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MEEN40600

Academic Year 2026/2027

Medical Device Design (MEEN40600)

Subject:
Mechanical Engineering
College:
Engineering & Architecture
School:
Mechanical & Materials Eng
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Assoc Professor Eoin O'Cearbhaill
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Medical Device Design requires an understanding of clinical, technical and legal/regulatory needs and requirements.
This module is project and research led and will focus on developing a prototype and plan for medical device translation and commercialisation. Using the Stanford Biodesign model, in collaboration with clinical advisors, we use a stepwise approach to (1) identify a clinical need associated with a medical procedure, (2) invent a suitable device to address this need and (3) propose a suitable implementation strategy for its clinical translation.
The module will be delivered through a combination of lectures, required reading, guest speakers, based around a group design project. Students must complete regular project presentations and assessment exercises. Working in teams, the students compile a report and presentation pitch on their medical device technological solution.

About this Module

Learning Outcomes:

On completion of the module, students will:
(a) Demonstrate an ability to derive, analyse and apply potential design solutions within the medical device design process
(b) Demonstrate an understanding of the core requirements and of legal and ethical issues, including the circular economy, within regulatory frameworks
(c) Be able to define core user needs for a given medical device application area
(d) Be able to capture and define core issues relating to intellectual property within a device design
(e) Be able to identify and rank clinical needs and potential medical device design solutions
(f) Development project management skills related to medical device development
(g) Be cognisant of the commercial challenges in clinical translation of medical device technology

Indicative Module Content:

The module follows a condensed version of the Biodesign Approach to Medical Device Development through team-based projects aimed at identifying and addressing real clinical needs:
(1) Clinical Need Identification - Figure out strategic focus, learn how to observe and identify clinical problems, construct and rank clinical need statements
(2) Invent Device Solutions - Ideation & Brainstorming, Prototyping and concept development
(3) Implementation Plan - Developing IP, Regulatory and Clinical Strategies, Stakeholder Analysis and Business Development Plan

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 5

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 2

Achieve gender equality and empower all women and girls 2

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Ensure sustainable consumption and production patterns 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Small Group

12
Conversation Class

24
Specified Learning Activities

24
Autonomous Student Learning

48
Total

132

Approaches to Teaching and Learning:
A combination of lecture content (delivered through pre-recorded presentations when required), live and pre-recorded student team presentations as project updates (in person, with Zoom access as a backup, where feasible), end of trimester student project pitches, in-class quizzes, team meetings with project mentors. Access to 3D printing and other prototyping facilities through teaching assistants will be reviewed continuously throughout the trimester.
Efforts will be made to make content available to students who are unable to be physically located on the UCD Belfield campus.

Requirements, Exclusions and Recommendations
Learning Requirements:

Stage 3 complete.

Learning Recommendations:

Engineering or science background.


Module Requisites and Incompatibles
Incompatibles:
MEEN40100 - Biomechanics

Equivalents:
Medical Device Design (EEME40460)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): In-class quiz, designed to assess the student's knowledge and understanding of the Biodesign process; fundamentals of Medical Device Design; student engagement in peer-to-peer learning Week 12 Alternative linear conversion grade scale 40% No
30
 No
Group Work Assignment: Final Project Pitch to a panel of experts Week 12 Graded No
32.5
 No
Group Work Assignment: Report in the Style of an Enterprise Ireland Commercialisation Fund application (1 report per group) Week 14 Graded No
22.5
 No
Participation in Learning Activities: Peer and Self-Assessment Form Submitted Week 14 Graded No
15
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring Yes - 1 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Group/class feedback, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Weekly feedback on group work is provided in class

Biodesign : The Process of Innovating Medical Technologies - 2nd Edition

Online and Physical version available through UCD Library

Name Role
Dr Irina Khaydukova Lecturer / Co-Lecturer
Dr Thomas Lijnse Lecturer / Co-Lecturer
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