pursing careers in medicine and dentistry, and
c) increased enrollment of under-represented groups among the student population in Biomedical Engineering.
2d Duplication. Are there similar regional or national offerings? Yes No
If “Yes,” explain how the proposed certificate will or will not compete with similar regional or national offerings.
Seven domestic institutions offer graduate certificates with titles or program descriptions containing the words
"bioengineering" or "biomedical engineering". Two of these programs (U Mass and IL Institute of Technology)
are "online only". The W VA U program, despite self-recognition as a "biomedical engineering" graduate
certificate, is titled "Information Assurance and Biometrics" and has no bearing to the presently proposed
graduate certificate. Graduate certificates offered by Mississippi State, Worcester Polytechnic, Tufts, and
Warnborough College do not compete with the proposed graduate certificate.
2e Rationale and Demand. State the rationale for the new graduate certificate and explain the need for it (e.g.
market demand, student requests, state mandate, interdisciplinary topic). (400 word limit)
Admission to medical or dental school is competitive. Some applicants seek post-baccalaureate educational and
research opportunities to accentuate their credentials and differentiate their application. The proposed
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certificate meets this need by providing applicants an opportunity to: a) complement and extend their
undergraduate education, b) gain meaningful clinically-relevant research experience, c) obtain first-hand
exposure to academic medicine/dentistry, and d) demonstrate productive use of the interval between
undergraduate studies and professional school.
Second, some engineering students pursue careers in medicine or dentistry late in their undergradute educational
program. For them, few(or no) remaining electives exist that can help prepare them for their intended career.
The proposed certificate program will help these students by: a) providing them with some of the courses required
by medical/dental programs, b) preparing them for the new MCAT and DAT examinations, and c ) providing an
academic link between their quantitative engineering background and the healthcare-relevant basic science
curriculum of medical or dental school.
Third, medical and dental school applicants need a career alternative in the event of unsuccessful professional
school admission. The proposed certificate offers the opportunity to obtain a healthcare career-relevant option
by obtaining a relatively quick (one or two semesters), low-cost (completion of 14 to 16 credits beyond the
proposed certificate) Master’s degree in Biomedical Engineering (BME). Students electing this option may also
choose to continue their education beyond the master's degree and pursue the PhD degree in BME thereby further
broadening their healthcare-related career options.
Fourth, UK's Department of BME has no undergraduate program and needs a continuous source of students. The
proposed certificate partially meets this need by providing a new mechanism for high-caliber students who find
biomedical engineering a more suitable profession than medicine/dentistry or who seek a BME career option in
the event of unsuccessful professional school admission. Students entering the BME MS or PhD programs from
this latter route will be new to UK and not cannabilized from any existing graduate program.
Finally, physicians and dentists are confronted with a healthcare system of increasing complexity and
technological sophistication. The proposed certificate meets the need for enhanced quantitative reasoning and
decision-making skills of future healthcare professionals.
2f Target student population. Check the box(es) that apply to the target student population.
Currently enrolled graduate students.
2g Describe the demographics of the intended audience. (150 word limit)
Prospective candidates for the proposed certificate program include those who:
a) seek admission to medical or dental school and wish to:
• improve the chances for successful admission by augmenting their healthcare-relevant education,
• provide added evidence for their commitment to healthcare,
• demonstrate academic productivity between undergraduate studies and professional school,
• enhance preparedness for the basic science portion of the professional school curriculum,
• obtain new quantitative problem-solving skills applicable to healthcare,
• gain healthcare-relevant research experience,
• establish a foundation for successful application to competitive residency programs,
• gain a healthcare-career relevant option in the event of unsuccessful admission,
b) wish to formally explore biomedical engineering and benefit from an:
• expedited enrollment afforded to post-baccalaureate students,
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• abbreviated time to gain formal academic credentials in BME
• option to use certificate-gained credits towards the regular MS degree.
2h Projected enrollment. What are the enrollment projections for the first three years?
(Yr. 1 continuing + new
(Yrs. 1 and 2 continuing +
Number of Students 5 10 15
2i Distance learning (DL). Initially, will any portion of the graduate certificate be offered
via DL? Yes No
If “Yes,” please indicate below the percentage of the certificate that will be offered via DL.
1% - 24% 25% - 49% 50% - 74% 75 - 99% 100%
If “Yes,” describe the DL course(s) in detail, including the number of required DL courses. (300 word limit)
3. ADMINISTRATION AND RESOURCES
3a Administration. Describe how the proposed graduate certificate will be administered, including admissions,
student advising, retention, etc. (150 word limit)
The proposed certificate director will administer the proposed certificate program and will obtain advice from the
department (Biomedical Engineering) chair and director of graduate studies. The proposed certificate director
will prepare advertising materials and actively market the proposed certificate. He will review applications to the
program, and with consultation from the chair and DGS as needed, will make admission decisions. Admitted
students will receive individualized advising from the proposed certificate director regarding course selection and
healthcare career-relevant applicability. Faculty who teach students in the proposed certificate program will
submit mid-term grades of these students to the proposed certificate director for monitoring and, if needed, goal-
oriented academic advising. Students who withdraw from the program will be counseled by the proposed
certificate director regarding cause; remediation efforts will be made if applicable. If unsuccessful, then an exit
interview will be conducted.
Faculty of Record and Certificate Director. (related to 2c) The faculty of record consists of the graduate
certificate director and other faculty who will be responsible for planning and participating in the certificate
program. The director must be a member of the Graduate Faculty of the University and is appointed by the dean
of the Graduate School. The faculty of record must be comprised of three or more faculty. At least three
members of the graduate certificate’s faculty of record must be members of the Graduate Faculty.
The graduate certificate is affiliated with a degree program. Yes No
If “Yes,” list the name of the affiliated degree program below. If “No,” describe below the process for identifying
the faculty of record and the certificate director, including selection criteria, term of service, and method for
adding and removing members. (150 word limit)
Graduate Program in Biomedical Engineering
3c Course utilization. Will this graduate certificate include courses from another unit(s)? Yes No
If “Yes,” two pieces of supporting documentation are required.
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Check to confirm that appended to the end of this form is a letter of support from the other units’
chair/director4 from which individual courses will be used. The letter must include demonstration of true collaboration between multiple units5 and impact on the course’s use on the home educational unit.
Check to confirm that appended to the end of this form is verification that the chair/director of the other unit has consent from the faculty members of the unit. This typically takes the form of meeting minutes.
3d Financial Resources. What are the (non-course) resource implications for the proposed graduate certificate, including any projected budget needs? (300 word limit)
No significant expenditure of funds is anticipated to implement the proposed certificate program. Courses
included in the proposed certificate program are approved and currently offered. No new courses will be
developed for this program.
3e Other Resources. Will the proposed certificate utilize resources (e.g. departmentally controlled equipment or lab space) from additional units/programs?
If “Yes,” identify the other resources that will be shared. (150 word limit)
If “Yes,” two pieces of supporting documentation are required.
Check to confirm that appended to the end of this form is a letter of support from the appropriate chair/director4 of the unit whose “other resources” will be used.
Check to confirm that appended to the end of this form is verification that the chair/director of the other unit has consent from the faculty members of the unit. This typically takes the form of meeting minutes.
4a Other related programs. Are there any related UK programs and certificates? Yes No
If “Yes,” describe how the new certificate will complement these existing UK offerings. (250 word limit)
If “Yes,” two pieces of supporting documentation are required.
Check to confirm that appended to the end of this form is a letter of support from each potentially-affected
academic unit administrators.
Check to confirm that appended to the end of this form is verification that the chair/director has input from
the faculty members of the unit. This typically takes the form of meeting minutes.
5. ADMISSIONS CRITERIA AND CURRICULUM STRUCTURE
5a Admissions criteria. List the admissions criteria for the proposed graduate certificate. (150 word limit)
Prospective students for the proposed certificate program must: 1) have a bachelor’s degree in engineering from
an ABET-accredited post-secondary school (or equivalent) or a bachelor’s degree in biology, chemistry,
mathematics, or physics, 2) earn a GPA of 3.0 or greater at the institution granting the bachelor’s degree, and 3)
4 A dean may submit a letter only when there is no educational unit below the college level, i.e. there is no
department/school. 5 Show evidence of detailed collaborative consultation with such units early in the process.
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demonstrate (via official transcript) successful completion (grade B or better) in each of 2 courses (minimum total
6 credit-hours) of college mathematics (consisting of differential and integral calculus). All three criteria must be
met to be eligible for admission into the proposed certificate program.
5b Core courses. List the required core courses below.
Number Course Title
Hrs Course Status6
None Select one....
Total Credit Hours of Core Courses:
5c Elective courses. List the electives below.
Number Course Title
Hrs Course Status7
530 Biomedical Instrumentation 3 No Change
579 Neural Engineering 3 No Change
599 Topics in Biomedical Engineering 3 No Change
610 Biomedical Control Systems 3 No Change
615 Biomedical Signal Processing II 3 No Change
640 Biomedical Engineering Ethics 1 No Change
661 Biomedical Materials Science and Engineering 3 No Change
662 Tissue Implant Interface 3 No Change
670 Biosolid Mechanics 3 No Change
672 Musculoskeletal Biomechanics 3 No Change
685 Biofluid Mechanics 3 No Change
BME Special Problems in Biomedical Engineering 3 No Change
6 Use the drop-down list to indicate if the course is a new course (“new”), an existing course that will change
(“change”), or if the course is an existing course that will not change (“no change”). 7 Use the drop-down list to indicate if the course is a new course (“new”), an existing course that will change
(“change”), or if the course is an existing course that will not change (“no change”).
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790 Research in Biomedical Engineering 1-6 No Change
412g Principles of Human Physiology Lectures 4 No Change
PGY 502 Principles of Systems, Cellular, and Molecular Physiology 5 No Change
605 Biomedical Signal Processing I 3 No Change
5d Are there any other requirements for the graduate certificate? If “Yes,” note below.
(150 word limit) Yes No
5e Is there any other narrative about the graduate certificate that should be included in
the Bulletin? If “Yes,” please note below. (300 word limit) Yes No
The following is the preferred description that should be included in the Bulletin:
“The Engineering in Healthcare certificate offers quantitative graduate-level study of contemporary human
healthcare issues based upon a multidisciplinary application of scientific and engineering principles. This
program is designed for students with a bachelor’s degree who: a) desire new application of existing quantitative
skills to processes and challenges attending the human body, b) wish to improve the competitiveness of their
application to medical or dental schools, c) seek healthcare profession-related use of the interval between
undergraduate studies and the beginning of medical or dental school, d) yearn for clinically-relevant research
experience with engineering and medical or dental faculty and the potential for authorship on scholarly creative
works, e) contemplate a career in academic medicine or dentistry and desire to obtain preliminary experience in
the research aspect of this career, f) want a healthcare-related career alternative in the event of unsuccessful
admission to medical or dental school, or g) wish to explore the discipline of biomedical engineering without
formally committing to a master’s program in this field, yet retain the option to apply certificate-earned credits
toward the Master’s or PhD degree.”
Student learning outcomes. Please provide the student learning outcomes for the graduate certificate. List the
knowledge, competencies, and skills (learning outcomes) students will be able to do upon completion. (Use
action verbs, not simply “understand.”) (250 word limit)
Students successfully completing the certificate program will gain new knowledge and expertise regarding the
quantitative bases of human physiology, control, and reparative systems. They will also gain experience in
applying previously developed analytical capabilities to formulate quantitative approaches addressing challenges
in the biological aspects of medicine or dentistry.
Student learning outcome (SLO) assessment. How and when will student learning outcomes be assessed? Please
map proposed measures to the SLOs they are intended to assess. Do not use grades or indirect measures (e.g.
focus groups, surveys) as the sole method. Measures likely include artifacts such as course-embedded
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assessment (e.g., portfolios, research papers or oral presentations); and course-embedded test items (embedded
test questions, licensure/certification testing, nationally or state-normed exams). (300 word limit)
Assessment of student learning outcome will be obtained from three different sources. First: student learning
progress in coursework will be assessed by in-class performance, homework assignments, and course-required
projects. Second, it is anticipated that most students in the proposed certificate program will choose one or more
research courses; learning outcomes from these BME 790 courses will be assessed by performance regarding:
laboratory assignments, intramural oral presentations, written abstracts, and contributions to peer-reviewed
manuscripts (where appropriate). Finally, a third metric of student learning outcomes will be derived, when
applicable, from the relevant sections (e.g., Physical Sciences, Critical Reasoning) of the Medical College
Admissions Test and Dental Admission Test pre-enrollment and post-proposed certificate award.
Certificate outcome assessment8. Describe evaluation procedures for the proposed graduate certificate. Include
how the faculty of record will determine whether the program is a success or a failure. List the benchmarks, the
assessment tools, and the plan of action if the program does not meet its objectives. (250 word limit)
Multiple levels of certificate outcome assessment are described in Section 2.7 of the attached document.
7. OTHER INFORMATION
7a Is there any other information about the graduate certificate to add? (150 word limit)
This is a novel certificate program that offers benefits to all stakeholders, especially students, the University and
the healthcare community. See Section 1.1 of the attached document. The proposed certificate program augments,
but does not compete with, other UK graduate or professional programs.
Information below does not supersede the requirement for individual letters of support from educational unit
administrators and verification of faculty support (typically takes the form of meeting minutes).
Approved Contact Person Name/Phone/Email
(Within College) In addition to the information below, attach documentation of department and college approval.
This typically takes the form of meeting minutes but may also be an email from the unit head reporting
department- and college-level votes.
Biomed. Eng. 2 March 2015 David Pienkowski / 218-1667 / [email protected]
8b (Collaborating and/or Affected Units)
Physiology 24 March
2015 Francisco Andrade / 323-6045 / [email protected]
Physiology 16 February
2016 Allison Walters / 323-4618 / [email protected]
8 This is a plan of how the certificate will be assessed, which is different from assessing student learning outcomes.
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8c (Senate Academic Council) Date Approved Contact Person Name
Health Care Colleges Council (if applicable)
Physiology Faculty Meeting Minutes February 16, 2016
Attendance Paco Andrade, Carie Boychuck, Jeff Boychuck, Darin Cecil, Alan Daugherty, Gregory Frolenkov, Tanya Graf, John Gensil, Andrew Hernandez, Karin High, Brian Jackson, Lu Yuan Lee, Sandy Legan, Erica Littlejohn, Hong Lu, John McCarthy, Tim McClintock, Mariana Nikolova-Karakashian, Ok-Kyong Park-Sarge, Samir Patel, Dave Randall, Kathryn Saatman, Jon Satin, Bret Smith, Brad Taylor, Moriel Vandsburger, Cata Velez Ortega, Allison Walters, Donna Wilcock, Melinda Wilson Chair’s Report
• Celebrations/Grants/Publications o Dr. Vandsburger featured in Lane Report as “Kentucky Researchers to Watch”
• Introduction of potential graduate student o Alan presented Jeff Chen MD/PhD student, approved unanimously
• Implications of Governor’s budget o Proposed budget to cut 4.5% of this fiscal year’s budget and 9% to next o Dr. Wilson mentioned Dr. Capilouto would like as many individuals as possible to
contact their representatives about opposing these cuts. If you choose to, please use a personal account, not a UK one.
• Academic Analytics o Alan reviewed Academic Analytics Program. Captures grants and publications, but not
teaching. • Status of administrative staff
o Admin duties still being outlined as new staff settles in and will communicate individual responsibilities by the end of the month.
• New Faculty Recruiting - Physiology and Saha CVRC o Alan apologized about miscommunications regarding which area the recruiting was for
and reiterated points made in his email regarding recruiting o Faculty selections are currently at the stage of candidates visiting campus for positons
that will be HR-primed to the Saha CVRC. If appropriate, the finalists will be asked to present to PGY for consideration of appointment.
o Alan proposed that a small group of selected faculty trim applicant pool. This would make the process more manageable as all faculty wouldn’t spend time reviewing unnecessary applications.
• KY APS - March 24, 2016 o Oral Presentation deadline Feb 26 o Poster deadline March 17 o Dr. Andrade discussed the need for heavy participation of UK faculty/students in the
event, specifically graduate students.
