Mapping Biomedical Engineering Education and Research in Sub-Saharan Africa: A Bibliometric and Systematic Analysis

Joseph O Dirisu,1– 3 Thywill Cephas Dzogbewu,1,2 Deon Johan De Beer1,2 1Department of Mechanical and Mechatronics Engineering, Central University of Technology, Bloemfontein, Free State, South Africa; 2Centre for Rapid Prototyping and Manufacturing, Central University of Technology, Bloemfontein, Free State, South Africa; 3Department of Mechanical Engineering, Covenant University, Ota, NigeriaCorrespondence: Joseph O Dirisu, Email [email protected]: Biomedical engineering (BME) education is critical to the growth of engineering-driven healthcare entrepreneurs and the enhancement of health systems globally. This study examines the evolution of BME education research over the past 20 years, with a focus on Sub-Saharan Africa (SSA), using a mixed-methods approach that includes bibliometric analysis and a systematic literature review. Between 2000 and 2025, there were almost 370,000 BME-related publications indexed in PubMed alone. Bibliometric data indicates a large global growth, mostly because of advances in artificial intelligence and digital health. However, compared to major producers like the US and China, SSA is notably underrepresented, and African contributions account for a very small percentage of overall output. These differences are further contextualized by the systematic review of literature that is indexed in PubMed, Web of Science, and Scopus. Important findings include chronic financing constraints, restricted growth of specialized sub-disciplines, poor infrastructure, and inconsistent research productivity across SSA nations. SSA suffers structural obstacles that limit academic progress and technical advancement, in contrast to technologically advanced regions that are distinguished by robust research capability, innovation ecosystems, and sophisticated medical device development. The study emphasizes the critical need for improved policy frameworks, long-term funding, the growth of research capacity, and the updating of BME teaching and learning methodologies. By filling these gaps, stakeholders will be able to promote long-term sectoral growth and inclusive innovation, which will ultimately align clinical practice, technological advancement, and societal demands in SSA and other low- and middle-income settings.Keywords: biomedical engineering education, bibliometric analysis, Sub-Saharan Africa, healthcare technology innovation, smart prostheses