Eng. Biomedical Revision 3

UNIVERSITY OF SAN ANDRES
FACULTY OF ENGINEERING
ELECTRIC ENGINEERING
CURRICULAR DESIGN
BIOMEDICAL ENGINEERING
(2020-2025)
La Paz, Bolivia
biomedical engineering Page0 of 41
UNVERSIDAD MAJOR DE SAN ANDRES

FACULTY OF ENGINEERING
AUTHORITIES:
Eng. Alejandro Martin Mayori Machicao
DEAN
Eng. Fredy Gutiérrez Barea
ASSOCIATE DEAN
Eng. Rodmy Adalid Miranda Ordoñez
CHIEF RACE
Eng. Juan Victor Amonzabel H.
IIIE COORDINATOR
ADDRESS
CURRICULUM DESIGN PROCESS:
Electrical Engineering Career
PRESENTATION
Below are the documents for the creation of the Engineering Program. of Biomedicine
dependent on the Engineering Degree. Electrical, with the assistance of subjects from the
Engineering courses. Mechanics and Eng. Electronics, of the Faculty of Engineering and the
Faculty of Medicine of the Faculty of Medicine of the Universidad Mayor de San Andrés, which
consist of:
1 .- Section A - Academic Document

2 .- Section B - Academic Administrative Regulations
Biomedical Engineering is currently very important since the proper use, maintenance and repair
of Medical Equipment in Health Units depend on it.
Biomedical Engineering is very important in the field of Clinics and Hospitals, since every
institution needs to develop technologies for use, as well as implement and improve its
maintenance and repair systems. For this reason, the role of Biomedical engineers is of great
value in the present and will continue to be so in the future.
The Biomedical engineer receives training and preparation to be able to analyze, investigate,
plan, develop and manage all types of medical equipment. For which you must put into practice
your knowledge of science (mathematics, physics, etc.). By this we mean that Biomedical
engineers are capable of determining, studying and solving difficulties related to the use of
medical equipment. They are also trained to develop new equipment and instruments.
Therefore, every good Biomedical engineer is prepared to fulfill the following functions or tasks:
– Identify, study and solve problems related to medical equipment.

– Analyze, design and develop new maintenance systems.
– Plan, analyze, design, develop and evaluate investment projects, as well as production systems.
– Solve problems that arise in equipment in a Clinic or Hospital
- And other health-related tasks.
Biomedical engineers, like other professionals, can specialize in various fields. Thus, for example,
in: Equipment development, maintenance management, equipment repair, biomedicine,
artificial intelligence, among others. In addition, they can apply their knowledge in other
sciences.
It is worth mentioning that in recent years the job demand for Biomedical engineers has
increased worldwide. In all countries, more and more young people decide to study this
university degree.
Biomedical engineers can work in any health center in the area or department of Engineering.
Biomedical, such as: maintenance heads or managers, operators, programmers, technical

support administrators, among others.
In the area or department of Engineering. Biomedical, they can occupy positions in the
administration of maintenance centers and be in charge of solving operational problems.
It is worth mentioning that they can also hold important positions in Biomedical engineering
companies, such as project managers or advisors, in case they wish to provide advisory and
analysis services.
In summary, people who are interested in pursuing this career should know that it is important
to demonstrate not only taste, but also ability, for mathematics and other basic sciences. They
will also have to read and research constantly, so it is necessary to have the capacity for
interpretation and synthesis.
Given that there is a great demand from society for this profession and that it is not offered by
the Universidad Mayor de San Andrés but by other universities in the system and also by private
universities, we strongly suggest to the Honorable Faculty Council and the Honorable University
Council the creation of this career in our university, so we attach the documents required for this
purpose
Alejandro Mayori M
ACADEMIC DOCUMENT
Biomedical Engineering Program
INDEX
SUMMARY
A. Academic Aspects
1 .- General data
1.1. - Introduction
1.2. - Background
1.3. - Justification
2 .- Mission, Vision and Career Objectives
2.1. - Race Mission
2.2. - Career Vision
2.3. - General objective
2.4. - Specific objectives
3 .- Characterization of the Career
3.1. - Historical review
3.2. - Curriculum Evolution
3.3. - Functional Career Organization Chart
4 .- Curricular Fundamentals
4.1. - Epistemological
4.2. - Psychopedagogical
4.3. - Social
4.4. - Technological
5 .- Competency-Based Curriculum Model
6 .- Applicant Profile
7 .- Professional profile
7.1. - Biomedical Engineer Profile
7.2. - Competence of the Biomedical Engineer
8 .- Teaching Profile
9 .- Working market
10 .- Objective, Object, Modes of Action and Fields of Action
10.1. - Profession Objective
10.2. - Work Object
10.3. - Modes of Action
10.4. - Fields of Action
10.5. - Areas of Action
11 .- Educational Teaching Process Plan
11.1. - Introduction
11.2. - Approach
11.3. - Disciplines or Subjects
11.4. - Distribution of Organizational Components (Academic, Work and Research)
11.5. - Process Evaluation
a) Desired results
b) Assessment
11.6. - Graduation Modality

12 .- Professional Model
13 .- Methodological and Organizational Indications
13.2. - Curriculum Design by Job Competencies
13.3. - Preparation of Curriculum Design by Job Competencies
13.4. - Modular Curriculum Design
14 .- Main Structuring Criteria
14.1. - Restructuring of Disciplines
15 .- Discipline or Area Program
16 .- Admission System
17 .- Evaluation system
18 .- Titling System
19 .- Duration of the race
20 .- Subject Structure
21 .- Homologation and Validation of Subjects and Study Plans
22 .- Curriculum
23 .- Minimum Content System per Subject
B. Organization of the Curricular Process

1 .- Duration of the Study Plan
1.1. - Duration in Years, Semesters, Weeks and Hours
1.2. - Workload
1.3. - Calendar
2 .- Credit System
2.1. - Duration of the race
2.2. - Assignment of Credits to Subjects
2.3. - Student Hourly Load and Credit Equivalencies
2.4. - Workload
2.4.1. - Hourly load per subject and structuring matrix
3 .- Number of students
4 .- Academic Policies
C.- Infrastructure
D.- Furniture, Equipment and Materials
E.- Bibliographic Material
F.- Didactic Media
G. - Teaching Assignments
ANNEXES
Resolutions
SUMMARY
CAREER ADMINISTERING THE

PROGRAM
CODES IBM
STUDYING TIME FOUR AND A HALF YEARS
ACADEMIC DIPLOMA BIO-MEDICAL ENGINEER
APPROVAL OF THE PROOF OF SUFFICIENCY
ENTRY METHOD
TITLE FOR EXCELLENCE, DEGREE PROJECT,

GRADUATION MODE
DIRECTED WORK AND INTERNSHIP
FAC. OF ENGINEERING PLAZA DEL OBELISCO

CAREER DIRECTION
1175, UNIVERSITY CAMPUS OF COTA COTA
PHONES 2202785 (1301-1302)

