SPPT3030 Skrivetolking Emneplan

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.

External practical training at a pharmacy takes place in the course MAFARPRA Advanced Pre-Registration Training in the second semester. The practical training component includes two months’ supervised practical training at a community pharmacy or a hospital pharmacy.

The period of practical training will allow the students to practise applying their knowledge and to acquire skills that can only be learnt through practice. Students will use their pharmaceutical expertise at an advanced level in relation to both individuals and society at large. Considerable emphasis is placed on communication and interaction with different groups of patients and health personnel. The students will acquire a basis for mastering their professional role as pharmacists, which includes different tasks and responsibilities relating to leadership roles.

See the course description for MAFARPRA for more detailed information about expected learning outcomes, work and teaching methods and the course’s assessment arrangements.

Supervision and assessment

The student will have a supervisor at the practical training institution who is a pharmacist. The persons responsible for the course at OsloMet will also have regular contact with the student and the supervisor during the period of practical training. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Chapter 8. Supervised practical training. Number of attempts.

Practical training

Practical training positions are allocated in cooperation with the Norwegian Pharmacy Association. The Norwegian Pharmacy Association’s practice pool is a national scheme that is used by all educational institutions providing pharmacy education in Norway.

A dedicated digital platform is used to assign practical training positions. The students choose a pharmacy from an overview of available pharmacies. The practice pool comprises available practical training pharmacies from all over Norway.

The students may need to commute to and from the training establishment. Students must comply with the clothing regulations in force at the training establishment. Vaccination may also be required. Separate requirements for attendance apply to practical training; see the section ‘Assessment of practical training’.

A manual for practical training at a pharmacy has been prepared, which contains guidelines for the period of practical training. This manual is common to all educational institutions providing pharmacy education in Norway.

Increasing globalisation of the labour market and rapid social changes make it increasingly important to have international professional experience, language and cultural knowledge. Internationalisation strengthens the academic community on the programme and promotes quality of education through international research collaboration, student and staff mobility and by highlighting global perspectives and challenges in the teaching activities. 

The programme emphasises the use of pharmaceutical expertise in a national and international perspective. From a national perspective, the expertise and communication skills of pharmacists are important in interactions with all patient groups in a multicultural society. From an international perspective, the supply and shortage of pharmaceuticals is a major challenge, and pharmaceutical expertise is important to ensure a sufficient supply of medicinal products to large segments of the population. Another international challenge is the growing number of elderly people in the population, which also entails an increasing need for treatment involving pharmaceuticals. In this context, pharmacists can contribute their expertise through interdisciplinary collaborations aimed at improving public health.

International specialist and research literature is used extensively in the programme, which gives students access to English specialist terminology and relevant knowledge about international developments in the field.

The staff’s networks and research and development collaboration with colleagues in other countries also contribute to internationalisation. The Master’s Programme in Pharmacy is represented in various international networks.

Internationalisation takes place through activities on the home campus and through exchange programmes between students and staff at OsloMet and foreign educational institutions.

OsloMet has exchange agreements with universities and vocational university colleges in Europe. Students can take all or parts of the second year of the programme abroad in connection with the work on the master’s degree thesis (50 ECTS credits) and, if relevant, combine this with an elective course (10 ECTS credits). Foreign students can also carry out all or parts of their work on the master’s degree thesis at OsloMet.

Foreign students can also join and participate in the courses MAFAR4300 Development and Manufacturing of Medicinal Products (15 ECTS credits) and MAFAR4100 Innovation within Healthcare (10 ECTS credits), which are both taught in English. The courses can be combined with the master’s degree thesis or other master’s degree courses taught in English at the faculty.

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

Students can choose whether to write their master’s thesis in English or Norwegian. Outbound exchange students must write their thesis in English if the exchange is in a country outside Scandinavia.

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. 

Different forms of assessment are used that are adapted to the learning outcomes of the different courses in the programme. The forms of assessment used are intended to support learning and document the students’ level of competence in relation to the expected 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.

The assessment of exams and practical training is 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.

The forms of assessment used in each course in the programme are described below. All exams taken and the title of the master’s thesis will be stated on the diploma.

Exams

All courses conclude with an exam. The following forms of assessment are used in the programme:

Home examTaken over a set period of time at the end of the course, normally with a set question/assignment text unless otherwise stated in the course description.

Project examTaken over the whole or large parts of the course, normally with a topic decided by the students themselves unless otherwise stated in the course description.

Oral examCan take place individually or in groups. It can either be an independent form of assessment or used to adjust the grade awarded for another exam.

Supervised individual examTaken at the university’s exam premises over a set number of hours.

Portfolio examA collection of written assignments that the students work on throughout the course. The students can receive feedback on their assignments once during the work process, provided that they are submitted by the stipulated deadline. The portfolio is submitted for final assessment at the end of the course. 

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.

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. For 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.

Assessment of practical training

Practical training is assessed as pass/fail. The assessment of practical training is based on the learning outcomes for the course and the formative assessment. The formative assessment, i.e. the assessment of the student’s knowledge, skills, competence and suitability, is carried out during the period of practical training, and summarised half-way through and at the end of the period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to the practical training. The attendance requirement applies both to time spent at the practical training institution 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% and 20% absence: the student can make up for the practical training/teaching activities missed, insofar as this is possible. 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 course will be registered as failed and count as one (1) attempt.

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 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.

Avsluttende vurdering gjennomføres i høstsemestret.

Avsluttende vurdering

Emnet avsluttes med en praktisk eksamen. Studenten skal i et totolksystem (to og to i grupper) skrivetolke en muntlig fremlagt tekst/lydfil. Teksten studenten produserer under eksamen skal være funksjonell, dekkende og med tilfredsstillende grad av rettskriving. Bruk av autokorrekturer og komprimeringsteknikker vektlegges, samt samarbeid med medtolk. Eksamen gjennomføres i klasserom på medbragt privat PC/Mac, samt eksternt tastatur. Omfang er på om lag 1 time, inkludert tilbakemelding og karaktersetting.

Det gis individuell karakter på eksamenen.

Eksamensoppgaven gis to dager før eksamen.

Ny/utsatt eksamen

Ny/utsatt eksamen foregår som ordinær eksamen.

Studentens egen autokorrekturliste(r).

Det gis gradert bokstavkarakterskala fra A til F, der A er beste karakter og F er ikke bestått.

Eksamen vurderes av en intern og en ekstern sensor.