PhD Programme in Health Sciences Programme description

The legal basis for this plan is laid down in Act no. 15 relating to Universities and University Colleges of 1 April 2005 and the Regulations Relating to the Degree of Philosophiae Doctor (PhD) at Oslo Metropolitan University (hereinafter referred to as "the PhD Regulations").

The PhD programme in Health Sciences is a three -year full-time study. Candidates who successfully complete the programme will earn 180 credits and qualify for a PhD in Health Sciences.

The PhD programme in Health Sciences has an interdisciplinary focus. Key elements in the programme are interventions in health promotion, preventive health care, treatment, rehabilitation and care. Health is a complex and comprehensive phenomenon that involves interaction between biological, physical, psychological, behavioral, and social dimensions. Although the respective professions and disciplines place different emphasis on dimensions of health, they share a common understanding of the goal to promote health and quality of life.* In the training component of the PhD programme, candidates learn about research and work methods that can directly or indirectly contribute towards knowledge-based assessment and interventions at individual and systemic levels. The training component will enhance the depth and breadth of the candidates' professional knowledge so that they develop an independent and reflective approach to both their research and to that of others, as well as to the role of research in a broader context. It will also support the candidates in their work on their thesis.

* Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Disease in the Western medical paradigm is the malfunctioning or maladaptation of biologic and psychophysiological processes in the individual; whereas illness represents personal, interpersonal, and cultural reactions to disease or discomfort.

The PhD programme in Health Sciences is offered by the Faculty of Health Sciences, which has a long experience in educating professional practitioners. The faculty trains professional practitioners in the disciplines of: biomedical laboratory sciences, occupational therapy, physiotherapy, prosthetics and orthotics, radiography, pharmacy, nursing, dental technology, and social education. The faculty also offers training in public nutrition, behavior analysis, and management, among others. Research training is often linked to professional programmes and therefore promotes research collaboration within the field of practice.

There is a need for better integration and coordination of health services with large user groups, to include more emphasis on preventive measures. Coordination involves several different health care professions and actors and is contingent on cooperation. Many actors are involved in research projects aimed at developing the knowledge that will be needed to meet future challenges: municipalities, health trusts, universities, university colleges, research institutes, patient organisations and competence centers in the health and care sector. This is also highly relevant for needs-led research which seeks to answer questions that have not already been addressed through previous research (knowledge gaps) and whose relevance has been legitimized and prioritized by patients and other individuals receiving services, relatives, and/or healthcare professionals. The need to train personnel with research competence in many health professions is therefore significant. Strengthening multidisciplinary** and interdisciplinary research is vital for developing better care pathways for individuals with complex needs who would benefit from cooperation between the respective professions.

**By "multidisciplinary" it is meant combining input from multiple disciplines aimed at resolving a common problem.

Research training in health sciences offers opportunities to apply for academic positions at universities, university colleges, health trusts, and research institutes as well as for positions in other areas in the public and private sectors with a need for competence in the health sciences. The PhD programme in Health Sciences will provide professional practitioners the opportunity to gain research competence and thereby contribute to improving coordination within the health and care sectors. Furthermore, the programme will help establish sound research environments and provide a basis for research-oriented training and practice. The programme also qualifies candidates for teaching and supervising students and colleagues in health sciences.

The target group for the programme comprises individuals with an interest in the health sciences. Potential candidates may be admitted directly from studies or from work life in the case of professional practitioners with master's degrees seeking to enhance their levels of competence and knowledge or from research institutes involved in health science projects. Applicants from other professional backgrounds who wish to participate in health science projects may also be admitted.

Applicants to the PhD programme must hold a master's degree (120 credits) or equivalent qualification. Admission to the programme is regulated by the Regulations Relating to the Degree of Philosophiae Doctor (PhD) at Oslo Metropolitan University, and the Supplementary guidelines for the PhD programme in Health Sciences. According to the PhD Regulations, section 2.2, applications for admission to the programme must contain:

A. Documentation of completed education on which the decision regarding admission should be based (certified copies of original certificates).

B. A project description containing

• an academic account of the project
• a progress plan for completing the programme
• documentation of special needs for academic and material resources
• plans for stays at other institutions, where applicable
• academic dissemination
• specification of the chosen language for the thesis
• details of any restrictions on intellectual property rights to protect the rights of other parties

C. A funding plan.

D. A plan for the training component.

E. A proposal for at least two academic supervisors.

F. An account of any legal or ethical issues raised by the project.

G. Details about whether the project requires permission from research ethics committees or other official or private bodies. Such permission should be obtained and enclosed with the application, if possible.