Research • UKnowledge
o Dr. McClintock spoke at an event hosted by UKnowledge, encouraged faculty to explore data management and storage options with them
• Research committee mission
Physiology Faculty Meeting Minutes February 16, 2016
o Will be presented at next meeting by Dr. Estus • GIPS and WIPS
• Certificate course approval o Dr. Speck proposed to approve Certificate of Engineering in Health Sciences request to
use PGY412G and PGY 502 as a requirement. o Group approved unanimously
• Education committee mission o Will be presented at next meeting by Dr.Speck
• Graduate committee mission o Dr. Smith presented Graduate Committee mission. Will be added to the website.
• Security o It has been reported/witnessed that there are individuals taking up residence within the
Medical Science building. o Be aware of unfamiliar people loitering in conference room/hallways/offices o If you observe one of these individuals, please call Healthcare Security (859) 323-6152
Physiology Seminar Series
• Fall 2016 o There have been some changes to format of Calendar, still accessible via Physiology
website home page and by clicking “Seminar Series” (you can also click HERE for a quick link)
o Dr. Frolenkov asked that all faculty look at the calendar and begin to think about whom they’d like to bring in as a speaker. The lead time needed to bring in a highly sought-after speaker may require some to start the process now.
• Participation o Attendance to the Trainee Luncheon with speakers has been only 2 or 3 students;
faculty are asked to strongly encourage students to attend. These lunches should be viewed as invaluable networking opportunities.
Mark Your Calendar
• KY APS March 24 • 11th Annual CCTS Spring Conference - April 21 • Research Retreat – August 5 • Cardiovascular Research Day – November 4
Previous Meeting At the January faculty meeting, data for the FY15 assessment of research space was announced. There was a request to provide data was previous years. Attached is the data for research expenses and dollars per net assignable square feet ($NASF) since the College starting this process in 2007. A description of the process used to determine the data can be found on the COM research web site - http://research.med.uky.edu/research-space-management
An Equal Opportunity University
UNIVERSITY OF KENTUCKY March 24, 2015 David Pienkowski, Ph.D., M.B.A. Department of Biomedical Engineering MN564 Chandler Medical Center 800 Rose Street Lexington KY 40536-0298 Dear Dr. Pienkowski, After consulting with the corresponding course directors and our Education Director, we agree that PGY 412G and PGY 512 are relevant for the Graduate Certificate in Biomedical Engineering. The Department of Physiology supports the inclusion of both courses in the curriculum you propose.
I wish you success with this new program. Sincerely,
Francisco H. Andrade, Ph.D. Professor and Interim Chair
Francisco Andrade, Ph.D. Professor and Interim Chair Department of Physiology Medical Science Building 800 Rose Street MS508 Lexington, KY 40536 Phone: (859) 323-6045 Email: [email protected]
Running Report of Running report of Total Research Expenditures and $NASF
Department of Physiology
FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15
Total Direct Expenditures 4,990,530 5,245,208 6,169,954 6,305,701 5,628,994 4,952,496 4,512,683 3,523,012 2,983,037
TOTAL $NASF (Wet & Dry Lab) 212 222 262 268 274 241 211 171 143
GRADUATE CERTIFICATE IN BIOMEDICAL ENGINEERING
Formal Certificate Title: “Engineering in Healthcare”
CIP Code: 14.0501, Bioengineering or Biomedical Engineering
1. Introduction The Department of Biomedical Engineering at the University of Kentucky proposes a five-course (15-17 credit hours) certificate entitled “Engineering in Healthcare”. Courses taken in pursuit of this certificate will give students experience in the application of engineering principles to solve healthcare problems. It is designed for engineering graduates who seek extension of their education into medicine and biology to permit: a) improvement in their application to and academic preparedness for medical or dental schools, b) meaningful experiences (including research) in the “gap year” between undergraduate and medical or dental studies, or c) exploration of Biomedical Engineering as a healthcare career alternative without a formal commitment to the master’s degree program. The program could also benefit some non-engineering graduates who meet certain prerequisites. Courses to be taken in pursuit of this certificate are those which are already approved and currently taught at the University. No new courses are required for implementation of this certificate. 1.1 Need: Students Medical or dental school admission is highly competitive. Applicants to these programs endeavor to maximize their success and thus seek post-baccalaureate educational and research opportunities to differentiate their application. The proposed certificate meets this need. Specifically, it provides such students an opportunity to: a) complement and extend their undergraduate education into the healthcare field, b) gain research experience by active engagement in ongoing healthcare-related research, c) gain exposure to academic medicine or dentistry, and d) demonstrate productive use of time in the “gap” year (or two) between undergraduate studies and professional school. The proposed certificate satisfies the unmet need of engineering and other non-life science graduates who recognize the need to compete with life science major classmates during the basic science portion of medical and dental school. Additional education offered by the proposed certificate provides students with the foundation for enduring academic success that will manifest in improved future USMLE board scores. These board scores, like MCAT and DAT scores, heavily influence success rates for admission to competitive post-medical or dental school residency programs. University of Kentucky The proposed certificate provides three benefits to UK’s Department of Biomedical Engineering. First, this program will bring new markets for UK’s educational products. It promises a new supply of students for graduate courses (chiefly biomedical engineering). These students will be new admits (in post-baccalaureate status) to the University. There will be no competition with, or cannibalization of students from, other UK graduate programs. Second, this program offers a new mechanism for high-quality applicants into the conventional MS and PhD Biomedical Engineering programs. Biomedical Engineering at UK has no undergraduate program and relies upon students from other majors and other institutions. The proposed certificate offers medical and dental school applicants a healthcare career alternative in the event of unsuccessful professional school admission. The potential also exists that some applicants, having experienced biomedical engineering in pursuit of enhanced medical or dental school preparedness, may change their mind and opt for a career in biomedical engineering as their primary objective. Regardless of reason, the attractiveness of this certificate to these students is that completion of an additional 14 to 16 credits (plus satisfaction of any other prerequisites) will
enable certificate recipients to obtain a master’s degree in Biomedical Engineering. It is anticipated that some of these students will continue and pursue the PhD degree. Finally, Biomedical Engineering faculty will benefit from the enthusiastic participation of certificate students exercising the option to engage in research. Although this research exposure is of only approximately one semester, strategic design of faculty research into semester-long “chewable chunks” of hands-on laboratory research is expected to yield substantial dividends from highly qualified medical and dental school hopefuls. These candidates will be highly motivated to perform given they seek: a) genuine research exposure, b) want publications, and (most of all) c) seek letters of recommendation from faculty (particularly UK MDs collaborating with UK biomedical faculty). Healthcare Community Physicians and dentists are confronted with a healthcare system of increasing complexity and technological sophistication. Growth in understanding of biological processes, increasingly high-level diagnostic tests and instrumentation, and expanding treatment options pose significant challenges to providers who must clinically and cost-effectively assimilate this knowledge. The proposed certificate will aid the healthcare system by enhancing the technological cognitive skills of emerging physicians and dentists. Specifically, it will: a) enhance student understanding the scientific basis of existing technologies, b) provide a foundation for objective evaluation and assimilation of new technologies, and c) encourage development of academic physicians and dentists. The proposed certificate will narrow the academic knowledge gap between engineering and life science majors while simultaneously enhancing their quantitative problem-solving skills and demonstrating application of these skills to solve contemporary healthcare challenges. Ultimately, this certificate seeks to accomplish for pre-professional healthcare education the analogue of that which STEM-based high school education seeks to accomplish for post-secondary school technological literacy. 1.1. a Projected Outcomes Projected outcomes for students include: a) new knowledge regarding the quantitative bases for human physiology, control, and reparative systems; b) enhanced acceptance rate into medical or dental school; c) and new skills enabling application of previously developed analytical capabilities to human healthcare problems. Projected institutional and societal outcomes of the proposed certificate include: a) enhancement of the academic quality and performance of the medical and dental school classes, particularly at UK; b) quantity and quality of graduate students in UK Biomedical Engineering; c) performance improvement in next-generation physicians and dentists; and d) development of healthcare professionals better equipped to create new, or better utilize existing, healthcare technologies. 1.2 Content The content of the proposed certificate consists of courses in classroom instruction, focused independent study, and hands-on laboratory research. Such laboratory research will consist of hands-on work with certificate faculty (Table 1) and related faculty in the College of Medicine, College of Dentistry, or other as determined by the specific research endeavor. All but two courses in the proposed curriculum for this certificate program are in the Department of Biomedical Engineering. One of these other courses is in the Department of Physiology; the other in the Department of Statistics. Initially, all courses will be delivered by onsite instruction, but selected instruction may be delivered by distance learning at a future date. Courses included in this certificate program are approved and currently being taught. No new courses will be developed for the proposed certificate program. 2. Details 2.1 Admission Requirements Prospective students for this certificate must: 1) have a bachelor’s degree in engineering from an ABET-accredited post-secondary school (or equivalent) or a bachelor’s degree in biology, chemistry, mathematics, or physics, 2) demonstrate (via official transcript) successful completion (grade B or better in each) of two
semesters of college mathematics (differential and integral calculus), and 3) earn a GPA of 3.0 or greater at the institution granting the bachelor’s degree. Prospective students fulfilling these requirements will be considered for admission to the graduate school as post-baccalaureates and as candidates for the proposed certificate program. 2.2 Primary and Joint Appointment Faculty of Record Faculty with primary appointments in Biomedical Engineering will actively participate in teaching, research, and administration of the proposed certificate program as noted (Table 1). They engage in multidisciplinary research collaboration with those having primary appointments in other departments and a joint appointment in Biomedical Engineering (Table 2). Other collaborative efforts occur among biomedical engineering faculty and faculty in other departments who do not have a joint appointment in biomedical engineering. These collaborative efforts provide the basis for lecture based courses, independent study courses, and hands-on laboratory research in certificate-relevant courses, i.e., BME 599, BME 781, and BME 799 (respectively).
Primary Appointments in Biomedical Engineering
Faculty Member Graduate Faculty Status Responsibilities David Pienkowski, PhD, MBA Full Graduate Faculty Direct the Certificate, advise certificate
students, convene certificate program faculty meetings, teach classroom courses and offer research courses
Babak Bazgari, PhD Associate Graduate Faculty teach classroom courses and offer research courses, participate in certificate program faculty meetings/decisions
Abhijit Patwardhan, PhD Full Graduate Faculty Director of Graduate Studies, teach classroom courses and offer research courses, participate in certificate program faculty meetings/decisions
David Puleo, PhD Full Graduate Faculty Department Chair, teach classroom courses, offer research courses, and participate in certificate program faculty meetings and decisions.
Hainsworth Shin, PhD Associate Graduate Faculty teach classroom courses and offer research courses, participate in certificate program faculty meetings/decisions
Sridar Sunderam, PhD Associate Graduate Faculty teach classroom courses and offer research courses, participate in certificate program faculty meetings/decisions
Guoqiang Yu, PhD Full Graduate Faculty teach classroom courses and offer research courses, participate in certificate program faculty meetings/decisions
Faculty Member Graduate Faculty Status Primary Appointment Field of Research Anders Andersen, Ph.D. Associate Graduate Faculty Anatomy &
Neurobiology, MRISC Analog & Digital Signal
Kimberly Anderson, Ph.D. Full Graduate Faculty Chemical and Materials Engineering
Donald T. Frazier, Ph.D. Full Graduate Faculty Department of
Pulmonary Function and Control
Bradley Gelfand, Ph.D. Associate Graduate Faculty Department of
Fluid Mechanics and
Visual Science Techniques
Peter A. Hardy, Ph.D. Associate Graduate Faculty Department of
Magnetic Resonance Imaging
Lu-Yuan Lee, Ph.D. Full Graduate Faculty Department of
Chemosensitive Neurons in
the Lung Airway Inflammation
David K. Powell, Ph.D. Associate Graduate Faculty Department of Anatomy
Magnetic Resonance Imaging
David Randall, PhD Full Graduate Faculty Department of
Keith Rouch, Ph.D. Full Graduate Faculty
Finite Element Analysis and
Sibu Saha, M.D. Associate Graduate Faculty Department of Surgery Transmyocardial
Device therapy for
Robert Shapiro, Ph.D. Full Graduate Faculty Department of
Kinesiology and Health
Biomechanics and Motion
Charles Smith, M.D. Full Graduate Faculty
Magnetic Resonance Imaging
Margaret M. Szabunio,
Full Graduate Faculty Department of
Breast cancer screening and
diagnosis, breast ultrasound
Moriel Vandsburger, Ph.D. Associate Graduate Faculty Department of
Magnetic resonance imaging,
molecular imaging, heart
failure, heart function
Janet Walker, M.D. Full Graduate Faculty Department of
Full Graduate Faculty Department of Surgery Artificial Organs
The Certificate will be administered by the Department of Biomedical Engineering. The Certificate Director and affiliated faculty are as listed (Table 1). Decisions pertaining to the Certificate will be made by a majority vote of the affiliated faculty (Table 1) provided that a quorum is present at each Certificate Faculty meeting. Student evaluations, modified from existing MS and PhD student evaluation sheets (Appendix D) in current use, will be completed for each student in the certificate program at the end of each fall and spring semester. These sheets will be reviewed by the Certificate Director, the Department Chair, and the Director of Graduate Studies. 2.4 Division of Labor Courses will be taught by Biomedical Engineering faculty, and as needed, by faculty in Physiology and Statistics as per their regular teaching schedule so noted on their individual Distribution of Effort
reports. Special offerings of regularly scheduled courses may be provided in response to unexpectedly larger than normal enrollments. Such special course offerings will be held at the faculty member’s discretion and after approval of the Department Chair.
2.5 Resources No additional resources will be required to implement any courses in the proposed certificate curriculum. To augment certificate enrollment occurring from passive website recruitment, the Certificate Director will travel to area schools, e.g., Vanderbilt, Ohio State, Indiana University, etc., and actively promote the new certificate program to pre-medical and pre-dental societies and related institutional advisors. Development of this approach to these schools, programs, and advisors will be assisted and beta-tested at UK’s College of Medicine (UKCoM) with the advice of their pre-medical advisor Kim Scott. Modest additional resources to offset such direct marketing costs will be allocated internally.
2.6 Curriculum Design This certificate program allows sufficient flexibility to meet the educational needs of a variety of pre-professional school students. The program allows breadth of exposure to the variety of subspecialty fields in biomedical engineering, and it also allows greater depth in specific fields of interest by offering “areas of emphasis”. These areas of emphasis consist of three courses, each 3 credits, in a closely-related biomedical engineering subspecialty field. Suggested courses for these areas of emphasis are listed (Appendix B). Most students pursuing this certificate are expected to complete all requirements in one semester. Students who choose research involvement may extend their participation in these research courses beyond the formal duration of the semester in response to technical, scheduling, or supply challenges inherent in all research endeavors, or to attain specific research-task related milestones (e.g., completion of a series of experiments or design of a device/test protocol, preparation of abstracts or peer-reviewed manuscripts, etc.). Students choosing specific areas of emphasis may require both fall and spring semesters for completion due to course offering schedules or their perceived need for a formal academic year of study. Students in the Engineering in Healthcare Certificate program may select any non-repeated combination of the courses listed (Appendix A). Credits earned from successful completion of these courses must total at least 15 and not more than 17. The following course descriptions, excerpted from the University of Kentucky Bulletin, are followed by a rationale for inclusion in the Certificate Program.
Measure Data Source Target Recruitment Number of recruitment
events Website visit log, mail log, travel log, telephone log,
> 500 visits/yr. to Certificate links at UK Biomed. Eng., Med & Dental school, MD/PhD program websites
> 10 letters + telephone calls/yr. to pre-medical programs & advisors
> 2 personal visits/yr. to other institutions to promote Certif. program
Applicants Number of applicants to program
Applicant Log maintained in Department of Biomedical
> 10 applicants to Certificate program/yr.
