**3. Specific characteristics of BME-related corporate culture**

Although every profession has its own best business practices, biomedical engineering has some specific characteristics. This relatively new discipline bridges the gap between medicine and technology, and, by applying various novel methods and techniques, directly influences the duration and quality of human life (Schwartz 1988). Consequently, a single medical procedure involves multiple actors, many of whom, mainly engineers, usually remain behind the scene. The cooperation between engineers and members of the

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medical profession can succeed only if they all share some common understanding about their roles and mutually dependencies. Moreover, a medical procedure requires, among other things, technical excellence and high ethical awareness of the participating engineers. Finally, the clinical engineer frequently works shoulder to shoulder with medics in an emergency and under time pressure, burdened by stress and responsibility, where common feelings, ideas and behavior are a decisive factor in the final result. Therefore three key aspects may be identified as those related to BME professional culture:


566 Biomedical Science, Engineering and Technology

The Second Degree (Master's) program (also proposed for 150 students per year) requires that students select one of five offered parallel tracks. Four of them are taught in Polish and

Fortunately, the formula of the multidisciplinary school that is based on human resources and the infrastructure of five faculties takes advantage of the support thus provided and is

This variety of human and technological resources in the absence of institutional limitations and work contracts makes it possible to have a free hand in creating teaching syllabuses depending on the current market needs and students' interests. The creation of learning programs (new syllabuses and specialties) which comes under the authority of the Head of

• Implementation of some selected additional subjects of study in addition to the

• Individual schedule of study. i.e. implementation of the standard program following

• Individual course of study making possible the selection of subjects outside the

The creation of the course of study is based on quality indexes systematically collected from students, lecturers and employers1. The assessment of the quality of the learning process is

• Estimation of learning results by the Head of the Faculty based on statistical evaluation; • Questionnaires filled in by students about their lecturers (carried out by Department

• Questionnaires on the professional abilities of students carried out in institutions

All the quality indexes are analyzed by the Board and are used in making the Head responsible for implementing decisions such as a face-to-face talk with the lecturer, change

Although every profession has its own best business practices, biomedical engineering has some specific characteristics. This relatively new discipline bridges the gap between medicine and technology, and, by applying various novel methods and techniques, directly influences the duration and quality of human life (Schwartz 1988). Consequently, a single medical procedure involves multiple actors, many of whom, mainly engineers, usually remain behind the scene. The cooperation between engineers and members of the

of the lecturer, modification in the sequence of subjects or a change in the syllabus.

**3. Specific characteristics of BME-related corporate culture** 

oriented towards the main branches of biomedical engineering:

sufficient to comply with the requirements of high-quality teaching.

the faculty is also supplemented by three types of individual lines of study:

Deans and made public in a adapted from to the Head of the MSIB); • Questionnaires filled out by students on the course of their studies;

• Medical electronics and information technologies,

the accelerated of decelerated schedule, or

responsible for the students' field work.

standard syllabus to replace elective subjects.

• Estimation of current learning progress made by lecturers;

• Biomaterials,

• Biomechanics and robotics, • Bionanotechnologies,

standard syllabus;

regularly made by:

1 In future

• Emerging health care technologies.

As such circumstances are specific to this profession, the need for the organizational culture is fairly high. In case of a biomedical engineer, however, the relations are far more complex than the schemes sketched by corporate culture promoters for a typical customer service (Denison & Mishra, 1995). The above-mentioned elements of the BME-related corporate culture cannot be formed only as spontaneous forms of behavior of clinical engineers. They must be prepared by special methods and techniques of teaching and learning to help young students become highly qualified and well-prepared specialists also in the ethical dimension of their work. This process of ethical formation must be closely combined with professional skill formation, because ethics is not simply an additional competence of the future biomedical engineer, but rather a crucial element determining the use of basic knowledge in all practical applications. Therefore teachers who teach biomedical engineering students must take this additional demand into account (Augustyniak E. & Augustyniak P. 2010).
