Bachelor’s Programme in Prosthetics and Orthotics Programme description

The Bachelor’s Degree Programme in Prosthetics and Orthotics is a three-year programme of professional study (180 credits), and students who complete the programme are awarded a Bachelor’s Degree in Prosthetics and Orthotics. After completing the programme and two years of approved practical training, candidates can apply for authorisation as a prosthetist/orthotist pursuant to the Act relating to Health Personnel etc.

The programme description has been devised on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations relating to national guidelines for prosthetics and orthotics 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 description also complies with the recommended guidelines for study programmes issued by the International Society for Prosthetics and Orthotics (ISPO).

In accordance with Section 2 of the Regulations relating to national guidelines for prosthetics and orthotics education, the goal of the prosthetics and orthotics programme is to educate reflected and professionally competent prosthetists who can contribute to creating better preconditions for health, quality of life and participation throughout the lives of users of orthopaedic appliances.

Throughout the programme, the student will gain clinical expertise, including skills in designing and adapting orthopaedic appliances (prostheses, orthoses and orthopaedic shoes). Anatomy, physiology, pathology, biomechanics and material technology are key subjects in the programme and form the basis of this expertise. Knowledge from both health and engineering disciplines is combined in the field of prosthetics and orthotics.

The students will learn to carry out clinical assessments and adapt orthopaedic appliances, and acquire knowledge and skills about how to improve the patient's function, correct deformities and prevent pain and/or injuries. To make good assessments during the production of orthopaedic appliances, it is important to acquire knowledge about the properties of materials and the choice of components and joints. In this work, orthopaedic technicians are particularly important partners. Innovative approaches and processes are decisive for a good result. Over the course of the programme, the students will also develop competence in how data technology can be applied, both in clinical evaluations and in the production of individually adapted orthopaedic appliances.

Prosthetists work with people of all ages, with different needs and disabilities, and from different social and cultural backgrounds. Through the programme, the students will develop an awareness of and skills in communication and cooperation with patients, next of kin and other health science professionals. Prosthetists participate in interprofessional teams and sometimes function as consultants when users have complex needs that can only be assessed and resolved through cooperation between several professional groups and/or public agencies.

Prosthetists develop orthopaedic appliances in accordance with technological progress and are actors in quality improvement and development of knowledge-based and sustainable assistive technology in healthcare. Assistive technology is a key part of the programme and prosthetists work on a broad spectre of orthopaedic appliances. The patients’ wishes and expectations regarding activity and participation necessitate well-adapted prostheses and orthoses, and the population’s increasing life expectancy entails a greater need for orthopaedic appliances. The demand for prosthetists is high, both nationally and internationally.

Relevance to working life

Most prosthetists work in private and public orthopaedic technology enterprises. Some enterprises are located in major hospitals. Other potential workplaces include the public administration, special interest organisations for people with disabilities, and enterprises and public agencies that provide medical technology equipment to the healthcare sector. Prosthetists also work in teaching and research.

Relevance to further education

A bachelor's degree in prosthetics and orthotics qualifies students for admission to several different master’s degree programmes, both at OsloMet and at other institutions in Norway and abroad. Master’s degrees in rehabilitation and habilitation, health sciences, biomechanics and movement sciences are particularly relevant.

Kandidaten har etter fullført bachelorstudium i ortopediingeniørfag følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Kandidaten

• har bred kunnskap innenfor naturvitenskapelige, teknologiske og samfunnsvitenskapelige emner som er sentrale innenfor ortopediingeniørfaget
• har bred kunnskap om ortopediingeniørens rolle og funksjon innen forebyggende, behandlende og re-/habiliterende virksomhet
• kjenner til ortopediingeniørfagets historie, tradisjoner, egenart, plass i samfunnet, og faget i en internasjonal kontekst
• kjenner til globale utfordringer innenfor assisterende teknologi, folkehelse og miljø i et samfunn i endring
• har kunnskap om sosiale forhold og kulturelt mangfold som har betydning for profesjonsutøvelsen nasjonalt og internasjonalt
• kjenner til forsknings- og utviklingsarbeid som er relevant for ortopediingeniørfaget