Decisions on admissions are based on an overall assessment of applications. The doctoral degree committee at the Faculty of Health Sciences at OsloMet shall consider admission applications.

Admissions to the PhD programme in Health Sciences are considered on an ongoing basis. Pursuant to the Regulation, section 2-6, admission to PhD programmes is formalised by a written contract between the PhD candidate, the supervisor(s) and the Faculty of Health Sciences.

The courses included in the training component can also be offered to students who have been admitted to the “Health Science Research Programme, 60 ECTS”, by prior approval from the supervisor and based on given guidelines for the research programme.

On completion of the PhD Programme in Health Sciences, the candidate should have achieved the following learning outcomes defined as knowledge, skills, and general competence:

Knowledge

The candidate

• is in the forefront of knowledge within the field of research and masters the field’s philosophy of science and methodology
• is in the forefront of knowledge on the current national and international academic debates within health sciences specific to their own research field
• can evaluate the expediency and application of theories within health sciences and methodology specific to those theories
• can evaluate the research ethics related to the application of different research methods
• can evaluate the expediency and application of different methods and processes in health research
• can contribute to the development of new knowledge, new theories, and new methods within health sciences specific to their own field

Skills

The candidate can

• formulate research questions and decide appropriate research design, plan and carry out research projects, analyse data, and discuss the results
• place their own project in relation to a theoretical context and research tradition within health sciences
• carry out high-level research in cooperation with national and international research environments
• manage complex academic issues related to ethics, theory and method within their field of research
• challenge established knowledge and practice within their area of the health sciences
• disseminate their research both within the scientific community and to a wider audience

General competence

The candidate can

• identify and discuss ethical issues in health sciences
• carry out their research with scholarly and ethical integrity
• manage complex interdisciplinary assignments and projects
• participate in debates in international forums of their research field
• assess the need for, initiate, and practice innovation in health sciences

The learning outcomes of the programme include knowledge at the forefront of research, managing complex academic issues, and a high level of general competence in the field of health sciences. This means that the work and teaching methods must be sufficiently varied and complex to support the candidates' learning process on the way to achieving the learning outcomes.

Training component

Lectures

The lectures will cover key topics in the courses and will introduce current issues and new research findings.

Self-study

Achievement of the learning outcomes depends mainly on the degree to which the PhD candidate makes effective use of the instruction and supervision offered and accepts responsibility for working independently. Self-study entails student-initiated activities such as individual study and cooperation with fellow students. Self-study takes as its starting point the theoretical and methodological issues and a knowledge base in the health sciences.

Seminars

Organized group work requires candidates to discuss given research problems based on a topic covered in the course and on their respective academic backgrounds. This offers the candidates opportunities to reflect on multidisciplinary and interdisciplinary research problems. The outcomes of the seminars are presented and discussed in plenary sessions, providing candidates with training in both academic dissemination and peer review.

Practical application of methodology

Different methodologies are applied in practical exercises, such as research interviews, qualitative and quantitative analyses, and different types of software. This provides candidates with practical experience in addressing, for example, complex analyses.

Research component

Research work

The work methods for the thesis consist mostly of self-study and research activities. Self-study entails student-initiated activities such as individual study and cooperation with fellow students and researchers. Research activities involve planning and conducting own research, processing the results, and designing the thesis. This part constitutes the most important contribution to the PhD candidate's research competence.

Supervision

The main supervisor has overall academic responsibility for the PhD candidate and shall normally be an employee of OsloMet. As a general rule, the candidate shall also have a co-supervisor from OsloMet or from another institution. If an external main supervisor is appointed, an employee of OsloMet shall be appointed as co-supervisor. Each PhD candidate is entitled to 210 hours of supervision, including preliminary and follow-up work. Supervision includes time spent on preparatory work, discussions with the PhD candidate, and follow-up work. Requirements regarding supervisors and rights and obligations are regulated in the PhD Regulations, section 3-1 to 3-3. The PhD candidate and the supervisor(s) must independently submit annual progress reports. Supervision of the thesis shall ensure that the project is in accordance with ethical guidelines and shall contribute to the design of research problems and the quality of the methods to be used.