Enrollment Number of students admitted to certificate
Department of Biomedical Engineering Database
> 75% of applicants admitted to Certificate program
Retention Number of students receiving certificate
Department of Biomedical Engineering Database
> 90% of enrolled students successfully completing
Student Satisfaction Teacher Course Evaluation Scores
Teacher Course Evaluation Forms
Students ratings for Certificate courses > 3.0 on a
Student Performance Student grades UK Transcripts Mean GPA of Certificate graduates > 3.0 GPA
Outcomes - I Professional and Graduate School admission rates for
Certificate Program enrollees
Telephone call check with non-UK programs
> 50% Certificate graduates successfully placed in medical or dental school
> 10% Certificate graduates successfully admitted to Master’s or PhD program.
Outcomes - II Residency of choice admission rates, specifically:
Percent of students admitted to residency
specialty (but not location) of choice
Percent of students admitted to residency
specialty and location of choice
Telephone call check with non-UK programs
> 20% of med or dental school graduates secure positions in their post-grad med or dental subspecialty field of first choice
> 50% of med or dental school graduates secure positions in their chosen post-grad med or dental subspecialty program
If the proposed certificate program does not meet its objectives, then: 1. the proposed certificate director will conduct focus group interviews with prospective students for
admission to UK’s medical and dental schools to determine what aspects of the program are unattractive to students. Based upon this information, the proposed certificate director will meet with the chair and DGS of the Department of Biomedical Engineering (BME), and then the entire faculty of the BME department, to discuss implementation of remedial actions.
2. (in the event of sub-projection enrollments), then the proposed certificate director will meet with the chair and DGS of the BME department to discuss strategies for expanding the applicability of the program to candidates for law school who are considering a career in patent law in the field of biotechnology.
3.0 Course Outline Syllabi of courses available to students in the proposed certificate program are listed (Appendix C). 3.1 Potential Impact The proposed Certificate, “Engineering in Healthcare” offers benefits to various stakeholders including present and future students, the University, and the healthcare profession. Potential impacts to each of these stakeholders are summarized as follows:
The proposed certificate offers students the opportunity to: o achieve “career-extension” into the healthcare field o improve their academic preparedness for medical or dental school by minimizing the educational gap between
their undergraduate educational curriculum and medical or dental school basic science curriculum o productively occupy the “gap year” between undergraduate studies and medical or dental school o improve the quality of formal Letters of Recommendation written by biomedical engineering and medical or
dental school faculty attributable to productive certificate-enabled research o experience the field of biomedical engineering without formally committing to the master’s program o enhance student transition from traditional educational backgrounds into biomedical engineering o obtain a healthcare-related career alternative if medical or dental school is no longer an option o gain meaningful real-world biomedical research experience and a deeper understanding of how new medical
and dental technologies are developed and evaluated.
College of Engineering
Improve retention of: o undergraduate engineering students - the proposed certificate program offers a mechanism for students to
redirect their education instead of abandoning it
Improve overall graduate student quantity and quality by the infusion of high-caliber medical and dental school hopefuls into the program, some of whom may choose to stay for various reasons
Enhance faculty research with the highly-motivated engagement of intelligent, zero-cost (albeit short term – one semester) research assistants that contribute to faculty research programs
Provide the basis for future alumni contributions due to successful candidates who regard the certificate program as a turning point in their professional career.
Colleges of Medicine and College of Dentistry
Provide new opportunities for professional interactions between certificate students and UK faculty (particularly physicians, surgeons, and dentists working collaboratively with biomedical engineering faculty). These interactions will generate first-hand knowledge of applicant performance and personality by UK faculty, thereby improving the ability of admissions committees to make more informed candidate interview decisions and enhance the quality of future medical and dental classes
Improve collective class performance by enhancing the quantitative reasoning and problem solving skills of certificate graduates who enroll in UK College of Medicine or Dentistry.
UK Colleges of Arts & Sciences and Engineering
Enhance the attractiveness of undergraduate programs because the proposed certificate offers an established UK mechanism by which students can modify, with minimal cost and without abandoning, their educational pathway if they desire career modification towards the healthcare professions
Enhance UK’s reputation as a leader in developing novel pre-professional educational programs Healthcare Profession
Enhance the technological competence of future healthcare providers
Foster the development of academic physicians and dentists, as motivated by their experiences generating new knowledge in the research opportunities offered by the proposed certificate.
APPENDIX A Courses Available to Students in the Proposed “Engineering In Healthcare” Certificate Program GRADUATE BIOMEDICAL ENGINEERING COURSES BME 530 BIOMEDICAL INSTRUMENTATION. (3 credits) Description: a comprehensive introduction to major aspects of biomedical instrumentation. Topics include basic concepts of medical instrumentation, biopotentials, physiological pressure/ flow/respiratory measurements, optical sensing, and clinical applications of these technologies. The fundamental mathematics underlying each instrument will be reviewed and an engineering perspective of the hardware and software needed to implement each system will be examined. Prerequisite: consent of instructor. Rationale: this course presents the engineering foundations of medical and dental instrumentation and techniques commonly used for patient diagnosis and treatment. BME 579 NEURAL ENGINEERING: MERGING ENGINEERING WITH NEUROSCIENCE. (3 credits) Description: a multidisciplinary approach combining engineering principles for systems analysis and control, knowledge of biological control mechanisms, and computational properties of biological neural networks in the development of engineering networks for control applications. Topics include: equivalent circuit models for biological neurons and networks, non-linear differential equation representations, biological control strategies for rhythmic movements, design and development of controllers for robot function, proposal development and presentation. Prerequisite: EE 422G and engineering standing or consent of instructor. Rationale: this course presents students with curricula designed to develop an in-depth quantitative understanding of neural systems and the basis by which artificial neural networks may be engineered to achieve clinically relevant outcomes. BME 599 TOPICS IN BIOMEDICAL ENGINEERING. (3 credits) Description: an interdisciplinary course devoted to detailed study of a topic of current significance in biomedical engineering, such as cellular mechanotransduction, systems biology, and tissue engineering. May be repeated once (maximum of six credits). Prerequisite: consent of instructor. Rationale: this course provides a mechanism for instruction in topics not covered by existing biomedical engineering courses, and provides the particular needs for a student pursing a dedicated field of interest. BME 605 BIOMEDICAL SIGNAL PROCESSING I. (3 credits) Description: continuous and discrete signals, sampling, Fourier Transforms, LaPlace Transforms, ZTransforms, correlation and spectral analyses, digital filters. Prerequisite: concurrent enrollment or completion of PGY 412G or PGY 502. Rationale: This course provides students with the mathematical tools needed to manipulate and analyze the variety of biomedical-related electronic information originating from various research and clinical diagnostic systems. This course provides the theoretical foundation for subsequent pursuit of BME 610 or BME 615 in which these tools are applied to develop a quantitative understanding of the means by which biological systems are governed by one or more control mechanisms.
BME 610 BIOMEDICAL CONTROL SYSTEMS I. (3 credits) Description: homeostatic mechanisms, input-output analyses, steady state and transient responses, feedback concepts, system identification and simulation from actual operating data. Prerequisite: PGY 502 and ME 440 or equivalent.
Rationale: This course uses the tools developed in BME 605 and applies them to quantitative study of the control system(s) by which biological systems are governed. For purposes of this certificate, BME 605 satisfies the prerequisite of ME 440 or equivalent.
BME 615 BIOMEDICAL SIGNAL PROCESSING II. (3 credits)
Description: stochastic processes, Fourier-based spectral analyses and linear system identification, modern spectral estimation (AR, MA, ARMA), parametric transfer function estimation, time-frequency analyses of non-stationary signals. Prerequisite: BME 605, BME 610, and EE 640 are recommended. Rationale: This course provides students with advanced mathematical and statistical tools needed to analyze and extract information from a variety of biomedical-related electronic signals encountered in various research and clinical diagnostic systems.
BME 640 BIOMEDICAL ENGINEERING ETHICS (1 credit).
Description: foundations of ethics, professional codes of ethics in medicine and engineering, principles of responsible conduct of research and technology development, ethics of human clinical studies, selected case studies demonstrating principles from lecture. Lecture and class discussion. Rationale: This course provides students with exposure to the multidisciplinary ethical issues arising at the interface of engineering and medicine. It exposes students to ethical issues encountered in contemporary healthcare and established decision making tools. It seeks to provide students with competency in ethical conduct of studies involving animals and humans. BME 661 BIOMATERIALS SCIENCE AND ENGINEERING. (3 credits) Description: study of biological and man-made materials that perform, improve, or restore natural functions. Structure and properties of connective tissue and commonly implanted metals, ceramics, and polymers; biocompatibility of materials used in orthopedic, soft tissue, and cardiovascular applications. Prerequisite: undergraduate engineering degree or consent of instructor. Rationale: materials selection and performance are concerns that exist at the core of every medical and dental challenge; this course provides students with exposure to the materials engineering concerns accompanying natural and prosthetic materials encountered in healthcare. BME 662 TISSUE-IMPLANT INTERFACE. (3 credits) Description: study of the interface between implants and host tissues from both the materials and biological perspective. Structure of the tissue-implant interface; surface characterization of biomaterials; protein adsorption; mechanisms of cell responses; and methods for controlling the tissue-implant interface. Emphasis on orthopedic and cardiovascular applications. Prerequisite: BME 661 or consent of instructor. Rationale: high-technology medical or dental devices or prostheses are useless if they fail to attain a proper tissue-implant interface. This course is a logical successor to BME 661 and equips students to understand the interfacial behavior of prosthetic biomaterials and one of the key bases for successful clinical performance of prosthetic medical and dental devices (particularly implants). BME 670 BIOSOLID MECHANICS. (3 credits)
Description: application of the laws of mechanics to study the behavior of human organ systems. Stress-strain analysis of soft and hard body tissues with emphasis on pulmonary and musculoskeletal systems. Viscoelasticity. Prerequisite: Undergraduate engineering degree or consent of instructor. Rationale: this course presents the theories of deformable body mechanics and provides the foundation for advanced studies in biomechanics.
BME 672 MUSCULOSKELETAL BIOMECHANICS. (3 credits) Description: application of laws of mechanics to study behavior of the human musculoskeletal system. Study of the materials and mechanics of tendon/ligament, muscle, cartilage and bone provide the prerequisite for quantitative study of the static, kinematic, and dynamic behavior of human body segments. Prerequisite: PGY 412g or PHY 502 and ME 330 or consent of instructor. Rationale: this course equips students to understand the biomechanics of human posture and movement. It provides a quantitative basis for successful and efficient use of various Orthopaedic and Orthodontic procedures, therapies, and devices.
BME 685 BIOFLUID MECHANICS. (3 credits) Description: review of the rheology of circulatory processes in the body. Special emphasis on cardiovascular dynamics, pulsatile pressure and flow, vascular impedance, wave propagation/reflection, cardiac dynamics. Special topics are also included. Three hours weekly lecture with periodic lab demonstrations. Prerequisite: undergraduate engineering degree or consent of instructor. Rationale: this course provides students with a quantitative understanding of the fluid mechanical aspects of the human circulatory system. It establishes the engineering basis for all cardiovascular diagnoses and therapies pertaining to blood flow.
BME 781 SPECIAL PROBLEMS IN BIOMEDICAL ENGINEERING (Subtitle required). (1-3 credits) Description: discussion of advanced and current topics in biomedical engineering. May include individual work on research problems of current interest. Lecture and laboratory hours (as needed) variable depending upon credit hours sought. Prerequisite: consent of instructor. Rationale: this course enables certificate candidates to pursue advanced independent study in a selected field of interest with a Biomedical Engineering faculty advisor. BME 790 RESEARCH IN BIOMEDICAL ENGINEERING. (1-6 credits) Description: graduate research in any area of biomedical engineering, subject to approval of the Director of Graduate Studies. May be repeated to a maximum of nine hours. [N.B. the nine hour limitation applies to students formally enrolled in Master’s or Doctoral Programs; a six-hour limitation applies to students in the proposed certificate program]. Prerequisite: consent of the Director of Graduate Studies. Rationale: this course offers the means by which candidates for the proposed certificate may pursue hands-on research in Biomedical Engineering with a Biomedical Engineering faculty advisor. Other faculty advisors may participate in conjunction with this course, BME faculty advisor, and student. This course will be used for studies that are primarily laboratory based. Although the Bulletin indicates that the course may be repeated for a maximum of nine hours, six hours will be the maximum number of credit hours available to certificate students. GRADUATE COURSES IN PHYSIOLOGY PGY 412G PRINCIPLES OF HUMAN PHYSIOLOGY LECTURES. (4 credits) The objective of this course is to provide the basic physiological mechanisms of human body function and physiological integration of the organ systems to maintain homeostasis. Students will be learning what the different organ systems do and how they do it. With this knowledge a student should be able to form a general understanding of how the body functions in health and disease. The general purpose of the lectures is to reinforce and expand upon the material presented in the text, with a focus on concepts and problem solving skills. Lectures will be further developed with reading assignments and discussion. Prerequisite: One year biology or PGY 206. Rationale: qualitative understanding of basic physiologic principles is an essential foundation for study of biomedical engineering. This course is intended for certificate students who recognize the need for additional education in human physiology but who have not advanced in this field beyond the required minimum undergraduate biology course. PGY 502 PRINCIPLES OF SYSTEMS, CELLULAR AND MOLECULAR PHYSIOLOGY. (5 credits) Description: advanced survey of major mammalian physiological systems at the systems, cellular and molecular levels; lectures, assigned readings, advanced texts or monographs, demonstrations and problem-oriented study questions. Prerequisite: one year of physics, one year of general chemistry and PGY 206 or BIO 502. Rationale: qualitative understanding of basic physiologic principles is a necessary prerequisite to developing an advanced quantitative understanding of these principles. This course is intended for students with more two or more prior undergraduate courses in physiology who seek to develop a more advanced understanding of these physiological processes and their role in biomedical engineering.
Areas of Emphasis for the Proposed “Healthcare in Engineering” Certificate Program
Students admitted to the proposed certificate program may choose particular groups of courses from among those previously listed (Appendix A) to provide an area of emphasis. These areas of emphasis are not part of the formal title for the proposed certificate, but are merely offered to provide potential direction to prospective students. Examples of emphasis areas and suggested elective courses for each are:
1. Biomaterials Emphasis Suggested courses: BME 661, BME 662, BME 699 (Biomaterials subtitle) Elective courses totaling 6 – 8 credits Total credits: 15 - 17
2. Biomechanics Emphasis Suggested courses: BME 670, BME 672, BME 685 Elective courses totaling 6 – 8 credits
Total credits: 15 - 17
3. Signal Processing Emphasis Suggested courses: BME 605, BME 610, BME 615 Elective courses totaling 6 – 8 credits
Total credits: 15 - 17
4. Research Emphasis Suggested courses: BME 599 (specific subtitle linked to field of research in BME 790), BME 790 (6 credits), STA 570 Elective courses totaling 2 – 4 credits
Total credits: 15 – 17
Syllabi of Courses in the Proposed “Healthcare in Engineering” Certificate Program
UNIVERSITY OF KENTUCKY DEPARTMENT OF BIOMEDICAL ENGINEERING
Syllabus for BME 530 SPRING 2015
Course Name: Biomedical Instrumentation Course Prefix: BME 530, 3 credit hours Prerequisite: EE 305, or consent of instructor Course Objective: To provide basic understanding of the principles, design, constructions, and applications of
medical instrumentation. Course Description: A comprehensive introduction to major aspects of biomedical instrumentation. Topics
include basic concept of medical instrumentation, biopotentials, physiological pressure/flow/respiratory measurement, optical sensing, and clinical applications of all the above. The fundamental mathematics underlying each instrument will be reviewed and an engineering picture of the hardware and software needed to implement each system will be examined.
Time: Tuesday 2:00 - 3:15 pm Thursday 2:00 – 5:00 pm Place: Department of Biomedical Engineering Lectures: Thomas Poe Cooper Bldg-Rm.101-TPC Labs: 508B Robotics and Manufacturing Building (RMB), Instrumentation Laboratory Instructors: Dr. Guoqiang Yu (class coordinator) Dr. Hainsworth Shin (instructor for Block 5) Contact Info: Dr. Yu, 514C Robotics and Manufacturing Building (RMB), 257-9110
Recommended Texts: Medical Instrumentation, John G. Webster (Fourth Edition, 2009) Other reading materials may be provided as needed. Course Policy: Class attendance is required and will be considered in determining the final grade. Final
grades will be determined as follows: Homework (20%), Middle-Term Exam (25%), Final Exam (20%), Student Instrumentation Review (10%), and Report of Projects (25%).
