A Premier Comprehensive Curriculum in Biomedical Engineering within the Middle East and Northern African Region

Ziad O. Abu-Faraj, Ph.D., IEEE Senior Member E-mail: zeus.zaf@aust.edu.lb

Department of Biomedical Engineering American University College of Science and Technology, Beirut, Lebanon

Abstract – While Biomedical Engineering Education is thus far undergoing advancement in leading institutions worldwide [1-3], there are many areas of the globe where it is still absent. This article depicts the experience behind the development of a premier comprehensive undergraduate program in Biomedical Engineering in Lebanon and conceivably the Arab world. The program has been carefully planned with deliberation toward prospective accreditation by the Accreditation Board for Engineering and Technology, Inc. (ABET, Baltimore, MD) [4]. The first three years, with this four-year curriculum, have revealed encouraging outcomes. Nevertheless, the challenges were quite intricate.

Keywords – Biomedical Engineering Education.

I. INTRODUCTION Biomedical Engineering: Status Quo in Lebanon and the MEDA Region. In Lebanon, the healthcare system is considerably evolved. It plays a prominent role in its surrounding region. This distinction is attributed to the high standards of its medical and hospitalization sectors which employ state-of-the-art medical technologies, and are continuously up-to-date with the latest advancements in the fields of medicine and biology. Unfortunately, and despite the notable progress in the Lebanese healthcare system, the role of Biomedical Engineering (BME) is dramatically lacking, although the local terrain is adequately fertile for its dynamic inducement and the socio-economic necessity for it is enormous.

As a matter of fact, in our present day, and despite its vitality and its recognition as a field for more than just a few years, Biomedical Engineering may be considered as a raw discipline in Lebanon as well as for the rest of the MEDA1 region, with the exception of Israel where this field is well developed. In order to better quantify the reality of BME education in a geographic context, we have conducted a survey in September 2003 around the existence of Biomedical Engineering programs among 106 leading institutions of higher education (U) within the entire MEDA region - Total population in 2001 equal 178.2 million (M) [5]: 17U-31.4M in Algeria, 19U-70.3M in Egypt, 14U-6.6M[6] in Israel, 16U-5.2M in Jordan, 10U-3.6M in Lebanon, 11U-31.0M in Morocco, 4U-3.4M in the Palestinian Authority, 5U-17.0M in Syria and 10U-9.7M in Tunisia. It was found that there is indeed an almost total absenteeism of such programs within this

1 MEDA: Middle East and Northern Africa.

region. Comparatively, in the United States alone (291.5 M) [7] there are 101 Universities with BME Programs [8]. The results obtained from this survey indicated that there were only three prevailing academic institutions of higher education offering comprehensive programs in Biomedical Engineering: Ben Gurion University, Tel Aviv University, and Technion - Israel Institute of Technology. All are located in Israel. In addition, there were a few programs in the remaining part of the MEDA region offering Biomedical Engineering as a track option either in Biomedical Instrumentation or in Biomechanics, or in both. Other programs had a few Biomedical Engineering courses imbedded within an Electrical Engineering Program by way of illustration. However, the total count of these programs was in the neighborhood of the single numerical digit, and none of them was comprehensive in nature; i.e., covering all of the 13 areas of Biomedical Engineering [9].

Given these results, and because of the historical geopolitical conditions, there has been no interaction within this field between Israel and the rest of the MEDA world. Thus, the labor market and the socio-economic situation in the remaining part of the MEDA region are not readily capable of benefiting from any advancement done within this domain in Israel.

Conclusively, the remaining region of the MEDA world is still not adequately equipped with the academic content nor with the professional resources in Biomedical Engineering necessary to escort the contemporary advances in healthcare that are being realized around the globe. This deficiency is manifested at different levels, the most important of which is in the areas of Biomedical Technology, Biomedical Industry, Biomedical Research & Development, and Biomedical Education.

Biomedical Engineering: The Quest for a Solution for Lebanon and the MEDA Region. In an effort to remedy the current deficiency stated earlier, and to respond to the local and regional social and economical requirements, the American University College of Science & Technology (AUST, Beirut, Lebanon) has initiated the planning and development of a world-class competitive and comprehensive program in Biomedical Engineering. This program covers all 13 areas of Biomedical Engineering, and is targeted at both the undergraduate and postgraduate levels. Its mission is to be part and parcel of modernization and technological advances in this field, as well as to integrate any new developments or findings in the field into its Academic Curriculum and potential Research &

Proceedings of the 2005 IEEEEngineering in Medicine and Biology 27th Annual ConferenceShanghai, China, September 1-4, 2005

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Development (R&D) agenda. Furthermore, this program aims at offering prospective graduates a pledge to a bright and prosperous career in Lebanon and abroad.

