The degree in Biomedical Engineering presented in this paper has been designed in an innovative way, incorporating the concept of Biomedical Engineering 4.0 as a key element in the international training of students in this field. This approach seeks to prepare future professionals to face the challenges and take advantage of the opportunities presented by advanced technologies in the healthcare field.

To achieve this goal, a Biotech 4.0 laboratory has been created with connected classrooms, enabling students to integrate all areas of Health 4.0 in their final projects. This lab is designed to foster practical and interdisciplinary learning, allowing students to apply their knowledge in real environments. Within this framework, students work with cutting-edge technologies, including biomedical sensors, algorithms for 1D, 2D, and 3D signal processing, artificial intelligence models, virtual or augmented reality therapy games, and assistive robots for people with special needs. Integrating advanced technologies into the curriculum not only enriches academic training but also prepares students to lead in the next era of health and technology.

In the biomedical signals and systems course, students are trained in Biotech 4.0 to interpret real-time human physiological signals, applying both time-domain and frequency-domain analysis. This hands-on approach enables students to connect theory with practice, preparing them for successful careers in biomedical engineering. The Biotech 4.0 lab is equipped with tools such as ADInstruments PowerLab systems for acquiring physiological signals, and advanced filtering techniques to clean the data and extract useful information using MATLAB and LabChart. Students analyze critical diagnostic signals, such as ECG to detect arrhythmias and EEG to identify seizures or sleep disorders. In the biomedical image analysis and processing course, students acquire specialized knowledge and apply it to real-world cases. In addition to combining theory and practice, they are presented with unsolved medical challenges, such as early detection of Candida Albicans infections or cancer cells. Students have access to high-performance hardware and advanced software to analyze data precisely, optimize diagnostics, and develop innovative solutions for the medical field. In the biomechanics and neural control of movement course, Biotech 4.0 allows students to validate their hypotheses practically using specialized software. This enables them to analyze real-world problems with greater accuracy, such as stress on the shoulder of an Olympic javelin thrower. In the biomedical instrumentation and robotics course, students program the Reachy Modular Humanoid robot to replicate a patient’s rehabilitation movements. They also analyze 3D reconstructions of anatomical structures based on CT scans.

In conclusion, Biotech 4.0 is a single space dedicated to all biomedical engineering subjects, as opposed to traditional models that have separate laboratories. This allows students to develop practices and projects of subjects including not only the specific equipment and software of each subject but also the integration of all the equipment from robotics, EEG and NIR helmets, virtual reality devices or artificial intelligence among others as part of the 4.0 solutions that they implement in the projects.

Keywords: Biomedical engineering, Learning 4.0 approach, innovative education.