Master´s Programme in Health and Technology - Specialisation in Radiography Programme description

The Master’s Programme in Health and Technology with specialisations is a master’s degree with a scope of 120 credits in accordance with Section 3 of the Regulations concerning Requirements for the Master’s Degrees, adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The programme includes specialisations in assistive technology in health, biomedicine and radiography. The students will acquire in-depth knowledge in the chosen specialisation and will gain detailed knowledge of technology relating to the discipline covered by the specialisation. Through common courses across the specialisations, an overview is provided of technology developments in the field of health in general, of relevance to both the specialist and municipal health services, as well as for research. Students learn about innovation and entrepreneurship to create new solutions through interdisciplinary collaboration between public and private actors, and about how the implementation and use of technology affects the health sector, individuals, and society. The students will also become familiar with legislation that regulates health research, the collection and use of personal data and health data, and the use of human biological specimen. The programme will also address ethical challenges relating to the development and implementation of technology in the health context, and the importance of user participation will be highlighted and discussed.

A greater need for health and care services in the years ahead means that interdisciplinary cooperation and efficient use of technology will be important to maintain sustainable health services. The programme will contribute to a greater understanding of technology and enhanced technological skills in the field. The students will learn to communicate about their own discipline in a way others can understand, which is important to be able to contribute to interdisciplinary projects. Compulsory common courses and elective courses across specialisations foster interdisciplinary collaboration between the disciplines covered by the programme.

Specialisations

Applicants must choose and apply directly for the specialisation they wish to take when applying for the master’s programme. Different admission requirements apply to the specialisations; see more information under Admission requirements. Parts of the programme will include joint teaching, partly through compulsory common courses and partly through options across the specialisations. Some courses will be held jointly with other master’s degree programmes at OsloMet.

Students who pass the programme will be awarded the degree Master in Health and Technology, with one of the following specialisations:

• Assistive Technology in Health
• Biomedicine
• Radiography

The name of the specialisation will be stated on the diploma alongside the name of the degree.

MAATH: Assistive Technology in Health

The specialisation emphasises assistive technology in health (ATH) (referred to as welfare technology in the Nordic countries) in an interdisciplinary, practice-oriented, and person-centred context, at both individual and system levels within specialist health services and municipal health and social services. ATH is aimed at promoting health and preventing illness through treatment and (re)habilitation to improve cost-effective and sustainable health and social services. Students learn how ATH can assist individuals in activity, participation, safety, dignity, and coping in everyday life. Examples of ATH include technical and orthopaedic aids, exoskeleton technology, smart home technology, robot assistants, GPS, technologies for activity and movement analysis, computer-controlled (bionic) prostheses and orthoses, and artificial intelligence. The specialisation emphasises knowledge and skills in developing, piloting, implementing, and evaluating complex interventions with ATH in collaboration between private and public actors. Students learn to analyse the interaction between humans, health, activity, participation, movement, and technology.

MABIO: Biomedicine

The biomedical field integrates natural sciences, technology, and health sciences, forming the foundation for medical diagnostics and treatment with a global health perspective. The specialisation in biomedicine is aimed at students seeking advanced knowledge and expertise in biomedical sciences. Students will explore the biological mechanisms underlying human health and disease, gaining a profound understanding of cellular and molecular processes. They will learn about relevant bioanalytical methods, laboratory diagnostic technology, statistics, and quality assurance of analytical methods through both theoretical instruction and practical laboratory work. The programme emphasises the development of critical thinking, ethical reflection, scientific communication, and interdisciplinary collaboration skills.

MARAD: Radiography

The specialisation emphasises the use of various technologies in medical radiation and the importance of these technologies in the health service to ensure synergies between technology and health. Students will choose one of two directions within radiography: conventional radiography or CT. The specialisation is practice-oriented and profession-oriented and is designed to meet increasing demands for expertise in diagnostics and treatment in connection with medical use of radiation. Students will gain in-depth expertise in optimisation and imaging, focusing on personalised examinations and forms of treatment.

Relevance to working life

Technological expertise is in demand in the health sector, and a Master’s Degree in Health and Technology can lead to many career opportunities in the public and private sectors alike. Possible fields of work and career paths in health and technology after completing the programme include:

• research, development of the field, and teaching
• advisory functions in the public administration, knowledge dissemination and counselling
• clinical or diagnostic work based on specialised expertise
• managerial positions in disciplines relating to health and technology
• innovation and implementation processes
• product and service development

Relevance to further education

Candidates with a Master’s Degree in Health and Technology are qualified to apply for admission to PhD programmes, including the PhD Programme in Health Sciences at OsloMet.