Ferdigheter

Kandidaten kan

• selvstendig utvikle og iverksette en brukersentrert oppfølgingsplan
• anvende faglig kunnskap og relevante resultater fra forsknings- og utviklingsarbeid på praktiske og teoretiske problemstillinger og treffe begrunnede valg
• utføre kliniske og ortopeditekniske prosedyrer og prosesser som inngår i forebygging, behandling og re-/habilitering for personer som trenger proteser og/eller ortoser
• anvende relevante materialer, utstyr, komponenter og teknikker
• utforske ny og bærekraftig teknologi og vurdere mulige anvendelsesområder innenfor ortopediingeniørfaget
• finne, vurdere og henvise til kunnskapsbasert informasjon og fagstoff og fremstille dette så det belyser en problemstilling

Generell kompetanse

Kandidaten kan

• kommunisere profesjonelt med brukere og andre samarbeidspartnere og utøve etisk forsvarlig praksis
• forholde seg profesjonelt innenfor et mangfoldig samfunn
• samhandle brukersentrert og tverrprofesjonelt
• delta i kvalitetssikring, -forbedring, -utvikling, innovasjon og promotering av tjenestetilbud og fagutøvelse
• anvende kunnskap og ferdighet på selvstendig vis gjennom å vise samarbeidsevne, ansvarlighet, evne til refleksjon og kritisk tenkning i yrkesutøvelsen
• identifisere egne lærings- og kompetansebehov for å kunne holde seg oppdatert
• følge nasjonale lovverk og nasjonale og internasjonale retningslinjer
• planlegge og gjennomføre relevante prosjekter og komplekse oppgaver som strekker seg over tid, alene og som deltaker i en gruppe som kan bidra til utvikling av god praksis
• vise innsikt i kreative prosesser og anvende metoder som benyttes i innovasjon, tjenesteutvikling og entreprenørskap
• oppdatere sin kunnskap innen fagområder som er relevante for ortopedifaglig virksomhet

The content and structure of the study programme are based on the following six competence areas defined in Section 3 of the Regulations relating to national guidelines for prosthetics and orthotics education:

• Technology in Prosthetics and Orthotics – practice and theory
• The functions of the body and biomechanics
• Materials technology and design
• Profession, psychology and communication
• Society, public health and ethics
• Habilitation, rehabilitation and cooperation
• Innovation, production and quality assurance
• Theory of science and research methods

The programme is divided into 17 compulsory courses and incorporates both practical and theoretical teaching at the university and in external practical training. Each year of the programme has a scope of 60 credits.

The first year of study is divided into six courses. Students are introduced to knowledge about the healthcare system, legislation, and public health. Additionally, they acquire fundamental knowledge about the human being, professional practice in clinical and orthopaedic technology, and lower and upper leg prostheses.

The second year of study is divided into six courses. Students learn about evidence-based practice, the theory of science, and research methodology. Furthermore, the focus is on disease processes and diseases relevant to the field of prosthetics and orthotics, and on different types of foot aids and lower limb and spinal orthoses.

The third year of study is divided into five courses. Students are introduced to digital competence and innovation processes in health. They undertake practical training in the subject area lower limb orthoses and acquire knowledge of some of the rarer and more complex orthopaedic appliances. The student will also delve into materials, design, service development, innovation processes and entrepreneurship. The work on the bachelor’s thesis is related to research and development projects available at OsloMet or with other partners.

The study programme’s courses build on one another with gradual progression both in terms of theoretical knowledge and practical skills. All courses have a final exam and/or assessment. Reference is made to the course descriptions for more detailed information about the content of the individual courses.

The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, the students’ own activity, required coursework and exams.

INTERACT – Interdisciplinary teaching activity at OsloMet

INTERACT (Interprofessional Interaction with Children and Youths – INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes come together in interdisciplinary groups. The purpose is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first week of teaching each spring semester for students in the first, second and third year of the programme, respectively. For more details, see: https://www.oslomet.no/forskning/forskningsprosjekter/interact

Participation in INTERACT (INTER1100, INTER1200, and INTER1300) is required and must be approved to be awarded a diploma.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year*
• Students must have passed the second year of the programme before they can start the third year**

*Exceptions from the progress requirement:

• The course ORI1050 Public Health and Health Administration is exempt from the progress requirement
• The course ORI1060 Evidence-Based Practice (EBP) in Health Care can be started even if not all courses from the first year of study have been passed

** Exceptions from the progress requirement:

• The course ORI1060 Evidence-Based Practice (EBP) in Health Care is exempt from the progress requirement
• The course ORI3200 Digital Competence and Innovation in Health can be started even if not all courses from the second year of study have been passed

Internationalisation contributes to raising the quality of education and strengthens the academic community on the programme, at the same time as it prepares the students to function in an increasingly international world. Healthcare professionals must be capable of practising their profession in a diverse society whether they work in Norway or abroad. Global and multicultural issues and perspectives are therefore in focus throughout the programme. The labour market is becoming increasingly international, and this will make knowledge of language and culture more and more important.

