For the last 20 years, the European Union has supported an initiative for the development of a multinational advanced Programme on Biomedical Engineering within the ERASMUS and subsequently also within the TEMPUS program. The Programme draws expertise from a large multinational academic community, with Greek and foreign teachers originated from European Universities addressing a multinational audience from more than 10 European countries. The syllabus, based on the TEMPERE Project recommendations [Towards a European Framework for Education and Training in Medical Physics and Biomedical Engineering, IOS Press, 2001] covers the following four areas of subjects:
- Basic Knowledge & Skills (basic medical & physical sciences in medicine, transferable skills, research methods) 30%
- Conversion courses (0-2 taken from Mechanics and materials, Electronics, Digital signal processing) 0-10%
- Basic Biomedical engineering Topics 40-50%
- Advanced Biomedical engineering Topics 20%
Students may register at any of the collaborating Institutions and follow the whole or part of the Programme according to their needs. Additionally, students registered at the University of Patras may go to another University in order to elaborate their Master Thesis. The European Credit Transfer System is then used for the completion of their studies and the delivery of their degree. The BME Programme has succeeded in instructing more than 500 students up to now. A Quality Assurance system was implemented, aiming to create the necessary conditions that permit the maximisation of the potential of this co-operative effort and to provide an appropriate framework for mutual recognition amongst the participating institutions. This multinational activity has lead to the conclusion that an advanced Programme on Biomedical Engineering should be regarded as an integral part of the overall process of preparing professionals for the job market. It is therefore necessary to consider all associated issues within a global framework, including prior education, field specific education and training, subsequent accreditation and licensing, as well as continuous professional development. It has been also proved that the concept of a European Programme is viable and can contribute effectively to the integration and harmonisation in the European Union and there is a pressing need to develop the appropriate framework that will facilitate student mobility and mutual professional recognition. This should be in accordance with EU harmonisation policies and without compromising the professional integrity. Such a framework can only emerge from an open, broad discussion among professionals.