FAX NUMBER
EMAIL engineering.electrica@umsa.bo
TO. Academic Aspects
1 .- General data
Biomedical Engineering is the branch of science that is responsible for the development,
application, maintenance and management of medical equipment, facilities and accessories.
1.1. - Introduction and History
The Engineering Services Biomedical are recently created within health centers and the
assistance of Biomedical equipment is carried out from Maintenance Services or from private
companies through maintenance contracts, with the technological explosion that has occurred in
the last two decades and taking into account that a percentage of medical spending is dedicated
to health technology, health centers have had to provide human and technical resources in
charge of monitoring and controlling biomedical equipment. Let us keep in mind that hospitals
are equipped with a multitude of medical equipment, facilities and accessories. We are entering
a new era of technological development that is helping to improve our quality of life. The Eng.
Biomédica offers new alternatives that help treat or diagnose various conditions through
technology, which help improve our health. Bioelectrotherapy and ionization are part of Eng.
Biomedical. The Eng. Biomedicine, also known as Biomedicine, is the specialty of Health Sciences
dedicated to studying and analyzing Health care from the point of view of Health Technology.
The Eng. Biomedical consists of the correct planning, application and development of special
equipment and techniques to use and improve medical examinations and treatments. The
engineering professionals. Biomedical are professionals specialized in solving and facilitating any
problem related to mechanical, electrical and electronic technology in medicine, from its use to
its acquisition. The Eng. Biomedical or Biomedical Engineering is the discipline that applies the
principles and methods of engineering, exact sciences, life sciences and medical sciences to the
understanding, definition and solution of problems in medicine, physiology and biology. Its
origins date back to the end of the 19th century with the discovery of X-rays by Roentgen and
the first use of an electrocardiograph by Einthoven in 1903. Biomedical Engineering, Medical
Physics and Biophysics were born together around 1930 in various laboratories in Europe and
the United States. In them, engineers and doctors used the analytical methods of the physical
sciences and their materialization in instruments, to various problems posed by the life sciences.
The first official study program in Biomedical Engineering began in 1959 as a master's degree at
the North American University of Drexel. In South America, the degree's study programs were
only implemented in the last twenty years and this degree does not exist in all universities.
1.2. - Background
The state university system of which the Universidad Mayor de San Andrés is a part, and in
particular the Faculty of Engineering, is obliged to assume the current challenge of readjusting
and modernizing the Academic Curricular Design of each and every one of its careers, with the
purpose of its graduates adapting to the processes of change and technological innovation
resulting from the globalization of the economy and the advancement of scientific knowledge.
Adapting to these changes involves the transformation of the mechanisms of the teaching-
learning process, at the level of university higher education. This transformation must be carried
out on the basis of the principles, purposes and primary objectives of the Bolivian University with
the perspective of being able to participate institutionally and through qualified professionals
from various careers, in the processes of productive development, both in the field national as
well as regional. Improving the quality of university education and its adaptation to the national
reality requires raising the academic performance and efficiency of the study plans currently in
force.
Due to the development of the national industry and the Health Centers that are being installed
in the country, the creation of the Biomedical Engineering program is essential to effectively
contribute to the generation of human resources that contribute decisively to academic and
scientific development. and national economic. The graduated professional with an adequate
study plan, consistent with clear professional objectives and relevant professional profile, must
be able to optimally and efficiently integrate into the national health system, with the basic
objective of solving the technical problems of Biomedical Engineering that arise in Hospitals and
Clinics.
1.3. - Justification
The world is in constant evolution and scientific-technological development where the student
must be equipped with a wide variety of tools, in this case for this subject, elements that have to
do with the human body and how, based on engineering, we can improve the quality of life of
our society. The future engineer must be equipped with theoretical knowledge of bioengineering
and engineering. Biomedical, in addition, must have the ability to apply their knowledge to
telematics practice, since the management of remote information becomes increasingly
necessary.
Currently, biomedical systems are a strong tool to improve and preserve the quality of life of
human beings; it is therefore necessary to have a vision of the usefulness of our knowledge in
favor of the community that surrounds us. It is important to instill in future engineers that all the
knowledge they are acquiring and together with their skills can create a better world. In our
country we must be able to reuse materials, such as equipment that is often not used due to lack
of someone to put it to good use.
2 .- Mission, Vision and Career Objectives
2.1. - Race Mission
The career's mission is to transmit knowledge and train future Biomedical Engineers of
recognized quality and academic excellence at the undergraduate and postgraduate levels;
innovators with the capacity for research, creation and application of knowledge, both in energy
supply systems for medical equipment and their preventive and corrective maintenance and
responding to hospital and medical technological needs; with a vocation for intellectual and
social leadership; with the capacity to respond to the needs of the health sector at the national
and regional level; with social conscience and active defender of health, life and natural
resources, within the framework of established principles
2.2. - Career Vision
The Biomedical Engineering Career seeks academic and scientific quality in undergraduate and
graduate degrees; integrated into the national and international academic community;
committed to urban and rural Bolivian society in order to satisfy their need for health care in
hospital entities, with solidarity, recognition of diversity, search for continuous improvement,
creativity and innovation. Using robotics, telemedicine and new technologies in the construction
of smart hospitals.
2.3. - General objective
Biomedical Engineering at the Universidad Mayor de San Andrés has the objective of training
professionals with an ethical-responsible sense and who, through values, contribute to
technological development, research and application of science and engineering to develop
viable technological solutions, as well as such as the conservation and management of electro-
medical equipment
2.4. - Specific objectives
• Know the generalities of human anatomy and physiology focused on Engineering.

Biomedical and bioengineering
• Know and apply the basic theoretical foundations of instrumentation in bioengineering
• Know and apply the fundamental theory about electrodes and transducers in
bioengineering.
• Know and apply the safety standards and recommendations for the patient in
bioengineering
• Be able to identify and understand the basic operation of equipment
clinical instrumentation
• Know and apply Digital Image Processing
• Provide the student with the rules and safety recommendations for the patient
• Focus the themes of the subject towards the application in the field of action of the
Telematics Engineering
• Know and create remote system applications in Telemedicine
3 .- Characterization of the Career
3.1. - Historical review
The Universidad Mayor de San Andrés was born by Supreme Decree of October 25, 1830 during
the Government of Marshal Andrés de Santa Cruz as "University of Our Lady of La Paz", one of
whose faculties was called "Faculty of Physical Sciences and Mathematics" , which taught Civil
Military Engineering. On May 28, 1927, it acquired its current name of Universidad Mayor de San
Andrés, on July 26, 1930. Through a referendum, Bolivia adopts its current status as an
"Autonomous University" for its public university. In 1953, the Faculty of Civil Engineering and
the Faculty of Industrial Engineering already existed as faculties.
The year 1945 is very important for the specialties within the Faculty of Industrial Engineering. In
particular, thanks to the initiative of the engineers José Núñez Rosales, Jorge Muñoz Reyes and
Agustín Echalar (Mechanical Engineer) among others, in 1955 the Faculty was restructured and
the Mechanical Engineering Course was created, beginning activities that same year.
At the beginning of the 1960s, the Government had created the "Technological Institute" outside
the UMSA, which was incorporated into the Engineering Faculties in 1964. In 1972, the Faculties
of Civil Engineering and Industrial Engineering merged and the "Faculty of Technology" was
formed, which at the Autonomous University became the current Faculty of Engineering, made
up of 8 careers and 10 Research Institutes.
3.2. - Curriculum Evolution
The curriculum of the Biomedical Engineering Program will be administered by the Electrical
Engineering major and engineering service subjects. Electromechanical, Eng. Electronics and
Medicine.
3.3. - Functional Career Organization Chart
The functional organization chart of the career is shown in figure 1

Figure 1
4 .- Curricular Fundamentals
4.1. - Epistemological
Epistemological foundations were taken for the design of the Biomedical Engineering Career
Curriculum. Epistemology (from the Greek episteme = knowledge, and logos = theory) is a
branch of philosophy whose object of study is scientific knowledge. Epistemology deals with
problems such as the historical, psychological and sociological circumstances that lead to its
obtaining, and the criteria by which it is justified or invalidated.
4.2. - Psychopedagogical
For the design of the Biomedical Engineering Career Curriculum, psychopedagogical foundations
were taken that include:
• The epistemological bases of psychopedagogical knowledge, its basic notions and axes
conceptual.
• The auxiliary sciences that contextualize professional performance and all

applications that these entail towards thinking and development as a human being.
• The foundations of the subject and the object of knowledge and their interrelation with
language and socio-historical influence, within the context of everyday learning
processes.
• The theoretical instruments that allow you to intervene psychopedagogically with
subjects of different ages, taking into account diversity.
• The necessary knowledge that allows you to base your intervention in various contexts
and situations
4.3. - Social
For the design of the Biomedical Engineering Career Curriculum, Social foundations were taken,
seeking to improve the lives of human beings through emerging technology.
4.4. - Technological
For the design of the Biomedical Engineering Career Curriculum, foundations were taken from
Exact Sciences, Health Sciences and current Technology.
5 .- Competency-Based Curriculum Model
The Biomedical Engineering Career seeks to train professionals who are the architects of the
industrial development of our country, which is why the Competency-Based Model was taken for
the curricular design. The competency-based curricular model is that the design, development
and evaluation of the curriculum is oriented towards the probability of mobilizing a set of
resources (knowing, knowing how to do and knowing how to be), to solve a situation - problem.
The term competence is more than knowledge and skills, it implies understanding the problem
and acting rationally and ethically to solve it.
This approach arises as one of the responses to the fact that students upon graduation possess a
set of obsolete knowledge and that this often does not respond to what is needed to act in
professional practice.
6 .- Applicant Profile
The applicant for the Biomedical Engineering plans must have interest and aptitudes in the
scientific area, particularly physics, mathematics, biology and chemistry and health sciences, and
must have a high capacity for analysis, research and interpretation. Leadership capacity and
sense of social responsibility. Entrepreneurial spirit and solid training in principles and values.
7 .- Professional profile
7.1. -Biomedical Engineer Profile
The Biomedical Engineering Career aims to train Professionals with skills that allow them to be
able to create and optimize solutions to situations in their environment, making use of their
knowledge, tools, criteria, science and technology. The graduate represents an essential factor
for the development of the health system in general and is prepared to occupy hierarchical
positions, since his training is based on the training of a multidisciplinary professional, who can
develop his activities according to the professional profile that his specialty provides. It allows:
7.2. - Competence of the Biomedical Engineer
The following activities are the responsibility of the Biomedical Engineer:
A.- Study, project, calculation, advice, direction, planning, execution, construction, installation,
exploitation, start-up, operation, testing, measurements, maintenance, repair, modification,
transformation and inspection of Health Units regarding their :
1. Electric systems
2. Mechanical systems
3. Mechanical Fluid Systems
4. Biomedical Systems
5. Transportation systems
6. Manufacturing processes
7. Control and automation systems
8. Biomedical Equipment in general
9. Application of Industrial Processes
10. Laboratories of all types related to the previous points.
8 .- Behavioral studies, tests, detection of medical equipment failures.
C.- Study, project, execution and advice related to:

1. Legal, Economic and Financial Engineering Matters.
2. Arbitrations, expertise and appraisals.
3. Hygiene, Industrial Safety and environmental pollution.
4. Organization and Control of Production.
5. - Consulting
(All the previous points refer to sections A and B)
D.- Planning, direction, monitoring of topics that have to do with the previous sections,
management, operation and maintenance.
8 .- Teaching Profile
The Biomedical Engineering teacher must have the following characteristics;
• Engineering professional with a master's degree preferably.

