Outline

Overview

Rehabilitation Engineering is a staple course of biomedical engineering programs worldwide. This unit focuses on rehabilitation devices, external and internal, for communication and mobility. Rehabilitation engineering is the application of engineering analysis and design expertise to overcome disabilities and improve quality of life with assistive technologies. The unit will cover the inclusive design or 'design for all' process with consumer engagement, human-computer interfaces, mobility and communication needs. All students will design a project that addresses an unmet need. There will be visits to disability services organisations and learn about the National Disability Insurance Scheme. The unit will be taught through lectures and the design lab including computational and hands on design. Communication skills will be tested through a project 'pitch' presentation. Some teaching will be provided by rehabilitation engineers working in industry.

Unit details and rules

Academic unit	Biomedical Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	1000-level mathematics and 1000-level biology
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Alistair McEwan, alistair.mcewan@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical, skills, or performance task or test	Studio Engagement Weekly in-class studio group activities support prototyping, iteration, and design development. Short reflective prompts are completed during tutorials.	15%	Week 02	Weekly in-tutorial studio	AI limited - refer to Canvas
Outcomes assessed:
Presentation	Initial Group Project Pitch Initial pitch of design idea for group project presented in week 4 tutorial. Slide decks are due on Friday week 3.	10%	Week 03	5 minutes in tutorial.	AI allowed
Outcomes assessed:
Written work	Draft Project Data Submission Draft group lab report for design project (with draft design submissions)	5%	Week 06	5 pages	AI allowed
Outcomes assessed:
Interactive oral	Interactive oral 1 ‘Viva style’/interactive oral examination. Group based, marked individually	10%	Week 08	15 minutes in tutorial.	AI prohibited
Outcomes assessed:
Presentation	Group project presentation Final proposal pitch for major group project presented to a panel of industry experts occurring in weeks 12 and 13 tutorials. Slide decks are due on Friday Week 11.	5%	Week 11	15min in tutorial class weeks 12-13	AI allowed
Outcomes assessed:
Written work	Final group report Final group project report	10%	Week 11	15 pages	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Reflection Journal Students submit one consolidated, handwritten journal demonstrating learning progression, iteration, and reflective integration across the semester	10%	Week 12	Weekly, in-tutorial	AI prohibited
Outcomes assessed:
Q&A following presentation, submission or placement	Reflection Portfolio Short structured reflections produced in-room or immediately after selected Live panel sessions. Reflections are submitted at four checkpoints across the semester and marked in clusters to manage workload while ensuring sustained engagement.	20%	Week 13	Weekly during Live Panel	AI prohibited
Outcomes assessed:
Debate	Live Questioning Students demonstrate active listening and professional engagement by asking a minimum number of purposeful, live questions during panel sessions across the semester (e.g. at least one question in each half of semester).	15%	Week 13	Weekly in Live Panel	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Assessment summary

The multiple choice quiz question development is a peer reviewed development of quiz questions based on the workshop and tutorial material. They will be assessed against ability to test recall and comprehension, application and analysis and evaluation. These will be trialled in the in-class multiple choice quiz.

The individual report is a review of assistive technologies in particular those that use the latest technology including AI.

The group report and presentation are based on a user study of an assistive technology design and development.

You must get 50% in each of the individual and group work components to pass the unit.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty.
Distinction	75 - 84	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.
Credit	65 - 74	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.
Pass	50 - 64	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
Fail	0 - 49	To be awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty. This grade, with corresponding mark, should also be used in cases where a student fails to achieve a mandated standard in a compulsory assessment, thereby failing to demonstrate the learning outcomes to a satisfactory standard. In such cases the student will receive the mark awarded by the faculty up to a maximum of 49.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to rehabilitation engineering	Workshop (2 hr)
Week 02	Introduction to communication and user based design for inclusion	Workshop (2 hr)
Week 02	Introduction to communication and user based design for inclusion	Tutorial (2 hr)
Week 03	Introduction to Mobility needs	Workshop (2 hr)
Week 03	Introduction to Mobility needs	Tutorial (2 hr)
Week 04	Lower Limb	Workshop (2 hr)
Week 04	Lower Limb	Tutorial (2 hr)
Week 05	Rehabiliation robotics	Workshop (2 hr)
Week 05	Rehabiliation robotics	Tutorial (2 hr)
Week 06	Upper Limb	Workshop (2 hr)
Week 06	Upper Limb	Tutorial (2 hr)
Week 07	Transfer Systems	Workshop (2 hr)
Week 07	Transfer Systems	Tutorial (2 hr)
Week 08	Hearing	Workshop (2 hr)
Week 08	Hearing	Tutorial (2 hr)
Week 09	Assistive Technology for communication	Workshop (2 hr)
Week 09	Assistive Technology for communication	Tutorial (2 hr)
Week 10	Speech recognition	Workshop (2 hr)
Week 10	Speech recognition	Tutorial (2 hr)
Week 11	Funding supports and services	Workshop (2 hr)
Week 11	Funding supports and services	Tutorial (2 hr)
Week 12	Occupational Therapy	Workshop (2 hr)
Week 12	Occupational Therapy	Tutorial (2 hr)
Week 13	Review	Workshop (2 hr)
Week 13	Review	Tutorial (2 hr)

Attendance and class requirements

Class attendance is required.

The University attendance policy can be found here (see clause 68): https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2014/378&RendNum=0

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Assistive Technologies: Principles and Practice

5th Edition, Albert M. Cook; Janice Miller Polgar; Pedro Encarnação, Mosby, 2020

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Present evaluations and interpretations of theoretical issues and concepts. Clarify requirements to determine inquiry/research needs; evaluate & interpret data; manage research. Use information for basic analytical reporting & show understanding of discipline theoretical and methodological issues; interpret and discuss situations involving uncertainty, ambiguity, conflicting information.
LO2. Proficiently apply standard project management tools & methodologies for assigned project activities on a small team scale.
LO3. Exercise sound critical judgement, at general level, on professional context and conduct issues.
LO4. Understand the integration of system components to accomplish specific set of objectives in interdisciplinary contexts. Evaluate design solutions from multiple perspectives including ecological, social sustainability, cultural values, as well as, economic risk & safety, and technical perspectives.
LO5. Understand the impact of high uncertainty and/or context on the design cycle & the benefit of systems design/engineering framework.
LO6. Justify creative solutions to non-routine & complex problems/opportunities. Use a structured process of inquiry & evidence based research to clarify reasoning and decisions; experiment with different (systems) methodologies or thinking approaches & strategies for innovation.
LO7. Engage with lived experience and stakeholder expertise through purposeful consultation and co-design

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 3.1. An ability to communicate with the engineering team and the community at large. 4. ENGINEERING APPLICATION EXPERIENCE 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. Stage 1 Competency Standard for Professional Engineer (UG) - 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We have responded to feedback regarding the amount of written assessments - this has been reduced and assessment types have been modified to suit the demonstration of learning outcomes.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

BMET5953: Rehabilitation Engineering

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links