International perspectives form part of the learning outcomes in all courses to which they are relevant. It is important for all students to see the profession and function of prosthetists in an international context.

Students on the Bachelor's Degree Programme in Prosthetics and Orthotics will be well trained in the English language and well equipped to understand and use English specialist terminology. Some of the teaching will be conducted in English. Parts of the course literature is in English to allow students to learn the terminology and gain insight into international research. Students therefore learn the specialist terminology in both Norwegian and English.

OsloMet – Oslo Metropolitan University has exchange agreements with university colleges and universities in several countries. Students have the opportunity to study abroad in connection with the course ORI3900 Bachelor Thesis (15 credits) in the sixth semester. Visiting students can take ORI3000 Sustainable Materials, Design and Innovation (15 credits) alongside Norwegian students in the fifth semester, and potentially combine this with courses offered by other programmes within the faculty.

Reference is made to OsloMet's criteria for student exchanges and information about stays abroad.

Virtual exchange programmes with other prosthetics and orthotics programmes are offered to students who wish to improve their expertise in the field of internationalisation without moving abroad during their studies. This means that the students carry out digital group work together with students from other prosthetics and orthotics programmes abroad.

As the only Norwegian educational institution to train prosthetists, it is particularly important for OsloMet that its staff engage in international cooperation in order to comply with the international standards for such education. The staff participate in networks, projects and research collaboration with colleagues in other countries, and foreign guest lecturers are used in teaching activities.

Required coursework is all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam or complete practical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the respective course descriptions.

The primary purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the students to master the subject matter. The programme's main coursework requirements are in the form of compulsory attendance, written assignments and skills training. Other coursework requirements may apply; see the course descriptions for more information.

Compulsory attendance

The study programme emphasises a social learning environment with student-active learning methods. The students are expected to attend scheduled teaching in order to foster knowledge, skills and clinical competence. Attendance is compulsory for all parts of the programme in which the students cannot achieve the learning outcomes on their own, or for parts of the programme where cooperation with fellow students is a precondition for completing the learning activities.

The minimum attendance requirement is:

• Compulsory attendance of 90% in all forms of practical training
• Attendance of 80% in teaching activities and seminars

Other activities may also be subject to compulsory attendance requirements. The teaching sessions to which compulsory attendance requirements apply must be clearly marked in the lecture schedule programme.

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

Written assignments and compulsory activities

Several courses have written assignments, practical exercises and tests as coursework requirements.

Written and practical 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 student is 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 and practical work, deadlines etc. are set out in the course description for the course in question.

The rules concerning cheating in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University and the Guidelines for Dealing with Cheating and Attempt at Cheating in Connection with an Examination at OsloMet also apply to required coursework.

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 that the students’ competence is adequate in relation to the applicable 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 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 forms of assessment are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student’s bachelor’s thesis.

Exams

All courses conclude with a final assessment and/or an exam. The student's performance is assessed on the basis of the 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.

In some courses, the exam consists of more than one part. The student's performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts.

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

Resits/rescheduled exams

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 selected for assessment by an external examiner, the external examiner’s assessment should 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 remaining 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. 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 trainingSupervised external practical training is assessed as pass/fail. The assessment is based on the learning outcomes for the course, the student’s specification of the learning outcomes and the formative assessment. The formative assessment, which means the assessment of the student’s knowledge, skills, competence and suitability, is carried out during the placement period, and summarised half-way through and at the end of the placement period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to practical training courses. The attendance requirement includes both the time spent at the training establishment and any teaching provided as part of the programme in relation to the practical training.

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 training/teaching missed, provided that 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 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 attempt. If a student is awarded a fail grade for a practical training course twice, they will normally have to leave the programme, cf. the Regulations Relating to Studies and Examinations at OsloMet.

SuitabilityDiplomas 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 prosthetics 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. Regulations to the Act relating to Universities and University Colleges, Chapter 7. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering.