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’s Degree in Pharmacy, which forms the basis for authorisation as a prescriptionist in accordance with the Act relating to Health Personnel etc.

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 who 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 description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on national guidelines for pharmacy education 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.

Bachelor’s Programme in Pharmacy – vocational competence and work 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.

The programme helps students to develop into responsible and reflected professionals who are qualified and in demand in their field of work. The students are expected to acquire the knowledge, skills and 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 practising 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 attained from different topics and approaches in the field of pharmacy, and an understanding of good problem-solving in cooperation with users of pharmaceuticals, colleagues and other partners.

The pharmacy is an important supplier of pharmaceuticals to hospitals, nursing homes and home-based care services. The tasks undertaken by a pharmacist require contact and cooperation with other health personnel, such as doctors, dentists, nurses and veterinarians. Pharmacists are increasingly becoming part of an interdisciplinary team, where different healthcare professionals arrive together at the best pharmaceutical treatments 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.

Relevance to working life

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.

Relevance to further education

Students who complete the Bachelor’s Programme in Pharmacy are qualified for admission to several master’s degree programmes. Master’s degree programmes in pharmacy offered at Oslomet – Oslo Metropolitan University, the Norwegian University of Science and Technology (NTNU) and UiT the Arctic University of Norway are particularly relevant. The Master’s Programme in Health and Technology at OsloMet may also be relevant.

Gradert skala A-F.

Nasjonalt sensorkorps (to sensorer).

A candidate who has completed his or her qualification should have the following 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
• 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 broad knowledge of the health service’s structure, division of responsibilities, cooperation and the significance of pharmaceuticals in the health services and society at large
• has broad knowledge of how system and patient-oriented pharmaceutical services can contribute to quality assuring treatment with pharmaceuticals and maintaining patient safety
• has basic knowledge of the quality requirements, quality assurance and quality control of pharmaceuticals and related products
• has knowledge of the significance of cooperation and interprofessional interaction
• is familiar with the history of pharmacy and the pharmacy profession

Skills

The candidate

• can dispense prescription pharmaceuticals, assess prescription instructions, identify and handle drug related problems, provide information about pharmaceuticals and facilitate user participation in a way that ensures proper medication use
• can stay up-to-date and apply professional knowledge that ensures rational drug use and responsible medicine administration
• can communicate pharmaceutical knowledge with professional confidence, both in writing and verbally, to all relevant groups, and can document the healthcare provided
• masters relevant techniques used in the production of pharmaceuticals
• can apply systems for quality assurance and control
• can make use of research-based knowledge, plan and carry out a project in the pharmacy discipline independently, or in cooperation with others, in accordance with generally accepted requirements that apply to the field
• can make use of research results in professional practice and critically reflect on his/her own professional practice

General competence

The candidate

• has insight into and an understanding of how drugs work and contribute to creating the best possible level of health, both at an individual and societal level
• can reflect on his/her own professional practice, and contribute to the development of the academic field and profession
• can work independently in accordance with acts, regulations and professional ethical guidelines
• has insight into and can identify, reflect on and handle ethical issues in pharmaceutical professional practice, showing respect for users of pharmaceutical services and providing guidance that safeguards their integrity and rights
• can plan and implement pharmacy-related laboratory tasks and projects that take place over time, alone or as part of a group
• can obtain and summarise relevant scientific documentation and distinguish between documented and undocumented information
• is familiar with innovation processes, and can contribute to service innovation, entrepreneurship and systematic and quality-improving work processes
• has insight into and an understanding of how pharmacovigilance, quality systems and quality and preparatory work contribute to safe use of medicines and increased patient safety

The programme is divided into 17 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.

First year of the programme: The students are introduced to the pharmacy profession and the basic chemical and biological subject areas on which the field of pharmacy subjects is based. In addition, they will become familiar with the development and production of pharmaceuticals.

Second year of the programme: The students will learn what pharmaceuticals consist of, how they work and how they are used in key therapy areas.

Third year of the programme: The last year focus on application of knowledge and skills. The students will undergo practical training at pharmacies, where the focus is on handling prescriptions, customer service and communication. The students will also complete a Bachelor’s degree project in groups.

The courses that make up the study programme build on each other with gradual progress both in terms of theoretical and practical knowledge. All courses conclude with a final assessment.