Students may apply for admission to the research programme at the Faculty of Health Sciences while taking the master’s programme. This is taken in parallel to and as an extension of the master’s programme. The research programme gives students advanced researcher expertise in addition to that provided during the ordinary master’s programme. Results from this research work may later, on application, form part of PhD-level work.

Sustainability

The 2030 Agenda is the UN’s plan of action for global sustainable development, specified as 17 Sustainable Development Goals (SDGs). Through global partnerships, the world must work together to end poverty and hunger, ensure good health and education for all and reduce climate change and inequality. Some of the goals can be achieved through the development and implementation of different technologies. The Master’s Programme in Health and Technology is particularly aimed at promoting good health and well-being (SDG3), quality education (SDG4), industry, innovation and infrastructure (SDG9), reduced inequality (SDG10) and partnership for the goals (SDG17).

The 17 SDGs must be seen as a whole, where each goal is seen in conjunction with the others. The purpose of the programme is to educate candidates who are active global citizens with knowledge of how technology contributes to sustainable health services, good health and an inclusive society for all, regardless of age, gender, ethnicity, education, sexuality and functional ability.

The programme is suitable for individuals who wish to actively contribute to development work, research, and innovation processes within their own field and in interdisciplinary collaboration involving technology and digital solutions.

The specialisation in assistive technology in health is relevant for individuals in the private or public sector who are interested in working interdisciplinary to develop and implement technology in the field of treatment, (re)habilitation, and health promotion.

The specialisation in biomedicine is relevant for individuals with a background in laboratory sciences who wish to deepen their expertise in biomedical analytical methods and biomedical research as a foundation for medical diagnostics and treatment.

The specialisation in radiography is relevant for individuals who wish to deepen their expertise in diagnostics and treatment, as well as the development and implementation of new diagnostic and therapeutic procedures within radiation-based technologies in healthcare.

Students apply for and are admitted directly to the specialisation of their choice. The requirement for admission to the Master’s Programme in Health and Technology is a bachelor’s degree or an equivalent degree within a specified field, with an average grade of at least C. If the number of qualified applicants exceeds the number of places on the programme, applicants will be ranked according to applicable ranking rules.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the individual specialisations

Specialisation in assistive technology in health

• Bachelor’s degree or equivalent degree in health and social sciences, social sciences, economics, psychology, education, design, informatics, or engineering.

Specialisation in biomedicine

• Bachelor’s degree or equivalent degree in medical laboratory sciences, pharmacy, biotechnology, biomedicine, chemical engineering or molecular biology. A minimum of 30 credits must include courses with practical laboratory work.

Specialisation in radiography

• Bachelor’s degree or equivalent degree in radiography.

Special admission to the specialisation in radiography Candidates with a bachelor's degree in radiography who have also completed further education in radiotherapy (60 ECTS credits) according to the programme description from the academic year 2014/15 (student cohort 2014H) or later, can apply for a special admission to the specialisation in radiography. The admission requirements are as follows:

• Bachelor's degree or equivalent in radiography
• Completed further education in radiotherapy, according to the programme description from the academic year 2014/15 (student year group 2014H) or later

Grades from the further education in radiotherapy may be included in the calculation basis to meet the necessary academic minimum requirements.

The overall learning outcomes for the Master’s Programme in Health and Technology fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.

A candidate who has completed their qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge in disciplines relating to their own specialisation and specialised insight into the topic of the master’s thesis
• has insight into technological developments in disciplines relating to their own specialisation and their importance for health services nationally and globally
• has thorough knowledge of philosophy of science traditions, research methods and the basis for research ethics of particular relevance to health sciences and their own field
• can apply knowledge in new areas in their own field and in interdisciplinary collaboration with other fields
• can analyse health science issues on the basis of the field’s history, traditions, culture, distinctive nature and place in society

Skills

The candidate

• can analyse and critically assess knowledge from different sources and apply this in a structured manner to formulate scholarly arguments
• can analyse existing theories, methods and interpretations in their own field and work independently on practical and theoretical problem-solving
• can write academic texts and present research results in accordance with applicable conventions in the field
• can work independently and in an ethically aware manner on a supervised research or development project
• can analyse and manage health-related data in an ethically sound manner and in accordance with relevant legislation
• can contribute to research, development of the field and innovation based on evidence-based knowledge, research-based knowledge and user participation