II. THE BME CURRICULUM AND ITS CHALLENGES This section addresses the development of the BME curriculum at AUST from four major facets: students, program, faculty, and laboratories. Moreover, this section depicts the most pronounced challenges that were encountered in the process of the program development, particularly the awkwardness in the legislative process when dealing with a newly introduced program is highlighted.

The Students. “Everyone wants to become a Biomedical Engineer! But, naturally, not everyone is fit for this challenge.” Perhaps, this statement summarizes the state-of-affairs of the BME program when it comes to student enrolment.

The BME curriculum at AUST was launched as a pilot in the Spring Term of 2001-2002. An initial cohort of 13 students joined this program. Ensuing this endeavor, and at the beginning of the academic year 2002-2003, the number of sophomore-year students enrolled in the program rose to an unanticipated figure of 56 students, introducing a new cohort of 43 students. Then, in the Fall Term of 2003-2004, a third cohort of 15 students joined the program.

At that time, an official request from the Ministry of Higher Education demanded a halt on the acceptance of additional students, until the legal legislation of this program is issued. This request has been submitted to the National Authorities for over two years. Since then, no more students were accepted to the program, and a strategic solution had to be formulated to prevent a chaotic situation from becoming a catastrophe. A successful solution was developed shortly after at a cost of 37 anxious students leaving the program. The outcome of this solution was a modified curriculum, which is now part of the Computer and Communications Engineering Program at AUST (Accreditation No. 56/46/2003 – Ministry of Higher Education, Republic of Lebanon – August 4, 2003). The new program yields a Bachelor of Science Degree in Computer and Communications Engineering (CCE), a Minor in Biomedical Engineering (BME), and an optional (but recommended) Minor in Biomedical Sciences (BMS), all of which could be completed in four academic years. It is worthy to note that this merge did not compromise the BME program that was originally planned. However, it did encumber those students, who decided to proceed, with the change an additional 18 credit hours.

Today, 20 outstanding students continue their education under this legal umbrella. Subsequently, during the course of the past three academic years, these 20 BME students have been put through various challenging tasks

and tests, which merely reflect the standards that are deemed fundamental in paving the way for a world-class program in BME. In this regard, an overall assessment of the third-year students performance, which was carried out at the time when this paper was written, revealed a very nicely left-skewed distribution, with a bias toward outstanding achievement: Mean GPA SD = 2.96 0.45. Naturally, a few academic probations and suspensions were inevitable early on.

The Program. The BME curriculum which is currently adopted at AUST under the legal umbrella of the CCE program is presented below:

BS in Computer and Communications Engineering Minors in Biomedical Engineering & Biomedical Sciences

TOTAL REQUIRED CREDITS FOR GRADUATION(Major CCE + Minor BME 119 Cr. Optional Minor BMS: 18 Cr.)

GENERAL GRADUATION REQUIREMENTS (15 Credit Hours)

CSI 201 Introduction to Computing 3 cr. ENG 201 Composition & Rhetoric I 3 cr. ENG 202 Composition & Rhetoric II 3 cr. ENG 205 English Communication Skills 3 cr. HMS 220 Arabic Communication Skills 3 cr.

FREE LIBERAL ARTS & NATURAL SCIENCES ELECTIVES (9 Credit Hours)

HMS 250 Methodology of Research 3 cr. SOS 230 Introduction to Psychology 3 cr. SOS 231 Social Psychology 3 cr. SOS 235 Introduction to International Relations 3 cr. SOS 240 Introduction to Sociology 3 cr. CHE 201 General Chemistry 3 cr. CHE 210 Organic Chemistry 3 cr.

MATH REQUIREMENTS (15 Credit Hours)

MAT 203 Calculus III 3 cr. MAT 205 Linear Algebra 3 cr. MAT 210 Probability & Statistics for Science 3 cr. MAT 225 Differential Equations 3 cr. MAT 315 Numerical Methods 3 cr.

CCE MAJOR & BME MINOR REQUIREMENTS (74 Credit Hours)

CCE 200B Introduction to Biomedical Engineering 3 cr. CCE 201 Circuit Analysis I 3 cr. CCE 201L Circuit Analysis Laboratory 1 cr. CCE 202 Circuit Analysis II 3 cr. CCE 210B Solid Mechanics 3 cr. CCE 212B Dynamics 3 cr. CCE 220 Digital Systems 3 cr. CCE 220L Digital Systems Laboratory 1 cr. CCE 301 Electronics 3 cr. CCE 301L Electronics Laboratory 1 cr. CCE 317B Electrical Biophysics 3 cr. CCE 320 Comp. Organization & Microprocessors 3 cr. CCE 320L Comp. Org. & Microprocessors Laboratory 1 cr. CCE 330B Signals and Bio-systems 3 cr. CCE 325 Computer Architecture 3 cr. CCE 400B Practical Biomedical Engineering Training 1 cr. CCE 401 Communication Systems 3 cr. CCE 401L Communication Systems Laboratory 1 cr. CCE 405B Bio-Control Systems 3 cr. CCE 405BL Bio-Control Systems Laboratory 1 cr. CCE 406 Digital Signal Processing 3 cr. CCE 481B Biomedical Instrumentation & Design 3 cr.

