Complementary Education in Biomedical Laboratory Science for Candidates with Biomedical Laboratory Science Education Out Programme description

OsloMet – Oslo Metropolitan University offers a complementary educational to people with a completed foreign education in in biomedical laboratory science and who have a decision from the Norwegian Directorate of Health stating that they must be completed as one of several qualification measures to apply for authorization as a bioengineer.

The program description has been prepared based on requirements set in Regulations on national guidelines for bioengineering education (KD 2019) and mapping of needs arising from the processing of authorization applications since 2014.

The mapping shows that a high proportion of bioengineers with a foreign education need professional strengthening in the practice of the bioengineering profession in the Norwegian context, practice in medical biochemistry, other bioengineering practice and bioengineering research and development work.

The target group for the programme is primarily persons from refugee backgrounds who hold a residence permit and who have a bioengineering education from countries outside the EU and the EEA. The programme may also be relevant to nurses without refugee backgrounds who have taken bioengineering education in a country outside the EU/EEA, if there are vacant places on the programme. The target group must have had their applications for Norwegian authorisation rejected in a decision from the Norwegian Directorate of Health, and been informed that they must take complementary education for bioengineering as part of a qualification measure to be granted Norwegian authorisation.

The use of clothing that covers the face is incompatible with study participation in the programme.

Admission requirements:

• Administrative decision from the Directorate of Health stating that complementary education must be taken as one of several qualification measures to obtain authorisation as a bioengineer in Norway.

• Completed education as a bioengineer or similar in biomedical laboratory science education, minimum at bachelor level

• Meet Norwegian and English language requirements as stipulated in the Regulations concerning Admission to Higher Education.

In the event of competition for places on the programme, applicants with documented refugee backgrounds from outside the EU/EEA area will be given priority. Applicants are then ranked in accordance with the provisions set out in the Regulations relating to Admission to Studies at the university.

Authorization information:

For å søke autorisasjon i etterkant av studiet må du i tillegg til karakterutskriften fra kompletterende utdanning legge ved dokumentasjon på språkkrav og kurs i nasjonale fag, se

https://www.helsedirektoratet.no/tema/autorisasjon-og-spesialistutdanning/autorisasjon-og-lisens/sprakkrav-kurs-i-nasjonale-fag-kurs-i-legemiddelhandtering-og-fagprove#spraakkrav

The students in this study have a biomedical laboratory science education at a minimum bachelor's level from a country outside the EU / EEA. After completing the Complementary Education in Biomedical Laboratory Science for Candidates with Biomedical Laboratory Science Education Outside the EU / EEA , the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of quantitative and qualitative laboratory analyses, laboratory techniques and analysis processes used in biomedical laboratory work

• has knowledge of laboratory equipment, advanced analysis instruments, information technology and automation systems

• has broad knowledge of the limitations and sources of errors of laboratory methods and systems to ensure reliable analysis results, including internal quality control programmes and analysis monitoring

• has knowledge of the application of analyses and the importance of test results both in relation to the body's normal functions and disease

• is familiar with scientific methods for research and development in the field of biomedical laboratory sciences

• can update their knowledge by collecting information and through contact with the academic and professional fields

• is familiar with the laboratory medicine’s place in the health services and the distinct nature, history and development of biomedical laboratory sciences

Skills

The candidate

• has insight into practical and theoretical biomedical laboratory sciences issues and can make well-founded choices by applying academic knowledge and results from relevant research and development work

• can apply medical, statistical and laboratory technical knowledge to quality-ensure own work

• can reflect upon their own practice, seek and receive supervision

• can acquire new knowledge, take a critical approach to academic literature from different sources and use sources in a correct manner

• masters analysis techniques and knows how to use methods, laboratory equipment and analysis instruments used in medical laboratories

• masters the collection of capillary and venous blood samples from adults in accordance with the applicable regulations, and contributes to safety and predictability for the patient when taking a blood sample

