FARB3100 Social Pharmacy, Epidemiology and Statistics Course description

Det benyttes intern og ekstern sensor til sensurering av besvarelsene. Et uttrekk på minst 25 % av besvarelsene sensureres av to sensorer. Karakterene på disse samsensurerte besvarelsene skal danne grunnlag for å fastsette nivå på resten av besvarelsene.

Målgruppe

Utdanningen retter seg primært mot ansatte i folkebibliotek.

Opptakskrav

For opptak til studiet kreves

• generell studiekompetanse

Søkere uten generell studiekompetanse kan vurderes på grunnlag av realkompetanse. Ved vurdering av realkompetanse gjelder generelle bestemmelser fra Retningslinjer for opptak på grunnlag av realkompetanse ved OsloMet - storbyuniversitetet. Som relevant yrkespraksis regnes arbeid i bibliotek. Studieplassene skal, så langt det er mulig, fordeles jevnt på norske fylker som er delaktige i prosjektet «Formidlingskompetanse i folkebibliotek». Søkere med arbeidstilknytning til folkebibliotek som deltar i prosjektet prioriteres før andre søkere. Andre søkere kan vurderes ved ledige plasser. Fylkesbibliotekenes prosjekt «Formidlingskompetanse i folkebibliotek» og fylkesbiblioteksjefene avgjør hvilke kvalifiserte søkere som skal tilbys studieplass.

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

Knowledge

The student

• can give an account of the role of pharmaceuticals in the prevention and treatment of illness from an individual and societal perspective
• can describe pharmaceutical services
• is familiar with the routines and procedures for medication reviews and discussions
• can give an account of the information needs of pharmaceutical users in different life situations and with different illnesses
• can explain key concepts in the field of epidemiological methodology
• can explain ethical dilemmas relevant to epidemiological research
• can explain key statistical concepts in medical statistics
• is familiar with clinical testing of pharmaceuticals and the pertaining collection of and requirements relating to documentation
• is familiar with the concept of health competence and how variations in health competence influence different patients’ and user groups’ coping with disease, mastery and self-care
• is familiar with the import, economics and pricing of pharmaceuticals
• is familiar with the research processes involved in pre-clinical and clinical studies, the requirements for approval of pharmaceuticals and plant-based products and how pharmaceuticals are marketed

Skills

The student

• can carry out source searches and provide information to pharmaceutical users in different life situations and with different illnesses, and with varying information needs
• can apply epidemiological concepts
• can apply digital tools in statistical calculations and graphical presentations of prescription statistics and other figures that concern the use of pharmaceuticals
• can use evidence-based subject matter and innovation in project work, communicate this and contribute to professional discussions

General competence

The student

• shows an understanding of issues relating to pharmaceuticals from an individual and social perspective
• can reflect on the correct use of pharmaceuticals in special groups of patients
• can reflect on the quality and validity of information provided by different sources
• can contribute to innovation and entrepreneurship as approaches to healthcare

The work and teaching methods comprise lectures, group work, project work, seminars, practical student exercises, digital teaching and work on assignments.

The following must have been approved in order for the student to take the exam:

• Minimum attendance of 80% in compulsory scheduled and supervised group work
• Digital storytelling in groups of up to four students
• Project assignment in groups of 4-6 students with a pitch on innovation and entrepreneurship.

Individual oral exam, up to 30 minutes, with up to an hour's preparation

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Grade scale A-F

The module consists of a six-week period of supervised practical training in an prosthetic and orthotic company. The practical training concentrates on users in need of foot orthoses and/or footwear, and the focus is on clinical work, communication with users and documenting the work in writing.

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 is capable of

• explaining user participation and the client-centred approach in prosthetics and orthotics
• explaining organisational and structural factors with a bearing on professional practice at the practical training enterprise
• explaining the Norwegian Labour and Welfare Administration's (NAV) regulations for foot orthoses

Skills

The student is capable of

• applying knowledge of prosthetics and orthotics in relation to relevant users, issues and tasks relating to footwear and foot orthoses
• using clinical reasoning to integrate theory and practice
• using discipline-specific methods, tools and equipment that are relevant to clinical practice in footwear and foot orthoses
• using and reflecting on ICF and outcome measures
• defining goals based on users' wishes regarding and right to activity, workplace inclusion and social participation
• providing guidance to users on the use and maintenance of footwear/foot orthoses
• searching for, discussing and applying specialist literature and research articles

General competence

The student is capable of

• reflecting on communication and contributing to interprofessional cooperation
• with some supervision, keeping records and relevant documents used in the practical training enterprise
• demonstrating and reflecting on professionalism in tasks performed at the practical training enterprise
• acknowledging and reflecting on users' right to co-determination and autonomy
• taking responsibility and initiative, demonstrating cooperation skills, independence and an ability to adapt, and treating users, partners and others with empathy and respect
• discussing different professional approaches in interdisciplinary teams in order to develop good practices
• discussing and critically reflecting on ethical dilemmas and practising in accordance with professional ethical guidelines