There are no make-up tests. In case when a student misses a test due to illness (supported by a doctor note), jury duty or extreme personal misfortune, the term mark may be pro-rated. Please see the instructor should such a case arise. The University’s accreditation association and policy of the Graduate School require different assignments and/or grading criteria for undergraduate and graduate students in 400G- and 500-level courses. For that reason, assessment criteria for graduate students in this class will be more stringent. This means that graduate students will be held to a higher standard of performance and will earn less partial credit for inaccuracies, incomplete and superficial discussion of experimental results, etc.
Plagiarism: Students must avoid plagiarism, even if unintentional. Plagiarism includes not only verbatim copying of whole sentences or paragraphs, but also using someone’s after making minor changes, such as substituting words or rearranging phrases. Any text or sequence of ideas taken from another source must be clearly and specifically cited. The University of Kentucky’s guidelines regarding academic dishonesty will be strictly enforced. Group discussion of experiments and results can aid learning for everyone involved. Except for group lab projects, however, students are required to independently write their own reports.
Block 1: Basic Concept of Medical Instrumentation
Data acquisition ASSIGNED READING: chapter 1-3 of “Medical Instrumentation”
Block 2: Biopotentials
Origin of biopotentials
Biopotential amplifies ASSIGNED READING: chapter 4-6 of “Medical Instrumentation”
Block 3: Diffuse Optical Spectroscopy and Tomography of Tissue Hemodynamics
Physics of light
Light transport in tissue
Optical tissue-oximeter ASSIGNED READING: Guideline of Project 1
Block 4: Instrumentation Review by Students*
Review/present one of instruments mostly used in the student/advisor’s research field ASSIGNED READING: materials recommended by the student’s advisor
Middle-Term Exam (Mar. 10, 2:00 pm) Block 5: Physiological Pressure/Flow/Respiration Measurement
Principles of Pressure and Flow Measurements
Principles of Respiratory Measurements ASSIGNED READING: chapter 7-9 of “Medical Instrumentation”
Lab Project 1: Design and Construct an Optical Tissue-Oximeter
Hardware: LED driver, photo-electronic converter, amplifier, filter, ADC, DAC
Preliminary test of device
Modify the tissue-oximeter based on the test of device
Measure tissue oxygenation in muscle during cuff-occlusion ASSIGNED READING: “Project Instruction” and “Instruction to LabVIEW”
Project1 Report (due on April 30) Final Exam (May 7, 1:00 pm) *Instrumentation Review by Students: This session is devoted to reviewing a biomedical instrument mostly used in the student/advisor’s research field. Each student will read and summarize research papers or literatures recommended by his/her advisor. The major focus should be on the principal and functional structure of the instrument. The student will introduce and present the instrument to the class. Presentation time is restricted to 15 minutes, of which 10 minutes for instrument introduction and 5 minutes for questions. Students are required to get permission from the instructor for the instrument to be reviewed. Each student will review one instrument which is different from the instruments selected by others.
Spring 2015, University of Kentucky
A practical introduction to the application of engineering principles for the analysis, design and control of neural systems and neural interfaces.
Overview of the nervous system, biophysics of neurons and information transfer, modeling of neuronal action potentials and dynamics, neural coding, neural signal analysis and diagnosis of brain state, neural interfaces and prosthetic devices, strategies for control of brain disorders.
EE 422G and Engineering standing or consent of instructor. Familiarity with college-level algebra, probability and statistics, complex numbers, calculus including ordinary differential equations, circuit elements and Fourier signal analysis is assumed.
None. Instructor will provide links to reading matter on Blackboard or the internet as required.
Jan. 15 – May 1, 2014
TR 9:30 - 10:45 a.m.
Room B2, Funkhouser Bldg.
Sridhar Sunderam, Ph.D.
514B Robotics & Manufacturing Bldg.
E-mail: [email protected] (preferred)
Phone: (859) 257-5796
TR 11 a.m.-12 noon or by appointment
Professional behavior is expected in the classroom. Class attendance is strongly encouraged. Grades will be based on student performance in two examinations plus any assignments and term projects given by the instructor. Mid-term grades will be posted in myUK by the deadline established in the Academic Calendar (http://www.uky.edu/Registrar/AcademicCalendar.htm). One exam will be given during the semester and one (comprehensive) during finals week.
If needed, one comprehensive make-up exam will be given to students with excused absences. The instructor must be notified of anticipated absences well in advance. The make-up exam time will be scheduled as needed.
The relative value of various course assessments in the final grade will be: Mid-term = 30%; Final = 25%; Project = 25%; Homework = 20%. For all students, an in-class project presentation is required and will constitute 25% of the project grade for undergraduates; graduate students are expected to perform at a higher level and their oral presentation will count for 40% of the project grade). Likewise, some advanced topics/problems in the homework may be required for graduate students only. Assessment scores will be totaled to arrive at the final grade using the standard grading scale: A=90-100; B=80-89%; C=70-79%; D=60-69%; E=below 60% for undergraduate students, and A=90-100%; B=80-89%; C=70-79%; E= below 70% for graduate students. If warranted, a curve based on the distribution of final scores may be applied to adjust final grades, separately for undergraduate and graduate students. If used, the curve will make only small adjustments based on the statistical distribution of overall scores. Scores grouped near the top will get As, the next major grouping gets Bs, etc. If anything, the curve will only
raise a grade; a curve will never lower a grade. For example, the lowest grade an 89% overall score can get is B, but if there is a curve, it might be worth an A.
Excused Absences and Verification:
Students need to notify the professor of absences prior to class when possible. S.R. 220.127.116.11 defines the following as acceptable reasons for excused absences: (a) serious illness, (b) illness or death of family member, (c) University-related trips, (d) major religious holidays, and (e) other circumstances found to fit “reasonable cause for nonattendance” by the professor.
Students anticipating an absence for a major religious holiday are responsible for notifying the instructor in writing of anticipated absences due to their observance of such holidays no later than the last day in the semester to add a class. Information regarding dates of major religious holidays may be obtained through the religious liaison, Mr. Jake Karnes (859-257-2754).
Students are expected to withdraw from the class if more than 20% of the classes scheduled for the semester are missed (excused or unexcused) per university policy.
Students may be asked to verify their absences in order for them to be considered excused. Senate Rule 18.104.22.168 states that faculty have the right to request “appropriate verification” when students claim an excused absence because of illness or death in the family. Appropriate notification of absences due to university-related trips is required prior to the absence.
Academic Integrity, Cheating, and Plagiarism:
Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records. Students are expected to adhere to University policy on cheating and plagiarism in all courses. The minimum penalty for a first offense is a zero on the assignment on which the offense occurred. If the offense is considered severe or the student has other academic offenses on their record, more serious penalties, up to suspension from the university may be imposed.
Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Complete information can be found at the following website: http://www.uky.edu/Ombud. A plea of ignorance is not acceptable as a defense against the charge of academic dishonesty. It is important that you review this information as all ideas borrowed from others need to be properly credited. Part II of Student Rights and Responsibilities (available online http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where students feel unsure about the question of plagiarism involving their own work, they are obliged to consult their instructors on the matter before submission.
When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s work, whether it be a published article, chapter of a book, a paper from a friend or some file, or something similar to this. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own, whoever that other person may be.
Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone. When a student’s assignment involves research in outside sources of information, the student must carefully acknowledge exactly what, where and how he/she employed them. If the words of someone else are used, the student must put quotation marks around the passage in question and add an appropriate indication of its origin. Making simple changes while leaving the organization, content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain (Section 6.3.1). Please note: Any assignment you turn in may be submitted to an electronic database to check for plagiarism.
Accommodations due to disability:
If you have a documented disability that requires academic accommodations, please see me as soon as possible. In order to receive accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 257-2754, email address: [email protected]) for coordination of campus disability services available to students with disabilities. We can then collaborate on the best solution.
Classroom Behavior, Decorum, and Civility:
Please be respectful to others in the class and engage in civil discourse when we discuss topics that have a diversity of perspectives. Please minimize distractions by not reading newspapers or carrying on conversations. Turn mobile phones off during class. Please help me maintain the most courteous environment by using a little peer pressure if necessary. Thank you.
Tentative course schedule:
DATE TOPIC DATE TOPIC
1. Neurons, networks, and behavior
The nervous system
Biophysics of neurons
The neural code
Modeling neural activity
2. Observing brain dynamics
EEG, PSG and brain state
Diagnosis of brain disorders
Brain signal analysis
[Pre-exam, select project]
3. Interacting with the brain
[Maybe no class: Neurosci mtg]
EEG/BMI lab demo
4. Treating brain disorders:
[Term projects due]
Recap, course evaluation
Final exam: 8-10 a.m.
BME 605 Biomedical Signal Processing I. Fall 2014. Syllabus and Course Outline
Time: Tuesday, Thursday 2:00 pm - 3:15 pm Location: 203 RGAN. Instructor: Abhijit Patwardhan. Professor, Department of Biomedical Engineering.
514A RMB. Tel: 859 257 2728. e-mail: [email protected] Office hours: Monday, Wednesday 1:00 pm - 2:15 pm. 514A RMB Course outline approximate emphasis Objective in signal processing 2 % Is the signal informative? Information content of a signal, features of biomedical signals, perception of “frequency” Sources of observed signals 10 % Systems that generate signals Linear and non-linear systems, impulse response, convolution, SISO and MIMO systems Change of domain 20 % Definition of “frequency”, e.g. acoustic signals and ECG Transformation of domain, orthogonal decomposition, Fourier and LaPlace transforms. Discrete time and digital signals 23 % Recovering information from digital samples Sampling theorem, digital Fourier transform, Z transform. Input-Output relationship 20 % Separation and modification of signals, e.g. EMG and ECG Transfer functions and frequency response, filter design. Correlation and spectrum 15 % Non deterministic data, e.g. respiratory sinus arrhythmia and heart rate variability. Estimates, correlations, spectra, and coherence. Time-frequency analysis 10 % Tracking changes in signals. Short time Fourier transform, complex demodulation.
Course description Continuous and discrete signal concepts, sampling, signal transforms (Fourier, LaPlace, Z- Transforms), correlation and power spectrum, analog and digital filters, characteristics of biological signals and systems, introduction to nonlinear systems, biomedical applications. Prerequisites: EE 305, or equivalent. BME 501 or PGY 412G will be helpful. Textbook Eugene Bruce. Biomedical Signal Processing and Signal Modeling. John Wiley & Sons, 2001. Reference books Oppenheim AV, RW Schafer. Digital Signal Processing. Prentice Hall, 1975 Oppenheim AV, AS Willsky. Signals and Systems. Prentice Hall, 1983 Grading
Homework 10 % Quizzes 30 % Project 30 % In class examination 30 %
Grade distribution: > 90 A; 76-90 B; 55-75 C; < 55 E. Adjustments may be made to the letter grade cutoffs. If adjustments are made, the cutoff for a letter grade will be lowered but not raised. The project and several homework assignments will require use of computers. It is recommended that students use MATLAB, although any programming language may be used. Learning MATLAB or any other software/ language, developing and debugging code will be students’ responsibility. Help and support in computer code development and de-bugging will not be provided. Unless stated otherwise, pre-written subroutines may not be used to complete assignments. Frequently, data will be provided for homework assignments. In order to facilitate distribution of data, students should provide to me via e-mail, no later than 09/04/14, their e-mail address where data files for use in these assignments may be sent. These data files may be up to 2 MB in size. Data will be sent via email on the same day that a particular homework is assigned which would require use of these data. If any student does not receive these data by 5:00 PM on the day the homework is assigned please let me know. Otherwise, it will be concluded that these data have been received. Students will have a choice of either selecting, with my approval, or being assigned a topic for the project. Most, but not all, background material necessary for completion of the project will be covered in the class. Students will be responsible for reading and obtaining additional information that may be required to complete the project but which is not covered in class. Project reports will be due no later than 10:00 am on 12/12/14. There will be several quizzes in this class. The quizzes will be un-announced. Only for those quizzes missed due to excused absences the weight for the other quizzes will be increased to compensate for the missed quiz. No make-up quizzes will be provided. If a student misses the in class examination due to an excused absence a make-up examination will be provided. Please refer to the university policy to determine what constitutes an excused absence. Approximate time for finalization of topics for project: October 14-23, 2014. In class examination: November 13, 2014. 2:00-3:15 pm. (Closed book). Use of cell phones, including text messaging, is not permitted during class.
Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Complete information can be found at the following website: http://www.uky.edu/Ombud.
Any student with a disability who is taking this course and needs classroom or exam accommodations should contact the Disability Resource Center, 257-2754, room 2 Alumni Gym, [email protected]. In order to receive accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center.
N.B. Syllabus for BME 610 was unavailable at this time due to faculty absence.
SYLLABUS AND COURSE OUTLINE BME 615. Biomedical Signal Processing II
Spring 2014 Wenner-Gren Research Laboratory, Room # 19
Tuesday, Thursday 12:30 - 1:45 P.M. Instructor: Abhijit Patwardhan Professor, Center for Biomedical Engineering Office: WGRL # 2. Tel: 257 2728. e-mail: [email protected] Office hours: Tuesday, Thursday 2:00 – 3:15 P.M. WGRL # 2 Course Syllabus
Review of continuous time and discrete time Fourier transforms, review of linear algebra. Random signals: correlation functions, auto and cross spectra. Linear systems identification: frequency response, coherencies. Spectral estimation, non-parametric and parametric approaches. Time-frequency analysis: Short time Fourier transform, complex demodulation, Smoothed Pseudo-Wigner
distribution. Adaptive signal modeling: LMS and RLS approaches. Advanced filters: inverse filters, time delay estimation, envelope detection, noise cancellation. Quasi real-time digital signal processing.
Course description Stochastic processes; signal modeling; Fourier based spectral analysis and linear system identification; modern spectral analysis; parametric transfer function estimation; optimal and adaptive filtering; other topics of current interest. Applications will emphasize biomedical, electrical and mechanical signals. Prerequisites BME605 or EE630 or equivalent courses covering continuous time and discrete time Fourier transforms and linear control systems. A course in random variables (such as EE640) will be helpful but is not required. Textbook (recommended) Hayes Monson. Statistical Digital Signal Processing and Modeling. John Wiley & Sons, 1996. Eugene Bruce. Biomedical Signal Processing and Signal Modeling. John Wiley & Sons, 2001. Reference books Shiavi R. Introduction to Applied Statistical Signal Analysis, Irwin-Absen, 1999. Proakis and Manolakis. Digital Signal Processing: Principles, Algorithms, and Applications, Prentice Hall, Third Edition, 1997. Grading
Homework 15 % Quizzes 10 % Project 1 10 % Project 2 30 % Examination 35 %
Several homework assignments and the projects will require use of computers. It is recommended that students use MATLAB, although they may choose to write code in any other language. Learning to use MATLAB or any other software/ language, developing and debugging code will be student’s responsibility. Help and support in computer code development and de-bugging will not be provided. Unless stated otherwise, you may not use ‘canned’ subroutines to complete assignments. Frequently, I will provide you with data that you will need to complete homework assignments. In order to facilitate distribution of data, please provide to me, no later than January 23, 2014, via e-mail, your e-mail address where I may send data files for you to use in these assignments. Note that these files may be up to 1 MB in size. I will e-mail data on the same day that a particular homework is assigned which would require you to use these data. If you do not receive these data by 4:30 PM on the day the homework is assigned please let me know. Otherwise, I will assume that you received these data. Students will have a choice of either selecting, with my approval, or being assigned topics for the projects. Most, but not all, background material necessary for completion of project 2 will be covered in the class. It will be the student’s responsibility to read and obtain additional information that is required to complete project 2. Project 1 will consist of each student preparing and giving a presentation (including a written handout for that presentation) on one topic related to the material in the syllabus. The grade for this project will depend on the clarity of the presentation and written handout provided to the class by the student. Project 2 will consist of application, in detail, of one of the signal analysis tools, covered by the syllabus of this course, to a biomedical problem. The grade for this project will depend on a written report, which will be due no later than 12:30 PM on May 1, 2014. We will have several quizzes in class. The quizzes will be un-announced. Only for quizzes missed due to excused absences, the weight for the other quizzes will be increased to compensate for the missed quiz. No make-up quizzes will be provided. If a student misses the examination due to an excused absence (please refer to the University policy regarding excused absences) a make-up examination will be provided. Approximate time for selection of topics for project: February 18-25, 2014. Examination: April 1, 2014. 12:30 - 1:45 PM. Format to be decided.
