VKIF6100 Artificial Intelligence in Public Administration Course description

The programme’s target group is people with a three-year bachelor’s degree in pharmacy or equivalent pharmacy education.

Required coursework means all forms of work, tests and compulsory attendance that are requirements for a student to be permitted to take the exam or complete practical training. Required coursework is assessed as approved/not approved. Please see the course descriptions for more information about the coursework requirements that apply to each course.

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on pharmacy issues

If a student’s required coursework is assessed as not approved, they will normally be given another attempt before the ordinary exam. Required coursework that is not approved may lead to delayed progress in the programme.

The following applies to requirements for compulsory attendance or activities: If a student exceeds the maximum limit for absence or fails to attend compulsory activities, the lecturer must assess whether and, if so, how, the student can compensate for the absence through e.g. an individual presentation or other written work. Absence that cannot be compensated for may lead to delayed progress in the programme.

Special requirements and provisions on attendance apply to the practical training. For more information, see ‘Assessment of practical training’ below.

Studenten skal etter å ha fullført emnet ha følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har avansert kunnskap om hvordan KI-modeller trenes basert på kvalitetsmål, og kan metoder for evaluering og validering av slike modeller
• kan kritiske og analytiske tilnærminger til bruk av KI i offentlig sektor med utgangspunkt i demokrati, legitimitet, likebehandling og åpenhet/transparens.
• vet hvordan KI kan påvirke offentlig forvaltning, politikkutforming, policy-utvikling, implementering og praktisk oppgaveløsning,
• har en dyp og kritisk forståelse for hvordan KI kan fungere som kilde til kunnskapsproduksjon og beslutningsstøtte i offentlig sektor
• har kunnskap om sosiotekniske perspektiver på KI, og kan anvende disse til å forstå samspillet mellom teknologi, organisasjon og samfunn

Ferdigheter

Studenten

• kan selvstendig analysere og kritisk vurdere hvordan KI kan påvirke policy-utvikling, saksbehandling og profesjonell praksis i tjenesteleddet i offentlig sektor.
• kan foreta en forvaltningsfaglig vurdering av pålitelighet og kvalitet i KI-baserte beslutningsstøttesystemer.
• kan analysere risiko ved bruk av KI i saksbehandling og tjenesteyting, identifisere etiske og faglige dilemmaer, og utarbeide begrunnede forslag til ansvarlig og forsvarlig bruk
• kan gjennomføre strukturerte refleksjonsøvelser knyttet til beslutningsstøtte, kunnskapsgrunnlag og utøvelse av profesjonelt skjønn i sammensatte praksiskontekster

Generell kompetanse

Studenten

• kan reflektere og kritisk diskutere muligheter og utfordringer ved bruk av KI i offentlig forvaltning, med utgangspunkt i både faglige, etiske og samfunnsmessige hensyn
• kan bidra til utvikling og implementering og bruk av robuste og etisk forsvarlige KI-løsninger i offentlig sektor, gjennom anvendelse av tverrfaglig innsikt og kritisk vurdering av kontekstuelle faktorer
• kan bidra til utvikling av kunnskapsbasert og forsvarlig praksis i offentlig sektor, og støtte politikkutforming som møter KI-relaterte utfordringer på en ansvarlig måte

Første del av emnet er nettbasert og har 4 digitale samlinger á 3 timer. Samlingene består av forelesning og faglige diskusjoner i grupper. Det legges vekt på å skape et refleksivt læringsmiljø med kobling til studentenes egne arbeidserfaringer.

Samlingene forutsetter at studentene parallelt driver selvstudier ved å lese pensum og sette seg inn i andre ressurser.

Etter de digitale samlingene skal studentene møte på en todagers workshop. Workshopen vil fokusere på oversettelsesarbeid fra teori til praksis. Studentene vil jobbe aktivt med reelle og fiktive kasus som relaterer til deres arbeidsfelt.

