Pharmacy Programme Programme description

The Bachelor¿s Programme in Pharmacy is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Pharmacy, which forms the basis for authorisation as a pharmacist in accordance with the Act relating to Health Personnel etc. Section 48. 

The title of pharmacist covers both the Norwegian titles reseptarfarmasøyt (pharmacist with a bachelor¿s degree in pharmacy) and provisorfarmasøyt (pharmacist with a master¿s degree in pharmacy). It is only the pharmacies¿ pharmaceutical personnel that are independently entitled to dispense prescription pharmaceuticals or pharmaceuticals on requisition, which in accordance with applicable distribution regulations, must be subject to control by a pharmacist, cf. The Pharmacies Act Section 4-4.

The programme was established under the Act relating to Universities and University Colleges Sections 3-2 and 3-3 and the Regulations relating to Studies and Examinations at OsloMet ¿ Oslo Metropolitan University. A national curriculum has not been established.

The pharmacist's field of work and tasks

The task of a pharmacist with a bachelor¿s degree is to provide pharmaceutical services to the public in the form of advice and guidance, thereby helping to ensure correct and rational use of pharmaceuticals by individuals and in society at large.

OsloMet ¿ Oslo Metropolitan University educates bachelor¿s degree candidates in pharmacy, most of whom go on to work at pharmacies. Authorised pharmacists with a bachelor¿s degree can work in middle management or management positions at pharmacies. The candidates may also be suitable for a variety of positions in the primary and specialist health service, in public administration and in the pharmaceutical industry.   

The programme shall help students to develop into responsible and reflected professionals who are qualified and sought-after in their field of work. The students are expected to acquire the knowledge, skills, and general competence necessary to be granted authorisation as a pharmacist with a bachelor¿s degree, and thereby also be entitled to dispense pharmaceuticals in Norwegian pharmacies.

Knowledge of pharmaceuticals and their application is a crucial basis for practicing the profession. Pharmacists have knowledge of and skills in the production of pharmaceuticals, knowledge of the effect of pharmaceuticals on the body, and about the use and misuse of pharmaceuticals. Pharmacists must have basic theoretical knowledge from different topics and standpoints in the field of pharmacy and an understanding of good problem-solving in cooperation with users of pharmaceuticals, colleagues and other partners.

The tasks undertaken by a pharmacist with a bachelor¿s degree require contact and cooperation with other health personnel who prescribe pharmaceuticals; doctors, dentists and veterinarians. The pharmacy is an important supplier of pharmaceuticals to hospitals, nursing homes and home-based care services. Pharmacists are increasingly becoming part of an interdisciplinary team, where different healthcare professionals together arrive at the best pharmaceutical treatment for patients/users of pharmaceuticals. Relational and communication skills, including good oral and written presentation skills in Norwegian, are thereby an essential part of a pharmacist¿s expertise and are used daily in their work.

Further studies

The Bachelor¿s Programme in Pharmacy qualifies the student for admission to several master¿s degree programmes. The master¿s degree programmes in pharmacy offered at the Norwegian University of Science and Technology (NTNU) and the University of Tromsø (UiT) are particularly relevant. A cooperation has also been established with the Department of Pharmacy at the University of Copenhagen, where students with a completed bachelor¿s degree from OsloMet are accepted for the two-year master¿s degree in pharmacy. The Master¿s Programme in Biomedicine at OsloMet may also be relevant. 

The target group is people who wish to take a bachelor's degree in pharmacy to qualify for work as a pharmacist with a bachelor's degree and/or as a basis for further studies.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience. In addition, the upper secondary school mathematics courses R1 (or S1+S2) and Chemistry 1 and either Physics 1 or Biology 1 or Chemistry 2 are required.

In connection with admission to the Bachelor's Programme in Pharmacy, the applicant must submit a transcript of police records, cf. the Regulations for admission to Higher Education, Chapter 6.

The use of clothing that covers the face is not compatible with taking the programme.

The National Council for Professional Education in Pharmacy has stipulated common learning outcomes at the programme level for all bachelor¿s degree programmes in pharmacy taught in Norway. The learning outcomes are intended to ensure that the candidates reach a minimum level in all subject areas and that they can apply for direct admission to a two-year master¿s degree programme in pharmacy after completing the programme.

