- Docente: Lorenzo Chiari
- Credits: 9
- SSD: IBIO-01/A
- Language: English
- Teaching Mode: In-person learning (entirely or partially)
- Campus: Cesena
- Corso: Second cycle degree programme (LM) in Biomedical Engineering (cod. 6705)
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from Sep 14, 2026 to Dec 15, 2026
Learning outcomes
At the end of the course, the student acquires advanced knowledge on the analysis and design of the most widespread bioengineering systems for functional assessment, sensor-motor and cognitive assistance and rehabilitation, and for geriatric prevention. In particular, the student knows how to: - bring back the main functional alterations to the pathophysiology of the systems involved and to the physiological ageing processes; - use the main tools and methods critically for the evaluation of bodily functions, determining the essential properties of the measures in a bio-psycho-social perspective; - carry out a high-level design of assistive, rehabilitative and preventive devices; - orientate among the main approaches in the neurorobotic and neurorehabilitative field.
Course contents
The course is organized into two closely integrated parts.
The first part, delivered during the first semester, provides the theoretical foundations of Ageing and Rehabilitation Engineering, introducing the main conceptual models of health and rehabilitation, the physiological basis of ageing and neuromuscular adaptation, and the engineering methods used to assess, monitor, and restore human function.
The following topics will be covered:
1. Foundations of Health, Function and Rehabilitation- Evolution of the concept of health: biomedical and biopsychosocial models.
- The World Health Organization's International Classification of Functioning, Disability and Health (ICF).
- Theoretical models of rehabilitation, motor control, motor learning, and neuroplasticity.
- Neural and systemic adaptation as the biological basis of functional recovery.
- Physiological ageing, longevity, and demographic transition.
- Healthy ageing, frailty, geriatric syndromes, and the main determinants of health in older adults.
- Gerontechnologies for prevention, compensation, care, and quality-of-life enhancement.
- Digital biomarkers of ageing, wearable sensors, telemedicine, and technologies supporting digital prevention.
- Innovative technologies for frailty assessment, maintenance of functional independence, and mobility support.
- Biomechanical and neurophysiological principles of postural and balance control.
- Quantitative models of balance, clinical and instrumented assessment, force platforms, and wearable sensing technologies.
- Technologies for balance rehabilitation, including biofeedback, virtual reality, robotics, and intelligent rehabilitation systems.
- Gait analysis: biomechanical principles, instrumentation, spatiotemporal, kinematic, and kinetic parameters.
- Technologies for gait rehabilitation, including robotic systems, exoskeletons, multimodal feedback, and artificial intelligence for personalized rehabilitation.
- Sensor fusion, multisensory integration, and Kalman filtering for human movement estimation.
The second part, delivered during the second semester, consists of a team-based design project. Working in small groups under the supervision of a tutor, students will develop an application project in the field of Ageing and Rehabilitation Engineering, translating the theoretical concepts, methods, and tools introduced during the first part of the course into a hands-on design experience. The project will include problem definition, solution design, experimental validation, critical analysis of results, and a final presentation, with the aim of developing engineering design skills, interdisciplinary teamwork, and problem-solving abilities in the context of biomedical engineering.
Readings/Bibliography
Mandatory
Lecture notes, ppt slides and articles provided by the lecturer.
Suggested
- David J. Reinkensmeyer, Laura Marchal-Crespo, Volker Dietz (Editors) Neurorehabilitation Technology. Third Edition, Springer, 2023
- Alberto Pilotto, Walter Maetzler (Editors) Gerontechnology. A Clinical Perspective. Springer, 2023
Further readings
- J. Thomas, J. Nelson, S. Silverman, Research Methods in Physical Activity-7th Edition, Human Kinetics, 2015.
Teaching methods
The course combines lectures, case study discussions, practical exercises, and project-based learning activities.
During the lectures, students are introduced to and discuss the theoretical foundations of Ageing and Rehabilitation Engineering, with particular emphasis on models of health and rehabilitation, physiological ageing processes, digital prevention technologies, instrumented assessment of human function, and rehabilitation technologies.
The theoretical framework is complemented by application examples, experimental demonstrations, data analysis and biomechanical modelling exercises, computer-based problem solving, specialist seminars, and, where appropriate, visits to companies, research laboratories, or healthcare facilities.
A substantial part of the course is devoted to a team-based design project. Working in small groups under the supervision of a tutor, students will apply the principles, methods, and tools introduced during the course to the design, implementation, and evaluation of an engineering solution in the field of Ageing and Rehabilitation Engineering. The activity will conclude with the presentation and discussion of the project outcomes.
Due to the nature of the laboratory and project activities, students are required to complete Modules 1 and 2 of the University of Bologna Health and Safety Training for Study Environments before attending these activities.
Assessment methods
Student learning will be assessed through a combination of continuous assessment, project-based activities, and a final examination.
Specifically, assessment will include:
- During lectures: questions and classroom discussions, case study analysis, short student presentations, and interactive problem-solving activities.
- During practical sessions: applied problem solving, laboratory activities, data analysis exercises, and biomechanical modelling exercises.
(Activities carried out during lectures and practical sessions may earn students up to 3 bonus points.)
- A compulsory team-based project, carried out in small groups during the second semester, aimed at the design, development, and evaluation of an engineering solution in the field of Ageing and Rehabilitation Engineering.
- An individual written examination, consisting of three analytical/design problems and three multiple-choice theoretical questions.
The written examination and the project assessment constitute two independent assessment components of the course and may be completed at different stages of the course. The written examination may be taken at the end of the first semester, whereas the project will be assessed at the end of the second semester through the presentation and discussion of the completed work.
Project assessment will be individual and will take into account the scientific and technical quality of the work, the consistency of the proposed solution with the assigned objectives, the degree of autonomy demonstrated by the group, the ability to critically analyse the results, the effectiveness of the presentation, and each student's individual contribution to the project.
The final grade will be calculated as the average of the marks obtained in the two assessment components:
- Written examination (provided it has been passed), including any bonus points (50%);
- Project and final presentation (50%).
The two examination components contribute independently to the final grade, and neither component is a prerequisite for taking or completing the other.
Students with Specific Learning Disorders (SLD) or temporary or permanent disabilities are encouraged to contact the University's Disability and Specific Learning Support Office well in advance. The Office will propose any appropriate accommodations, which must be submitted to the course instructor for approval at least 15 days before the assessment. The instructor will evaluate the appropriateness of the requested accommodations in relation to the intended learning outcomes of the course.
Teaching tools
Office hours
See the website of Lorenzo Chiari
SDGs
This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.