Further Education in Emergency Medical Dispatch Programme description

The Master’s Programme in Pharmacy is a two-year programme of professional study (120 ECTS credits) and builds on a bachelor’s degree in pharmacy or equivalent. Students who pass the programme are awarded a Master’s Degree in Pharmacy in accordance with Section 3 of the Regulations concerning Requirements for the Master’s Degrees, which forms the basis for authorisation as a pharmacist with a master’s degree (‘provisorfarmasøyt’) in accordance with the Act relating to Health Personnel etc. The master’s degree can also be included in an application for approval as a ‘qualified person’ (QP), who is responsible for certifying the release of batches of medicinal products to pharmacies and industrial enterprises.

The programme description has been drawn up on the basis of the Regulations relating to National guidelines for pharmacy education, bachelor’s and master’s degree programmes in pharmacy, adopted by the Ministry of Education and Research, and meets the requirements of Directive 2005/36/EC with subsequent amendments under Directive 2013/55/EU. 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.

There is a high and increasing demand for pharmacists with a master’s degree in private pharmacies and hospital pharmacies, the specialist health service, the municipal sector and the pharmaceutical industry. Given the major increase in the number of pharmacies in Norway, candidates with master’s degrees are needed to fulfill the needs of the society. More experts in the field of pharmacy are also needed in the specialist health service and the municipal health services. Among the Norwegian start-up companies in the health care field, companies focusing on pharmaceutical development currently represent a significant part of value creation, and high-level pharmaceutical expertise is in demand.

The Master’s Programme in Pharmacy is research-based and covers everything from the development and production of pharmaceuticals to clinical use by individuals and groups of patients. The programme will prepare the student for the role of pharmacist (provisorfarmasøyt) and provides a basis for further studies and research.

The master’s programme at OsloMet has a profile where patient-centred follow-up and innovation are important components. The patient-centred aspects can be addressed in many arenas where pharmacists traditionally work, such as interaction with patients in pharmacies or in clinical pharmacy in the municipal health services and specialist health service. An increasing focus on individualised treatment and new possibilities including e.g. biological medicines, mean that in the future, more patients will be able to receive personalised treatment and follow-up.

Pharmaceutical development entails innovative thinking, and greater focus on innovation in education is a national priority area. Pharmaceutical trends have created significant demand and many opportunities for university-based innovation in the field along the whole value chain from lab-based research to patient/next of kin, including both product and service innovation.

The candidates will be able to contribute to correct use of medicines in the best interests of individual patients and society at large, and to systematic development and improvement work, quality assurance, user involvement and patient safety.

According to the UN Agenda 2030, a prerequisite for achieving sustainable development is that everyone is able to live healthy lives. The Master’s Programme in Pharmacy is in line with the UN Sustainable Development Goal 3, Good Health and Well-being, and Goal 4, Quality Education. The programme will educate candidates who can contribute to good health and promote well-being for all, while taking account of sustainability, innovation and lifelong learning.

Relevance to working lifeThe expertise of pharmacists is in high demand in many areas where pharmaceutical expertise and quality development are key. Possible fields of work and career paths after completing the programme include:

• professional and administrative leadership responsibility in pharmacies (with an operating licence)
• work in hospital pharmacies, with various tasks relating to clinical pharmacy and the production and distribution of medicinal products
• the role of pharmaceutical expert in interdisciplinary teams
• in public health management, for example the Directorate of Health, the Board of Health Supervision, the Norwegian Medicines Agency, the Norwegian Poison Information Centre and the Norwegian Institute of Public Health
• in research and development in academia and the pharmaceutical industry

Relevance to further educationCandidates with a Master’s Degree in Pharmacy are qualified to apply for admission to PhD programmes, including the PhD Programme in Health Sciences at OsloMet.

Dette studiet egner seg for de som ønsker å iscenesette forestillinger og lære seg å instruere barn og ungdom eller voksne.

Generell studiekompetanse

The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using varied and student-active work and teaching methods and alternating between theoretical studies and practical training.

The students will receive follow-up throughout the programme in the form of supervision and feedback. They will at times also assess each other’s work and provide feedback to each other (peer review).

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. The practical training is described in a separate chapter; see below.