• masters professional forms of communication and can collect, document and disseminate subject matter orally and in writing

General competence

The candidate

• can comply to professional ethical guidelines and reflect upon issues in their professional practice and when encountering patients

• can make plans for and carry out biomedical laboratory tasks and projects that take place over time, alone or as part of a group

• can work independently, systematically and in an accurate manner in accordance with ethical requirements and relevant procedures, acts and regulations

• can document and disseminate knowledge of biomedical laboratory sciences through oral and written presentations in Norwegian

• can participate in interdisciplinary work and cooperate with other professions with the patient’s best interests at heart, respect individual and cultural differences and contribute to ensure equal health services for all groups in society

• can actively contribute to the development in the field of biomedical laboratory sciences and the role of biomedical laboratory scientists in society

• is familiar with innovative thinking and innovation processes, and can contribute to systematic, quality improving and sustainable work processes

Teaching activities should stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to be make great personal efforts in the form of study groups and individual work.

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Health and natural sciences theory is placed in the context of biomedical laboratory science and is related to the profession right from the start of the programme. A major part of the programme covers problem-based assignments relevant to the profession, which require problem-solving, activity, reflection and cooperation.

Several forms of digital learning resources are used in the programme, such as the digital platform Bokskapet, digital lectures, video clips, podcasts, tests and assignments. Such resources can for instance be used prior to laboratory courses as preparation for the laboratory assignments, or as preparation prior to seminars organised as the ‘flipped classroom’ (see below). This form of teaching requires the students to meet prepared for class. Digital exams are used in several courses.

The most important work and teaching forms used in the programme are described below. The individual course descriptions state which work methods each course employs.

Practical training is described in a separate chapter, see below.

Self-study, student cooperation and group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, peer assessment, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take the initiative to schedule and actively participate in study groups to promote learning.

Written assignments

Assignments are written individually and in groups. Students work on different forms of written assignments throughout the programme. Through these, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their terminology. It is expected that students supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources. In some courses, the students will assess each other’s work and provide feedback to each other. Laboratory reports

A laboratory report is documentation of laboratory work performed. Students will be followed up with supervision and feedback on the reports they submit. Students will also be given feedback from fellow students on some of the assignments.

Logs

A log is written individually in connection with laboratory work. It is intended to help the student to focus on everything that is done during this work. Students are given feedback on the logs they submit.

Portfolio

A portfolio is a systematic collection of the student's own work. They are used to structure the student's learning and are helpful to acquire knowledge in a specific course, and to see the relationship between different parts of the programme.

Project work

Project work provides experience of some of the challenges inherent in scientific work methods. Students will develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication. Students develop research questions and work both independently and in groups. Reflection notes

Reflection notes are written to help the students to develop the ability to critically assess and reflect on their own learning.

Lectures

Lectures are used to provide an overview, go through difficult material, point out connections and discuss relevant issues. Lectures also shed light on necessary theory to understand the background, execution and interpretation of results from the laboratory exercises and their significance. The lectures can be digital in some of the courses.

Seminars

In seminars, students are able to engage in relevant topics to deepen their knowledge and practise their skills in academic formulation and reflection. This is done through academic contributions, solving assignments and discussion.

Flipped classroom

In some courses, part of the teaching is organised as a flipped classroom. It entails for instance that a lecture is substituted with digital learning resources such as video clips or digital lectures. These are made available to students in advance and the students prepare by watching the films before attending class. In this way, more time can be dedicated to problem-solving activities with the course lecturers. The students can use demonstration videos to familiarise themselves with methods and approaches before the laboratory courses.

A distinction is made between skills training in the university laboratories and external practical training at medical laboratories.

Skills training at the university

The laboratory is the biomedical laboratory scientist’s most important arena for professional practice. Supervised skills training in collecting blood samples and in laboratory work is therefore a key part of the programme. In courses where the laboratory work is part of the teaching, the students apply relevant laboratory equipment and develop skills in laboratory technical work.