• Minimum 2 years of work experience in industry and teaching at a higher level
teaching subjects related to the career.
• Knowledge: Psychology, pedagogy, didactics, competency-based education,
constructivism, curricular planning.
• Skills: Group management and control, dynamism, leadership, motivation, teamwork,
organization.
• Schedule availability
9 .- Working market
As is generally known, our country has a reduced hospital infrastructure to meet the demand of
the population, as a consequence of the current pandemic, COVID 19, since the beginning of the
2020 administration, our country has faced many frustrations in terms of health due to lack of
infrastructure and biotechnological equipment, which has led the authorities to accelerate the
implementation of health centers at different levels as well as equipment, necessary to deal with
the abundant patients who need treatment for their recovery. Even before this pandemic, there
was evidence of the lack of biomedical engineers necessary to specify, maintain, repair and plan
all types of medical technical equipment.
The labor market demands the Biomedical Engineer who, with his solid training, will be:
1. Responsible for the design, construction and specification of Hospital Equipment

2. Responsible for the installation, operation, maintenance and repair of Medical Equipment
3. In charge of technological projects in the health area
10 .- Objective, Object, Modes of Action and Fields of Action
10.1. - Profession Objective
The fundamental objective of the Program in Engineering. Biomedical is to provide a

comprehensive vision of Biomedical systems from the understanding of the physical principles
that underlie these systems, the analysis of the technologies from which they are developed
and, finally, the description of the aspects related to management. and maintenance of these
systems. The general understanding of the physical principles involved in the applications of
physics to medicine constitutes the foundation on which this title is based.
The Program has a marked professional character. It contemplates the most requested physical
applications in hospitals and biomedical instrumentation companies, dedicated to the
development, management and marketing of their products.
In general, the Program, beyond its professional nature, also encourages knowledge of Physics
applied to Medicine, covering an important gap that currently exists in our community, training
professionals capable of developing new techniques, models and applications of interest. in
medicine.
The professional in Engineering. Biomédica is dedicated to planning, managing, supervising and

executing the installation and maintenance of healthcare products. These products range from
medical image acquisition systems (X-ray, CT, PET, Ultrasound, Magnetic Resonance) to
mechanical ventilation systems, vital signs measurement systems (electrocardiographs, pulse
oximeters, etc.).
The student will acquire intellectual and technical skills linked to the design, management and
use of biomedical instrumentation in close collaboration with clinical staff. Likewise, it will also
provide you with the appropriate preparation to be able to successfully carry out a job in any
health institution, company or industry that requires the management of Biomedical equipment
and the verification of its quality.
10.2. - Work Object
The object of work is: Medical equipment and Hospital Facilities.
10.3. - Modes of Action
The modes of action are the processes, procedures, methods, instruments with which
Biomedical Engineers act on the object of work (machines, equipment and Hospital facilities).
These are: Calculation, Design, Projection, Construction, Expansion, Update, Maintenance and
Development
10.4. - Fields of Action
The fields of action are:
• Analysis and Identification of hospital facilities.

• Preparation of calculation reports.
• Preparation of machinery and equipment plans.
• Operation quality control.
• Design of electrical, electronic and mechanical installations in Health Units.
• Stability analysis of electrical systems
• Selection and checking of medical equipment.
• Design of control system for medical equipment.
• Administration of departments related to your health area.

• Development of Maintenance Systems
• Supervision of execution of works (electrical, mechanical, electromechanical, structural)
• Design and installation of gas networks

• Advice and consultancy.
10.5. - Areas of Action
The spheres of action are: Industrial processes, production processes of parts and components,
energy transformation and use processes, biomedical equipment and structural systems.
11 .- Educational Teaching Process Plan
To improve educational activity, a high development of science and technology is required in all
cycles of education for the adequate projection of educational models on theoretical and
practical bases.
The Biomedical Engineering career adopts the “Holistic” vision; which shows that the first
references of this approach do not have their origin in the field of education, but rather come
from a philosophical doctrine conceptualized as "holism". Holism is the doctrine that advocates
the conception of each reality as a whole different from the sum of the parts that compose it.
This model conceives the training of learners in terms of integration and interrelation, as a living,
dynamic system, as a learning community that enables a method for learning and teaching.
11.2. - Approach
According to the holistic approach to teaching, it is valid to refer to the Educational Teaching
Process (PDE) as something more than the integration of teaching and learning, more than each
of its components, it is the holistic and systemic integration of all of them together with the
qualities, levels of assimilation, depth and structural, in its three dimensions: educational,
instructive and developmental.
The PDE is part of a teaching institution and is projected into society, with the task of educating
man for life based on social commitments, and must be able to face new situations and
problems that arise and solve them in the search to transform society.
The objectives specify the "why" it is taught and also the purposes that are proposed, given in
the form of learning, concepts, rules, laws, phenomena, skills, habits and convictions. They offer
us the characteristics of knowledge and its level of use.
11.3. - Disciplines or Subjects
The disciplines and subjects were selected seeking to educate Biomedical Engineers based on
social commitments, and they must be able to face new situations and problems that arise and
solve them in order to transform society.
11.4. - Distribution of Organizational Components (Academic, Work and Research)
The degree seeks the integration between academic, work and research as a didactic problem of
professional training.
Modeling, logical historical analysis and systemic observation: direct, participant and self-
observation, as well as experiment are methods used in the work to characterize the treatment
of the problem in university training.
With the aim of deepening the knowledge of the work, academic and research components in
professional training; A bibliographic review was carried out on the topic according to different
perspectives of curricular design, a documentary review of programs and related contents and
the regulatory documents prepared for the teaching-learning process. Interesting features were
identified in the conception and implementation of the program. It was concluded that the
discipline presents a pertinent balance of the academic, work and research components in the
selection and structuring of its contents, as well as in the selection of the methods and forms of
organization of the planned teaching; This is considered novel in the teaching of basic sciences
and is in correspondence with current trends and approaches to curricular design in higher
education.
Teaching practice is developed in classrooms and laboratories that allow the systematic
confrontation between the abstract and the concrete in the teaching-learning process, between
theory and practice through a permanent link of basic knowledge with professional practice
from the real scenarios of the profession. It is a continuous approach between academics and
work from the early stages in the professional's training, which progressively prepares the
student to search for solutions to different problems specific to their social practice.
11.5. - Process Evaluation
a) Desired results
The body of knowledge for the Biomedical Engineer will be defined by the results model. This
model of results guides that the engineering professional must possess certain qualities in terms
of knowledge and skills. Some systems include additional aspects such as attitudes and values.
Table 1 shows the results. It will be taken into account:
• Study time or time dedicated by the student to academic activity, which is normally
expressed in hours, semesters, years and their equivalent in credits
• The structuring and content of the subjects to achieve a set of knowledge and skills
according to a professional profile.
• The success of an academic model also has as variables; the quality of teachers, the
quality of students and of course the infrastructure and equipment.
The Biomedical Engineering program resolves to adopt the academic model of tertiary education
that mainly includes the undergraduate degree, which lasts nine semesters of study and whose
academic title is “BIOMEDICAL ENGINEER”.
Table 1 Qualitative Weighting of Desired Results for the Engineering Professional

