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Learning outcomes

The master can independently and correctly plan and execute experimental research in the domain of the major.

1. The master can independently analyse, describe and evaluate a biomedical problem and formulate research strategies.

2. The master can independently formulate hypotheses from ‘state of the art’ literature and can independently interpret experimental data correctly in the context of that hypothesis.

3. The master can execute specialised research-oriented techniques under supervision and interpret and report the results.

4. The master can draw the correct conclusions from personal experimental findings and redirect his research plan accordingly.

5. The master can function autonomously in a research team, in multidisciplinary as well as in international research networks.

6. The master can independently and accurately plan and execute experiments, collect scientific data and statistically correctly analyse and evaluate these and report on them.

The master can accurately report and communicate in Dutch and in English.

7. The master can communicate in Dutch and in English with the correct scientific vocabulary and in a critical and clear way. He can give a presentation on scientific literature as well as on personal research and this for a broad audience or for fellow scientists.

8. The master can make posters and presentations in Dutch and in English that clearly present the scientific information.

9. The master can accurately analyse the critical questioning of his work by others and answer it in a structured, clear and correct way in Dutch and in English.

10. The master can accurately report on his scientific research in a lab notebook in Dutch and in English with a view to the preservation of the Intellectual Property Rights (IPR) and to the reproducing and tracing of the work by other researchers.

The master acquires a critical scientific attitude.

11. The master can assess and evaluate the societal and ethical implications of the research he/she is involved in and make appropriate decisions accordingly.

12. The master is able to plan his future learning processes autonomously and has an attitude of lifelong learning.

Clinical research

13. The master can independently and accurately formulate a clinical-biomedical questions, determine research strategies, execute them, collect scientific data and statistically correctly analyse and evaluate these and report on them.

14. The master is familiar with the current scientific, legal and practical aspects of preclinical and clinical drug and device research with humans.

15. The master has scientific insight in and practical experience with clinically current imaging techniques and technical function tests with humans.


Minor Research

16. The master can correctly interpret and analyze biomedical data using biostatistical and bio-informatics principles to set up hypotheses about the concerned molecular and cellular pathophysiological working mechanisms.

17. The master is familiar with current scientific and practical aspects of preclinical drug research.

18. The master has the basic knowledge about regulations of innovation and patents and can take this into account when setting up, executing and publishing his/her research.

Minor Research and Minor Management and Research

19. The master can responsibly include experiments with laboratory animals in his scientific research.
The master can evaluate the necessity/added value of experiments with laboratory animals and can make decisions in the framework of the 3R recommendations (Reduction, Replacement and Refinement).
The master can plan, execute and follow experiments with laboratory animals (simple laboratory animal manipulation) according to European regulations, Belgian legislation and ethical standards.
The master can draw up an ethical file for experiments with laboratory animals conform European directives, the Belgian and European legislation and ethical standards.

Minor Management and Research and Minor Management and Entrepreneurship

20. The master can identify and develop the different aspects (context, processes, structures,...) of the management of a company.

21. The master has acquired knowledge of and insight in all aspects that occur in the establishment of or the functioning in a company (types of business, legal aspects,…).

22. The master is able to organize internal and external communication about an activity and adapt it to the different target audiences. He is able to purposely adapt this communication in style and content.

23. The master can set up a financial plan for a business/project and analyse it. He knows which financing mechanisms exist and can do a cost/benefit analysis for a specific project/product/service.

Minor Management and Entrepreneurship

24. The master knows how a product/service should be developed from the initial idea to a successful realisation and is able to set up the organisation for it.

25. The master can draw up a business plan for a technologically oriented project, including all elements concerned such as IP, marketing & sales, business model, competition analysis, financial plan, financing and risk management.

26. The master knows how care systems have to be set up and which business organisational components are applicable. The master knows which care systems (ISO standards) are applicable in which situation and can take the required actions to comply with the requirements.

Minor Education

27. The master develops the competences of the teacher training. The basic competences describe the knowledge, skills and attitudes that a starting teacher should have. The basic competences are classified in 10 ‘functional entities’, roles that a teacher will have to fulfill:
1. The teacher as guide of the learning and development processes
2. The teacher as educator
3. The teacher as contents expert
4. The teacher as organiser
5. The teacher as innovator – the teacher as researcher
6. The teacher as partner of the parents/carers
7. The teacher as member of the school team
8. The teacher as partner of external people
9. The teacher as member of the educational community
10.The teacher as participant in culture
Additionally, a beginning teacher should possess 8 attitudes: decision making ability, relational orientation, critical attitude, eagerness to learn, organisational skills, willingness to collaborate, sense of responsibility, flexibility.