Teaching activities place emphasis on the students understanding concepts and procedures, working systematically, and combining theory and practice to ensure the quality of test results and investigations. The basic skills training takes place in the university’s laboratories, while more extensive professional learning takes place in the various practical training establishments.

External practical training

The professional field is an important learning arena for biomedical laboratory scientists. Students are on placements in different medical laboratories throughout the programme. They will learn in situations that are authentic for the profession under the supervision of professionals with relevant experience. Emphasis is placed on the teaching during practical training being related to relevant work situations and problems, providing the students with experience of the duties and responsibilities of biomedical laboratory scientists. Through their external practical training, students gain insight into the function of medical laboratories in the health service. They will meet patients and receive training in cooperation with colleagues and other professional groups.

External practical training BIOBPRA1 Medical Biochemistry Practice, 10 ECTS or BIOBPRA2 Practical and Employable Skills, 10 ECTS. takes place at cooperating institutions in the Oslo region and some other hospital laboratories in Norway. Professional assessment determines which internship the student must complete.

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the exam. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The purpose of the coursework requirements is to:

• promote progress and academic development in the programme

• encourage students to seek out and acquire new knowledge

• facilitate cooperation and communication on nursing issues

The programme's main coursework requirements are in the form of compulsory attendance, written assignments and tests.

Compulsory attendance

There is a compulsory attendance requirement for several parts of the programme to ensure that the students have the necessary basis to achieve the learning outcomes.

A minimum attendance of 90% is required in laboratory work carried out in the education's laboratories. There is a minimum attendance requirement of 80% for scheduled group work, project work and seminars. Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are included in the course descriptions.

If a student exceeds the maximum limit for absence, the lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed. Absence from compulsory teaching that cannot be compensated for may lead to delayed progress in the programme.

The practical training courses require at least 90% attendance. For more information about the requirements that apply to the practical training, see ‘Assessment of external practical training’ below.

Written assignments

Several courses have written assignments, logs or reports as part of their coursework requirements. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment.

The students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

More detailed requirements for written work, deadlines etc. are set out in the teaching plan for the course in question.

Practical test

The students will take an individual practical test in laboratory skills as part of the course BIOB1100.

If the coursework requirement is not approved, arrangements will be made for another attempt before the ordinary exam. Approval is required in order for the student to be able to take the ordinary exam.

The students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

Students will encounter different forms of assessment during the programme. The forms of assessment are adapted to the learning outcomes in the different courses and are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. During the programme, the students will be given advice and guidance and their performance will be assessed. It is important and necessary to assess students’ knowledge and skills often, so that the students 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 coursework requirements for each course are described in the relevant course description. All exams taken and the title of the bachelor’s thesis will be stated on the diploma.

Exam

All courses conclude with an exam. The assessment is based on the learning outcomes for the course, and what is assessed is whether the student has achieved the stipulated learning outcomes. The grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

Most courses have coursework requirements 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.

For exams where a percentage of the exam papers are assessed by an external examiner, the external examiner's assessment shall benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the rest of the papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

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 external practical training

External practical training is assessed as pass/fail. The assessment is based on the course’s learning outcomes, assessment criteria and the continuous suitability assessment throughout the practical training. To pass the practical training, the student must have met the compulsory attendance requirement. The attendance requirement includes both the time spent at the practical training establishment and any teaching provided as part of the programme. The practical training requires at least 90% attendance. The following also applies for absence:

• less than 10% absence: The student can complete the practical training course as normal.

• between 10–20% absence: The student can make up for the practical training/teaching missed, if this is doable. This must be agreed with the practical training supervisor and the contact lecturer at the university.

• more than 20% absence: The student must normally retake the practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the practical course will be registered as failed and count as an 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 his/her 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 biomedical laboratory scientists 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 special cases, cf. the Regulations concerning Suitability Assessment in Higher Education.