After completing the programme, 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 in-depth knowledge of the physical, chemical and pharmacological properties of key active ingredients (including plant-based ones)
• has broad knowledge of the structure of the human body, its functions, and disease development
• has broad knowledge of the composition and production of important types of pharmaceuticals, along with their physical, chemical and biopharmaceutical properties
• has broad 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 basic knowledge of the quality requirements, quality assurance and quality control of pharmaceuticals and products and services related to Pharmaceuticals
• has knowledge of important analysis methods for Pharmaceuticals
• has knowledge of basic mathematical, statistical and epidemiological Methods
• has knowledge of veterinary pharmacology
• has knowledge of pharmacy¿s history, traditions, distinctive nature and place in society
• is familiar with clinical testing of pharmaceuticals and the pertaining collection of and requirements relating to documentation

Skills

The candidate

• is capable of dispensing prescription pharmaceuticals, assessing prescription instructions, identifying and handling problems related to pharmaceuticals, providing information about pharmaceuticals and facilitating user participation in a way that ensures correct use of pharmaceuticals
• is capable of collecting information about pharmaceuticals and suggesting solutions to theoretical and practical challenges in the field of pharmacy, based on critical assessment and logical argumentation
• has basic skills in aseptic work technique
• is capable of applying systems for quality assurance of pharmaceuticals and products and services related to pharmaceuticals, and of working in accordance with the regulations governing the production and distribution of Pharmaceuticals
• is capable of using and following up internal control systems
• is capable of working independently in accordance with acts, regulations and professional ethical guidelines
• is capable of making use of research-based knowledge, planning and carrying out a project in the pharmacy discipline independently, or in cooperation with others, in accordance with generally accepted requirements that apply to the field
• is capable of making use of research results in professional practice and critically reflecting on his/her own professional practice

General competence

The candidate

• is capable of actively contributing to developing the field of pharmacy and the role of pharmacists in society
• is capable of reflecting on ethical issues, showing respect for users of pharmaceutical services and providing guidance that safeguards the integrity and rights of users
• is capable of cooperating and communicating with partners and users of pharmaceutical services
• is capable of contributing to and participating in interdisciplinary cooperation that benefits the patient/customer
• is capable of reflecting on the importance of scientific documentation and distinguishing between documented and undocumented claims
• is familiar with innovation in relevant fields and masters simple tools used in innovation and entrepreneurship
• has knowledge of national and global health and environmental challenges and of multicultural society
• has insight into the role of pharmaceutical issues in a multicultural society

The programme is divided into 15 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training at pharmacies. Each year of the programme has a scope of 60 credits.

The structure of the programme is outlined in the figure below. The courses build on each other with gradual progress both in terms of theoretical and practical knowledge. All the courses conclude with a final assessment.

Reference is made to the course descriptions for more detailed information about the content of the individual courses in the programme.

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

Study progress

The following progress requirements apply to the programme:

• The student must have passed all courses in the first year of the programme in order to start the second year of the programme.
• The student must have passed all courses in the second year of the programme in order to start the third year of the programme.

The programme's learning outcomes cover a broad spectrum. 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. Emphasis is therefore placed on using varied work forms and switching between theoretical and practical study activities.

Teaching should stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students' own efforts. The student's efforts are important in the independent laboratory work that they are to carry out, in problem-based learning (PBL) and in team-based learning (TBL), among other things. Independent work can include both cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and cooperation. Digital learning resources in the form of film clips, podcasts, academic texts, articles and interactive assignments are some of the teaching methods used. Such resources can be part of the student's preparations when the teaching is 'flipped' (see below). Digital co-writing tools are used in some courses for the purpose of sharing knowledge and producing texts together. Digital self-corrected tests (quizzes) provide an opportunity for the students to practice and test their knowledge of the course content. The immediate response can then serve as a basis for their continued learning. Digital exams are used in several courses. 

The students receive follow up throughout the programme in the form of supervision and feedback. At times, the students will assess each other's work and provide feedback to each other.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods are used in each course.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. Emphasising main elements, highlighting connections, and pointing out and discussing relevant issues within a topic will form the basis for the student's own learning. Dialogue between students and teachers is encouraged, and the students will have the opportunity to ask questions and discuss relevant topics and issues. Students will attain the best possible outcome when they come to lectures prepared. Lectures are often used together with other teaching methods. Most lectures are held in Norwegian, but they can also take place in English.

Flipped Classroom

The Flipped Classroom is used in several of the courses on the programme. This entails traditional lectures being replaced by digital film clips or recordings of lectures. The students watch these films at home before attending the teaching sessions. In this way, more time can be dedicated to problem-solving activities with fellow students and lecturers from the programme, often in the form of supervised group work or seminar teaching.