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CCE 481BL Biomedical Instrumentation & Design Lab. 1 cr. CCE 490B Biomedical Engineering Ethics 1 cr. CCE 497B Biomedical Engineering Project Proposal 1 cr. CCE 499B Biomedical Engineering Senior Project 3 cr. CSI 205 Computer Programming I 3 cr. CSI 205L Computer Programming I Laboratory 1 cr. CSI 250 Computer Programming II 3 cr. CSI 250L Computer Programming II Laboratory 1 cr. CSI 311 Java Programming 3 cr. CSI 311L Java Programming Laboratory 1 cr. CSI 345 Computer Networks 3 cr. CSI 345L Computer Networks Laboratory 1 cr.

TECHNICAL ELECTIVES (6 Credit Hours)

CCE 301B The Human Body: Structure & Functions 3 cr. CCE 310B Biomedical Materials Considerations 3 cr. CCE 450B Biomedical Engineering Design 3 cr. CCE 476B Bio-Fluid Mechanics 3 cr. CCE 483B Intro. to Magnetic Resonance Imaging 3 cr. CCE 485B Introduction to Optical Imaging 3 cr. CCE 487B Biomedical Robotics 3 cr. CCE 489B Artificial Intelligence in Medicine 3 cr.

ADDITIONAL REQUIREMENTS FOR MINOR IN BIOMEDICAL SCIENCES

(18 Credit Hours - Optional)BCH 210 Biochemistry 3 cr. BIO 210 Cells & Molecules 3 cr. BIO 210L Cells & Molecules Laboratory 1 cr. BIO 231 Biology of Organisms 3 cr. PSL 210 Introduction to Physiology 3 cr. PSL 210L Physiology Laboratory 1 cr. PSL 319 Quantitative Physiology 3 cr. PSL 319L Quantitative Physiology Laboratory 1 cr.

The Faculty. Albeit the high academic standards expected from students enrolled in the BME program, there is reciprocity in the requirements expected of the pedagogic applicants. When it comes to the recruitment of faculty, extreme selectivity based on accredited global standards has been exercised. The main criteria for recruitment twirl around the identification of outstanding engineering and sciences professionals who have earned Doctorate Degrees in selected fields, and who have demonstrated records of solid research backgrounds, teaching credentials, and evident potentials. While these requirements apply to all major courses in the BME program, a Master Degree is sufficient for the consideration of candidates for laboratory courses and course assistants.

The BME faculty at AUST consists of 10 full-time members with Doctorate Degrees and two full-time members with a Master Degree. The following areas of specialty in BMS and BME are currently fulfilled: Anatomy, Physiology, Life Sciences, Biotechnology, Regulatory Biology, Molecular Biology, Biodiversity, Chemistry, Biochemistry, Biomechanics, Human Performance, Biomaterials, Neural and Rehabilitation Engineering, Bioinstrumentation and Controls, and Biosignal Processing. Unquestionably, the search is continuous for expertise in other challenging areas of BMS and BME, such as but certainly not limited to: Biorobotics and Biomechatronics, Biomedical Imaging,

Biosystem Modeling, Cardiovascular and Pulmonary Systems, Biomedical Sensors, Nano-Biosciences, Drug-Delivery and Gene Therapy, Cellular/Tissue Engineering, Artificial Intelligence in Medicine, etc.

The Laboratories. The department is aware that the BME program is not exemplary if addressed in terms of the fundamentals of BME, which are intrinsic to the curriculum. To be effectual in achieving its virtuous cause, it is necessary that the BME program be deployed at both levels of education: theoretical and applied. Therefore, in order to be capable of providing a quality education in BME that is based on both theoretical and applied education, we need to ascertain that the program be strengthened with state-of-the-art laboratory facilities. There is no doubt that this would provide the corner stone for any significant achievement of the national and regional goals described earlier.

In this context, a triad laboratory facility in Biomechanics/Biomaterials, Biomedical Instrumentation and Controls, and Quantitative Medical Physiology has been proposed to advance the novel BME program at AUST. Construction of this ambitious facility started nearly two years ago and is still on the way toward realization.

At present, the Quantitative Medical Physiology Laboratory (QMPL) has been successfully completed. The QMPL has been established around the fundamentals of the 11 major physiological organ systems of the human body. The QMPL has also been planned to cover some aspects of physiology in higher animals. In this respect, the QMPL has been equipped with state-of-the-art gears to ensure its competitive nature with world-wide cotemporary programs in BME. This laboratory consists of an amalgamation of rudiments ranging from anatomical charts, medical textbooks, multi-media packages, and physiological models, to the more advanced clinical and medical monitoring and diagnostic instruments used in education and research. The QMPL accommodates 18 students at any one time next to the laboratory instructor and assistant. The QMPL has a dedicated secured space of about 60 m2.