Web-based work and teaching methods

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

Self-study and student cooperation/group work

Learning requires a high degree of own activity and self-study in the form of both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the subject. Students are encouraged to take initiative to schedule and actively participate in study groups to promote learning. In some courses, it is vital that students work together on various cases and assignments to find joint solutions.

Skills training/laboratory work

During skills training, students will work individually or in groups in the laboratory on issues of relevance to the course they are taking. The students will conduct experiments or solve practical assignments that show their theoretical understanding of various methods and techniques in accordance with procedures and quality control. They will also acquire the skills required to carry out the assignments in an independent manner.

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

Seminars

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

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

Lectures

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

Projects, assignments and supervision

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

Developing academic writing skills is a key aspect of the programme. Supervision is an important component of the work on the master’s thesis. The supervision is intended to ensure that the project complies with research ethics principles and help students to formulate the research question and ensure quality in the collection and analysis of data.

Required coursework means all forms of work, tests and compulsory attendance that are requirements for a student to be permitted to take the exam or complete practical training. Required coursework is assessed as approved/not approved. Please see the course descriptions for more information about the coursework requirements that apply to each course.

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on pharmacy issues

If a student’s required coursework is assessed as not approved, they will normally be given another attempt before the ordinary exam. Required coursework that is not approved may lead to delayed progress in the programme.

The following applies to requirements for compulsory attendance or activities: If a student exceeds the maximum limit for absence or fails to attend compulsory activities, the lecturer must assess whether and, if so, how, the student can compensate for the absence through e.g. an individual presentation or other written work. Absence that cannot be compensated for may lead to delayed progress in the programme.

Special requirements and provisions on attendance apply to the practical training. For more information, see ‘Assessment of practical training’ below.

Learning outcomes at the programme level for the Master's Degree Programme in Health Sciences

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

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 advanced knowledge of health-related services and health-promoting work within their field of specialisation
• can analyse academic problems on the basis of the history, traditions, distinctive character and place in society of the health sciences
• has knowledge of different perceptions of body, health, illness, function and functional impairment
• has in-depth knowledge of the individual’s right to autonomy and user participation, and of important considerations in the development of equitable health services and health-promoting work
• has insight into the role of interprofessional cooperation in achieving results in health-related services and health-promoting work
• has insight into the UN Sustainable Development Goals, particularly Goal 3, Good Health and Well-being, and an understanding of the connection between health and sustainable development in society
• has thorough knowledge of the theory of science, research methods and ethics of particular relevance to health sciences and the area of specialisation

Skills

The candidate

• can understand, motivate and cooperate with individuals and next of kin undergoing health-related learning, coping and change processes
• can analyse existing theories, methods and interpretations in the field of health sciences and work independently on practical and theoretical problem-solving
• can adapt health services and health-promoting work to different groups in society
• can contribute to the expedient and correct use of technology to improve the quality of the health services
• can use knowledge of quality improvement and implementation to improve the services
• can analyse and deal critically with various sources of information and use them to structure and formulate scholarly arguments
• can use relevant methods for research and scholarly and/or professional development work in an independent manner
• can carry out an independent, limited research or development project within their specialisation under supervision and in accordance with applicable norms for research ethics

General competence

The candidate

• can analyse the relationship between the individual, service and societal levels when designing health-related services and in health-promoting work
• can contribute to innovation and quality improvement that builds on relevant knowledge of nursing gained from research and experience, and knowledge of users
• can work in interprofessional teams in order to more efficiently address complex health challenges
• has an international perspective in their field of specialisation
• can assess their own research design and research method based on a specific research question
• can disseminate relevant problems, analyses and research results to specialists and the general public in a way that meets research ethics requirements
• can contribute to new thinking and innovation processes in the health services and in health-promoting work

Empowerment and Health Promotion

The following additional learning outcomes apply to candidates taking the Specialisation in Empowerment and Health Promotion:

• can apply relevant health pedagogy methods based on the preconditions and needs of different target groups
• can analyse measures at the individual and group level related to empowerment and health promotion
• can analyse the forms of expression used in the field and disseminate knowledge from their master’s thesis to different target groups

Arbeidskrav er alle former for arbeider/aktiviteter som settes som vilkår for å fremstille seg til eksamen. Å forholde seg til etiske aspekter og dilemmaer er et viktig kriterium i alle arbeidskrav.