Group work  

Group work is used as a learning method in most courses. Students cooperate on specific issues and practical assignments under supervision. Group work is intended to support the learning of subject matter and simultaneously provide training in cooperation, interaction and communication skills, which are necessary in professional practice. When cooperating with others, students are required to show an interest, behave in a respectful manner and ensure that everyone in the group has been heard in relation to decision-making.

Seminars

The purpose of seminars is to process and talk through subject matter and facilitate discussion between students and teachers. Oral dissemination of the subject is emphasised. Students are able to practise presenting subject matter in small and large groups, and are encouraged to express their own opinions and reflect on their own actions and attitudes.

Skills training

Skills training comprises laboratory courses and practical handling of prescriptions, and a prescription lab in which both knowledge and communication skills are practised. Several of the courses include a laboratory course in which the students get practical training in different subject areas, as described in the individual course descriptions. These are intended to elucidate the theory and provide an opportunity for the students to acquire skills in technical laboratory work through practical assignments. Written reports and tests also form part of the courses. Before their practical training placement, the students must also develop their skills in communication and practical handling of prescriptions.

In order to start a laboratory course, the student must first complete an online introductory safety course and complete pre-lab. This is to ensure responsible conduct in the lab in accordance with HSE requirements.

Problem-based learning (PBL)

The students are divided into groups and a situation or case is presented to them, which forms the basis for discussing relevant issues. Each topic starts with a meeting at which the assignment is presented, and concludes with a second group meeting at which the group members discuss their newly-acquired knowledge and solutions to the problems. In the time between these two meetings, the students acquire knowledge from lectures, group work, laboratory work and self-study. The group meetings are attended by a supervisor.

Team-based learning (TBL)

TBL is a variation on the Flipped Classroom (see below). The students are divided into groups. They prepare for a given topic on their own before attending joint teaching sessions. At the teaching session, the students first take individual tests before taking tests in groups in order to identify difficult areas of the course and determine where there are knowledge gaps. This means that the teacher can use the remaining time of the plenary session to focus on difficult aspects of the course, explain and facilitate discussion. The students will then continue to work on course assignments in groups with the lecturer present to supervise and facilitate discussion and problem-solving.

Project assignments and the bachelor's thesis

Through project assignments and the bachelor's thesis, students will specialise in issues over time, either individually or in cooperation with other students.

They will work in-depth on different subject matter and develop skills in using and referencing sources, analysis, discussion and written and oral communication of results.  Project work provides experience of some of the challenges inherent in scientific work methods. The primary purpose of this is to develop the student's ability to reflect critically on their own efforts in cooperation with others and develop a deeper understanding of a topic.

Work on the bachelor's thesis is done in groups. Opponent groups give feedback on the work and provide input throughout the process, up until the final presentation. 

Question sessions

The students are given an opportunity to ask about subject matter that has already been covered. Questions can be sent to the lecturer in advance or asked directly at the session. Time will be set aside to answer a selection of questions and issues.

External practical training at a pharmacy takes place in the course FARMAPRA10 in the third year of study. 

The students carry out supervised practical training at a community pharmacy. Supervised practical training entails supervision, assessment and the exchange of reflections between student and supervisor. The supervisor shall be an authorised pharmacist.

The purpose of practical training at pharmacies is to provide an opportunity for the student to train in a real work situation and apply theoretical knowledge, and to improve the student's knowledge of the professional field. Practical training shall be evidence-based and related to situations and issues of relevance to professional practice in order to provide experience for the student of the pharmacist's duties and responsibilities. The student shall gradually develop a basis for professional discretion as a pharmacist and approach the pharmacist's professional role.

Practical training is an important arena for learning and developing action competence, a process which takes place when alternating between theory and practice. The student prepares a work plan for the practical training period, which must be approved by the supervisor and be in line with the programme's learning outcomes for the practical training period at a pharmacy. It is the student's responsibility to follow up the plan and ensure that the learning outcomes for practical training are achieved.

Practical training at a pharmacy counts as a compulsory teaching activity. Weekly attendance shall be 37.5 hours. A manual for practical training at a pharmacy has been prepared which contains guidelines for the period of practical training.

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 become global citizens.

The increasing globalisation of the labour market also makes international professional experience and knowledge of languages and cultures more and more important.

Internationalisation takes place both through activities on campus in Norway and through mobility to institutions abroad.

