MENDI1300 Funksjonsundersøkelse og manuelle ferdigheter Emneplan

Emnet inneholder kunnskap og ferdigheter i den systematiske fysioterapeutiske funksjonsundersøkelsen med utgangspunkt i kroppslige funksjonsområder. Verdens helseorganisasjons klassifikasjonsrammeverk International Classification of Functioning, Disability and Health (ICF) blir introdusert og benyttet som begrepsapparat, og mal for journal introduseres og danner grunnlaget for gjennomføring av funksjonsundersøkelser. Manuelle ferdigheter i sykegrep og massasje vektlegges. Ferdigheter i kommunikasjon og relasjon integreres.

Studentene arbeider selvstendig med pasient/bruker (prøveelev) der de anvender ulike mensendieckøvelser på bakgrunn av funksjonell anatomisk og biomekanisk forståelse.

Arbeidskrav og læringsutbytter merket med * er knyttet til det tverrfaglige undervisningsopplegget INTER1100 - Den samme ungen - ulike arenaer.

Læringsutbytter som testes i praksis er merket med (pra).

Ingen forkunnskapskrav

In a democratic society, science and scientific communities should be subject to a rigorous process of dialogue and critique. However, many journalists covering science have tended to regard themselves solely as a translators and disseminators of scientific knowledge. Scientific institutions have, for their part, become increasingly skillful in shaping the image of science in the public. This course draws upon studies of how the media represent science, scientific uncertainty and risk. The students will be encouraged to explore other ways of representing science and science related issues in journalistic work.

No prerequisites

The student should have the following learning outcomes upon successful completion of the course:

Knowledge

The student

• has advanced knowledge of how science is put to use and how it shapes and is shaped by society
• has thorough knowledge of how the media represents science, scientific uncertainty and risks

Skills

The student

• is able to critically analyze practical journalistic work which covers scientific issues or uses scientists as expert sources
• is able to critically use this knowledge to explore other ways of representing science and science related issues in journalistic work
• has developed and perfected his/her science journalism
• can apply relevant methods to explore this area of journalism
• can inspire colleagues and students to reflect on the role of science in society and journalism
• is able to communicate key issues in the research area Science and the media

General competence

The student

• is able to analyze professional and occupational issues as well as questions in research ethics
• is well qualified to present academic scientific work as well as analysis of journalistic material and is able to give and receive constructive criticism and response
• is able to discuss ethical issues in science
• has acquired journalistic skills through practice and increased knowledge of the scientific processes and science reporting

The course will be based on two week-long gatherings at Oslo Metropolitan University, including lectures, discussions and group-work.

No course requirements

For the main assessment, the students may choose one of two term papers.

Either

• A reportage covering science or science related issues, followed by a reflection paper that discusses and analyzes the textual material theoretically helped by the syllabus, 15 - 20 pages, 1,5 line space, Times New Roman size 12.

Or

• An analytic, theory-based paper investigating a limited media output where science, scientific uncertainty or risks related to science are covered, 13-16 pages, 1,5 line space, Times New Roman size 12.

The term papers may be written in Norwegian or English.

Students who have failed a regular examination may submit a revised version of the exam one time. Students with legitimate absence are entitled to submit the term paper to the new examination.