Available in 2022
Course code



10 units


4000 level

Course handbook


The course will provide the necessary design and analytical skills for developing implants, rehabilitation, and assistive technology equipment. The design and mechanics of hip, knee, and other joint replacements, fracture repair devices and spinal implants will be discussed.

This involves the application of biomechanics principles to the design of rehabilitation equipment as well as the design of internal and external prostheses and orthoses. The course will survey the design and application of rehabilitation engineering and assistive technologies in a wide range of areas, including wheeled mobility.

Availability2022 Course Timetables


  • Semester 2 - 2022

Learning outcomes

On successful completion of the course students will be able to:

1. Identify the scope and role of medical implants and assistive devices in our health care system.

2. Describe the principal, functional components of modern medical technologies used in monitoring of physiological function, diagnosis, and treatment.

3. Work in interdisciplinary teams to review, critique and improve medical device design, in order to create positive outcomes for clients.

4. Research, analyse, synthesise, condense, and disseminate complex scientific and technical information.

5. Identify ethical, social, cultural, and economic considerations related to an introduction and use of medical implants and assistive technology, and articulate considerations to support equity-focused healthcare.


  • Joint diseases and treatments, including research advances in biomechanics, arthroplasty and biomaterials and bone graft substitutes.
  • Fractures and fracture management, including the design of implants and assistive technology for the treatment, management, and outcomes of spinal injuries.
  • Design considerations for specific patient groups such as paediatrics, military injuries, and/or advanced age.
  • Assistive technology for rehabilitation, and post injury including devices used in physiotherapy, post-surgery, and equipment for non-hospital settings.
  • Sociocultural considerations in healthcare, including impacts of class, gender, culture, ethnicity, age, and work on health and access to healthcare.

Assessment items

Case Study / Problem Based Learning: Case Study/Problem Based Learning 1

Case Study / Problem Based Learning: Case Study/Problem Based Learning 2

Report: Report

Contact hours


Integrated Learning Session

Face to Face On Campus 4 hour(s) per Week for 12 Weeks

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.