The use of international course literature and focus on multicultural and global issues in the programme contribute to increased understanding and improve the students' ability to cope with diversity, both nationally and internationally; to work professionally in a multicultural society. Literature in English also provides an opportunity for the students to become familiar with English terminology and international research.

The staff¿s networks, research collaboration and cooperation with colleagues abroad is an important aspect of this. The programme is represented in international pharmacy education networks. In some courses, the students will attend lectures given by foreign guest lecturers.

OsloMet has exchange agreements in place with universities and university colleges in Europe. Students can opt to take three months of the programme abroad during the sixth semester in connection with the course FARMA3900 Bachelor¿s thesis. Similarly, foreign students can write their bachelor¿s thesis at OsloMet.

FARMA3900 will be taught partly in Norwegian and partly in English, and international students can take the whole course in English if required. The students can decide whether they wish to write their bachelor¿s thesis in English or Norwegian. Students who go on exchanges must write their thesis in English if the exchange stay is in a country outside Scandinavia.

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

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

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, laboratory reports, and practical and written tests.

Compulsory attendance

Attendance is compulsory for teaching activities that cover subject matter which the student cannot acquire on his or her own.

The minimum attendance requirement for scheduled and supervised group work and seminars is 80 %. A minimum of either 80% or 90% attendance is required for skills training (laboratory courses and practical handling of prescriptions). Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are set out in the course descriptions and teaching plans.

The attendance requirements must be met before the student can take the exam in the course. Students will be contacted if they are at risk of exceeding the maximum limit for absence. If it emerges that a student has exceeded the limit for absence, the lecturer must assess whether and how the student can compensate for the absence. Whether or not it is possible to compensate for absence depends on the extent of the student's absence and which activities they have missed. If it is not possible to compensate for absence, the student must move down a year.

Laboratory reports

In certain laboratory courses, the student must document his/her laboratory work through written reports (lab reports).

Reports that are not approved must be improved and re-submitted.

Practical test

The course FARMA2120 includes a practical test in the production of pharmaceuticals subject to sterility requirements.

If a test 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.

Students are entitled to a third attempt before the resit/rescheduled exam. If the test is not approved after three attempts, the student must take the course with the next class.

Drug calculations assignments

In the course FARMA2400, the calculation assignments must be approved before the student can take the exam. See the course description for more detailed provisions.

Different forms of assessment are used on the programme that are adapted to the learning outcomes of the various courses. The forms of assessment used shall both support learning and document that the students¿ competence is adequate in relation to the applicable learning outcomes. This is done by giving the student qualified and frequent feedback during and at the end of each course. Continuous assessment provides insight into the student¿s progress and is intended to motivate his/her further efforts.

The assessment of exams and practical training are 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.

Exams

Each course is concluded with an assessment in the form of an exam. The assessment is based on the learning outcomes for the course, and on whether the student has achieved the stipulated learning outcomes. The grades pass/fail or letter grades from A to F are used, 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 requirement 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, the external and internal examiners 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.

The grade given for a written exam can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges and Section 7-3 (2) of the Regulations relating to Studies and Examinations at OsloMet.It is not possible to appeal the grades awarded for oral and practical exams. In 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.

Practical training

The assessment of the student shall be an overall assessment of the students' professional, personal and ethical suitability for practising the profession. The main areas for the assessment are general requirements, social skills, competence in the field of pharmacy and professional competence.

The practical training is assessed as passed or failed. To pass the practical training, the student must have met the compulsory attendance requirement. The student must attend at least 90 % of the scheduled time. In the event of absence of more than 10 %, the absence can be made up for during the period by agreement with the practical training supervisor. If it is not possible to compensate for the absence, the whole period must be retaken. This will result in delayed progress in the programme.

Other criteria for passing the practical training are set out in the manual for practical training at a pharmacy and the programme¿s own practical training compendium.

External programme supervisors 

The programme has an external programme supervisor who is to contribute to quality assurance and quality development of the programme. The external programme supervisor is charged with evaluating the programme's structure and coherence, including the relationship between the learning outcomes as described in the programme description and the work and teaching methods and assessment arrangements. The programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advise that the academic environment can use in its further work on quality of education.

Suitability

Diplomas for the completed programme are only 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 pharmacist 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.

Programme description:

Adopted by the board of Oslo University College at 15 June 2000

Most recent amendments approved by the Vice-Dean of the Faculty of Health Sciences on 05 February 2019

Applies to the academic year 2019-20