Biomedical
SKILLS
1 Ability to apply knowledge of mathematics, science and engineering Yeah
Ability to design and conduct research and experiments, as well as
2 Yeah
analyze and interpret results.
Ability to design a component, system or process to satisfy the stated
3 Yeah
needs.
4 Ability to function in multidisciplinary teams. Yeah
5 Ability to identify, formulate and solve engineering problems. Yeah
6 Understanding of ethical and professional responsibility. Yeah
7 Ability to communicate effectively that includes:
Ability to present seminars and presentation of other technical
7.1. Half
presentations, with personal solvency and security.
Ability to present and publish research papers in specialized, local or
7.2. Half
international journals.
Broad education necessary to understand the impact of engineering
8 Yeah
solutions in a global and social context.
Recognition of the needs and abilities to enter a life of continuous
9 Yeah
learning.
10 Knowledge of contemporary issues Yeah
Ability to understand modern engineering techniques, skills and tools
11 Yeah
necessary for engineering practice.
As an additional element to complete the meaning of the results, it is mentioned that three
general levels of competencies are distinguished, namely:
Level 1.- Recognition.
It represents a reasonable level of familiarity within a concept. At this level, the professional is
familiar with the concept, but does not have the knowledge to specify or pursue solutions
without additional experience.
Level 2.- Understanding.
It involves a mental exercise and understanding of a concept or topic. Understanding requires

more than abstract knowledge.
Level 3.- Skill.
It is the capacity for action with competence. An Engineer with the ability to design a particular
system can take responsibility for said system, identifying all the necessary design aspects and
matching it with the socio-economic and other present objectives, using appropriate
technological solutions. As the Engineer develops, his or her abilities to solve more difficult and
challenging problems also increase.
b) Assessment
The results may be evaluated through surveys of teachers and by statistical means, which must
be carried out periodically.
11.6. - Graduation Modality
The Graduation modality is:
Degree for Excellence, Degree Project, Directed Work and Rotating Internship
12 .- Professional Model
At the congress, the country's need to have broad-profile professionals and experience a
decrease in terminal profiles was raised, with a view to achieving graduates with greater
flexibility for their work location, to subsequently acquire their specialty in postgraduate studies,
under the work-study principle. Biomedical engineers must respond to the needs posed by the
social, technical and economic development of the country, so for their preparation it is
necessary to start from a comprehensive analysis of the context in which it will be returned, for
this the following are taken as fundamental elements:
• The economic, political and social guidelines of the country.
• The status of the Biomedical Engineer's training at the time the work is performed.
• The level and trend in the training of the Biomedical Engineer in the world.
Premises:
• Graduate a Biomedical Engineer with a broad profile who is characterized by having a

deep mastery of his basic training and who is capable of solving the most general and
frequent problems that arise in his sphere of action.
• Achieving a professional with habits of permanent improvement, this begins in the job
training period with the possibility of later specializing through postgraduate studies,
remaining linked to his or her source of work.
• Achieve direct links with research and production from the first years of the degree.
13 .- Methodological and Organizational Indications
It is assumed that the dimensions of the curriculum involve 5 aspects:
a) Theory: covers curriculum concepts, approaches, foundations and models.
b) Design: includes laws, principles, trends, conception and methodology.
c) Development: integrated by diagnosis, resource preparation, planning, organization,

execution and control.
d) Evaluation: referring to the quality of the graduated professional, the curricular process and
the project.
e) Research: For the design and evaluation of the curriculum.
13.2. - Curriculum Design by Job Competencies
The career adopts training by job skills. Training for job skills is the process of technical and
professional education, which is structured in a way that contributes to providing knowledge,
skills, habits, procedures, values, attitudes, motives, metacognitive components and personality
qualities where the individual reaches development. of thought and broader and deeper
psychological training that result in effective performance of their work and that is organized in a
curricular design by work competencies.
A design by job competencies is one that is structured didactically respecting what an individual
needs to know, do and be, according to the demands of the profession for which they are
training, enhancing their preparation for life.
13.3. - Preparation of Curriculum Design by Job Competencies
To develop a curricular design based on job competencies, it is necessary:
a) Determine job competencies, in addition to the characterizations of the industry or

productive sector, the specialty and the institution, after the analysis of the work situation is
carried out, you must have: the definition of the professional; the tasks and functions it
performs; the work process in which it works; the operations and sub-operations it performs;
the skills, knowledge and habits to acquire; the personality qualities, attitudes, values that must
be developed; the equipment to be managed; the conditions in the industry, the requirements
to perform the functions of the specialty and the way in which tasks are carried out.
b) Description of the job competency from the point of view of curricular design Each
competency is described in terms of objective and standard, this is called a framework plan or
competency descriptor.
c) Preparation of the course plan or competition program
The proposed model has four parts. The first part has all the information that will allow you to
obtain a global vision of the training within that course. The second part describes the stages of
training. The third part presents the evaluation procedure and the last part presents the
bibliography.
13.4. - Modular Curriculum Design
To structure the curricular design by job competencies, it is necessary to achieve integration

between the components of job competencies, so modular design is a possibility to achieve this
process and is what is assumed. A module, unlike a traditional form of curricular organization,
proposes a route, a script, an argument to be developed configured by the problems of the
professional field that are being worked on and around which the contents are articulated. They
converge because they are summoned by the problematic situation derived from professional
practice. It is not a juxtaposition or an accumulation of content from different sources but rather
a structuring around a situation that, linked to a problem, makes it possible to select the
necessary content to develop the skills that will allow its resolution.
14 .- Main Structuring Criteria
14.1. - Restructuring of Disciplines
To structure the curricular plan, the subjects are grouped by their sectoral educational objective,
adopting the following groups:
Table 2 Groups
NAME OF GROUPS GROUP CODE
1 Basic science subjects G1
2 Engineering science subjects G2
3 Professional subjects G3
4 Professional support subjects G4

5 Contextual training subjects G5
6 Degree subjects G6
In all these groups there is the possibility of differentiating the branch, assigning at the end the
letter E for the electrical and electronic part and M for Mechanical. Ex. G2E Group.
Basic Sciences Subjects (G1)
This group mainly includes the subjects of Mathematics, Physics and Chemistry and others of an
introductory nature such as Materials Science and Drawing.
Engineering Sciences Subjects (G2)
In this group are the subjects of electrical circuits, electronics, microprocessed systems,
computing mechanisms, automatic control, manufacturing.
Professional Subjects (G3)
There are specific subjects for application in the professional field. Its characteristic is that it has
application and is especially aimed at sectors with greater economic movement in the region.
Professional Support Subjects (G4)
They are subjects that, due to their transversality in knowledge, have a great impact on the
profession. The electrical and electronics subjects are found here, which appear in groups G2
and G3. As indicated in the group of basic science subjects, topics such as biology,
nanotechnology and others may also be incorporated into this group, if there is a need or
relevance over time.
Contextual Training Subjects. (G5)
In this grouping, there are subjects that provide the student with an approach to activities
somewhat further removed from Engineering work, such as humanities, medical, social and
other branches. For reasons of comprehensiveness and possible utilitarian connection, subjects
of natural resources, economics, administration, law and others can be considered in this group.
Degree Subject. (G6)
The regulations of the Bolivian University require taking a graduation modality that in this case
will be completed in one subject. Depending on the importance, the time dedicated to this
subject is different
15 .- Discipline or Area Program
To structure the curricular plan, the common subjects within Biomedical Engineering were
grouped by area of knowledge. The Knowledge areas adopted are:
Table 3 Areas
Naming of Areas
Area code
1 Basic Area A1
2 Electric Area A2
3 Mechanical Area A3
4 Electronic Area A4
5 Health and Medicine Area TO 5
6 Service Area A6
The separation of areas may sometimes not be very clear, with common themes existing in the
areas that can create a feeling of overlap and confusion. The areas adopted are described below:
Basic Area (A1)
This area includes the Basic subjects, which mainly include the subjects of Mathematical,
Physical and Chemical Sciences.
Electrical Area (A2)
This area includes subjects that study Electricity and its applications.
Mechanical Area (A3)
This area includes the subjects that study the Movement of Rigid Bodies and Fluids, as well as
the subjects that study machines and their elements.
Electronic Area (A4)
This area includes subjects that study Electronics, computing and their applications.
Health and Medicine Area (A5)
This area includes subjects that study Health, Medicine and the Human Body.
Service Area (A6)
This area includes subjects that study social areas, humanities, legislation and economics.
Table 4 Subjects Groups and Areas
Cluster Area No. GIS - COD SUBJECT
FIRST SEMESTER
G1 A1 1 QMC 100 CHEMISTRY
G1 A1 2 MAT 100 ALGEBRA
G1 A1 3 MAT 101 CALCULATION I
G1 A1 4 FIS 100 PHYSICS I + LAB
G1 A1 5 MEC 101 TECHNICAL DRAWING
SECOND SEMESTER
G4 TO 5 6 IBM 120 BIOSECURITY AND PROTECTION
G1 A1 7 MAT 103 LINEAR ALGEBRA
G1 A1 8 MAT 102 CALCULATION II
G1 A1 9 FIS 102 PHYSICS II + LAB
G1 A1 10 MAT 237 DESCRIPTIVE STATISTICS
G2 A3 11 MEC 235 MECHANISMS
THIRD SEMESTER
G4 TO 5 12 IBM 131 CELLULAR AND MOLECULAR BIOLOGY
G1 A1 13 MAT 218 COMPLEX VARIABLE ANALYSIS
G1 A1 14 MAT 207 DIFFERENTIAL EQUATIONS
G1 A1 15 FIS 200 FIS III + LAB
G1 A1 16 ELT 230 COMPUTING FOR ING I
G2 A3 17 MEC 244 THERMODYNAMICS
FOURTH SEMESTER
G4 TO 5 18 IBM 142 MORPHOPHYSIOLOGY I
G3 A4 19 ETN-503 ELECTRONICS I + LAB (ELEC. ANALOG)