UNIVERSITY OF KENTUCKY DEPARTMENT OF BIOMEDICAL ENGINEERING
BME 640 Biomedical Engineering Ethics SYLLABUS
Fall, 2015 Instructor: David Pienkowski, Ph.D. MN 680 Office: MN 618 Willard Meeting time F 2 - 2:50 Telephone: 218-1667 1 credit hour Hours: by appointment email [email protected] Description This course surveys the system of ethical principles applicable to science, medicine, technology, and engineering (especially biomedical). The course will describe and examine the responsibilities of biomedical engineers to stakeholders, e.g. the profession of engineering, fellow engineers, employers, patients, research subjects, and clients as well as to the legal system (where applicable) and the profession through study of fundamental principles and case-based applications. Fundamental Principles As a scholarly discipline, biomedical engineering ethics draws upon principles from the philosophy of science, the practice of medicine, the profession of engineering, and basic principles of ethical behavior. These principles will be adapted to the circumstances attending Biomedical Engineering. Course Objectives 1. trace the foundations of biomedical engineering ethics from historical developments in classical engineering
disciplines and the practice of medicine to the present 2. explore the development of various Codes of Ethics used in the engineering, medical and legal professions and
examine those proposed for adoption by Biomedical Engineers 3. survey the ethical principles involved in the Responsible Conduct of Research & engineering 4. provide principles to guide ethical behavior when questionable situations arise in real-world biomedical
engineering practice situations 5. confer students with an understanding of the engineer’s duties to patients, research subjects, and other
recipients of biomedical engineering practice 6. provide elements of an ethics-based “professional survival guide” for students entering the workforce as
biomedical engineers 7. instill competence in ethical reasoning by using the case method to study examples of engineering ethics in
practice. Course Outline Section I: Ethics Fundamentals 1. Origin and Rationale for Ethics in Professional Engineering Practice 2. Codes of Ethics 3. Responsible Conduct in Research and Engineering 4. Human Studies and the Responsibilities of Biomedical Engineers
Section II: Case studies of Ethics in Engineering 1. Automotive: Ford Pinto & GM Ignition Lock Cases 2. Aerospace: McDonnell-Douglas DC-10 and Space Shuttle Challenger Cases 3. Biomedical: Sulzer Total Joint Arthroplasty & FMVSS 209.4.1 Cases Lecture Schedule SECTION I: Part I: Ethics in Professional Practice
1. Introduction & Background
2. Ethical Issues in Medicine
3. Ethical Issues in Engineering and Biomedical Engineering
Part II: Codes of Ethics 4. Codes of Ethics in Engineering, Law, and Medicine 5. Code of Ethics for Biomedical Engineers
Part III: Responsible Conduct in Research and Engineering
6. Authorship & Scientific Integrity
7. Patents, Trademarks, Secrets & Intellectual Property
8. Revenues, Royalties, Financial Bias & Healthcare Economics
9. Professional Conduct
Part IV: Human Studies and the Responsibilities of Biomedical Engineers 10. Human Subjects Studies: The Lessons of History
11. Human Studies: Rights of Subjects & Ethical Obligations of Biomedical Engineers
SECTION II Case Studies of Ethics in Engineering
12. Ford Pinto
13. GM Ignition Lock
14. McDonnell-Douglass DC-10
15. Space Shuttle Challenger
16. Sulzer Total Hip Implant Medical Device
17. The Developing Case of FMVSS 209.4.1
Learning Objectives At the successful completion of this course, students will:
1. understand the need to use ethical thinking in professional engineering practice 2. have examined various professional codes of ethics 3. have studied right and wrong behaviors in professional engineering practice 4. appreciate the rights of all recipients of biomedical engineering practice 5. understand the moral obligation biomedical engineers have to these parties 6. gain HIPAA certification.
Lecture Schedule Lectures will be based upon the materials shown in the class schedule. Content of the lectures may be slightly modified due to the varying backgrounds of the students. Timing of these lectures may be modified to accommodate travel schedules of students and the instructor as well as ethics related lectures presented on the UK campus. Lectures may end early or be extended if possible to achieve logical “breakpoints” in the instructional materials. Guest instructors will be invited to lecture, as time and opportunity permit, to aid student learning. Attendance Class attendance is a strong indicator of success. This is especially true for this course because the material presented is not found in any single source, therefore class attendance is essential for student learning. Students need to attend class, take notes, stay current with the reading assignments, and actively participate in the ethics related class instructions. Role will be taken; unexcused absences will result in a diminished grade. Absences are excused if they are: 1) provided in advance to the instructor (I prefer an email note), 2) they are for reasons noted in Senate Rule 22.214.171.124, and 3) the notes from the missed class are obtained from another classmate. Unexcused absences reflect poorly upon the scholarly intentions of the student. Since attendance for each class session is so important, penalties will be assessed for repeat unexcused absences. Specifically, a verbal warning will be given to the student for the first unexcused absence. An email will be sent for the second unexcused absence and the cumulative percentage score for the student will be reduced by 2 percentage points. For the third unexcused absence, the instructor will send an email note to the student’s advisor and reduce the student’s final cumulative score by 5 percentage points. If a student has 4 or more unexcused absences, the instructor has the right to ask the student to withdraw from the course. If any student misses in excess of 20% of the total instructional class hours in this course (this includes attendance at mandatory outside lectures), the instructor retains the right to ask the student to withdraw even if the absences are excusable. To be counted as present, you must be present for the entire class session unless an excuse is provided to the instructor. Examinations Student progress will be gauged by quizzes, a mid-term exam, and a final exam. Quizzes and exams may consist of combinations of true/false, multiple choice, fill-in-the-blank, short answer, word-matching, and essay questions pertaining to ethics-related topics discussed in class. Exams may be given outside of class time (to compensate for classes missed due to holidays, the instructor’s out-of-town travel, or classes cancelled due to numerous student absences for bona fide reasons. Each quiz or exam will be 1 hour duration or less. The final exam will be comprehensive. Exams will be returned for student examination during class time or as per individually scheduled office appointment, but must be returned to the instructor at the conclusion of class or the end of the office appointment. Exams must be completed in blue or black ink only. No other materials (books, book bags, note sheets, briefcases, knapsacks, etc.) will be permitted in the exam room. Quizzes will be unannounced and given at the instructors discretion. Students are advised to be prepared at the start of each class for a quiz. Students who miss quizzes or exams (including the final exam) without advance notice to the instructor and an excuse will receive a zero for that missed quiz or exam. The instructor will decide which absences are excused consistent with Senate Rule 126.96.36.199. Students with an excused absence for a missed quiz or missed mid-term exam will be provided with a make-up quiz or make-up mid-term exam. Students who miss the final exam and do not have an excused absence will receive a zero for the final exam. The instructor may require students who miss exams, or whose performance has been substandard, to complete a special assignment. Acceptable reasons for “excused” absences are defined by Senate Rule 188.8.131.52 and include:
1) serious illness 2) illness or death of family member 3) University-related trips 4) major religious holidays 5) other circumstances that I determine are "reasonable cause for nonattendance."
External Lectures Additional learning experiences will arise, from time to time, outside the classroom. Unless such learning experiences conflict with prior schedule classroom or laboratory time in other courses for which the student is currently enrolled or other (provided to the instructor) bona fide circumstances for non-attendance exist, I expect all students to attend “outside” (of the regularly schedule BME 640 class hour) lectures on ethics and related subjects as they arise on the UK campus. I will advise students of these lectures and whether their presence at these lectures is required or optional. Written assignments from such attendances may also be required, and if so, will be graded. Class Participation I expect each student in the class to follow the material carefully and remain up to date regarding the issues discussed. Students should be ready to answer questions posed by the instructor at any time during the class regarding the situation under discussion. I also expect students to ask questions, especially the “what if’s” regarding alternative scenarios. Successful students have no unexcused absences, attend all classes and required lectures, proactively participate in class discussions, and demonstrate their preparation when called upon in class. Such students will get the “benefit of the doubt” if their final course score falls between two grades. Students who do not participate, show lack of interest or pre-class preparation, or who respond in a perfunctory manner when called upon will get the lower of the two grades. Performance Evaluation Evaluation of the student's performance will be based upon the instructor’s assessment of student progress as determined by absolute and relative standards. Attendance and attitude, in addition to the items listed below, will also be used to evaluate performance. The following will be the approximate "guide" for grading:
Quizzes 15% Mid-term exam 30% Final Exam 45% Class participation 10%
100% Classroom Behavior, Decorum and Civility Classroom demeanor is an increasingly significant problem on campus’ nationwide. The faculty of the University of Kentucky respects the dignity of all students as well as the differences among members of the UK academic community. The instructor recognizes the right of all students to respectfully disagree on occasion. Students clearly have the right to take reasoned exception, and to voice opinions contrary, to those offered by the instructor or other students (Senate Rule 6.1.2). Equally, the instructor has the right, and the responsibility, to ensure that all academic discourse occurs in a context characterized by respect and civility. To summarize, “…it is acceptable to disagree with the instructor or your classmates, but it is not acceptable to be disagreeable while doing so”. Class Enrollment Students who are attending class but are not on the class roll (i.e., not enrolled) will be directed to the Registrar. No faculty member is obligated to instruct students who fail to properly enroll or whose enrollment becomes nullified during the semester. Learning
This is a graduate level course, and as such, it is the instructor’s responsibility to guide the education and professional development of the student. The student’s education is; however, the responsibility of the student. Thus, the student must take charge of their learning process. This means that, among other means of learning, the student must study outside of class. Merely coming to class, taking notes, and then not opening a notebook or studying the material outside of class is one of the most common means of failing to learn the material and not developing to one’s full potential. Students must study their notes outside of class, engage in supplemental reading, try to understand situations (especially those shown in class) on their own without the aid of references, and think about how the material presented is linked to the professional practice of biomedical engineering. The material presented will challenge you, and thus as an approximate guide, a minimum of 4 hours of study per week outside of class time is needed. Learning Styles and Attitude Students learn at different rates and by differing methods, e.g., visual vs. verbal, application vs. theory, repetition vs. single-exposure, etc. There is not sufficient class time for the instructor to determine each student’s particular learning style and adapt the course to each of these particular styles. Thus, the instructor will use all of the above methods in the presentation of the class materials to help ensure that each student develops proficiency in biomedical engineering ethics. Learning Environment Expectations All students are expected to have a mature interest in learning biomedical engineering ethics and developing as a professional. I expect this maturity to be manifested by: classroom attendance, participation, and etiquette, as well as by clear, orderly, and timely performance for any assignments. Failure to adhere to classroom etiquette (excessive non-class related talking during lecture, cell phone texting, and other activities which interfere with your learning or the learning of others) will be dealt with by verbal warnings, reduced grades, and if necessary, a report to the Dean of Students (followed by potential punishable disciplinary action). My Commitment to Your Learning I care that you learn biomedical engineering ethics not just because it’s my job, but because it is important for you to develop as a professional and bring credit to yourself, the University of Kentucky, and the profession of Biomedical Engineering. Biomedical engineering ethics provides a basis for decisions regarding the application of biomedical engineering principles to aid those with injuries, diseases, congenital malformations, or those with perceived needs to make changes to their anatomy or physiology. If I am unable to teach you these skills, for whatever reason, please communicate this to me however you feel appropriate and I’ll arrange for supplemental individual instruction, modification to the course materials, or additional lectures for the entire class. Academic Offenses Academic integrity is important to scholarship. Sadly, the prevalence of cheating on campuses across the country is at a historic high point. This reality is disturbing not only to faculty but to the many students who choose not to cheat. Cheating and plagiarism are offenses that are taken seriously with zero tolerance. Students caught cheating will receive a failing grade for the entire course. UNIVERSITY REGULATIONS REGARDING CHEATING AND PLAGIARISM ON EXAMS AND HOMEWORKS WILL BE STRICTLY ENFORCED AS PER SENATE RULES 6.3.0 (and following). To help safeguard against cheating, I reserve the right to implement any or all of the following during exams: - assign or change seating in the exam room, - prohibit cell phones/pagers from being brought into examination rooms, - require students to place all personal effects out of view in the exam room, - prohibit the wearing of wide-brimmed caps or hats, - consider that "talking during the exam will be construed as cheating;" - create a "sign-in" sheet and compare signatures on the exams with those on the sign-in sheet; - examine the desktops during the examination and require removal of any extraneous material; - monitor carefully all segments of the room at regular intervals during the examination; - announce that anybody leaving the classroom during the exam will not be allowed to return,
- confiscate all evidence of cheating immediately and without comment, - employ software to detect uncited copying of other’s works and submission as your own. Textbook A text is “suggested”, but no text fits the needs of the course exceptionally well. Every text is a compromise. Reprinted Harvard Business School cases are sometimes used, and due to copyright restrictions, these also require individual student purchase. Supplemental Materials When needed, important supplemental materials will be provided as handouts or as attachments listed on Blackboard. Incorporation of these materials into your notebooks is strongly recommended to aid your study of the materials presented. Late Arrival Please, in the event of lateness on my behalf, give me 15 minutes courtesy time before you leave the room and assume that there will be no class. If I am going to be later than 15 minutes, I will call an assistant and ask her to write a note on the board in the classroom explaining the circumstances and my expected time of arrival. Severe Weather Although severe weather closings are unlikely in the Fall semester, the changing weather pattern and unpredictable polar vortices may result in an unusual semester. I try to get into the office and hold class despite the weather; however, if in doubt, I recommend you call my office if you are uncertain if class will be held. For official University information, refer to:
UK TV cable channel 16 UK radio (WUKY 88.9 FM) UK infoline 257-5684 UK website www.uky.edu
Suggested Text Vallero, Daniel. Biomedical Ethics for Engineers: Ethics and Decision Making in Biomedical and Biosystems Engineering. Academic Press, New York, 2007 D’Angelo, John. Ethics in Science: Ethical Misconduct in Scientific Research. CRC Press, Boca Raton, 2012 Recommended Reading
1. American Society of Civil Engineers (2010) . Code of Ethics. Reston, Virginia, USA: ASCE Press. http://www.asce.org/Leadership-and-Management/Ethics/Code-of-Ethics/. Retrieved 2011-12-07.
2. American Society of Civil Engineers (2000). Standards of Professional Conduct. Reston, Virginia, USA: ASCE Press. https://www.asce.org/pdf/ethics_manual.pdf. Retrieved 2006-10-20.
3. Birsch D and Fielder, JF. The DC-10 Case: A Study in Applied Ethics, Technology, and Society, State University of New York Press, Albany, NY. 1992
4. Birsch D and Fielder, JF. The Ford Pinto Case: A Study in Applied Ethics, Technology, and Society. State University of New York Press, Albany, NY. 1994
5. Institution of Civil Engineers (2004). Royal Charter, By-laws, Regulations and Rules. http://www.ice-london.org.uk/london/documents/charter_and_bylaws_2005.pdf. Retrieved 2006-10-20.
6. Layton, Edwin (1986). The Revolt of the Engineers: Social Responsibility and the American Engineering Profession. Baltimore, Maryland, USA: The Johns Hopkins University Press. ISBN 0-8018-3287-X.
7. National Society of Professional Engineers (2007) . Code of Ethics. Alexandria, Virginia, USA: NSPE. http://www.nspe.org/resources/pdfs/Ethics/CodeofEthics/Code-2007-July.pdf. Retrieved 2006-10-20.
