MALK4000-402 Relational Skills Course description

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

Knowledge

The student

• has in-depth knowledge of the general principles of visualisation of physiological and pathological processes that form the basis for molecular imaging
• has advanced knowledge of molecular imaging for selected genetic and metabolic processes related to cancer, neurological disorders, autoimmune and cardiovascular diseases
• is capable of analysing questions related to the pharmacokinetics of molecular imaging probes
• has advanced knowledge of the formation of electro-magnetic and optic fields, signals’ behaviour in different tissues and the detection systems employed

Skills

The student is capable of

• applying techniques that are used in molecular imaging
• critically assessing the pros and cons of the use of molecular imaging in the assessment and treatment of diseases and disorders
• critically assessing suitable molecular imaging techniques for assessment and treatment of diseases and disorders
• critically assessing results from quality assurance and research projects

Competence

The student is capable of

• familiarising him/herself with new methods and apparatuses used in molecular imaging
• participating in research projects related to molecular imaging

The work and teaching methods comprise lectures, work on a written assignment, seminars with oral student presentations, tours of relevant hospital departments and research laboratories, and independent study.

Grade scale A-F

The following required coursework must be approved before the student can take the exam:

• minimum 80 % attendance at lectures and seminars
• individual written assignment of up to 1,500 words, with a subsequent presentation

Exam content: The learning outcomes

Exam form: Individual written exam, 4 hours

Exam content: Learning outcomes.

Form of examination: Individual written examination with invigilation, 4 hours.

Examiners: One internal and one external examiner.

Grading scale : A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade.

Examination support materials

None.

Syllabus

Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.),Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (2. ed., pp. 179-200). Chichester: John Wiley & Sons. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=624768 ]

Biglan, A. (1987). A behavior-analytic critique of Bandura's Self-Efficacy theory. The Behavior Analyst, 10 (1), 1-15. [Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2741945/]

Dougher, M. (1995). A bigger picture: Cause and cognition in relation to differing scientific frameworks.Journal of Behavior Therapy and Experimental Psychiatry, 26 (3), 215-219. doi:10.1016/0005-7916(95)00021-Q [Go to full text: http://www.sciencedirect.com/science/article/pii/000579169500021Q]

Forsyth, J. P., Chase, P. N., & Hackbert, L. (1997). A behavior analytic interpretation of attributions in the context of behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 28 (1), 17-29. doi:10.1016/S0005-7916(96)00040-7 [Go to full text: http://www.sciencedirect.com.ezproxy.hioa.no/science/article/pii/S0005791696000407]

Gilovich, T. (2011). Different types of rational-intuitive conflict. In W. Brun, G. Keren, G. Kirkebøen, & H. Montgomery (Eds.), Perspectives on thinking, judging, and decision making (pp. 190-200). Oslo: Universitetsforlaget.

Gjesme, T. (1996). Future time orientation and motivation. In T. Gjesme & R. Nygård (Eds.), Advances in motivation (pp. 210-224). Boston: Scandinavian University Press. [Also available as eBook: http://www.nb.no/nbsok/nb/a74433fa96494e580a38f5a53e11011c.nbdigital?lang=no#0 ]

Goldstein, N. J., Martin, S. J., & Cialdini, R. B. (2008). Yes! 50 scientifically proven ways to be persuasive . New York: Simon & Schuster. [I Fronter]

Hargie, O. (2006a). Skill in practice: An operational model of communicative performance. In O. Hargie (Ed.),The handbook of communication skills (3rd ed., pp. 37-70). London: Routledge. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Hargie, O. (2006b). Skill in theory: Communication as skilled performance. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 7-36). London: Routledge. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Hogg, M. A., & Vaughan, G. M. (2011). Social psychology (6th ed.). Harlow: Pearson. [Kap. 3] [I Fronter]

Judge, T. A., & Klinger, R. (2009). Promote job satisfaction through mental challenge. In E. A. Locke (Ed.),Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (pp. 107-122). Chichester: John Wiley & Sons. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=624768 ]

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77 (6), 1121-1134. doi:10.1037/0022-3514.77.6.1121 [Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/psp/77/6/1121 ]

Malott, R. W. (2001). Occupational safety and response maintenance. Journal of Organizational Behavior Management, 21 (1), 85-102. doi:10.1300/J075v21n01_08 [Go to full text: http://www.tandfonline.com.ezproxy.hioa.no/doi/abs/10.1300/J075v21n01_08 ]

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26 (6), 784-793. doi: 10.1177/0956797615571017 [Go to full text:http://pss.sagepub.com.ezproxy.hioa.no/content/early/2015/04/09/0956797615571017.full.pdf+html ]

Rakos, R. F. (2006). Asserting and confronting. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 345-382). London: Routledge. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Spreitzer, G., & Sutcliffe, K. (2007). Thriving in organizations. In D. L. Nelson & C. L. Cooper (Eds.), Positive organizational behavior (pp. 74-85). Thousand Oaks: Sage Publications. [Also available as eBook: http://hioa.eblib.com/patron/FullRecord.aspx?p=334492 ]

Forslag til tilleggslitteratur

Aschwanden, C. (2015, February). Your brain is primed to reach false conclusions. FiveThirtyEight. Retrieved July 6, 2016 from http://fivethirtyeight.com/features/your-brain-is-primed-to-reach-false-conclusions/

Cialdini, R. B. (2001). Influence: Science and practice (4th ed.). Retrieved from http://wwww.lemma-coaching.hu/docs/ajanlott_irodalom/Robert%20B.%20Cialdini%20INFLUENCE%20%28science%20and%20practice%29.pdf

The Cultural Cognition Project. (no date). Retrieved July 6, 2016 from http://www.culturalcognition.net/

Page, S. E. (no date). The power of diversity: A different way to think of differences that can benefit problem solving and predictive tasks in education. Retrieved July 6, 2016 fromhttp://www.aasa.org/SchoolAdministratorArticle.aspx?id=4758

Shapin, S. (2015). The virtue of scientific thinking. Retrieved July 6, 2016 fromhttp://bostonreview.net/steven-shapin-scientism-virtue

(Literature list last updated: 2016-07-06 in the APA 6th style /lmb Library Kjeller)