G3 A2 20 ELT 266 OPERATIONAL METHODS
G2 A2 21 ELT 240 ELECTRICAL CIRCUITS I
G2 A2 22 ELT 242 ELECTROMAGNETIC FIELDS
G2 A3 23 MEC 245 FLUID MECHANICS
FIFTH SEMESTER
G4 TO 5 24 IBM 151 BIOMATERIALS
G4 TO 5 25 IBM 152 MORPHOPHYSIOLOGY II
G3 A4 26 ETN-601 DIGITAL SYSTEMS I + LAB (ELCT. DIGITAL)
ETN-603
G3 A4 27 ELECTRONICS II + LAB (ELEC. ANALOG)
G3 A2 28 ELT 258 ELECTRICAL MEASUREMENTS
G5 A6 29 ECHO 102 Introduction to Economics
SIXTH SEMESTER
G4 TO 5 30 IBM 161 BIOMECHANICS
G4 TO 5 31 IBM 163 PUBLIC HEALTH
G3 A4 32 ETN-801 MICRO PROCESSORS - LAB
SIGNAL ACQUISITION PROCESSING
G3 A4 33 ETN-1015
DC MOTORS AND
G3 A2 34 ELT 265 ALTERNATE
COOLING AND AIR
MEC 450
G2 A3 35 CONDITIONED
SEVENTH SEMESTER
G4 TO 5 36 IBM 171 CLINICAL ENGINEERING I
G4 TO 5 37 IBM 175 RADIATION AND RADIOPROTECTION
G3 A4 38 IBM 172 MICRO CONTROLLERS - LAB
G3 A4 39 ELT-282 CONTROL I + LAB (ANALOG)
G3 A2 40 ELT 278 ELECTRICAL INSTALLATIONS I
G3 A3 41 MEC 454 PNEUMATIC MACHINES
EIGHTH SEMESTER
G4 TO 5 42 IBM 182 CLINICAL ENGINEERING II
G4 TO 5 43 IBM 185 BIOMEDICAL INSTRUMENTATION I + LAB
G5 A6 44 CJS 103 LEGAL ENGINEERING
G3 A4 45 ELT-304 CONTROL II + LAB (DIGITAL)
G3 A2 46 ELT 280 ELECTRICAL INSTALLATIONS II
PREPARATION AND ELABORATION OF
IND 217
G5 A6 47 PROJECTS
NINTH SEMESTER
G4 A4 48 IBM 195 DIAGNOSIS BY IMAGING
G4 TO 5 49 IBM 191 ARTIFICIAL ORGANS AND PROSTHESES
G4 TO 5 50 IBM 196 BIOMEDICAL INSTRUMENTATION II + LAB
G6 TO 5 51 ELT 290 INTERNSHIP IN THE INDUSTRY
IBM 199 INTERMEDIATE ENGLISH
G5 A6 52
G4 TO 5 53 MEC 460 MAINTENANCE ENGINEERING
16 .- Admission System
For admission to the Undergraduate degree there are the following modalities:
a) Academic Proficiency Test (PSA)

b) Pre-University Course (CPRU)
c) Special Admissions
17 .- Evaluation system
For student evaluation, teachers will take into account: Midterm Exams, Final Exam, Practical Work,
Laboratories, Workshops, Assistantship, Assistance, Practices, Projects and Exhibitions. The weighting will be
defined by each teacher and must be known by the students and the grades will be within the range of zero
to one hundred and the minimum passing grade is 51.
18 .- Titling System
The degree is achieved with the approval of all subjects. The degree subject is approved with:
Degree for Excellence, Degree Thesis, Degree Project, Directed Work, Degree for former graduates and
Rotating Internship.
19 .- Duration of the race
The degree is planned to last 9 semesters.
20 .- Subject Structure
For the restructuring of the Study Plan, the following criteria were used:
a) That the student assumes the responsibility of developing his Study Plan sequentially.
b) That the Study Plan is coherent so that the student completes his studies within the scheduled time.
c) That the student makes an effort to study and systematically dedicate themselves to the subjects taken.
d) Do not take theoretical subjects without having the intention of completing them with the related
practical subjects (it is mandatory to pass the theoretical subject and its laboratory or vice versa and/or head
of practical work).
e) That the prerequisites be rigorously observed.
f) It is accepted that prerequisites have two general objectives, the first, to show the prior knowledge
required to take a subject, and the second, to order the sequence of studies.
h) The concept of flexibility is offered to Biomedical Engineering students, offering two types of subjects, the
compulsory ones that must be taken and the elective ones from which the student can select those
necessary to complete their curriculum.
i) The subjects that Biomedical Engineering students must take are described in table 5, which also details
whether the subject has a laboratory or head of practical work, JTP.
Table 5 Engineering Subjects. Eng. Biomedical
LABORATORY or
Cluster Area No. GIS - COD SUBJECT
JTP
FIRST SEMESTER
G1 A1 1 QMC 100 CHEMISTRY YEAH
G1 A1 2 MAT 100 ALGEBRA
G1 A1 3 MAT 101 CALCULATION I
G1 A1 4 FIS 100 PHYSICS I + LAB YEAH
G1 A1 5 MEC 101 TECHNICAL DRAWING YEAH
SECOND SEMESTER
G4 TO 5 6 IBM 120 BIOSECURITY AND PROTECTION
G1 A1 7 MAT 103 LINEAR ALGEBRA
G1 A1 8 MAT 102 CALCULATION II

G1 A1 9 FIS 102 PHYSICS II + LAB YEAH
G1 A1 10 MAT 237 DESCRIPTIVE STATISTICS
G2 A3 11 MEC 235 MECHANISMS
THIRD SEMESTER
G4 TO 5 12 IBM 131 CELLULAR AND MOLECULAR BIOLOGY
G1 A1 13 MAT 218 COMPLEX VARIABLE ANALYSIS
G1 A1 14 MAT 207 DIFFERENTIAL EQUATIONS
G1 A1 15 FIS 200 FIS III + LAB YEAH
G1 A1 16 ELT 230 COMPUTING FOR ING I YEAH
G2 A3 17 MEC 244 THERMODYNAMICS
FOURTH SEMESTER
G4 TO 5 18 IBM 142 MORPHOPHYSIOLOGY I YEAH
G3 A4 19 ETN-503 ELECTRONICS I + LAB (ELEC. ANALOG) YEAH
G3 A2 20 ELT 266 OPERATIONAL METHODS
G2 A2 21 ELT 240 ELECTRICAL CIRCUITS I YEAH
G2 A2 22 ELT 242 ELECTROMAGNETIC FIELDS
G2 A3 23 MEC 245 FLUID MECHANICS
FIFTH SEMESTER
G4 TO 5 24 IBM 151 BIOMATERIALS
G4 TO 5 25 IBM 152 MORPHOPHYSIOLOGY II YEAH
G3 A4 26 ETN-601 DIGITAL SYSTEMS I + LAB (ELCT. DIGITAL) YEAH
G3 A4 27 ETN-603 ELECTRONICS II + LAB (ELEC. ANALOG) YEAH
G3 A2 28 ELT 258 ELECTRICAL MEASUREMENTS YEAH
G5 A6 29 ECHO 102 Introduction to Economics
SIXTH SEMESTER
G4 TO 5 30 IBM 161 BIOMECHANICS
G4 TO 5 31 IBM 163 PUBLIC HEALTH
G3 A4 32 ETN-801 MICRO PROCESSORS - LAB YEAH
SIGNAL ACQUISITION PROCESSING
G3 A4 33 ETN-1015 YEAH
DC MOTORS AND
G3 A2 34 ELT 265 ALTERNATE YEAH
G2 A3 35 MEC 450 REFRIGERATION AND AIR CONDITIONING
SEVENTH SEMESTER
G4 TO 5 36 IBM 171 CLINICAL ENGINEERING I
G4 TO 5 37 IBM 175 RADIATION AND RADIOPROTECTION
G3 A4 38 IBM 172 MICRO CONTROLLERS - LAB YEAH
G3 A4 39 ELT-282 CONTROL I + LAB (ANALOG) YEAH
G3 A2 40 ELT 278 ELECTRICAL INSTALLATIONS I YEAH
G3 A3 41 MEC 454 PNEUMATIC MACHINES
EIGHTH SEMESTER
G4 TO 5 42 IBM 182 CLINICAL ENGINEERING II
G4 TO 5 43 IBM 185 BIOMEDICAL INSTRUMENTATION I + LAB YEAH
G5 A6 44 CJS 103 LEGAL ENGINEERING
G3 A4 45 ELT-304 CONTROL II + LAB (DIGITAL) YEAH
G3 A2 46 ELT 280 ELECTRICAL INSTALLATIONS II YEAH
PREPARATION AND ELABORATION OF
IND 217
G5 A6 47 PROJECTS
NINTH SEMESTER
G4 A4 48 IBM 195 DIAGNOSIS BY IMAGING YEAH
G4 TO 5 49 IBM 191 ARTIFICIAL ORGANS AND PROSTHESES
G4 TO 5 50 IBM 196 BIOMEDICAL INSTRUMENTATION II + LAB YEAH
G6 TO 5 51 ELT 290 INTERNSHIP IN THE INDUSTRY YEAH
G5 A6 52 IBM 199 INTERMEDIATE ENGLISH
G4 TO 5 53 MEC 460 MAINTENANCE ENGINEERING
21 .- Homologation and Validation of Subjects and Study Plans
Homologation is understood as a process of strict equivalence in content and time spent between
subjects, although their acronyms and codes are different. Validation is the equivalence between subjects
due to their same dedication in time, although the contents are not exactly similar, although dedication
within the same engineering or thematic field that is not substantively different for the purposes of
tertiary education.
It should be noted that the subjects of the first four semesters are the same subjects that Engineering
students take. Electrical, so these subjects may be validated
22 .- Curriculum
The Biomedical Engineering Curriculum is described in table 6:
Table 6 Undergraduate Curricular Framework
BIOMEDICAL ENGINEERING
1st semester 2nd SEMESTER 3rd semester 4th SEMESTER 5th SEMESTER 6th SEMESTER 7th SEMESTER 8th SEMESTER 9th SEMESTER 10th S.
ORGANS
ENGINEERING ENGINEERING ARTIFICIAL AND
CHEMISTRY BIOMATERIALS BIOMECHANICS
CLINIC I
PROSTHESIS
QMC 100
BIOSECURITY AND
PROTECTION
CELLULAR BIOLOGY
AND MOLECULAR
MORPHOPHYSIOLOGY
I / MORPHOPHYSIOLOGY
II PUBLIC HEALTH
RADIATIONS AND
RADIOPROTECTION
INSTRUMENTATION
BIOMEDICA I + LAB
INSTRUMENTATION
BIOMEDICA II + LAB
VARIABLE ANALYSIS
ALGEBRA LINEAR ALGEBRA DIGITAL SYSTEMS I + MICRO LEGAL ENGINEERING CJS
COMPLEX ELECTRONICS I + LAB MICRO
PROCESSORS - DIAGNOSIS BY IMAGING
(ELEC. ANALOG) LAB (ELCT. DIGITAL) CONTROLLERS - LAB 103
MAT 100 MAT 103 MAT 218 LAB
GRADUATION PROJECT
OPERATIONAL PROSECUTION IV_) I + LAB CONTROL CONTROL II + LAB
ELECTRONICS II + LAB SIGNAL ACQUISITION +
DIFFERENTIAL EQUATIONS METHODS (ANALOG CO) (DIGITAL)
CALCULATION I CALCULATION II (ELEC. ANALOG) LAB
MAT 101 MAT 102 MAT 207 1\ ELT 266
—
\ CIRCUITS ELECTRICAL DC MOTORS AND ELECTRICAL ELECTRICAL PRACTICES IN THE I
PHYSICS I + LAB PHYSICS II + LAB PHYSICS III + LAB ELECTRICAL I AC INSTALLATIONS II NDUSTRY
MEASUREMENTS INSTALLATIONS I
ELT 240 ELT 265
/
FIS 100 FIS 102 FIS 200 ELT 258 ELT 278 ELT 280 ELT 290
\
INTRODUCTION TO PREPARATION AND

