BIO1000 The Foundation and Basis of the Health Professions Course description

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student:

• has a basic understanding of the principles of biotechnology
• can explain how to perform DNA cloning experiments
• can explain DNA sequencing methods such as Sanger Sequencing and Next Generation Sequencing
• can describe how DNA is amplified using PCR and real-time PCR;(qPCR)
• can describe how mutations arise and how they can be repaired
• is familiar with CRISPR technology
• can outline the principle and steps in involved western blotting
• is familiar with the principles for microorganism growth and the production of biomolecules in fermenters
• can explain the structure of viruses, how viruses infect cells and develop in both lytic and lysogenic cycles
• can explain adaptive and innate immunity and the structure and function of antibodies in the body, as well as describing phagocytosis

Skills

The student is capable of:

• can choose restriction enzymes and vectors in recombinant DNA technology
• can perform transformation by electroporation
• can isolate DNA fragments from agarose gels
• can amplify DNA by PCR
• can perform genotyping by qPCR

General competence

The student:

• is capable of planning and performing biotechnology and molecular biology;laboratory experiments
• demonstrates awareness of ethical consequences of genetic engineering methods in connection with the development of genetically engineered organisms, foetal diagnostics, forensic analyses and DNA analyses in connection with genetic disorders
• is capable of assessing and communicating results from biotechnological and genetic engineering laboratory experiments in writing

The following coursework is compulsory and must be approved before the student can take;the exam:

• 6-day laboratory course and 2;written reports (2;reports in groups of 2-4 students, 10-20 pages per report)
• group assignment on ethics and oral presentation;
• a written group assignment in the form of a case study (groups of 2-4 students)

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• is capable of describing what characterises a profession and explaining the concept of professional competence
• has insight into the professional role of a medical laboratory technician in a historic and forward-looking perspective
• can describe what characterises scientific knowledge and what forms of knowledge are key to the health field
• is familiar with scientific methods and knows the main differences between natural sciences and social sciences
• is capable of explaining key concepts in the field of communication theory
• can describe strategies for good communication, problem-solving and cooperation in groups
• is capable of explaining the concept of culture and challenges related to intercultural communication
• is capable of explaining ethical theories and concepts relevant to research in the health sciences field
• understands the importance of having professional ethical guidelines for practise of the profession
• is capable of describing different perspectives on health and disease

Skills

The student

• can perform simple knowledge searches and assess different sources of knowledge
• can use guidelines for referencing sources and draw up a reference list

General competence

The student

• is capable of carrying out simple project work in cooperation with other students

The student must have passed the first year of the programme.

After completing the module, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student has

• knowledge of the relationship between the anatomy, pathology, biomechanics and function of the lower limbs
• knowledge of follow-up plans and orthoses design
• knowledge of children's orthoses
• knowledge of functional and potential psychosocial consequences of disability
• knowledge of the structure of rehabilitation services and how to prepare individual plans
• knowledge of universal design and social participation

Skills

The student is capable of

• with some supervision, preparing and reflecting on orthopaedic follow-up plans for users in need of lower limb or spinal orthoses
• making critical assessments of biomechanical issues with a focus on ankle, knee and hip instability and linking this to gait and orthosis design
• assessing biomechanical factors of importance to spinal orthoses and special seating
• assessing and proposing measures relating to positioning in wheelchairs to prevent and treat pressure sores when spinal orthoses are used
• using research articles and specialist literature to analyse topics relating to lower limb and spinal orthoses
• preparing work descriptions and carrying out technical processes used in the production of lower limb and spinal orthoses

General competence

The student

• is capable of reflecting on the characteristics of communication with children and young people
• is capable of communicating with children, young people and relatives
• is capable of discussing interdisciplinary cooperation on orthoses treatment and seating clinics
• is capable of reflecting on challenges associated with communication and interdisciplinary cooperation in relation to users in need of treatment with lower limb orthoses, spinal orthoses and/or special seating
• is capable of documenting and communicating relevant clinical and biomechanical assessments in patient records and communicating such assessment orally
• is capable of reflecting on user perspectives, planning, implementation and the effect of treatment
• is familiar with challenges associated with orthoses treatment in developing countries

The work and teaching methods used vary between seminars, a clinical and technical module, lectures, digital resources, student cooperation and self-study.

One internal examiner. External examiners are used regularly.

None

Grade scale A-F