After completing the Master’s Programme in Pharmacy, the candidate should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge of the effects and use of pharmaceuticals and their role in the prevention and treatment of illness from an individual and societal perspective
• has in-depth knowledge of the synthesis, isolation, structural elucidation, structure-activity relationship, stability and bioavailability of key active ingredients
• has in-depth knowledge of the formulation and production of various forms of pharmaceuticals
• has in-depth knowledge of quality assurance and control of all stages in the development and production of pharmaceuticals and pharmaceutical-related services
• has in-depth knowledge in a field relevant to pharmacy, of scientific methods and key principles and regulations related to research ethics
• has knowledge of different leadership roles in pharmaceutical businesses

Skills

The candidate

• can analyse and adapt advanced pharmaceutical therapy and drug administration in cooperation with other health personnel, next of kin and patients
• can carry out analyses and quality control of pharmaceutical ingredients and end products and take a critical approach to the quality of pharmaceuticals
• can discuss and apply relevant principles for the formulation and production of key types of pharmaceuticals
• can apply relevant academic knowledge and use pharmaceutical services to suggest solutions to advanced theoretical and practical challenges in the field of pharmacy
• can analyse and discuss rational use of pharmaceuticals in relation to health economic principles from an individual and societal perspective
• can carry out, under supervision, a limited and independent pharmacy-related research and development project in accordance with the requirements of the applicable research methodology and ethical standards in the field

General competence

The candidate

• can apply knowledge and skills to contribute to creating the best possible level of health and correct use of pharmaceuticals, both at an individual and societal level
• can contribute to optimal pharmaceutical treatment for individual and groups of patients through interdisciplinary cooperation with other health personnel
• can actively contribute to quality development and innovation processes in the field and to developing the role of pharmacists in society at the national and international level
• can communicate the importance of scientific and evidence-based documentation
• can analyse ethical issues in pharmaceutical practice and reflect on research ethics issues in the field of pharmacy
• can discuss pharmaceutical issues, analyses, research results and conclusions with relevant professionals in the field

Eksamen i emnet er en individuell mappe som består av to deler:

• Arbeid som studenten har jobbet med i workshop i en forbedret form, og
• Et skriftlig refleksjonsnotat med omfang på 10.000-14.000 tegn inkludert mellomrom

Skrifttype og skriftstørrelse: Arial / Calibri / Verdana 12 pkt. Linjeavstand: 1,5.

Det gis ikke delkarakterer, men en samlet karakter på mappen. Ved ikke bestått må alle delene av mappen leveres på nytt. En student kan ved ikke bestått levere omarbeidet versjon av mappen til sensur én gang.

Alle hjelpemidler er tillatt, så lenge regler for kildehenvisning følges.

External practical training at a pharmacy takes place in the course MAFARPRA Advanced Pre-Registration Training in the second semester. The practical training component includes two months’ supervised practical training at a community pharmacy or a hospital pharmacy.

The period of practical training will allow the students to practise applying their knowledge and to acquire skills that can only be learnt through practice. Students will use their pharmaceutical expertise at an advanced level in relation to both individuals and society at large. Considerable emphasis is placed on communication and interaction with different groups of patients and health personnel. The students will acquire a basis for mastering their professional role as pharmacists, which includes different tasks and responsibilities relating to leadership roles.

See the course description for MAFARPRA for more detailed information about expected learning outcomes, work and teaching methods and the course’s assessment arrangements.

Supervision and assessment

The student will have a supervisor at the practical training institution who is a pharmacist. The persons responsible for the course at OsloMet will also have regular contact with the student and the supervisor during the period of practical training. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Chapter 8. Supervised practical training. Number of attempts.

Practical training

Practical training positions are allocated in cooperation with the Norwegian Pharmacy Association. The Norwegian Pharmacy Association’s practice pool is a national scheme that is used by all educational institutions providing pharmacy education in Norway.

A dedicated digital platform is used to assign practical training positions. The students choose a pharmacy from an overview of available pharmacies. The practice pool comprises available practical training pharmacies from all over Norway.

The students may need to commute to and from the training establishment. Students must comply with the clothing regulations in force at the training establishment. Vaccination may also be required. Separate requirements for attendance apply to practical training; see the section ‘Assessment of practical training’.

A manual for practical training at a pharmacy has been prepared, which contains guidelines for the period of practical training. This manual is common to all educational institutions providing pharmacy education in Norway.

Increasing globalisation of the labour market and rapid social changes make it increasingly important to have international professional experience, language and cultural knowledge. Internationalisation strengthens the academic community on the programme and promotes quality of education through international research collaboration, student and staff mobility and by highlighting global perspectives and challenges in the teaching activities.