8. Petroski, Henry (1985). To Engineer is Human: the Role of Failure in Successful Design. St Martin’s Press. ISBN 0-312-80680-9.
9. "Ethical Issues in Biomedical Engineering: The Bjork-Shiley Heart Valve," Engineering in Medicine and Biology, Vol 10, No.1, March 1991
10. "The Bioengineer's Obligations to Patients," Journal of investigative Surgery, Vol.5, No.3, July-September 1992.
11. "Breast Implants," Engineering in Medicine and Biology, Vol. 11, No.2 (June, 1992). 12. "Ethical Issues in Medical Device Implant Retrieval," Engineering in Medicine and Biology, Vol.11, No.3
(Sept., 1992). 13. "Ethical Issues in Clinical Trials," Engineering in Medicine and Biology, Vol.12, No.1 (March, 1993). 14. "Fair Allocation of Resources and the Artificial Heart," Engineering in Medicine and Biology, Vol.12, No.2
(June, 1993). 15. "More Bad News About Bjork-Shiley C/C Heart Valves," Engineering in Medicine and Biology, Vol.13, No.2,
April, 1994. 16. "The Shiley Heart Valve - Continued," Engineering in Medicine and Biology, Vol. 13, No.4,
November/December, 1994. 17. "An Ethical Issue in the Bjork-Shiley Artificial Heart Valve Case," Proceedings of the Twelfth Southern
Biomedical Conference, April 2-4, 1993. 18. "Analyzing Ethical Problems in Medical Products: The Role of Conflicting Ethical Theories," Clinical
Research and Regulatory Affairs, Vol.11, No.2, May 1994. Co-author, Glenn Rahmoeller. 19. "But Doctor, It's My Hip!: The Fate of Failed Medical Devices," Kennedy Institute of Ethics Journal, Vol.5,
No.2 (June 1995). Co-author, Jonathan Black. 20. "Defects and Deceptions: The Bjork-Shiley Heart Valve," Technology and Society, Vol.14, No.3, (Fall 1995),
17-22. 21. "Ethics," Engineering in Medicine and Biology,Vol.10, No.4 (Dec.1991). 22. A Misbehavior in Science," Engineering in Medicine and Biology, Vol.11, No.1 (Mar.1992). 23. "How well do Medical Devices Work?" Engineering in Medicine and Biology, Vol.13, No.3 (June/July 1994). 24. "Floors, Doors, Latches, and Locks," in The DC-1O Case: A Study in Applied Ethics, Technology, and Society,
(Albany, NY: State University of New York Press, 1992). Co-author: Douglas Birsch. 25. "The Ethics and Politics of Auto Regulation," in The Ford Pinto Case: A Study in Applied Ethics, Technology,
and Society, (Albany, NY: State University of New York Press, 1994) Coauthor: Douglas Birsch.
26. "Ethical Analysis of Case Studies," in The DC-10 Case: A Study in Applied Ethics, Technology, and Society, (Albany, NY: State University of New York Press, 1992). Co-author: Douglas Birsch, and The Ford Pinto Case: A Study in Applied Ethics, Technology, and Society, (Albany, NY: State University of New York Press, 1994) Co-author: Douglas Birsch.
27. "Publication, Ethics, and Scientific Integrity," Journal of Biomedical Materials Research, Vol. 30, 129-131(1996). Reprinted in Engineering in Medicine and Biology, Vol.15, No.4, July/August 1996
28. Vallero, D. Biomedical Engineering Desk Reference; Chapter 8.1: Ethics. Academic Press, New York, 2009
UNIVERSITY OF KENTUCKY DEPARTMENT OF BIOMEDICAL ENGINEERING
BME 672 Musculoskeletal Biomechanics SYLLABUS
Spring, 2015 Instructor: David Pienkowski, Ph.D. T 5 – 8 PM Office: MN 618 Willard MN 680 Telephone: 323-1568 or 218-1667 3 credit hours Hours: by appointment email [email protected] Course Description This course presents an engineering-based approach to quantitative study of the human musculoskeletal system. Principles involving static and dynamic analyses will be applied to quantify the forces and moments accompanying human posture, movement, and activities of daily living. These analyses are prefaced by an examination of the material properties and biological principles associated with the musculoskeletal system due to their inextricable link with human musculoskeletal biomechanics. Course Objectives: 1. to present an overview of musculoskeletal biomechanics from a graduate engineering perspective, 2. to demonstrate the quantitative relationships among structure, properties, and functions of natural and prosthetic musculoskeletal tissues, organs, and materials; and 3. to instill competence in formulation and solution of practical problems in biomechanics. Course Modules: 1. material and biological aspects of the musculoskeletal system 2. static biomechanical analyses of human joints 3. kinematics of human movement and coordinate system rotations
4. kinetics of human motion in three-dimensions. Lecture Schedule: Lectures will be based upon the topics shown, except that the timing and content of the lectures may change due to the varying backgrounds of the students and the instructor’s travel schedule. Lectures may end early or late to achieve logical “breakpoints” in the lecture material. Due to the small class size, the instructor reserves the right to postpone class if sufficient students do not attend.
No classes: T Feb 17 (AAFS Meeting) T March 17 (Spring break) T March 31 (ORS Meeting)
Last class: T April 28 Examinations There will be 3 exams each 1-2 hours in duration. Exams will ideally be held during times when the instructor is out of town. If this is not permissible, then exams will be held on Wednesday evenings beginning at 5 PM and continuing for either one or two hours. All exams will be held in room MN 642. Each exam will include the material in the immediately preceding course module. The final exam will be comprehensive, 3 hours in duration, and may include a take-hope component. “Surprise” quizzes may be implemented during class at the instructor’s discretion. Please come to each class prepared for a surprise quiz.
Exams must be completed using blue or black ink only (no pencils). A ruler and a simple calculator are recommended. Calculators within cell phone are NOT permitted in the exam room. No other books, book bags, note sheets, briefcases, knapsacks, etc. will be permitted anywhere in the exam room. Grading is based upon absolute (my answer key) and relative (other student’s performance) standards. I reserve the right to eliminate from consideration any question that I feel was poorly phrased, unreflective of the lecture materials, or otherwise academically irrelevant from any examination. If this occurs, I will recalculate the basis of the examination given the remaining questions. Examinations will be graded and returned to the students for in-class examination only. No exams will leave the exam room or the class room unless specifically noted as a “take-home” exam. Students will be given time to review their graded exams during regularly scheduled class time. If this is insufficient, arrangements can be made between the student and the instructor for additional exam review time, but in no case will any (except take-home) exams be allowed to leave the class room. Students caught with “in-class only” exams outside the class room will be guilty of cheating. No “make up” examinations will be offered for students who fail to appear for an examination. The instructor reserves the right to assign a zero for any examination in which the student failed to appear for that examination. Performance Evaluation: Evaluation of the student's performance is based upon the instructor’s assessment of student progress based upon relative and absolute standards. The semester’s overall performance rating will be determined by using the following “approximate” guide:
Exam #1: 15% Exam #2: 20% Exam #3: 15%
Final Exam: 30% Quizzes 10% Project 10% 100% Senate Rule 3.1.4 stipulates that instruction of graduate and undergraduate students in 400G and 500-level courses must be structured to ensure appropriate attention to both groups, and a corresponding differentiation in expectations. Attendance and class participation will be used to influence the final grade in “borderline” cases. Missed Examinations Students who miss an examination and do not have an excused absence defined by Senate Rule 184.108.40.206, or who miss an examination and fail to provide the instructor with a valid (defined by the instructor) excuse will receive a zero for that examination. The instructor may request objective evidence documenting excuses for absences. The student is solely responsible for providing the instructor with such documentation. If such information is not provided, or if the information is not convincing, the instructor may determine that the missed examination was unexcused. A grade of zero for that exam may then be assigned by the instructor. The instructor will not schedule an examination on a major religious holiday provided that the instructor is notified of such holidays by the student. The sole responsibility for such notification rests with the student. Students with excused absences who miss an examination may receive a make-up examination. Project The project is directed at providing a real-world application of the skills learned in this course to advance the frontier of knowledge concerning an important human musculoskeletal problem. Project Milestones
1. perform literature review 2. define the specific aim of the project (max 1 page, double spaced, single sided)
a. background description b. identify key knowledge gap c. state its importance d. outline problem solving approach e. define success
3. present findings in writing (2 pages max) and orally in class (5 min PP presentation). Attendance Attendance is a strong indicator of success. Students need to attend class and take good notes to learn the material. Unexcused absences reflect poorly upon the interest of the student and his or her willingness to learn. Class attendance is also important because the material in this course is not readily found in textbooks. Role will be taken and unacceptable absences will adversely affect your grade. Absences from class are acceptable if: 1) excused in advance (I prefer an email note) 2) or they are for a bona fide reason (per SR 220.127.116.11), and 3) if the notes from the missed class are obtained from another classmate, studied and assimilated into the students notebook. Because attendance is mandatory, beginning with the third unexcused absence and for each subsequent unexcused absence, the student’s final overall course average will be reduced by 2 percentage points. To be counted as present, you must be present for the entire class session. If any student misses in excess of 20% of the total class hours, the instructor retains the right to ask the student to withdraw even if the absences are excusable. Excused Absences Acceptable reasons for “excused” absences are defined by Senate Rule 18.104.22.168 and include: 1) serious illness 2) illness or death of “family” member 3) University-related trips 4) major religious holidays. Class Participation I expect each student to follow the lectures carefully and remain current with regard to the subject. This means I expect students will be ready to answer questions posed by me regarding a particular classroom topic. I also expect student to ask questions, especially the “what if’s” regarding alternative scenarios accompanying the presentations in class. Classroom Behavior, Decorum and Civility Classroom demeanor is an increasingly significant problem on campus (and nationally). The Department for Biomedical Engineering respects the dignity and differences among members of our academic community. The instructor recognizes that students have the right to take reasoned exception, and to voice opinions contrary, to those offered by the instructor or other students (Senate Rule 6.1.2). Equally, the instructor has the right, and the responsibility, to ensure that all academic discourse occurs in a context characterized by respect and civility. Stated alternatively, “…it’s acceptable to disagree with the instructor or your classmates, but don’t be disagreeable while doing so”. Class Enrollment Students who are attending class but are not on the class roll (i.e., not enrolled) will be directed to the Registrar. I adhere to University regulations that note the lack of obligation by the University to instruct students in a classroom setting: a) unless said students first enroll, or b) if the enrollment of such students becomes nullified during the semester. Learning This is a graduate level course, and as such, it is not the responsibility of the instructor to “spoon feed” the student. Learning and intellectual development are the responsibility of the student. This means that the student
must take charge of their education by studying outside of class, engage in supplemental reading, attempt to formulate and solve problems on their own without the aid of notes, and think about how the material presented in the course is qualitatively and quantitatively linked to human posture, motion, and performance of the tasks of daily living. As an approximate guide, a minimum of 10 hours of study per week outside of class time is needed to provide a solid basis for understanding the course material. Learning Styles and Attitude Students learn at different rates and by different methods (visual vs. verbal, example vs. concepts, repetition vs. exposure, etc.). Since I do not have sufficient class time to establish each of your particular learning styles, I will use all of the above methods to deliver the class material to help ensure that each student develops proficiency in biomechanics. While an engineering or science background is useful for the mathematical skills such backgrounds require, experience shows that student dedication and persistence are more important than mathematical skills alone. Learning Environment Expectations: I expect all students to have a mature desire to learn biomechanics. I expect this maturity to be manifested by: classroom attendance, participation, and etiquette, as well as by clear, orderly, and timely (submit at the beginning of the class in which it is due) performance for any assignments. Failure to adhere to classroom etiquette (excessive talking during lecture, and any other activities which interfere with the learning of others) will be dealt with by verbal warnings, reduced grade, and if necessary, report to the Dean of Students (followed by potential punishable disciplinary action). My Commitment to Your Learning I care that you learn biomechanics not just because it’s my job, but because it is useful in improving the lives of people with: bone or joint diseases, traumatic injuries, or congenital malformations. Biomechanics provides the basis for restoring pain-free movement and normal life quality. Biomechanics is the foundations for all Orthopaedic treatments as well as all of the biomaterials used to repair or replace original living tissues in the musculoskeletal system. Because biomechanics is so important to normal daily human living, there are many rewarding career opportunities. A major goal of this course is to establish a solid engineering foundation so that students who successfully complete this course can compete for these careers. If I am unable to teach you these skills, for whatever reason, please communicate this to me in public or private and I’ll arrange for supplemental class instruction or review sessions. I will, as time and opportunity permit, also invite guest instructors to lecture and provide examples or opportunities to experience real-world devices or procedures that will aid student learning of the materials presented in class. Academic Offenses Academic integrity is important to scholarship. The prevalence of cheating on campuses across the country appears to be unacceptably widespread. This is disturbing not only to the faculty but to the many students who choose not to cheat. Cheating and plagiarism are offenses that I take seriously and for which I have zero tolerance. Students caught cheating will receive a failing grade for the entire course. UNIVERSITY REGULATIONS REGARDING CHEATING AND PLAGIARISM WILL BE STRICTLY ENFORCED. To help safeguard against cheating, I reserve the right to implement any or all of the following during exams: - assign or change seating in the exam room, - prohibit cell phones/pagers from being brought into the examination room, - require students to place all personal effects out of view in the examination room, - prohibit the wearing of wide-brimmed caps or hats, - consider that "talking during the exam” will be construed as cheating; - create a "sign-in" sheet and compare signatures on the exams with those on the sign-in sheet; - examine the desktops during the examination and require removal of any extraneous material;
- monitor carefully all segments of the room at regular intervals during the examination; - announce that anybody leaving the classroom during the exam will not be allowed to return, - confiscate all evidence of cheating immediately and without comment. Textbook No text fits the needs of the course well. Every text is a compromise. Material for the course comes from approximately 18 textbooks & numerous articles. In essence, the course material is a text unto itself - hence the need for attendance. This is not uncommon – a survey of 9 biomechanics courses at other leading universities* shows the paucity of appropriate textbooks for teaching graduate biomechanics. Supplemental Materials: When needed, copies of important supplemental materials will be provided as handouts at the beginning of class. I recommend you physically incorporate such handouts into your note books and then study the material presented in these handouts as diligently as you study your class notes. Supplemental texts and journal articles will be suggested as the course progresses and the materials are available. Late Arrival: Please, in the event of lateness on my behalf, give me 15 minutes courtesy time before you leave the room and assume that there will be no class. If I am going to be later than 15 minutes, I will call an assistant and ask her to write a note on the board explaining the circumstances. Also, to be sure before you leave the class and assume I’m not coming, please call Becky (257-8101) and inquire regarding my anticipated arrival. In the Event of Severe Weather: Spring semester witnesses the worst in snow, ice and winter weather. The University may be closed in the event of such weather. I make every attempt to get in despite the weather; however, I recommend you call the BME office if you are uncertain if we will have class. For official University information, refer to:
UK TV cable channel 16 UK radio (WUKY 88.9 FM) UK infoline 257-5684 UK website www.uky.edu
Lecture Schedule Module I: Components of the Musculoskeletal System 1. Introduction (1/13) foundations of biomechanics 2. Materials I (1/20) tendon & ligament 3. Materials II (1/27) muscle 4. Materials III (2/3) bone 5. Materials IV (2/10) bone & skeletal articulations exam #1: (2/17) MN 642 Willard; 5 – 7 PM
Module II: Static Biomechanical Analysis of the Musculoskeletal System 6. Static Biomechanics I (2/24) introduction to statics & traction 7. Static Biomechanics II (3/3) lower extremity: knee 8. Static Biomechanics III (3/4) lower extremity: hip (extra class if needed) 9. Static Biomechanics IV (3/17) upper extremity: hand/elbow/shoulder 10. Static Biomechanics: V (3/18) spine (extra class if needed) 11. Static Biomechanics VI (3/24) spine disorders & static indeterminacy 12. Static Biomechanics VII (3/25) make-up class (extra class if needed) exam #2: (3/31) MN 642 Willard; 5 – 7 PM
Module III: Kinematics of Human Motion 13. Kinematics I (4/7) fundamentals of human movement 14. Kinematics II (4/8) rotational coordinate transformations 15. Kinematics III (4/14) rotational coordinate transformations
exam #3: (4/15) MN 642 Willard; 5 – 7 PM
Module IV: Dynamics of Human Motion 16. Dynamics I (4/21) fundamentals of dynamics 17. Dynamics II (4/22) kinetics and human movement 18. Dynamics III (4/23) whole body dynamics 19. Dynamics IV (4/28) whole body dynamics 20. Project Reports (4/29) Recommended Reading: Brand, Paul W: Clinical Mechanics of the Hand. C.V. Mosby, St. Louis, 1985 Cowin SC: Bone Mechanics. CRC Press, Boca Raton, 2000 Daniel DW, WH Akeson, JJ O'Connor: Knee Ligaments: Structure, Function,
Injury, and Repair. Raven Press, New York, 1990 Engineering Mechanics, Volume 1: Statics. 4th Edition. J.L. Meriam, L.G. Kraige.
