BIOB2400 Patophysiology and Laboratory Diagnostics Course description

Knowledge of pathophysiological processes, such as inflammation, infection, cell damage, cell death and cancer development is essential to understanding disease processes. Characterising the disturbances in the biological processes, which take place in connection with disease, forms the basis for laboratory diagnostics. Analysis of biochemical markers and cells from different organs is important to the diagnosis and treatment of patients, and the medical laboratory scientist is key in the completion of these analyses.

The course comprises a project in interdisciplinary communication, interaction and supervision

Passed first year of the programme or equivalent.

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

• can explain the causes of selected diseases in the liver and the gastrointestinal system, the endocrine system, the cardiovascular system, the respiratory system, the reproduction system, the skeletal-muscular system, the circulatory system, the fluid, electrolyte and acid/base balance, and the kidney and urinary tract system
• can explain biological processes that occur in connection with selected diseases in different organs, and how analyses of biological material can contribute to determine disease
• has knowledge of the relevance and significance of laboratory investigations for preventing, diagnosing and treating disease
• is familiar with methods, laboratory equipment and biomedical laboratory tasks in nuclear medicine and pharmacology
• can describe communication theories relevant to the dissemination of biomedical laboratory practice
• is familiar with how children and adolescents’ participation and rights can be secured when taking blood samples

Skills

The student

• can discuss and reflect on the significance of laboratory investigations in diagnostics
• can master cardiopulmonary resuscitation (CPR) and use a defibrillator
• can find, assess and follow the applicable guidelines for protection against ionising radiation

General competence

The student

• can disseminate academic knowledge and supervise fellow students across professions

Work and teaching methods include lectures, seminars, group assignments and project work.

The teaching methods the flipped classroom and team-based learning (TBL) are used for parts of the course. Digital learning resources or group assignments will be made available to students in advance, and the time they spend at the university will be used to work on assignments and group work.

The interdisciplinary project is carried out in groups including students from other health science programmes, for example supervision of blood sample collection. A course in supervision will be organised before the project. The project is carried out in the fourth semester

In order to be permitted to take the exam, the following must have been approved:

• a minimum of 80 per cent attendance at seminars
• a minimum of 80 per cent attendance in scheduled project work
• a completed course in cardiopulmonary resuscitation (CPR) and the use of a defibrillator

Combined assessment:

• Part 1 - Pathophysiology. Supervised individual written exam, 3 hours
• Part 2 - Project work. Written report from project in groups of 3-5 students, 1,500-2,500 words. The report is submitted at the end of the project.

Students must pass both parts of the exam to pass the course.

Resit exam: If the student(s) is(are) awarded a fail in one part of the exam, this part must be retaken. Groups that fail Part 2 (project work) are given one (1) opportunity to submit a reworked version.

Part 1: No aids are permitted.

Part 2: All aids are permitted, as long as the rules for source referencing are complied with.

Part 1: A-F.

Part 2: Pass/fail

The language is normally English. For Norwegian students, the topic of health management is taught in Norwegian.;

This common course is developed for all the bachelor’s degree programmes taught at the Faculty of Health Sciences that are covered by the National Curriculum Regulations for Norwegian Health and Welfare Education (RETHOS).;;

The course deals with public health and health management. Public health emphasises the distribution of health challenges in the population based on causal connections and risk factors relating to health, education, work and living conditions, international guidelines and conditions with a bearing on illness, health and quality of life in the population at individual, group and society level, including the sustainability goals.;;Health management emphasis a fundamental understanding of how the health service is organised, relevant legislation, strategies and goals for preventive and health promoting work in Norway.;;For international students, the focus will be on the Nordic welfare model.;

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

Knowledge

The student;

• can describe and explain factors that affect disease, health and quality of life in groups or the population as a whole
• can describe the epidemiological and demographical foundation for public health work
• can describe social inequality in relation to health, and is familiar with the national and global consequences of inequality
• can describe the purpose, organisation and coordination of health and social care services
• is familiar with relevant laws and regulations relating to the health and social care services
• can describe the relationship between work, education, social participation, inclusion and the experience of health
• can describe the goals for sustainable development and their significance for public health

Skills

The student can

• reflect on ethical challenges related to public health work that aims to change behaviours
• find, assess and refer to health promoting and preventive strategies, organisation and measures in light of the goals for sustainable development
• reflect on how and why the status of Sami as indigenous peoples affects the development of the health and social care services