The programme emphasises the use of pharmaceutical expertise in a national and international perspective. From a national perspective, the expertise and communication skills of pharmacists are important in interactions with all patient groups in a multicultural society. From an international perspective, the supply and shortage of pharmaceuticals is a major challenge, and pharmaceutical expertise is important to ensure a sufficient supply of medicinal products to large segments of the population. Another international challenge is the growing number of elderly people in the population, which also entails an increasing need for treatment involving pharmaceuticals. In this context, pharmacists can contribute their expertise through interdisciplinary collaborations aimed at improving public health.

International specialist and research literature is used extensively in the programme, which gives students access to English specialist terminology and relevant knowledge about international developments in the field.

The staff’s networks and research and development collaboration with colleagues in other countries also contribute to internationalisation. The Master’s Programme in Pharmacy is represented in various international networks.

Internationalisation takes place through activities on the home campus and through exchange programmes between students and staff at OsloMet and foreign educational institutions.

OsloMet has exchange agreements with universities and vocational university colleges in Europe. Students can take all or parts of the second year of the programme abroad in connection with the work on the master’s degree thesis (50 ECTS credits) and, if relevant, combine this with an elective course (10 ECTS credits). Foreign students can also carry out all or parts of their work on the master’s degree thesis at OsloMet.

Foreign students can also join and participate in the courses MAFAR4300 Development and Manufacturing of Medicinal Products (15 ECTS credits) and MAFAR4100 Innovation within Healthcare (10 ECTS credits), which are both taught in English. The courses can be combined with the master’s degree thesis or other master’s degree courses taught in English at the faculty.

Reference is made to the criteria that apply to student exchanges and the information about stays abroad.

Students can choose whether to write their master’s thesis in English or Norwegian. Outbound exchange students must write their thesis in English if the exchange is in a country outside Scandinavia.

Different forms of assessment are used that are adapted to the learning outcomes of the different courses in the programme. The forms of assessment used are intended to support learning and document the students’ level of competence in relation to the expected learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that they receive feedback on whether their performance is in line with the programme’s requirements and whether they have achieved the learning outcomes.

The assessment of exams and practical training is carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

The forms of assessment used in each course in the programme are described below. All exams taken and the title of the master’s thesis will be stated on the diploma.

Exams

All courses conclude with an exam. The following forms of assessment are used in the programme:

Home examTaken over a set period of time at the end of the course, normally with a set question/assignment text unless otherwise stated in the course description.

Project examTaken over the whole or large parts of the course, normally with a topic decided by the students themselves unless otherwise stated in the course description.

Oral examCan take place individually or in groups. It can either be an independent form of assessment or used to adjust the grade awarded for another exam.

Supervised individual examTaken at the university’s exam premises over a set number of hours.

Portfolio examA collection of written assignments that the students work on throughout the course. The students can receive feedback on their assignments once during the work process, provided that they are submitted by the stipulated deadline. The portfolio is submitted for final assessment at the end of the course.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of practical training

Practical training is assessed as pass/fail. The assessment of practical training is based on the learning outcomes for the course and the formative assessment. The formative assessment, i.e. the assessment of the student’s knowledge, skills, competence and suitability, is carried out during the period of practical training, and summarised half-way through and at the end of the period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to the practical training. The attendance requirement applies both to time spent at the practical training institution and any teaching activities provided as part of the programme. The following also applies to absence:

• Less than 10% absence: The student can complete the practical training course as normal.
• Between 10% and 20% absence: the student can make up for the practical training/teaching activities missed, insofar as this is possible. This must be agreed with the practical training supervisor and the person responsible for the course at the university.
• More than 20% absence: The student must normally retake the whole practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the course will be registered as failed and count as one (1) attempt.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme and will be included in the overall assessment of the students’ professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve or be advised to leave the programme. Special suitability assessments are used in exceptional cases, cf. the Regulations concerning Suitability Assessment in Higher Education, cf. Regulations to the Act relating to Universities and University Colleges, Chapter 7.

Emnet har 5 studiepoengs overlapp med VKIF6000 Introduksjon til kunstig intelligens i offentlig sektor.