Wiley & Sons, New York, 1997. Eng. TA 350 .M458 1997 Fung YC: Biomechanics, Springer-Verlag, New York, 1988 Huston RL. Principles of Biomechanics, CRC Press, 2009 McMahon TA: Muscles, Reflexes, and Locomotion, Princeton University Press, 1984 (a classic reference on muscle) Meriam JL, Kraige LG. Engineering Mechanics Volume I: Statics, John Wiley &
Sons, New York, 1997 Mow V and Hayes WC (eds): Structure and Function of Articular Cartilage,
CRC Press, Boca Raton, 1993 Mow V, Ratcliffe A, Woo SLY (eds): Biomechanics of Diarthroidal Joints,
Springer-Verlag, New York, 1990 (Vols. 1 and 2) Mow V, et al, Basic Orthopaedic Biomechanics: concepts/connections, Thomson, 2008 Nigg BM and Herzog W: Biomechanics of the Musculoskeletal System, Wiley, 2007
Nordin et al. Basic Biomechanics of the musculoskeletal system, Lippincott, Williams & Wilkins, 2012 Panjabi et al. Biomechanics in the musculoskeletal system. Churchill Livingston 2001 Peterson et al. Biomechanics: Principles and Applications, CRC Press, 2008 Winter DA. Biomechanics and Motor Control of Human Movement Wiley, 2009
Woo SLY, Buckwalter JA (eds): Injury and Repair of the Musculoskeletal Soft Tissues, American Academy of Orthopaedic Surgeons, Park Ridge, 1988
Supplemental Reading Contemporary Skeletal Biomechanics Dussault MC, Smith M, Osselton D. “Blast Injury and the Human Skeleton”. J Forensic Sci, May 2014, 59(3), 606-612 * Saul et al, “Teaching Biomechanics”, American Society for Biomechanics, Long Beach, CA, 12 August 2011
BME-685 BIOFLUID MECHANICS
SPRING 2015 _______________________________________________________________
INSTRUCTOR: Hainsworth Shin OFFICE: 514D RMB PHONE: 257-3783 EMAIL: [email protected] OFFICE HOURS: T-TH 1:00 pm – 2:00 pm (or by appt). GUEST INSTRUCTOR: TBD
COURSE DESCRIPTION: This course provides the students with a review of basic fluid mechanics principles and a direct, practical application of these principles to biomedical and clinical problems associated with the human circulatory system.
Topics to be covered include the following:
1. Formulation of Basic Fluid Mechanics Equations 2. Anatomy and Physiology of the Human Circulatory System 3. Rheology of Blood - Non-Newtonian Behavior 4. Steady Flows
a. Poiseuille Flow b. Turbulence c. Collapsible Tubes
5. Unsteady Flows a. Womersly Solution b. Windkessel Model
6. Geometrical Effects 7. Hemostasis, Thrombosis, and Atherosclerosis
Optional Topics (provided time available):
1. Introductory to Microcirculatory Flows a. Stokes Flow b. Flow around a sphere
2. Mass Transport/Interstitial Flows a. Basic Definitions b. Convection-Diffusion Equation c. Darcy-Brinkman Equations
COURSE OBJECTIVE: By the end of this course, each student should be able to:
1. Display understanding of the functional physiology and anatomy of the human circulation. 2. Mathematically model components of the circulation in its natural, as well as under pathological,
conditions. 3. Apply models to predict physiological and fluid mechanical behavior in the circulation. 4. Apply appropriate assumptions to the models for proper implementation and interpretation of the results. 5. Analyze, interpret, and synthesize results from the literature related to biofluids methodologies.
EVALUATION CRITERIA AND COURSE POLICY: Student learning and performance will be assessed by class-related activities as described in the following table:
Learning/Performance Assessment Points
I 4 Homeworks1, 2, 3
a. Assigned intermittently throughout course b. Due 2 weeks after date of assignment
40 pts (10 pts ea.)
1 Midterm Quiz1, 4 a. Possible in-class problem solving activities b. Possible short answer, true/false, multiple choice, match, etc. c. Test knowledge of topics not covered by previous tests
1 Final Quiz (Comprehensive)1, 4 a. Possible in-class problem solving activities b. Possible short answer, true/false, multiple choice, match, etc. c. Questions from Student Lectures
Class Project a. Choose, in consultation with the instructor, an area of interest related to
fluid mechanics application to physiology b. Utilize up to 30 – 40 mins of 1 lecture period to cover the topic
i. Physiological situation ii. Geometric considerations
iii. Governing equations iv. Assumptions and boundary conditions v. Important relations
vi. Provide a write up of your presentation as a reading supplement for the students. (more information regarding the write-up will be forthcoming during class).
1. Grading for each homework assignment or exam will be graded according to a 1 – 100 pts scale. These scores will then be weighted as described above.
2. Homework assignments will be due 2 wks after they are distributed. 3. Any late homework assignments will be given a 24 hour grace period, after which 5 points will be deducted
from the assignment score for each additional late day. 4. Make-up exams will not be given unless the student gives a valid excuse for missing the test.
Points will be totaled from those earned for each performance assessment criteria. Final letter grades will then be assigned using the standard grading scale (A=90-100 pts; B=80-89 pts; C=70-79 pts; F=0-69 pts). A curve based upon the distribution of final scores may be applied to adjust final grades. If used, the curve will make only small adjustments based upon the statistical distribution of overall scores. Scores grouped near the top will get A’s, the next major grouping gets B’s, etc. If anything, the curve will only raise your grade; a curve will never lower a grade. For example, the lowest grade an 89% overall score can get is B, but if there is a curve, it might be worth an A. Finally, consideration of a student’s performance for grade adjustments based on curving depends on satisfactory completion of ALL assigned activities. Failure of the student to complete any of the assigned activities will forfeit that student’s qualification to be considered for grade curving.
Please Note: Students must avoid plagiarism, even if unintentional. Plagiarism includes not only verbatim copying of whole sentences or paragraphs, but also using someone’s sentences after making minor changes, such as substituting words or rearranging phrases. Any text or sequence of ideas taken from another source must be clearly and specifically cited. The University of Kentucky’s guidelines regarding academic dishonesty will be strictly enforced. It is the sole responsibility of the student to know and understand these rules. Ignorance of these rules will not be tolerated as an excuse. http://www.uky.edu/Ombud/Plagiarism.pdf.
TEXTBOOK: This course will follow the format of the following textbook:
1. Biofluid Mechanics: The Human Circulation by K.B Chandran, A.P. Yoganathan and S.E Rittgers CRC, Taylor Francis Group
SUGGESTED TEXTBOOKS: For more information, the student is recommended to utilize other sources of information. The following books are suggested.
1. Biofluid Mechanics by J.N. Mazumdar World Scientific
2. Biomechanics: Circulation (2nd Ed) by Y.C. Fung Springer
3. Textbook of Medical Physiology by Guyton W.B. Saunders
Please Do NOT use Cell Phones during class
PRINCIPLES OF HUMAN PHYSIOLOGY - PGY412G, S p r i n g 2015
4:30-6:30 PM, TUE & THU, ROOM 014 CTW Building
Faculty: A map to the Department of Physiology is provided on the second last page of this syllabus.
Course Director Ok-Kyong Park-Sarge, Ph.D.
Francisco Andrade, Ph.D. Kenneth Campbell, Ph.D. Karyn Esser, Ph.D. Brian Jackson, Ph.D.
MS581 UKMC MN 510 UKMC MS 537 UKMC MS 501 UKMC
323-6576 323-8157 323-8107 257-4905
Donna Wilcock, Ph.D. 424 SB Aging Center 257-1412 x290 [email protected]
- All instructors are available for consultation as needed. Questions or concerns regarding the lecture material should be addressed to individual instructors. Each instructor will set his or her own office hours. The best first step in communicating with an instructor is via an e-mail.
- The course director will have an office hour 2-3 PM Wednesdays or by appointments. Questions or concerns regarding the course or his/her grades should be addressed to the course director.
Students must be able to access Blackboard (http://uky.edu/blackboard or http://myUK.uky.edu) in order to view such items of importance as lecture notes, study questions, class-capture videos, grades, and other announcements. Please be informed that the pertinent class material is only available for the specifically designated period up to each scheduled exam and thus it is necessary for students to download or print lecture notes and study questions. Communication with the class will be sent out through Blackboard. Thus, you must provide your active e-mail account to the registrar. For resolving technical difficulties with Blackboard, please contact UK Information Technology Customer Service Center (http://www.uky.edu/UKIT) (phone 218-HELP, email [email protected]).
Principles of Human Physiology is a 4 credit course designed for students of the Health Sciences and others who are interested in an in depth exposure to human physiology. The objective of this course is to provide the basic physiological mechanisms of human body function and physiological integration of the organ systems to maintain homeostasis. The general purpose of the lectures is to reinforce and expand upon the material presented in the text rather than simply review textbook information. Lectures will often contain material not presented in the textbook. The emphasis is on basic principles with a focus on concepts, basic principles and problem solving skills. Students will be learning what the different organ systems do and how they do it. With this knowledge a student should be able to form a general understanding of how the body functions in health and disease.
Student Learning Outcome
At the end of this course, a student will be able to:
- describe the anatomy and function of each of the body’s organ systems (nervous, cardiovascular, renal,
muscular, respiratory, immune, and endocrine systems) - understand the relationship between the body’s organ systems in maintaining homeostasis in the human - apply their knowledge to compare mechanisms leading to healthy vs. diseased states - combine their knowledge and understanding to analyze clinical cases and draw conclusions
on the causes and potential treatments for pathological conditions.
Knowledge from a year of college-level biology or introductory physiology is required for this course. Instructors will assume that you have this pre-requisite knowledge. Instructors will NOT have time to cover basic concepts that are considered pre-requisite. Should you not have this type of knowledge, you would be responsible for reviewing materials that the instructors view as a part of the pre-requisite.
Textbook & Lecture Notes
Widmaier et al., Vander’s Human Physiology: The Mechanisms of Body Function, 13th ed., McGraw-Hill., ISBN-13 (9780073378305). Reading assignments are given for each lecture and you are encouraged to read the assigned reading materials. Some instructors may require you to read the textbook.
Lecture notes will be available on Blackboard, prior to the scheduled lectures. Class attendance is mandatory and all lecture material, regardless of whether it is on the handout or not, may be on a test. For topics of individual class periods, see the class schedule that is included at the end of this document.
There are g 4 examinations and 16 take-home quizzes and a student’s grade is calculated by the following equation. A student’s final grade = [(the number of correctly answered exam questions) x 0.44)] + [(the number of correctly answered quiz questions) x 0.1] + Attendance grade from the mandatory course introduction workshop (0.48 points)
Grades from examinations: There are 52 lectures and each lecture has 4 test questions and each test question is worth .44 points. Total points from exams = 24.64 + 22.88 + 22.88 + 21.12 =91.52 points
Exam 1 (Feb 10) = 56 questions = 56 questions x 0.44 points/question = 24.64 points Cell Physiology 3 classes 12 questions Neurophysiology 7 classes 28 questions Muscle 4 classes 16 questions
Exam 2 (Mar 10) = 52 questions = 52 questions x 0.44 points/question = 22.88 points Endocrinology 6 classes 24 questions Reproduction 4 classes 16 questions Immunology 3 classes 12 questions
Exam 3 (Apr 9) = 52 questions = 52 questions x 0.44 points/question = 22.88 points CV Physiology 7 classes 28 questions GI Physiology 6 classes 24 questions
Exam 4 (May 8) = 48 questions = 48 questions x 0.44 points/question = 21.12 points
Renal Physiology 6 classes 24 questions Respiration 6 classes 24 questions
Grades from 16 take-home Quizzes: Each quiz has 5 questions, each of which is worth 0.1 points (i.e., each quiz is worth 0.5 points). Total points from 16 quizzes = 16 x 0.5 points/quiz = 8 points
Attendance grade from the mandatory course introduction workshop at 6:30- 7 PM Thursday Jan 15th in CTW 014: attendance for the entire session will be required for this attendance grade (0.48 points). For
students who cannot stay after the class for any legitimate reason, there will be a make-up session that is scheduled for 6:30-7 PM Tuesday January 20th.
All quiz and test scores will be posted on Blackboard as soon as the scores are available. Students are responsible for reviewing their scores on Blackboard within a reasonable period after a quiz or an exam, as instructors may not keep a stack of quizzes or exams for the entire semester. Review requests regarding a quiz or exam score after 2 weeks of the respective grade posting may not be granted.
The Course Director will provide an approximate indication of your grade standing after each test, but each student’s letter grade is determined from the final grade only after the final examination on May 8.
Letter grades for this course will be differentially derived from the class distribution of final grades according to the scale below, as required by the senate regulation for combined instruction of undergraduates and graduates in 400G and 500-level courses.
87.00 - 100.00
90.00 - 100.00 B- 77.00 – 86.99 80.00 – 89.99 C- 67.00 – 76.99 70.00 – 79.99 D- 57.00 - 66.99 E- 00.00 - 56.99 00.00 – 69.99
FOR UNEXPECTED CIRCUMSTANCES: If the university closes for any reason or the scheduled room becomes unavailable for the lecture just prior
to the exam, the exam will still be given during the regularly scheduled time and will include only the information the instructor has lectured on.
If the university closes for any reason on a day an exam was scheduled, the exam will be given during the next scheduled class time.
FOR MISSED EXAMS:
No test or quiz grades will be dropped or omitted. In the rare instance when a student misses an exam due to a documented illness or emergency for any
legitimate reason, as determined by the University regulations, a make-up exam may be administered. If you are going to miss an exam due to a legitimate reason, you must contact the course director prior to
that exam. If you have made no attempt to contact the instructor 2 days following the exam, you may be denied the opportunity to take a make-up exam.
For the regular semester exams, ONE make-up exam will be scheduled at 5-6:20 PM on the following Monday. Make-up exams may consist of short answer, essay, multiple choice or oral questions.
The make-up exam will not be permitted for work conflicts, vacations, back to back exams, rehearsal dinners, trips to Disney World, etc.
FOR THE FINAL EXAM:
If you have 3 final exams scheduled for May 8, you must present to the instructor their schedule of classes
along with the syllabi from the other courses to verify the information. The final exam make-up will be scheduled on Thursday, May 7 from 3:30-5:30 PM. The final exam will not be rescheduled for work conflicts, vacations, back to back finals, rehearsal dinners,
trips to Disney World, etc.
Disabilities and Medical Conditions
A student with a documented disability that requires academic accommodations for this course must make a request to the University Disability Resource Center. When accommodations are approved, the Center will provide the course director with a Letter of Accommodation that details the recommended accommodations from the Disability Resource Center. In order to receive the recommended accommodations, the student must provide the course director with the official letter from the DRC for the Spring semester of 2015 at least 10 days BEFORE the scheduled test. Contact the Disability Resource Center (Jake. Karnes, Director, Room 2, Alumni Gym, (V/TDD) 257-2754; [email protected]).