General competence

The candidate

• can analyse relevant issues in their own field and decide on suitable research design and choice of methods
• can analyse and discuss ethical issues relating to the use of technology in health services, at both the individual and system level
• can apply their own knowledge to new areas and in interdisciplinary cooperation to carry out complex tasks, processes and projects
• can communicate an extensive independent work and master scholarly forms of expression in the field, both orally and in writing
• can participate in discussions about professional issues and communicate about their own field in both scientific and popular science form
• can contribute to re-thinking and innovation in their own field and take part in interdisciplinary cooperation in technology and health science
• can contribute to the implementation of new technology in their own field and explore how technology can contribute to solutions that support sustainable communities

More detailed learning outcomes for the specialisations

Specialisation in assistive technology in health

The following additional learning outcomes apply to candidates taking the specialisation in assistive technology in health:

The candidate

• can critically assess the purpose and application of different types of assistive technologies throughout the lifespan at both individual and system levels in health promotion, prevention, treatment, and (re)habilitation.
• can develop, apply, and communicate complex interventions with assistive technologies in interdisciplinary collaboration and in their own field based on needs analyses and user involvement
• can critically evaluate ethical issues in the implementation and communication of assistive technologies
• can critically assess what facilitates and hinders successful sustainable implementation of assistive technologies

Specialisation in biomedicine

The following additional learning outcomes apply to candidates taking the specialisation in biomedicine:

The candidate

• has specialised knowledge about health and technology in a biomedical perspective
• has in-depth knowledge about normal and pathological molecular and cell biological mechanisms
• can critically assess and apply biomedical analysis methods in diagnostics and research and has advanced knowledge about statistical methods, quality assurance and quality control in the laboratory
• can discuss and convey relevant issues in the field and research relating to biomedicine

Specialisation in radiography

The following additional learning outcomes apply to candidates taking the specialisation in radiography:

The candidate

• has advanced knowledge of diagnostic imaging methods, treatment and radiation protection
• can apply, analyse and critically assess methods for diagnostics/treatment in the relevant modality
• has an in-depth understanding of the role of radiographers as active contributors to developments in radiography and the specialist health service’s use of technological methods in the relevant modality

Varied and student-active forms of teaching are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours allocated to structured teaching by the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progression demands a high level of self-activity. The most important work and teaching methods used in the courses in the programme are described below. The individual course descriptions state which work methods each course employs.

Web-based work and teaching methodsSeveral forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to come prepared for scheduled teaching sessions. Interaction may also take place digitally in the form of virtual meetings, webinars, workshops etc.

Self-study and student cooperation/group workLearning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchange of ideas, presentations, discussions, written assignments and problem-based assignments, students will be encouraged to learn by conveying 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.

Skills training/laboratory workDifferent forms of skills training or laboratory work may be included in the programme. Students will work on issues of relevance to the topic concerned, either individually or in groups, and will perform experiments, simulations or solve practical tasks that will demonstrate their theoretical understanding of different methods and techniques used in the field. They will also acquire the skills required to carry out the assignments in an independent manner.

Skills training may also include the use of digital tools to solve assignments or improve communication skills.

LecturesLectures are primarily used to introduce new subject matter, provide an overview of and highlight main elements and links within different topics, and also to convey relevant research-based issues and literature.

SeminarsSeminars emphasise dialogue and discussion between the lecturer(s) and students in order to stimulate students’ academic development. Oral student presentations and discussions are emphasised.

In connection with the master’s thesis, seminars are held where the theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables peer learning. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars may also take place on digital collaboration platforms.

Projects, assignments and supervisionThrough project work, case studies, written assignments and the master’s thesis, students will formulate research questions for assignments that they work on over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of all parts of the programme.

Supervision is an important component of the work on the master’s thesis. The supervision is intended to ensure that the project complies with principles of research ethics and help students to formulate research questions and ensure quality in the collection and analysis of data.

The increasing globalisation of the labour market and rapid social changes make it increasingly important to have international professional experience and knowledge of disciplines, language and culture. Internationalisation strengthens the academic community and promotes quality through international research collaboration, student and staff mobility and by highlighting international perspectives and challenges in teaching.

The students will gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature. Some of the courses will be taught in English and the programme will employ lecturers and guest lecturers with international experience.

