Back Module: SPE339

Rehabilitation Engineering 1

Module information

Module details

Title
Rehabilitation Engineering 1
Type
Specialist
Module code
SPE339
Credits
20
Requirement
Compulsory

Aim of this module

Assistive Technology

To allow the trainee to develop specialist skills in a subset of the wider range of clinical services and subject areas within Assistive Technology (AT) (aids for daily living, electronic AT [EAT], functional electrical stimulation [FES], posture management, prosthetics and orthotics [P&O], wheelchairs), while at the same time broadening their skills in the remaining areas.

Work-based components

Submodules

Code Title Action
SPE339c1 Assistive Technology View

Academic content (MSc in Clinical Science)

Important information

The academic parts of this module will be detailed and communicated to you by your university. Please contact them if you have questions regarding this module and its assessments. The module titles in your MSc may not be exactly identical to the work-based modules shown in the e-portfolio. Your modules will be aligned, however, to ensure that your academic and work-based learning are complimentary.

Learning outcomes

Assistive Technology

  1. Explain the basis of human biomechanics and discuss the impact of disease on human movement and anatomy.
  2. Discuss and justify the need to apply engineering design principles to rehabilitation engineering.
  3. Work within project management methodologies.
  4. Describe the measurement of human movement.
  5. Discuss physiological measurements and evaluate how they can be used to control aids for daily living.

Indicative content

Human Biology and Biomechanics

  • Musculoskeletal system
  • The nervous system and the senses as systems to drive assistive technology
  • The load, strength, failure and equilibrium performance of musculoskeletal structures
  • Joints and joint movement
  • Measurement of load and strain in the body
  • Forces and movement in the body
  • Principles of kinematics and kinetics; energy and power
  • Fluid systems in the body
  • The nervous system and the senses
  • The cardiovascular and respiratory system
  • The urinary system
  • Skin and superficial soft tissues
  • The characteristics of patients and patient groups likely to benefit from biomechanical assessment and assistive technology

Project Management

  • Risk management
  • Team management (personnel and technical)
  • Project planning (resource and technical)
  • Education and training
  • Cost estimation
  • Project scheduling

Clinical Measurement

  • Detection of physiological signals
  • Normal ranges and abnormal results
  • Processing physiological signals
  • Safety issues relating to transducers and associated equipment
  • Sources of artefacts
  • Stimulation and evoked response techniques
  • Instrumentation and signal processing
  • Measurements in    organ    systems,    g.    cardiovascular,    respiratory, neurological, urological
  • The range of technologies available for biomechanical assessment (kinematics, kinetics, Electromyography (EMG), temporal-spatial parameters, clinical examination) and their physical and biomechanical bases.
  • Audiological and ophthalmological measurements
  • Ambulatory monitoring
  • Clinical validation and verification of developed systems
  • Principles and application of imaging techniques

Medical Engineering Design

  • The design process and description of the problem to be solved
  • Standards and requirements
  • Prototyping and testing
  • Technical communication
  • Tools and charts
  • Project monitoring
  • Outcome evaluation

Rehabilitation Engineering

  • Gait analysis and human movement
  • Mobility and postural management
  • Aspects and influence of disease on human motion and anatomy

Clinical experiences

Important information

Clinical experiential learning is the range of activities trainees may undertake in order to gain the experience and evidence to demonstrate their achievement of module competencies and assessments. The list is not definitive or mandatory, but training officers should ensure, as best training practice, that trainees gain as many of these clinical experiences as possible. They should be included in training plans, and once undertaken they should support the completion of module assessments and competencies within the e-portfolio.

Activities

  • Carry out assessment, provision, reporting, documenting and measuring outcome in a range of ATs, in people with a range of pathologies, ages and The following list describes examples and is not exhaustive:
    • clinical assessment for and the provision of an aid for daily living
    • clinical assessment for and the provision of an EAT system, to include two or more components (e.g. environmental control unit and complex wheelchair controls)
    • clinical assessment for and the provision of a FES system
    • a posture management assessment and the writing of a clinical report, including recommendations and This might include wheelchair seating, static seating and/or bed positioning, as applicable
    • provision of a piece of posture management equipment
    • a wheelchair assessment and clinical report, including recommendations and This might include manual and/or powered wheelchairs, as applicable
    • provision of a wheelchair and any associated
  • In each of the above cases, follow the progress of the patient from the initial consultation, through investigations and/or assessments and/or manufacturing processes, to follow-up Reflect on your learning from this process.
  • Taking two patients as case studies, critically reflect on the effect of the intervention on the lifestyle of the patient and the role of the healthcare scientist in the process. 
  • Observe a series of patients in an outpatient clinic, seen both as new referrals and as follow-ups. Critically appraise the process of referral, diagnosis, treatment and/or provision of equipment, including an analysis of how the interprofessional team work together.
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