Participation in research communities

The candidates' thesis projects are linked to OsloMet’s established research communities via the candidates' supervisors. Active participation in the research communities will provide candidates with insight into research management and experience in multidisciplinary and interdisciplinary research cooperation. Participation also provides them with opportunities to discuss research problems and designs, challenge established knowledge and practice and present their own projects. Candidates will have opportunities to establish and further develop cooperation with national and international research communities.

Research seminar and dissemination

Candidates must present their projects at the start and halfway through the programme.The midway presentation must ideally be conducted in English and be followed by a discussion on the current progress between the PhD candidate, an independent evaluator, and the supervisor(s). Furthermore, candidates are expected to present their research at international scientific conferences. This gives candidates competence in participating in scientific discussions within their field of research in cooperation with national and international research communities. Candidates are also encouraged to disseminate their projects to broader audiences, such as giving lectures to users or through popular science channels.

Descriptions of the work and teaching methods for the individual courses are provided in the course plans.

The programme description for the Bachelor’s Programme in Early Childhood Education and Care is based on the amendment to the regulation on the National Curriculum Regulations for Kindergarten Teacher Education amended by the Ministry of Education and Research on 30 June 2023, the National Guidelines for Kindergarten Teacher Education of 17 October 2018, the Kindergarten Act adopted by the Ministry of Education and Research on 17 June 2005, and the National Qualification Framework for Lifelong Learning adopted by the Ministry of Education and Research on 15 December 2011.

The Early Childhood Education and Care programme at OsloMet aims to educate responsible, energetic and reflective kindergarten teachers. The programme is profession-oriented, practice-focused and builds on research-based knowledge. The programme qualifies students for work in the kindergartens of today and on further developing the kindergartens of tomorrow. The study programme forms the basis for further competence development and qualifies students for further studies at master’s degree and PhD level.

The education shall adopt a holistic pedagogical approach to play, care, learning, and formative development. The education shall emphasise the increasing diversity in kindergartens, the importance of cooperation, understanding, and dialogue with the children’s homes and other bodies responsible for children's upbringing. The Early Childhood Education and Care programme shall emphasise pedagogical leadership and contribute to inclusive practices in the kindergarten.

The programme shall qualify students for the profession of a kindergarten teacher by offering a holistic education that promotes connections between pedagogy, practice, subject didactics, areas of knowledge, professional formative development, and cross-disciplinary professional topics. Pedagogy is a central and unifying subject and is particularly important for ensuring progression and making the education profession oriented. Educational theory and professional supervision shall contribute to the students' formative development processes, development of leadership competence, and integration of theory and practice. Interdisciplinary activities are included in the education, in which pedagogy as a unifying subject will be incorporated.

The programme also includes participation in the INTERACT: ‘The Same Child – Different Arenas’ initiative. INTERACT is part of a big initiative at OsloMet, the aim of which is to give students the knowledge and skills required to interact with other professions that work with children and adolescents, such as child welfare officers and health personnel. Participation in INTER1100, INTER1200 and INTER1300 is specified in the course descriptions.

Successful completion of the programme leads to the award of a Bachelor`s degree in Early Childhood Education and forms the basis for the candidate to apply for, among other things, the Master's program in Early Childhood Education at OsloMet, which can further qualify them to apply for a PhD in Educational Science for Teacher Education.

General information for students

Changes are continually taking place that affect students` daily lives, and it is the responsibility of OsloMet`s students to keep up to date. Key channels for important information include OsloMet’s website, Studentweb and the university’s digital learning platform. Students are also expected to actively use their student email accounts.

The programme description is the primary source of information for all students admitted to the Early Childhood Education and Care programme, and all students are required to familiarise themselves with the programme description for their course of study.

All qualified applicants who wish to work as a kindergarten teacher or educational supervisor in a kindergarten.

Approval

Approved by the Academic Affairs Committee at Oslo and Akershus University College of Applied Sciences on 16 October 2012Last amendment approved by the Vice Dean for Research and Innovation at the Faculty of Health Sciences, OsloMet, on 17. January 2025

Syllabus

Course syllabuses will be reviewed and, where necessary, updated every time they are offered. Candidates must submit a detailed list of their chosen syllabus, which must meet the specified learning outcomes for the respective courses. The candidate's chosen syllabus must be approved by the course coordinator.