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

Courses taught jointly with other programmes at OsloMet

The Bachelor's Degree Programme in Pharmacy includes the following joint courses that also form part of other programmes at the university:

• FARB1050 Public Health and Health Management, 5 credits
• FARB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• FARB1070 Technology and Society, 5 credits

In the courses FARB1050 Public Health and Health Management (5 credits) and FARB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence in line with national guidelines. In FARB1050, focus is among other things on the health services’ organisation, health legislation and administration, and preventive and health promoting work. In FARB1060, students learn about the rationale for evidence-based practice, with focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

The course FARB1070 Technology and Society is part of most bachelor's degree programmes at OsloMet. The course provides a basic understanding of the digital world and how technology influences people's lives and the way in which we work, and will help the students to enter the labour market with a basic understanding of technology. The Department of Computer Science at OsloMet is responsible for the practical implementation of the course. For a more detailed description, see the course description.

Study progress

• In order to start the second year, the student may lack a maximum of one passed course from the first year*
• In order to start the third year, the student must have passed all courses from the first year and may lack a maximum of one passed course from the second year.

*Exception from the progress requirement:

The partial exam 1 Drug Calculations in the course FARB1400 Pharmaceutics and Drug Calculations is exempt from the progress requirement. If the student only lacks a pass in the drug calculations exam in FARB1400, and the other two partial exams in this course have been passed, the student can begin the second year even if one additional course in the first year has not been passed.

Any further delay in the study progression will result in a delay in the study.

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods 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 a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities are intended to 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 collaboration. These resources can among other things be used in students’ preparations for teaching activities, as support in collaborative processes or to help practice or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times 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 each course employs.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. They will provide the students with a foundation for their own learning by emphasising main elements, highlighting connections, and pointing out and discussing relevant issues within a topic. 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 outcomes when they attend the lectures prepared. Lectures are often used together with other teaching methods. Most lectures are given in Norwegian, but they can also take place in English.

Flipped Classroom

The Flipped Classroom is used in several of the courses in 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 as a learning method used 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 expected 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 lecturers. 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 actions and attitudes.

Skills training

Skills training comprises laboratory courses and practical handling of prescriptions, where students can practise applying their knowledge and communication skills. Several of the courses include laboratory courses with practical training in different areas of the discipline. These are intended to elucidate theory and provide an opportunity for the students to acquire skills in technical laboratory work through practical assignments. The courses can among other things include written reports and tests. 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. Between

these 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 of 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 firstly 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 and explain difficult aspects of the course 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 that they will work on 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/or 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 critically reflect in cooperation with others and develop a deeper understanding of a pharmaceutical issue.

The bachelor's thesis will be carried out in groups. Opponent groups will give feedback on the work and provide input during the process.;

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 FARBPRA in the third year of programme.

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 is an authorised pharmacist.

Practical training is an important arena for learning and developing action competence, a process that takes place when alternating between theory and practice.; The student will have an opportunity to train in a real work situation, apply theoretical knowledge and improve their knowledge of the professional field. Practical training must be evidence-based and related to situations and issues of relevance to professional practice in order to provide experience of the pharmacist’s duties and responsibilities. The student will gradually develop a basis for professional discretion as a pharmacist and work towards fulfilling the pharmacist's professional role.

A manual for practical training at a pharmacy has been prepared, which contains guidelines for the period of practical training.

The practical training establishments are mainly located in Oslo and in the Eastern region of Norway, but it is also possible to carry out the training in other parts of the country. The students may need to commute to and from the practical training establishment. Students must comply with the clothing regulations in force at the practical training establishment. Vaccination may also be required. Separate requirements for attendance apply to practical training; see the section ‘Assessment of practical training’.

The programme’s target group are people who wish to qualify for research in the field of educational sciences for teacher education, for teaching positions at universities and university colleges, or for other types of positions that require a high level of scientific expertise.

(1) To be admitted to the PhD Programme in Educational Sciences for Teacher Education, the applicant must normally have completed a five-year master’s degree programme (three years + two years) or equivalent teacher education, have other teaching qualifications, or a degree in science of education, development studies or other relevant education at a corresponding level in fields of relevance to teacher education.

(2) Applicants to the programme are normally required to have achieved a grade of B or better on their master’s thesis.

