MAVITD5900 Master Thesis Course description

Language of instruction: Norwegian/English

Under supervision, the students will conduct an independent research or development project, or a literature summary. Students can choose to write the master’s thesis individually or in pairs. On application, large, interdisciplinary innovation projects can be written in groups of up to four students. Students can also apply to write the master’s thesis with students from other specialisations if they so wish, provided that the scope of the master’s thesis is the same. If more than one student work on the master’s thesis together, each student’s contributions must be documented. The thesis can be written as a monograph or as a scientific article on a specialised topic.

Development of the project description in preparation for the master’s thesis is part of the course MAVIT4070 Research Design and Project Description, 10 ECTS credits.

All other compulsory and elective courses in the programme must be passed before the student can submit their master's thesis for assessment.

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

Knowledge

The student

• has advanced knowledge of their area of specialisation and can analyse academic problems to identify the need for research and professional development
• has in-depth knowledge of the research process

Skills

The student

• can analyse relevant theories and issues to initiate and carry out a limited research,;quality improvement or development work
• can use relevant methods for research,;quality improvement or development work in their own work
• can analyse and deal critically with various sources of information and use them in scholarly arguments in their own research, quality improvement or development work
• can carry out an independent, limited research,;quality improvement or development work;in accordance with the approved project description and the applicable norms for research ethics

General competence

The student

• can communicate relevant issues, analyses and conclusions from their own research,;quality improvement or development work to both the general public and academia
• can contribute to new thinking, innovation processes and evidence-based practice in the health services and in health-promoting work;

Work and teaching methods used in the course are self-study, three to six master’s seminars with presentations, and an offer of 20 hours’ supervision per thesis, regardless of whether it is written individually or in a group.

The seminars are an arena for sharing experience from all stages of the project work. Students will take part in academic discussion and practise structuring and wording academic argumentation and communicating constructive criticism. Presenting their work, giving feedback to fellow students, and receiving feedback from fellow students and teachers, are important parts of the seminars.;

The supervision agreement is signed by the students and supervisors at the start of the supervision.

When a group of students work together, an overview of each student’s individual contribution must be enclosed with the assignment.

The course STRÅLPRA consists of two periods of clinical training: STRÅLPRA-101 and STRÅLPRA-102. The clinical training period STRÅLPRA-101 takes place over five weeks in the first semester, of which four weeks are set aside for work in the treatment service and one week is allocated for project work. The clinical training period STRÅLPRA-102 takes place over five weeks in the second semester, of which four weeks are set aside for work in the treatment service/planning unit and one week is allocated for project work.

The students are required to demonstrate an increasing degree of reflection, critical assessment and independence during the two periods.

STRÅL6020 and the clinical training period STRÅLPRA-101 must be approved before the student can start the clinical training period STRÅLPRA-102.

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 describe and assess the department’s procedures for information about radiotherapy and preventive/follow-up measures with regard to side effects
• can give an account of how radiotherapy machines and other radiotherapy equipment can be used in different treatment plans
• can give an account of principles concerning treatment planning and consider problems relating to high-risk organs
• can explain radiation protection and image quality
• can describe the department’s guidelines, quality assurance systems, procedures and documentation procedures
• can assess treatment precision and accuracy, verification methods and surface image-guided radiotherapy

Skills

The student:

• can use theoretical knowledge of oncology, cancer care and communication to provide good information, teaching and guidance adapted to the needs of patients and next of kin
• can identify care needs, map side effects and implement relevant measures to prevent, alleviate and/or treat these symptoms
• can show care and respect for patients and next of kin
• can maintain good hygiene and handle waste and waste products in accordance with regulations
• has basic skills in simulations, field arrangements and the basis for dose calculations
• can independently plan and facilitate radiotherapy in different treatment plans in accordance with applicable guidelines
• independently masters patient positioning and field setting in relation to fixation equipment and coordinate systems
• can assess methods and analyse results from verification and image-guided radiotherapy
• can document treatment provided, non-conformity registration and corrective measures
• can operate equipment and machines in a responsible and safe manner and perform emergency procedures

General competence

The student

• can assess how patients experience cancer and its treatment
• can assess and reflect on his/her own role and reactions in dealings with patients and next of kin
• can demonstrate professional and ethical awareness of his/her own conduct in relation to cancer patients and their next of kin, expressed through respect, understanding, cooperation and professionalism
• can integrate professional knowledge in his/her professional practice in accordance with evidence-based practice and critically reflect on his/her own and others’ professional practice
• has self-insight and is willing to further develop his/her own personal and professional expertise
• can contribute to work in teams and has an open attitude to interdisciplinary cooperation
• can make use of available learning situations and sources of information
• can demonstrate independence, accuracy and reliability in his/her professional practice

The work and teaching methods consist of two periods of clinical training, a written project assignment and two project periods with presentations.

All examinations are assessed by an internal and an external examiner. The student's supervisor cannot be an examiner for the master's thesis.