OVERVIEW

The purpose of this course is to provide an overview of robotic technologies applied to—and inspired by—biomedical research and clinical practice. Robotics is a multidisciplinary field, integrating computer, electrical, and mechanical engineering, with an increasingly broad range of biomedical applications. These include basic research on sensorimotor systems, advanced surgical and diagnostic techniques, human–machine interfaces, and robotic systems for assistance and rehabilitation. In addition to learning theoretical concepts, students will engage in practical activities such as software development and scientific discussions, both individually and in teams.

AIMS AND CONTENT

LEARNING OUTCOMES

The purpose of this course is to provide a perspective on robotics technologies applied to (and inspired by) themes of biomedical research and practice. Robotics is a multidisciplinary technology, with elements from computer, electrical and mechanical engineering and with an increasing spectrum of biomedical applications. The first part of the course is intended to provide a background of formal instruments for understanding control of biomedical robotic devices. The second part is devoted to in-depth analysis of specific applications. These include basic research in sensory-motor systems, advanced surgical and diagnostic techniques, human-machine interfaces, robots for assistance and rehabilitation, biomimetic robotics.

AIMS AND LEARNING OUTCOMES

The purpose of this course is to provide a perspective on robotic technologies applied to—and inspired by—biomedical research and clinical practice. Robotics is a multidisciplinary domain, integrating computer, electrical, and mechanical engineering, with an increasingly broad spectrum of biomedical applications. These include basic research on sensorimotor systems, advanced surgical and diagnostic techniques, human–machine interfaces, and robotic systems for assistance and rehabilitation.
The course aims to strike an appropriate balance between fundamental concepts and real-world applications. Students will be involved in various activities, including software development, project-based work, and scientific presentations, both individually and in teams.

Learning Outcomes

At the end of the course, students will be able to:

• Identify and describe different types of medical robots and their potential applications;

• Explain basic concepts of kinematics, dynamics, and control in robotics, with a focus on clinical applications;

• Understand the structure and function of robotic hardware components;

• Apply analytical and experimental skills to design and implement robotic assistance or force fields for biomedical applications;

• Describe the state of the art in medical robotics and current research trends;

• Recognize the roles that robotics can play in healthcare environments.

In addition, students will:

• Demonstrate the ability to collaborate in team-based projects and scientific discussions

• Communicate constructively and manage social interactions in diverse working environments

• Develop other transferable skills such as problem-solving and critical thinking.

PREREQUISITES

Basic knowledge of Mathematics, Physics, and Control Theory is required.

TEACHING METHODS

The course aims to strike an appropriate balance between foundational concepts and practical applications.

In addition to attending lectures and participating in discussions with invited experts on specific topics, students engage in various activities, including exercises, software development, and robot control training. When possible, students may also present scientific papers or lead short teaching sessions. These activities may be carried out individually or in teams.

Group work is a key component of the course: students will collaborate on the application of methods and knowledge acquired during lectures. The course culminates in a final assignment involving the control of a haptic robot in the laboratory.

Specific learning support strategies can be arranged for students with certified learning disorders (DSA). Students in this condition, or students with specific needs such as work commitments, are encouraged to contact the instructor and the relevant UniGe support services to agree on personalized learning strategies.

The course also promotes the development of transversal skills such as teamwork, critical thinking, problem solving, and effective scientific communication. These skills are fostered through collaborative projects, presentations, and group-based problem-solving tasks.

SYLLABUS/CONTENT

The purpose of this course is to provide a perspective on robotic technologies applied to—and inspired by—biomedical research and clinical practice. It is structured in two parts: the first is dedicated to foundational concepts in robotics, while the second focuses on biomedical and clinical applications of robotic systems.

Part 1 – Foundations

This part consists of formal lectures and simulation-based exercises. The goal is to provide students with the mathematical and theoretical foundations necessary to understand the behavior and design of robotic systems in biomedical contexts.

Topics include:

• Introduction to robotic systems; rigid motions and homogeneous transformations

• Main robot components

• Direct kinematics and degrees of freedom

• Inverse kinematics

• Jacobian and singularities

• Elements of dynamics and inverse dynamics (if feasible)

• Force and motion control (introductory concepts)

Part 2 – Applications

The second part focuses on the application of robotic technologies to biomedical and clinical scenarios. Topics include:

• Biological movement control and human–machine interfaces (including sensory feedback)

• Surgical robotics, teleoperation, cooperative manipulation, and robotic endoscopy

• Robotics for biomedical research

• Rehabilitation robotics

• Assistive robotics

• Biomimetic robotics

• Soft robotics for biomedical applications

RECOMMENDED READING/BIBLIOGRAPHY

Main references:

• Siciliano, B., & Khatib, O. (Eds.). Springer Handbook of Robotics. Springer.

• Spong, M. W., Hutchinson, S., & Vidyasagar, M. (2005). Robot Modeling and Control. Wiley.

Additional materials, including selected research articles and specialized readings, will be provided throughout the course via the AulaWeb platform and/or Teams.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

https://corsi.unige.it/11159/p/studenti-orario

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Students will be evaluated based on the following components:

a) Assignments
Students will be required to develop and comment on computer simulations or a software/hardware projects related to the robotics topics presented in the first part of the course.

b) Active participation
During the second part of the course, students will present research articles on specific robotic applications and/or take part in discussions with invited experts in the field.

c) Final exam
The final written or oral exam will assess the overall understanding of course content, with particular attention to the ability to explain and apply theoretical and practical knowledge.

Components a) and b) represent ongoing assessments (continuous evaluation), while c) is conducted at the end of the course.
Students who do not attend lectures are still required to complete both a) and b) prior to the final exam. Part b) may be integrated into the exam itself, if necessary.

ASSESSMENT METHODS

The assessment methods refer to the components described above:

a) Assignments
These are designed to evaluate the student's ability to understand, explain, and solve problems related to the fundamental concepts of robotics presented in the first part of the course.

b) Active participation
This component assesses the ability to explore in depth, communicate, and critically discuss the topics covered in the second part of the course, with a focus on biomedical applications of robotics.

c) Final exam
The exam aims to verify that students have assimilated the course contents, and can use them critically and explain them clearly.

In addition to subject-specific knowledge, students will be assessed on:

• the quality of their presentations

• the correct use of technical and specialized vocabulary

• their ability to reason critically

• the capacity to apply acquired knowledge to specific exercises or problems

•  transferable skills such as teamwork, problem-solving, critical thinking, and scientific communication, which are developed through collaborative projects and classroom interactions.

FURTHER INFORMATION

Ask the professor for other information not included in the teaching schedule