Hensikten med arbeidskravene er primært å:

• fremme studentens progresjon og faglige utvikling i studiet
• stimulere studenten til å oppsøke og tilegne seg ny kunnskap
• legge til rette for samhandling og kommunikasjon om faglige spørsmål

De enkelte arbeidskravene ligger under hvert emne.

Tilstedeværelse

Det kreves tilstedeværelse i undervisning som dekker fagområder som studenten ikke kan tilegne seg på egenhånd. Det kreves minimum 80 % obligatorisk tilstedeværelse på samlingene. Dersom studenten overskrider fraværsgrensen, vil emneansvarlig/faglærer vurdere om det er mulig å gjøre et alternativt arbeid, for eksempel muntlige eller skriftlige individuelle oppgaver. Muligheten for dette avhenger av hvor stort fraværet har vært og hvilke aktiviteter studenten ikke har deltatt på.

Observasjonspraksis

Studentene skal gjennomføre en 2-3 dagers ikke veiledet observasjonspraksis i høstsemesteret. Det forventes at studentene presenterer sine observasjoner i en samling. Studentene kan etter søknad få dekket deler av kostnader knyttet til reise og opphold i forbindelse med hospiteringen. Utgifter ut over dette må studenten eller studentens arbeidsgiver dekke.

Godkjenning

Arbeidskrav bedømmes til godkjent/ikke godkjent. Arbeidskrav som ikke blir godkjent, må forbedres før ny innlevering. Dersom annen gangs innlevering ikke godkjennes, kan studenten ikke fremstille seg til ordinær eksamen. Studenten har rett til et tredje forsøk før ny/utsatt eksamen.

Vurderingene gjennomføres i henhold til lov om universiteter og høyskoler og forskrift om studier og eksamen og retningslinjer for oppnevning og bruk av sensor ved universitetet.

Kriterier for vurdering av skriftlige arbeider

Skriftlige arbeider som arbeidskrav og eksamensbesvarelsen for emnene BPAL6010 og BPAL6510, vurderes ut fra kriteriene faglig relevans, teoretisk kunnskap, fordypning, etisk refleksjon, selvstendighet og besvarelsens form.

Faglig relevans:

Besvarelsen skal ha en relevant faglig referanseramme og vise anvendelse av teoretisk og praktisk kunnskap knyttet til problemstillingen. Den skal være knyttet til ett eller flere av læringsutbyttene for videreutdanningen i barnepalliasjon.

Teoretisk kunnskap:

Besvarelsen skal vise kunnskap om relevante temaer innenfor barnepalliasjon. Den skal inneholde relevant faglig dokumentasjon fra pensum og annen relevant litteratur og forskning.

Fordypning:

Studenten skal utdype og drøfte ulike forhold som virker inn på problemstillingen, samt drøfte hvordan kunnskapen som er kommet frem, kan anvendes i klinikken. Praktiske erfaringer og litteratur skal brukes som grunnlag for drøfting av oppgaven. Besvarelsen må svare på problemstillingen.

Etisk refleksjon:

Etiske momenter knyttet til problemstillingen skal drøftes.

Selvstendighet:

Besvarelsen skal vise selvstendige vurderinger, og innholdet skal være saklig, kritisk og analytisk, med drøfting av standpunkter og påstander.

Besvarelsens form:

Besvarelsen skal bære preg av orden, god skriftlig fremstilling, et klart og tydelig språk med bruk av fagterminologi samt forskriftsmessig oppbygning og form.

Vurderingsuttrykk

Vurderingsuttrykkene som brukes er Bestått-Ikke bestått eller gradert karakter A–F, der A er beste karakter, E er laveste beståtte karakter, og F er ikke bestått. Ved gruppeeksamen får alle i gruppen samme karakter.

Ny og utsatt eksamen

Ny og utsatt eksamen gjennomføres på samme måte som ordinær eksamen hvis ikke annet er angitt i emneplanen. Ved ny og utsatt eksamen i emner med gruppe-eksamen kan det i spesielle tilfeller være aktuelt å gjennomføre eksamen individuelt.

Klage på karakter

Sensuren ved skriftlig eksamen kan påklages. Det er ikke mulig å klage på sensur ved muntlige og praktiske eksamener. Ved gruppeeksamener vil resultatet av en klage bare ha konsekvenser for de som klager. De andre studentene beholder sin opprinnelige karakter.