STATISTICS COMPUTING ELECTROMAGNETIC
ELABORATION OF ENGLISH I.
FIELDS ECONOMICS
DESCRIPTIVE FOR ING I — PROJECTS
MAT 237 ELT 230 ELT 242 ECHO 102 IND 217
DRAWING REFRIGERATION PNEUMATIC ENGINEERING

SMOS MECHANISM THERMODYNAMICS FLUID MECHANICS
TECHNICAL AND AIR MACHINES MAINTENANCE
MEC 101 MEC 235 MEC 244 MEC 245 CONDITIONING. MEC 454 MEC 460
MEC 450
23 .- Minimum Content System per Subject
The Minimum Contents per Subject are attached in the digital annex.
8. Organization of the Curricular Process
1 .- Duration of the Study Plan
1.1. - Duration in Years, Semesters, Weeks and Hours
- The annual management with 52 weeks is divided into two semester periods, each with 20 teaching or
working weeks, with two additional ones for the inclusion of the second instance test or second shift,
which makes a total of 44 weeks, leaving 8 weeks for two pedagogical breaks. Students who do not have
to take the second instance test have 10 weeks for pedagogical breaks or seasonal courses.
- The student's week is five and a half (5.5) business days, each day with 8 business hours or dedication
to study, making a total of 44 business hours per week.
- The equivalent of a 20-week semester period in hours dedicated to study is 880 (44x20) hours and the
equivalent of an academic year is 1760 hours.
- The referential equivalence in years, semesters and hours will be.
4.5 years, 9 semesters, 180 teaching weeks or 7920 hours
Table 7 Study Time

TOTAL
HOURS/DAY DAY WEEK WEEKS/SEMESTER SEMESTERS
HOURS
8 5.5 20 9 7920
The table values indicate the maximum times that can be used in the study periods
1.2. - Workload
Table 8 contains the subject groups in the vertical distribution and in the horizontal distribution the
concept of the theoretical part and the practical part that corresponds to workshops and laboratories is
incorporated. The distribution of the workload in which all of the student's available time is used is called
reference, maximum or optimal. This reference matrix is presented below for illustrative purposes,
highlighting that a percentage distribution and hourly distribution can be shown. Finally, mention that the
distribution by subjects, also possible, is shown in the specific programs offered. This information is useful
for the student to know the concept of how their time is distributed. To obtain credits, 30 hours per
credit are established
Table 8 GLOBAL PROPORTIONALITY MATRIX

(Reference or maximum use of the available workload)
Professionalizing Professionalizin G5 Contextual

Basic science Engineering science
Subjects in G3 g support Training G6 degree work Totals
subjects G1 subjects G2
Engineering subjects G4 Subjects
Theory 1188 1584 1980 792 158 634 5702

Hours Practice 317 396 713 158 0 0 1584
Total 1505 1980 2693 950 158 634 7920
Theory 40 53 66 26 5 21 211
Credits Practice 11 13 24 5 0 0 53
Total 50 66 90 32 5 21 264
Theory 15.0% 20.0% 25.0% 10.0% 2.0% 8.0% 80%
Percentages Practice 4.0% 5.0% 9.0% 2.0% 0.0% 0.0% 20%
Total 19.0% 25.0% 34.0% 12.0% 2.0% 8.0% 100%
The displayed values should be adjusted based on the requirement for integer values.
1.3. - Calendar
As mentioned, the annual management with 52 weeks is divided into two semester periods, each with 20
business weeks, with two additional ones for the inclusion of the second instance or second shift test.
Normally, 21 weeks will be considered, which also guarantees replacement for imponderables, making a
total of 42, leaving 10 weeks for two pedagogical breaks. The second round tests correspond to students
who have obtained a final average between 40 and 50 points, this means that they are exceptional cases.
Table 10 shows the regular annual programming.
Table 10 Annual Calendar

Start Final
Calendar Weeks
First period February 1st June 28th 21
academic
First rest July, 01 July 26 4
pedagogical
Second period 28 of July December 20th 21
academic
annual leave December 21 January 31 6
Total 52
• Engineering week is included without suspension of academic activities, there may be a certain
tolerance so that it does not affect academic progress.
• Race anniversaries or other events should have the least impact on academic and administrative
tasks.
• Seasonal courses may be taught during periods of pedagogical rest as long as there is the
necessary number of students for self-sufficiency.
• Week 21 of each academic period may be used for teachers who for various reasons have not
completed their 40 respective sessions to do so.
2 .- Credit System
The Biomedical Engineering Degree adopts a credit system, with Thirty (30) hours of student dedication
or hours of study equivalent to one (1).
2.1. - Duration of the race
The duration of the Biomedical Engineering Degree expressed in hours and credits is:
Table 11 Reference Duration of the Career

YEARS SEMESTERS WEEKS DAYS HOURS CREDITS
4,5 9 160 880 7040 234,67
This methodology is based on accreditation criteria of the “European Credit Transfer and Accumulation
System”, which is a system used by European universities to validate subjects. One of the main
motivations is the integration and exchange of students in a continental framework. The ECTS refers to
work in class and outside of it. That is, it indicates how much time the student has to dedicate to a subject
in order to learn it and pass it. The number of credits is the maximum that can be established according
to the student's available time.
2.2. - Assignment of Credits to Subjects
The assignment of credits to subjects is based on the time dedicated by the student and identifying the
following factors:
• The number of contact hours or classroom hours (number of hours per week times the number of
weeks).
• Preparation and completion of notes or notes after attending class
• The independent work required to complete the apprenticeship. This last item is the most difficult
to calculate and may consist of the following:
Selection of relevant material, reading and studying said material, preparation for exams, assigned
independent work (practices and others).
The allocation of credits adopted by the degree for subjects of a theoretical and practical nature is as
follows:
Table 12 Allocation of Hours and Credits to Subjects