Class Behavior, Decorum and Civility
Students are expected to maintain a level of dignity and respect towards faculty, staff, and fellow students. Students are expected to value differences among all members of our academic community. Conversely, all students have the right to take reasoned exception and voice opinions contrary to those offered by the instructor and/or other students according to University Senate Rules. Equally, a faculty member has the right -- and the responsibility -- to ensure that all academic discourse occurs in a context characterized by respect and civility. Acceptable decorum and civility does not include attacks of a personal nature or statements denigrating another on the basis of race, sex, religion, sexual orientation, age, or national/regional origin.
Academic Integrity Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records. Students are expected to adhere to University policy on cheating and plagiarism in all courses. The minimum penalty for a first offense is a zero on the assignment on which the offense occurred. If the offense is considered severe or the student has other academic offenses on their record, more serious penalties, up to suspension from the university may be imposed.
Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Complete information can be found at the following website: http://www.uky.edu/Ombud. A plea of ignorance is not acceptable as a defense against the charge of academic dishonesty. It is important that you review this information as all ideas borrowed from others need to be properly credited.
Part II of Student Rights and Responsibilities (available online http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where students feel unsure about the question of plagiarism involving their own work, they are obliged to consult their instructors on the matter before submission.
When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s work, whether it be a published article, chapter of a book, a paper from a friend or some file, or something similar to this. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work that a student submits as his/her own, whoever that other person may be.
Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student and the student alone. When a student’s assignment involves research in outside sources of information, the student must carefully acknowledge exactly what, where and how he/she employed them. If the words of someone else are used, the student must put quotation marks around the passage in question and add an appropriate indication of its origin. Making simple changes while leaving the organization, content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain (Section 6.3.1).
Map to Faculty Offices
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@ CASH NACttiNE
@ V£NOIN0 MACHINE
Day Date Faculty Lecture # Lecture Title Suggested Reading
Thu 15-Jan Park-Sarge 1 & 2 Homeostasis; Molecular Movement via Cell Membrane 1-17; 80-96
Mandatory Attendance for Course Introduction at 6:20 PM
Tue 20-Jan Park-Sarge/Wilcock 3 & 4 Communication and Signaling; Structure of the Nervous System 96-116; 120-134; 139-159
Quiz 1 (Cell PGY), deadline of Jan 21, Wednesday, 8 PM
Thu 22-Jan Wilcock 5 & 6 Neurotransmission; Synaptic transmission 139-159; 160-191
Tue 27-Jan Wilcock 7 & 8 Autonomic Nervous System; Senses (Vision, hearing, balance) 180-184; 207-225; 301-
Thu 29-Jan Wilcock 9 & 10 Motor Systems; Learning and memory 192-207; 249-250
Quiz combo 2+3 (Neuro PGY), deadline of Feb 1. Sunday 8 PM
Tue 3-Feb Esser 11 & 12 muscle Structure & Force Generation;Mechanics of Single-Fiber Contraction 257-269
Quiz 4 (Muscle PGY), deadline of Feb 8, Sunday, 8 PM
Thu 5-Feb Esser 13 & 14 mechanics of Single-Fiber Contraction II; Muscle Metabolism: Link to Diabetes 269-283
Tue 10-Feb Park-Sarge/Wilcock/Esser EXAM I (lectures 1-14): Exam Review Follows Immediately
Thu 12-Feb Park-Sarge 15 & 16 Hormones and Receptors: Energy Balance and Pancreatic Hormones 319-332; 572-586
Tue 17-Feb Park-Sarge 17 & 18 The Hypothalamic-Anterior Pituitary Axis; Thyroid Axis 333-343
Quiz 5 (Endo PGY), deadline of February 18, Wednesday, 8 PM
Thu 19-Feb Park-Sarge 19 & 20 Stress Management; Calcium Homeostasis 344-348; 349-357
Tue 24-Feb Park-Sarge 21 & 22 Sex Differentiation; Male Reproduction 602-609
Thu 26-Feb Park-Sarge 23 & 24 Female Reproduction, Fertilization & Pregnancy 609-633
Quiz combo 6+7 (Endo PGY), Feb 22, Sunday, 8 PM
Tue 3-Mar Andrade 25 &26 The immune system: innate and adaptive responses 653-676
Thu 5-Mar Andrade/Campbell 27 & 28 Infection and immune function: CV System & Blood and homeostasis 676-684: 363-367; 428-
Quiz 8 (Defense PGY), deadline of March 8, Sunday, 8 PM
Tue 10-Mar Park-Sarge/Andrade EXAM 2 (lectures 15-27): Exam Review Follows Immediately
Thu 12-Mar Campbell 29 & 30 Electrical Properties of the Heart; Ventricular Function 368-386
Tue 17-Mar Spring Break NO CLASSES
Thu 19-Mar Spring Break NO CLASSES
Tue 24-Mar Campbell 31 & 32 Blood Pressure; Control of Blood Flow 387-397
Thu 26-Mar Campbell 33 & 34 Microcirculation, Lymphatic system, Control of blood pressure 397-428
Quiz combo 9+10 (CV PGY), deadline of March 29, Sunday, 8 PM
Tue 31-Mar Jackson 35 & 36 Smooth Muscle and the Gastrointestinal (GI) System 286-294, 533-538
Thu 2-Apr Jackson 37 & 38 Regulation of GI Tract Function 538-560
Tue 7-Apr Jackson 39 & 40 Intestinal Functions and GI Pathophysiology; 562-565
Quiz combo 11+ 12 (GI PGY), deadline of April 8, Wednesday, 8 PM
Thu 9-Apr Andrade/Campbell/Jackson EXAM 3 (lectures 28-40): Exam Review Follows Immediately
Tue 14-Apr Jackson 41 & 42 Structure and Function of the Kidneys; Basic Renal Processes 490-504; 521-523
Thu 16-Apr Jackson 43 & 44 Water & Salt Balance 506-522
Tue 21-Apr Jackson 45 & 46 Potassium / Calcium / Hydrogen Ion Balance 519-528
Thu 23-Apr Andrade 47 & 48 Design of the Respiratory System; Ventilation and Lung Mechanics 447-461
Quiz combo 13+ 14 (Renal PGY), deadline of April 26, Sunday, 8 PM
Tue 28-Apr Andrade 49 & 50 Determinants of Air-Blood Gas Exchange 461-467
Thu 30-Apr Andrade 51 & 52 Oxygen and Carbon Dioxide Transport; Control of Respiration 467-482
Quiz combo 15+16 (Respiratory PGY), deadline of May 3, Sunday, 8 PM
F 8-May Andrade/Jackson 10:30 AM EXAM 4 (lectures 41-52): Exam Review Follows Immediately
PGY 502: PRINCIPLES OF SYSTEMS, CELLULAR AND MOLECULAR PHYSIOLOGY
Time: 09:00 - 09:50 AM; Monday through Friday Location: MN-563, Medical Sciences Building
1. Course Description
PGY 502 is a 5 credit-hour graduate-level course that will provide an advanced survey of primary mammalian physiological systems at the whole-organ, cellular and molecular levels. It is designed to assist students in developing a foundation in physiology that may be applied to biologically-related disciplines and professions. The majority of the course will follow a traditional didactic lecture format, but the cardiovascular block will utilize a hybrid format. Selected lectures will be pre- recorded (using Echo-360) and provided to you via Blackboard. You will be asked to review the lecture prior to class. Class time will then be used for discussion of and expansion on the pre- recorded material.
2. Course Objectives
• To understand how individual organs, and the cells and molecules within a given organ, function.
• To understand how different physiological systems interact in a coordinated fashion to form an integrated organism.
• To understand the hypotheses that have been proposed to explain physiological mechanisms that control the above functions.
3. Participating Faculty
Participating faculty members are listed by discipline and in order of presentation in the course:
Ok-Kyong Park-Sarge, Ph.D. MN-502A; UKMC Tel: 323.6067 E-mail: [email protected]
Brian Jackson, Ph.D., (Course Director) MS-501; UKMC Tel: 323.8503 E-mail: [email protected]
Mariana Nikolova-Karakashian, Ph.D. MS-579; UKMC Tel: 323.8210 E-mail: [email protected]
Lu-Yuan Lee, Ph.D. MS-511A; UKMC Tel: 323.6339 E-mail: [email protected]
Instructors will be available for student consultations during the time their material is being presented. The most effective procedure for arranging a consultation is for students to contact an instructor after class or by phone/e-mail to set up an appointment. Group review sessions will be arranged as each examination approaches. The course director will be available for consultation throughout the semester.
4. Course Text
Berne, Levy, Koeppen and Stanton Physiology, 6th (Updated) Edition Mosby, 2010 (ISBN # 978-0-323-07362-2)
By registering for PGY-502 you should automatically have access to the Blackboard course site (this can be accessed via https://elearning.uky.edu). Please check Blackboard regularly for course announcements, we will use this portal to post supplementary lecture materials, study questions, examination scores etc.
There will be FIVE examinations in this course. They will consist of a combination of multiple choice and short essay questions. The exact number of points assigned to each examination will be based on the number of lectures in each examined block. With 8 points assigned for each lecture, the first neurophysiology (and homeostasis) examination for example will be worth a total of 136 points (17 lectures X 8 points/lecture). Please note that these examinations are closed. Any attempt to remove or to reconstruct test questions will be considered a violation of the honor code.
The first four examinations will be held 5:00 -7:00 pm (see the lecture schedule for dates); there will be no lecture on examination days. The fifth examination will be held from 08:00-10:00 am on Wednesday, December 17. Examination location(s) will be announced on Blackboard. We will make every attempt to provide an opportunity to review the questions with the participating faculty after each examination. The purpose of these sessions is twofold. First, it is an effective learning tool that provides students with the opportunity to hear the rationale behind each correct answer. Second, it provides an opportunity for students to explain their reasoning behind alternative answers to questions. Instructors will consider those arguments and respond to them as appropriate. No answers
will be changed during this review session, however some answers may be deemed acceptable after complete analysis of the test questions.
Final grades will be based on the cumulative number of points obtained from all five examinations. Total points will be converted to a letter grade taking in to consideration the University of Kentucky Senate requirement that “Combined instruction of undergraduates and graduates in 400G and 500- level courses must be structured to ensure appropriate attention to both groups and a corresponding differentiation in expectations. This differentiation is to be accomplished by (i) the completion of additional or distinct assignments by the enrolled graduate students that are consistent with graduate level scholarship; and/or (ii) the establishment of different grading criteria in the course for graduate versus undergraduate students, reflecting a higher standard for graduate students”. Given that the lecture and examination formats used in this course are at a graduate level, the following differential grading system will be used:
Undergraduates Graduates 85% or more = A 90% or more = A 75 through 84% = B 80 through 89% = B 65 through 74% = C 70 through 79% = C 55 through 64% = D Less than 70% = E Less than 55% = E
7. Academic Accommodation (ADA Services)
If you have a documented disability that requires academic accommodations in this course, please make your request to the University Disability Center. The Center will require current disability documentation. When approved, the Center will provide me with a Letter of Accommodation which details the recommended accommodations. Contact the Disability Resource Center, Jake Karnes, Director at 859.257.2754 or [email protected]. The Center is located in the Alumni Gym‚ Room 2‚ at the corner of Avenue of Champions and South Limestone Street (next to the Student Center and across South Limestone Street from Kennedy Bookstore).
8. Class Rules
As a courtesy to classmates and faculty, you are asked to turn off cell phones during all class sessions. During examinations, students are not to have electronic devices such as cell phones, pagers or PDA’s on them personally. Instead, these devices should be left at the front of the classroom in the off position during the examination.
PGY 502: PRINCIPLES OF SYSTEMS, CELLULAR AND MOLECULAR PHYSIOLOGY
Fall 2014 LECTURE SCHEDULE
27 Aug Introduction / Homeostasis Jackson
28 Aug Introduction to the nervous system Saatman
29 Aug Membrane potential “ “
01 Sept **LABOR DAY: NO CLASS**
02 Sept Action potential 1 Saatman
03 Sept Action potential 2 “ “
04 Sept Synaptic transmission 1 “ “
05 Sept Synaptic transmission 2 “ “
08 Sept Spinal reflex Saatman
09 Sept Motor systems “ “
10 Sept Autonomic nervous system 1 Estus
11 Sept Autonomic nervous system 2 “ “
12 Sept Neural plasticity Saatman
15 Sept Somatosensory physiology Estus
16 Sept Visual systems 1 “ “
17 Sept Visual systems 2 “ “
18 Sept Special senses 1: Hearing, taste, olfaction “ “
19 Sept Special senses 2 “ “
22 Sept **EXAMINATION #1** Saatman/Estus
23 Sept Structure and function of the kidney Jackson
24 Sept Renal hemodynamics and glomerular filtration “ “
25 Sept Proximal tubule transport “ “
26 Sept Loop of Henle and distal nephron transport “ “
28 Sept Control of body fluid osmolarity and volume 1 Jackson
30 Sept Control of body fluid osmolarity and volume 2 “ “
01 Oct Control of body fluid osmolarity and volume 3 “ “
02 Oct Regulation of K+ and Ca2+ balance “ “
03 Oct Regulation of acid-base balance “ “
06 Oct Acid-base imbalance Jackson
07 Oct Skeletal muscle 1 Randall
08 Oct Skeletal muscle 2 “ “
09 Oct ** EXAMINATION #2** Jackson
10 Oct Introduction to cardiac muscle Randall
13 Oct Cellular basis for positive inotropism Satin
14 Oct Cardiac electrophysiology 1 “ “
15 Oct Cardiac electrophysiology 2 “ “
16 Oct Cardiac cycle / pump function “ “
17 Oct Integrated regulation of cardiac function “ “
20 Oct Bedside to bench & back – translation research topics Satin
21 Oct Blood flow regulation 1 Randall
22 Oct Blood flow regulation 2 “ “
23 Oct Blood-tissue exchange 1 “ “
24 Oct Blood-tissue exchange 2 “ “
27 Oct Smooth muscle Randall
28Oct Endothelial cells “ “
29 Oct Review & blood pressure regulation Satin/Randall
30 Oct Hormones, receptors, and signaling Park-Sarge
31 Oct Energy metabolism and pancreatic hormones “ “
03 Nov ** EXAMINATION #3** Satin/Randall
04 Nov Glucose homeostasis and diabetes Park-Sarge
05 Nov Hypothalamic-pituitary axis “ “
06 Nov The growth axis: GH and thyroid hormones “ “
07 Nov The stress axis: adrenal steroids 1 “ “
10 Nov The stress axis: adrenal steroids 2 Park-Sarge
11 Nov Sex differentiation “ “
12 Nov Male reproduction “ “
13 Nov Female reproduction “ “
14 Nov Pregnancy “ “
17 Nov ** EXAMINATION #4** Park-Sarge
18 Nov Gastrointestinal (GI) system: Overview Karakashian
19 Nov Principles of regulation of GI function “ “
20 Nov Secretions in the GI system “ “
21 Nov Motility of GI system “ “
24 Nov Digestion and absorption in the GI system Karakashian
25 Nov Liver Function “ “
26 Nov **FALL BREAK: NO CLASS**
27 Nov **FALL BREAK: NO CLASS**
28 Nov **FALL BREAK: NO CLASS**
01 Dec Pathophysiology of the GI system Karakashian
02 Dec Structure and function of the lung Lee
03 Dec Lung volumes and alveolar ventilation “ “
04 Dec Elastic properties of the lung “ “
05 Dec Resistive properties of the lung “ “
08 Dec Pulmonary circulation Lee
09 Dec Pulmonary gas exchange “ “
10 Dec Blood gas transport “ “
11 Dec Mechanisms of hypoxia and hypercapnia “ “
12 Dec Control of respiration “ “
17 Dec ** EXAMINATION #5 **
Student (proposed “Engineering in Healthcare” Certificate Program) Evaluation Form
Student's Name Date of Review
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Semester Fall Spring 201
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If yes, provide details
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For master’s students
Total BME course hours completed
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Physiology elective taken (4 hours)
Statistics elective taken (4 credit hours)
Total credit hours (15 min/17 max)
If research elective chose, comments on research progress
Additional comments on reverse
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Letter of Recommendation from program (Y/N) ______ If yes, who ______________ Summary of Effectiveness
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