The staff’s professional networks, research collaborations and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

Courses adapted for incoming exchange studentsThe following courses have been adapted for incoming exchange students:

• HETEK4000 Interactions in Health and Technology (AUTUMN)
• HETEK4100 Theory of Science, Ethics and Research Methods (AUTUMN)
• MAATH4100 The Knowledge Base in Assistive Technology in Health (AUTUMN)
• HETEK4200 Monitoring, Activity- and Movement Analysis (AUTUMN)
• HETEK4400 Digital Health and Homecare (AUTUMN)
• HETEK4300 Bacteriology and Antimicrobial Resistance (AUTUMN)
• MABIO4600 Statistics, Quality Control and Quality Assurance (SPRING)
• MARAD4300 Medical Use of Radiation (AUTUMN)

Courses from HETEK can be combined with courses from other master’s programmes at OsloMet that are adapted for incoming exchange students.

Facilitation of outbound exchangesStudents taking the biomedicine specialisation who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students going on exchanges will be given an opportunity to write a master’s thesis worth 30 credits after the exchange stay. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator is available to provide guidance on the choice of topic.

Master’s degree projectStudents taking the specialisations in assistive technology in health, biomedicine and radiography can complete their master’s project in full or in part at other educational institutions or with research groups abroad, and possibly also combine it with an elective course (10 credits). Incoming exchange students may also write their master’s thesis at OsloMet. Incoming and outbound exchanges in connection with master’s degree projects will depend on the availability of relevant assignments and supervisory capacity. 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.

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

Programplanen bygger på forskrift om rammeplan for grunnskolelærerutdanningene for 1.–7. trinn og 5.–10. trinn, fastsatt av Kunnskapsdepartementet 7. juni 2016, og nasjonale retningslinjer for grunnskolelærerutdanningen 5.–10. trinn.

Studietilbudet består av to emner à 15 studiepoeng. Emne 2 bygger på emne 1. Studietilbudet tilbys som del av videreutdanningsstrategien Kompetanse for kvalitet – strategi for videreutdanning av lærere. Undervisningen i studiet går over to semestre.

Matematikk er en bærebjelke i vår tids teknologiske utvikling og matematisk kunnskap er et viktig element i mange fagområder og virksomheter. Formålet med matematikkfaget i lærerutdanningen er at studentene skal ha en solid oversikt og trygghet i skolefaget matematikk og at de skal bli i stand til å undervise etter gjeldende læreplan for grunnskolen på en faglig trygg og reflektert måte. Kjerneelementene i læreplan i matematikk fellesfag for trinn 1–10 i 2020, vil være grunnlaget når studentene skal utvikle sine kunnskaper og arbeidsmåter. De skal kunne forstå, vurdere og beskrive elevenes læringsprosesser og kunnskapsutvikling i matematikk. Overganger mellom hovedtrinnene blir vektlagt under undervisningen.

Opplæringen skal belyse ulike aspekt ved det å kunne matematikkfaget. Her vil kjerneelementene være styrende.

Utforsking handler om å finne mønster og sammenhenger og kunne diskutere seg fram til en felles forståelse. Problemløsing er å utvikle en metode for å løse et problem som ikke er kjent fra før.

Å modellere er en beskrivelse av virkeligheten ved hjelp av et matematisk språk og kritisk vurdere om modellen er gyldig som anvendelse. Resonnering og argumentasjon er å kunne forstå og vurdere matematiske tankerekker og videre utforme egne resonnement både for å forstå og løse et problem.

Å abstrahere og generalisere handler om å kunne se sammenhenger og strukturer, utvikle symbolspråk og formalisere ved å bruke algebra.

Det er også viktig at studentene kan reflektere omkring samspillet mellom matematikkfaglige kunnskaper og didaktiske problemstillinger.

Opptakskravet er allmenn-/grunnskole-/faglærerutdanning eller PPU. Studenter som innvilges studieplass, må være i arbeid som lærer eller ha kontakt med en skole der det er mulig å ta aktivt del i matematikkundervisning. Kravet om bestått lærerutdanning kan fravikes dersom søkeren kun mangler faget hun/han søker på, for å få fullført sin lærerutdanning.

Søkere rangeres etter karakterpoeng fra lærerutdanningen. Søkere som har fått innvilget stipend og/eller vikarmidler fra Utdanningsdirektoratet (Udir), får 5 tilleggspoeng.

Læringsutbyttet er beskrevet i emneplanene.