HOURS PER WEEK
SEMESTER TOTAL
SUBJECT LIVING ROOM INDIVIDUAL CREDITS
TOTAL WEEKS HOURS
OR BOARD STUDY
Theory 3 2 5 20 100 3
Practice 3 0 3 20 60 2
This is a definition in which the credit value is valid for both undergraduate and graduate degrees. In an
undergraduate theoretical subject, there will be 3 hours of blackboard or classroom time per week, and
the student will dedicate 2 hours of individual study, totaling 6 hours of dedication for a theoretical
subject per week. The analysis for a practical subject is similar, however, the philosophy for these implies
that the student must develop their learning in the laboratory or workshop. The presentation of
workshop and/or laboratory reports may be included in classroom hours. The nature of these subjects
means that the skill of operation or manual skill is the one most used in classroom hours, so their design
must be oriented towards obtaining manual skills, seeking the balance that they should naturally have
with theory. The subjects that do not follow this pattern are the degree projects.
2.3. - Student Hourly Load and Credit Equivalencies
Table 13 shows the optimal reference duration, in semesters, weeks, days and hours of student
dedication with the assigned credits.
Table 13 Duration
REFERENCE
SEMESTER WEEK DAYS HOURS
CREDIT
2 40 220 1760 58.67
4 80 440 3520 117.33
6 120 660 5280 176
8 160 880 7040 234.67
9 180 990 7920 264
Thus, the complete Undergraduate program requires 9 semesters, 180 weeks, 990 business days and
approximately 7920 hours of student dedication, reaching a maximum of 264 credits.
2.4. - Workload
2.4.1. - Hourly load per subject and structuring matrix
Table 14 shows the Study Plan with the subjects per semester, as well as the theoretical and practical
workload.
Table 14 Subjects and workload

RIO TOTAL TOTAL
THEORY LABORATORY ASSISTANT
Cluster Area No. GIS - COD SUBJECT HOURS HOURS PRE REQUIREMENTS
Hrs/Week. or JTP Hrs/Week.
Hrs/Week. Hrs/month.
Hrs/Week.
FIRST SEMESTER
G1 A1 1 QMC 100 CHEMISTRY 3 3 2 8 32 Admission Fac. Eng.
G1 A1 2 MAT 100 ALGEBRA 3 2 5 20 Admission Fac. Eng.
G1 A1 3 MAT 101 CALCULATION I 3 2 5 20 Admission Fac. Eng.
G1 A1 4 FIS 100 PHYSICS I + LAB 3 3 2 8 32 Admission Fac. Eng.
G1 A1 5 MEC 101 TECHNICAL DRAWING 3 3 12 Admission Fac. Eng.
TOTAL 12 9 8 29 580
SECOND SEMESTER
G4 TO 5 6 IBM 120 BIOSECURITY AND PROTECTION 3 3 12
G1 A1 7 MAT 103 LINEAR ALGEBRA 3 2 5 20 MAT 100
G1 A1 8 MAT 102 CALCULATION II 3 2 5 20 MAT 101
G1 A1 9 FIS 102 PHYSICS II + LAB 3 3 2 8 32 FIS 100
G1 A1 10 MAT 237 DESCRIPTIVE STATISTICS 3 2 5 20 MAT 100
G2 A3 11 MEC 235 MECHANISMS 3 3 12 FIS 100
TOTAL 18 3 8 29 580
THIRD SEMESTER
G4 TO 5 12 IBM 131 CELLULAR AND MOLECULAR BIOLOGY 3 2 5 20 IBM 120
G1 A1 13 MAT 218 COMPLEX VARIABLE ANALYSIS 3 2 5 20 MAT 103 and MAT 102
G1 A1 14 MAT 207 DIFFERENTIAL EQUATIONS 3 2 5 20 MAT 102
G1 A1 15 FIS 200 FIS III + LAB 3 3 2 8 32 FIS 102
G1 A1 16 ELT 230 COMPUTING FOR ING I 3 3 6 24 MAT 237
G2 A3 17 MEC 244 THERMODYNAMICS 3 2 5 20 FIS 102
TOTAL 18 6 10 34 680
FOURTH SEMESTER
G4 TO 5 18 IBM 142 MORPHOPHYSIOLOGY I 3 3 6 24 IBM 131
G3 A4 19 ETN-503 ELECTRONICS I + LAB (ELEC. ANALOG) 3 3 2 8 32 FIS 200
G3 A2 20 ELT 266 OPERATIONAL METHODS 3 2 5 20 MAT 207
G2 A2 21 ELT 240 ELECTRICAL CIRCUITS I 3 3 2 8 32 FIS 102- MAT 218
G2 A2 22 ELT 242 ELECTROMAGNETIC FIELDS 3 3 12 FIS 200- MAT 207
G2 A3 23 MEC 245 FLUID MECHANICS 3 3 12 MEC 244
TOTAL 18 9 6 33 660
FIFTH SEMESTER
G4 TO 5 24 IBM 151 BIOMATERIALS 3 3 12 IBM 142
G4 TO 5 25 IBM 152 MORPHOPHYSIOLOGY II 3 3 6 24 IBM 142
G3 A4 26 ETN-601 DIGITAL SYSTEMS I + LAB (ELCT. DIGITAL) 3 3 2 8 32 ETN-503
G3 A4 27 ETN-603 ELECTRONICS II + LAB (ELEC. ANALOG) 3 3 2 8 32 ETN-503
G3 A2 28 ELT 258 ELECTRICAL MEASUREMENTS 3 3 6 24 ELT 240
G5 A6 29 ECHO 102 Introduction to Economics 3 3 12 ELT 230
TOTAL 18 12 4 34 680
SIXTH SEMESTER
G4 TO 5 30 IBM 161 BIOMECHANICS 3 3 12 IBM 152 - FIS 100
G4 TO 5 31 IBM 163 PUBLIC HEALTH 3 3 12 IBM 151
G3 A4 32 ETN-801 MICRO PROCESSORS - LAB 3 3 6 24 ETN-601
G3 A4 33 ETN-1015 SIGNAL ACQUISITION PROCESSING 3 3 6 24 ETN-603 ETN-601
DIRECT AND ALTERNATING CURRENT MOTORS
ELT 242 ELT 240
G3 A2 34 ELT 265 3 3 6 24
35 MEC 450 MEC 245

REFRIGERATION AND AIR CONDITIONING
G2 A3 3 3 12
TOTAL 18 9 0 27 540
SEVENTH SEMESTER
G4 TO 5 36 IBM 171 CLINICAL ENGINEERING I 3 3 12 IBM 163 - IBM 161
G4 TO 5 37 IBM 175 RADIATION AND RADIOPROTECTION 3 3 12 ELT 242 - IBM 161
G3 A4 38 IBM 172 MICRO CONTROLLERS - LAB 3 3 6 24 ETN-801
G3 A4 39 ELT-282 CONTROL I + LAB (ANALOG) 3 3 2 8 32 ELT 266 ETN-801
G3 A2 40 ELT 278 ELECTRICAL INSTALLATIONS I 3 3 2 8 32 ELT 265
G3 A3 41 MEC 454 PNEUMATIC MACHINES 3 3 12 MEC 450
TOTAL 18 9 4 31 620
EIGHTH SEMESTER
G4 TO 5 42 IBM 182 CLINICAL ENGINEERING II 3 3 12 IBM 171
G4 TO 5 43 IBM 185 BIOMEDICAL INSTRUMENTATION I + LAB 3 3 6 24 IBM 172 - IBM 175
G5 A6 44 CJS 103 LEGAL ENGINEERING 3 3 12 7Mo. Sem Venc..
G3 A4 45 ELT-304 CONTROL II + LAB (DIGITAL) 3 3 2 8 32 ELT-282
G3 A2 46 ELT 280 ELECTRICAL INSTALLATIONS II 3 3 6 24 ELT 278
PREPARATION AND ELABORATION OF PROJECTS
IND 217 ELT 278
G5 A6 47 3 3 12
TOTAL 18 9 2 29 580
NINTH SEMESTER
G4 A4 48 IBM 195 DIAGNOSIS BY IMAGING 3 3 6 24 ETN - 1015 - IBM 175
G4 TO 5 49 IBM 191 ARTIFICIAL ORGANS AND PROSTHESES 3 3 12 IBM 185
G4 TO 5 50 IBM 196 BIOMEDICAL INSTRUMENTATION II + LAB 3 3 6 24 IBM 185
G6 TO 5 51 ELT 290 INTERNSHIP IN THE INDUSTRY 3 3 12 8th Sem Venc..
MEC 454 + Cert.
IBM 199 INTERMEDIATE ENGLISH
G5 A6 52 3 3 12 English
G4 TO 5 53 MEC 460 MAINTENANCE ENGINEERING 3 2 5 20 ELT 280
TOTAL 15 9 2 26 520
TOTAL CAREER HOURS 5440
The offer of the Biomedical Engineering degree is expressed through proportionality matrices showing the
percentage relationships, hours, credits and subjects of Basic Sciences, Electrical (ELT), Mechanical (MEC),
Electronics (ETN) and Medical Medicine. the following way:
Table 15 GLOBAL STRUCTURING MATRIX
SCIENCE
SCIENCES ENGINEERING PROFESSIONALS CONTEXTUAL DEGREE
S
TRAINING WORK
ELECTRICA MECHANIC ELECTRONI ELECTRICA MECHANIC ELECTRON TOTALS
AL MEDICINE
BASICS L S CS L ICA
G1 G2ELT G2MEC G2ETN G3ELT G3MEC G3ETN G4 G5 G6
Just
7 1 3 0 1 1 0 11 3 0 27
Theory
Only
1 0 0 0 0 0 0 0 0 1 2
Subject Practice
Theory
5 1 1 0 4 0 8 5 0 0 24
and
Total 13 2 4 0 5 1 8 16 3 1 53
Theory 24,0 4,0 8,0 0,0 14,0 2,0 12,0 30,0 8,0 0,0 102,0
Credits Practice 26,7 3,3 1,3 0,0 17,3 0,0 16,0 12,7 0,0 2,0 79,3
Total 50,7 7,3 9,3 0,0 31,3 2,0 28,0 42,7 8,0 2,0 181,3
Theory 720,0 120,0 240,0 0,0 420,0 60,0 360,0 900,0 240,0 0,0 3060,0
Hours Practice 800,0 100,0 40,0 0,0 520,0 0,0 480,0 380,0 0,0 60,0 2380,0
Total 1520,0 220,0 280,0 0,0 940,0 60,0 840,0 1280,0 240,0 60,0 5440,0
Theory 13,2 2,2 4,4 0,0 7,7 1,1 6,6 16,5 4,4 0,0 56,3
Percentage
Practice 14,7 1,8 0,7 0,0 9,6 0,0 8,8 7,0 0,0 1,1 43,8
s
Total 27,9 4,0 5,1 0,0 17,3 1,1 15,4 23,5 4,4 1,1 100,0
3 .- Number of students
The recommended number of students is more than 3 and less than 75 students for theoretical classes and
more than 3 and less than 15 students for practical classes.
4 .- Academic Policies
a) The load of credit hours that undergraduate students can take is a maximum of 30 per semester. No
student may take higher credit except for the Degree Work.
b) The minimum time that a student may spend to remain in the program and obtain the degree will be
9 semesters.
c) The subjects will preferably be taught during office hours.
d) The subjects are taught every semester.
C.- Infrastructure
The Biomedical Engineering Course has two buildings located on the 4th floor of the Faculty of Engineering
and on the Cota Cota Campus. Figure 1 shows the location of the Electrical Engineering Research Institute
Cota Cota Campus .
Figura 1 ING BUILDINGS ELECTRICAL
Figure 2 shows the Infrastructure and Facilities Plans of the Engineering Degree.
Electrical, Faculty of Engineering, 4th floor.
Figura 2
ELECTRICAL ENGINEERING CAREER PLANS
Table 17 summarizes the Facilities and Infrastructure of the Engineering Degree. Electric
Table 17 INFRASTRUCTURE OF THE CAREER

