Towards Integration of the Finite Element Modeling Technique Into Biomedical Engineering Education

Abstract

Biomedical engineering (BME) is a multidisciplinary field, resulting in a heavy course load from different fields. We hypothesize that the engineering curriculum be tailored according to the requirements of the BME profession. In this study, we focus on the teaching of the finite element modeling (FEM) technique by redesigning the course to address the needs of the BME profession by some custom-made changes to meet the unmet needs. After the completion of the course, evaluation methods of the students were analyzed and detailed over a survey providing feedback from the students. The surveys were related to the teaching the theory of FEM, the laboratory sessions, and the project sessions. The survey results were evaluated using statistical methods. The Pearson correlation coefficient showed a linear agreement between theoretical and practical sessions indicating efficient blending of skills because of the custom-made changes. The survey analysis showed that the students were in favour of the changes, allowing them to be more resourceful and confident with their skills. The positive results indicate a positive attitude among the students towards their profession. As the course design addresses the needs of the profession allowing students to fit in better, the students might follow their own profession after graduation. A wider follow-up study might be planned next to compare the results between who received tailor-designed courses and those who did not.

Fatigue life evaluation of different hip implant designs using finite element analysis

“…Fatigue analysis was done in 109 cycles and the implants were found to be safe for both the Ti-6Al-4V and cobalt-chromium alloy materials. Studies on hip implants mostly concentrate on static structural analysis [29][30][31]. One analysis was carried out to identify the effect of varying taper lengths on the stresses induced under static loading conditions.…”