(3) Applicants who achieved a grade lower than B on their master’s thesis but who meet the general admission requirement, must have achieved a grade of C on their master’s thesis and an average grade of B or better for the rest of the master’s degree. For five-year integrated master’s degree programmes, the requirement for an average grade of B or better applies to the last two years of the master’s degree programme (cycle 2). In addition, the applicant must meet at least two of the following criteria:

• the applicant must be able to document scientific publication
• the applicant must have a particularly good project outline
• the applicant’s application must be particularly relevant to the advertisement text
• the applicant must have research-related work experience

(4) The grade requirement does not apply to applications for admission to individual courses.

(5) Applicants who hold a master’s degree with a scope of less than 120 ECTS credits can be admitted to the programme on the basis of an individual assessment. The master’s degree in question must formally qualify the applicant for admission to PhD programmes in the country in which the master’s degree was taken. Applicants must have written a master’s thesis as part of their master’s degree and been awarded a grade of B or better. The requirement for a grade of B or better for the master’ thesis cannot be waived for this category of applicants. Considerable weight will be given to the project outline’s quality, relevance and originality.

Requirements relating to the contents of applications for admission are set out in Chapter 2 of the Regulations relating to the Degree of Philosophiae Doctor (PhD) at OsloMet (hereinafter called the Regulations). The application for admission must document the applicant’s basis for admission and contain descriptions of the research project, a plan for implementation, funding, dissemination and stays at other institutions. The applicant must also describe his/her needs in term of supervision and infrastructure, and specify which language he/she prefers to write the thesis in, and any problems relating to intellectual property rights.

The faculty’s doctoral committee makes a decision on admission based on an overall assessment of the application.

On admission, the doctoral committee will appoint one or more supervisors. The main supervisor should preferably be affiliated to OsloMet. Admission is formalised in an agreement between the PhD student, the supervisor and the university, and, if relevant, other academic environments and institutions. The agreement regulates the parties’ mutual rights and obligations during the agreement period, cf. Chapter 2 of the Regulations, and complies with the template prepared by Universities Norway (UHR). The students will be affiliated to a research community in the relevant field.

Students who complete the programme are awarded the degree PhD of Educational Sciences for Teacher Education. In Norwegian: Ph.d. i utdanningsvitenskap for lærerutdanning.

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. 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 they receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed 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 an exam. The assessment is based on the learning outcome descriptions for the course, and it is assessed 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.

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 of the exam.;

Most courses have required coursework 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 selected for assessment by an external examiner, the external examiner's assessment must 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. Section 5-3 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of external practical training

Supervised external practical training is assessed as pass/fail. The assessment is based on the course’s learning outcomes, the assessment criteria and the continuous suitability assessment conducted throughout the practical training period.

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. The attendance requirement applies both to time spent at the practical training establishment and any teaching activities provided as part of the programme. The following also applies to absence: ;

• Less than 10% absence: The student can complete the practical training course as normal.
• Between 10–20% absence: The student can make up for the practical training/teaching missed, if this is doable. This must be agreed with the practical training supervisor and the person responsible for the course 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 practical training course will be registered as failed and count as an attempt.;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.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of 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 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 exceptional cases, cf. the Regulations concerning Suitability Assessment in Higher Education.

The programme consists of a training component and a research component. The training component has a scope of 30 ECTS credits, and the research component is worth 150 ECTS credits. Through the training component, the students acquire theoretical and empirical insight into and methodological expertise in studies of general educational science issues of relevance to teacher education. Through the research component, the students develop their ability to identify needs for new educational science research of relevance to the knowledge base and action competence in teacher educations, as well as the ability to problematise and disseminate such knowledge.

The programme emphasises combining academic depth and breadth. In the training component, the students are expected to achieve academic breadth through the common compulsory course (10 ECTS credits) Theories of Knowledge in Teacher Education Research, as well as elective courses in philosophy of science, methodology and ethics (minimum 10 ECTS credits) and elective specialisation courses (10 ECTS credits).

In the research component, the students are expected to achieve academic depth through work on a scientific thesis with a view to acquiring researcher qualifications in educational sciences for teacher education characterised by an ability to identify, design, conduct and disseminate relevant research.

Multicultural and international perspective

Multicultural and international perspectives are discussed in all specialisation courses included in the programme.

Gender perspective

Gender and equality perspectives are discussed in all specialisation courses included in the programme.

Ethics

Ethical issues are a particular focus in the philosophy of science, research methodology and ethics courses.