acrylic m 2 / study
Atmosphere m 2 Furniture whitebo equipment Ability
ard
2 Tables (240x98)
Library Reading 4 Tables (190x75)
45.80 20 personal chairs 20
room 401
1 File cabinet
1 garbage can 2.29
1 desk
2 personal chairs
1 Table 1 Television
Book Repository
41.20 1 computer table 1 1 personal 2
Library 402
metal filing cabinet computer
55.16 20 PC tables 1 1 Data Show 40

Computer Room 40 chairs 1.38
404 30.00 1 24
12 two-person 1.25
409 34.61 1 40
20 two-person 0,86
410 48.16 24 two-person 1 Data Show 48
1.00
414 49.08 1 60
30 two-person 0.82
415 46.02 1 25
25 sole proprietors 1.84
1 desk
Teacher 1 table
consultation room 38.73 4 chairs 1 1 computer 4 9.68
412 2 two-person
armchairs
Data Show,
Computer, TV and 0.82
Alfonso Lazo Paz 58 personal
47.50 1 Opaque and 58
Auditorium 411 seats
Transparency
Projectors
Student Center 67.6 Armchairs, Desk TV, DVD,

407/408 Computer. scanner
Two desks, two Two computers,
Secretary 19.44
armchairs, a shelf photocopier
Address 28,47 A computer, a
A counter, ten printer
executive chairs, a
desk, a desk and a
computer table
Men's Bathroom 17.08 4 4
Sink, Toilet, Urinal
Women's 8.47 2 2
Bathroom Toilet sink
Bathroom 10.35 2 2
Address Sink, Toilet, Urinal
Figure 3 shows the Plan of the Electrical Engineering Research Institute.
Figure 3 MAP OF THE RESEARCH INSTITUTE

ELECTRICAL
Table 18 summarizes the Facilities and Infrastructure of the Electrical Engineering Research Institute
Table 18 INFRASTRUCTURE OF THE INSTITUTE OF

RESEARCH
acrylic
Atmosphere m2 Furniture equipment Ability
whiteboar
d
Classroom type 3a 30,15 Yeah x
20
Classroom type 3b 31.50 Yeah x 20
Audiovisual IIIE 33,62 Data Show 25
Senior researchers
23,62 Yeah x 3
room
Junior researchers
28.36 Yeah x 6
room
Office Director 16.00 1
Technical Committee
30,00 10
meeting room
Secretary and waiting
36,26 4
room
D.- Furniture, Equipment and Materials
The furniture, equipment and materials are planned for the different environments and objectives in
quantities proportional to the number of students, responding to basic equipment standards both in
laboratories and in work practice for the development of skills and abilities. The details of Furniture,
Equipment and Materials are not included since this is increased periodically.
E.- Bibliographic Material
The Course has the bibliographic material, printed and in digital format, necessary in quantity and quality to
support the students' learning process. This is how they are:
- Texts with titles by different authors per subject and an adequate and updated number in each title
- Subscription to magazines of recognized name and scientific production
- Exchange systems connected with networks and information systems at the level
National and international
- Electronic information system and Internet
The detail of Bibliographic Material is not included since it is extensive and increases periodically.
F.- Didactic Media
The program has the necessary teaching aids to support the activities of the teaching-learning process. This is
how they are:
- Equipment Projection
- Equipment Sound
- Equipment and multimedia material didactic and computer science
- Networked computers in sufficient number
- Installation of software necessary for learning activities
The detail of Didactic Media is not included since it is increased periodically.
G. - Teaching Assignments
The subjects and their correspondence with the teachers in charge of each subject are detailed on the
website miing.umsa.edu.bo and electrica.umsa.edu.bo

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UNIVERSITY OF SAN ANDRES

UNVERSIDAD MAJOR DE SAN ANDRES

1 .- Section A - Academic Document

– Identify, study and solve problems related to medical equipment.

Biomedical, such as: maintenance heads or managers, operators, programmers, technical

11.6. - Graduation Modality

B. Organization of the Curricular Process

CAREER ADMINISTERING THE

TITLE FOR EXCELLENCE, DEGREE PROJECT,

FAC. OF ENGINEERING PLAZA DEL OBELISCO

PHONES 2202785 (1301-1302)

TO. Academic Aspects

1.1. - Introduction and History

2 .- Mission, Vision and Career Objectives

2.1. - Race Mission

2.2. - Career Vision

2.3. - General objective

2.4. - Specific objectives

• Know the generalities of human anatomy and physiology focused on Engineering.

3 .- Characterization of the Career

3.1. - Historical review

3.2. - Curriculum Evolution

3.3. - Functional Career Organization Chart

The functional organization chart of the career is shown in figure 1

• The auxiliary sciences that contextualize professional performance and all

5 .- Competency-Based Curriculum Model

7.2. - Competence of the Biomedical Engineer

The following activities are the responsibility of the Biomedical Engineer:

8 .- Behavioral studies, tests, detection of medical equipment failures.

C.- Study, project, execution and advice related to:

(All the previous points refer to sections A and B)

The Biomedical Engineering teacher must have the following characteristics;

• Engineering professional with a master's degree preferably.

1. Responsible for the design, construction and specification of Hospital Equipment

10 .- Objective, Object, Modes of Action and Fields of Action

10.1. - Profession Objective

The fundamental objective of the Program in Engineering. Biomedical is to provide a

The professional in Engineering. Biomédica is dedicated to planning, managing, supervising and

10.2. - Work Object

The object of work is: Medical equipment and Hospital Facilities.

10.3. - Modes of Action

10.4. - Fields of Action

The fields of action are:

• Analysis and Identification of hospital facilities.

• Administration of departments related to your health area.

• Design and installation of gas networks

10.5. - Areas of Action

11 .- Educational Teaching Process Plan

11.3. - Disciplines or Subjects

solve them in order to transform society.

11.4. - Distribution of Organizational Components (Academic, Work and Research)

11.5. - Process Evaluation

quality of students and of course the infrastructure and equipment.

Table 1 Qualitative Weighting of Desired Results for the Engineering Professional

Level 1.- Recognition.

Level 2.- Understanding.

It involves a mental exercise and understanding of a concept or topic. Understanding requires

Level 3.- Skill.

11.6. - Graduation Modality

The Graduation modality is:

• The economic, political and social guidelines of the country.

• Graduate a Biomedical Engineer with a broad profile who is characterized by having a

13 .- Methodological and Organizational Indications