The Biomechanics/Biomaterials and the Biomedical Instrumentation and Controls laboratories remain under construction. Currently, all intermediate laboratory courses requiring Instrumentation and Controls are temporarily utilizing the CCE facilities at AUST. The major obstacles that are hindering the development of these laboratories principally include fund and space availability. However, it is expected that these constraints would vanish once new cohorts of BME students are welcomed to the program. This is planned to begin in the Fall Term of 2005.

It is believed that the triad laboratory facility, once completed, would supply a vital artery in the Curriculum Development of a comprehensive BME Program at AUST. It would provide indispensable collateral to the BME program through the augmentation of applied academic education capability to the comprehensive theoretical

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educational context, which is currently being established. Furthermore, this facility would provide the university with a window to research and development in the field of Biomedical Engineering.

III. EMPLOYMENT OPPORTUNITIES Perhaps one of the greatest challenges in introducing a new academic curriculum is the ability to address its prospective employment opportunities. However, we have to start somewhere! In what follows, some of the potential areas for BME employment in Lebanon and conceivably the MEDA region are described.

As a start, and upon the completion of their studies, the Biomedical Engineers in Lebanon would very likely be employed in hospitals, universities and research institutions where they could work alongside other healthcare providers in establishing new clinical procedures and guidelines. Other Biomedical Engineers might be appointed as technical advisors for private healthcare companies; as they can provide an important link between Biomedical Sciences and Engineering Technology. These engineers may well play active roles in Biomedical Marketing, Consulting, and Technical Support (e.g. installation, de-installation, training of staff, and corrective and preventative maintenance). Another category of Biomedical Engineers might find suitable positions in Orthopaedics and Sports Biomechanics, Prosthetics and Orthotics, Rehabilitation Engineering, Biomedical Imaging, and Biomaterials Applications in Medicine and Dentistry. Other expertise may possibly provide special aid to the Ministries of Health and of Higher Education and other vital governmental healthcare agencies. Research activities in advancing healthcare services could also be a major component of the endeavor of Biomedical Engineers in Lebanon. Undoubtedly, the scope of career possibilities is boundless and new opportunities are apt to sprout whenever this fields gains significant momentum within the region.

IV. FUTURE DIRECTIONS Unquestionably, the journey toward attaining the complete success of the BME program is lengthy and highly demanding. Critical issues on our agenda for the future of the program include, but not limited to the following tasks:

National and ABET Accreditation. Establishment of the MS program in BME. Establishment of an R&D agenda in BME. Collaboration with leading academic programs in BME within the European Community and the United States. Completion and growth of laboratory facilities. Fund-raising for the BME program.

V. DISCUSSION AND CONCLUSIONS Despite the mounting challenges that we have endured over the past three years, particularly the merging of the

BME program under the legal umbrella of CCE, we are very optimistic about this triumphing solution, since our students are now academically strengthened in five major areas, namely: Biomedical Sciences, Biomedical Engineering, Computer Engineering, Communications Engineering, and Computer Science.

It is expected that the next few years would witness the spread of new programs in BME in various academic institutions whether locally or throughout the MEDA region. As a matter of fact, last summer it came to our notice the inauguration of a new minor in BME within a leading institution of higher education in Lebanon [10]. Hopefully, such a trend, if continued, will boost the creation of new job opportunities in the field of BME within the region.

It is also believed that our advent in the establishment of a premier comprehensive undergraduate (and later postgraduate) program in BME, will have a positive impact on the national socio-economic situation by putting a halt to the brain drain by providing a steering force to create new opportunities that respond to the current and future labor market needs. Consequently, this program will unquestionably contribute to the post-war institutional development plan of our country.

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3. Christensen DA and Horch KW. Experience with the First Three Years of an Accelerated Dual-Degree Program in Biomedical Engineering. Proceedings of the 26th Annual International Conference of the IEEE EMBS. pp. 5149-5151. 2004.

4. Enderle J, Gassert J, Blanchard S, King P, et al. The ABCs of Preparing for ABET: Accreditation Issues for Biomedical Engineering Programs Undergoing the “Engineering Criteria” Review Process. IEEE Engineering in Medicine and Biology Magazine. Vol. 22, No. 4, pp. 122-132. July/August 2003.

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6. The Jerusalem Post (Jerusalem, Israel) September 25, 2003. 7. 2003 World Population Data Sheet of the Population

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Handbook. Boca Raton, FL: CRC Press. 1995. 10. Karameh F. Position Statement. In: Election of EMBS Middle

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