VERB1100 Professional Identity and Professional Role Course description

This course familiarises students with the profession's history and field of work, as well as the professional role. The focus is on ethics, ethical dilemmas in professional practice and training in ethical reflection. The course introduces the topics of communication, applicable legislation of relevance to practising a health profession, interaction and cooperation. The students are familiarised with how language and culture can influence these aspects. The students are introduced educational pedagogy, motivation in learning and teaching, and the social educator's role as a health and social policy actor. The course is taught over six weeks.

The student must have been admitted to the programme.

Language of instruction: English (Norwegian if no English-speaking students have registered for the course)

This course is an introduction to innovation that intends to inspire innovative thinking and provide the students with an overview of the tools they can use in innovation processes. The students will acquire an understanding of what is required to succeed with an innovation project.

The students will learn to develop and test a value proposition, and they will learn how to solve a problem in the field of health using new solutions. The course covers both commercial and non-commercial innovation, and aims to contribute to a strengthened understanding of innovation and innovation culture.

The student must have been admitted to the Master’s Programme in Pharmacy / Master’s Programme in Health Sciences.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge

The student  

• can explain theories and methodologies related to innovation processes and innovation strategy 
• can evaluate the significance of and approaches to user participation
• can explain intellectual property rights (patents/trademarks/secrecy etc.), including how this relates to publishing and academic research
• can explain the commercialisation processes for commercial innovation, including the development of a business plan, and the processes for the realisation and dissemination of non-commercial innovation
• can describe funding strategies and sources
• can identify and describe suitable professional tools and processes for different innovation projects

Skills 

The student 

• can use basic skills to carry out needs analyses, to understand the issues at hand and develop a value proposition
• can apply thought processes for product and service innovation
• can validate innovation ideas through contact with customers/users/payers and others
• can apply knowledge of intellectual property rights to different innovation projects and select a suitable strategy
• can present innovation projects to different target groups (an effective pitch)
• can plan an innovation project under supervision

General competence  

The student 

• can identify innovation potential in their own academic field/area of application
• can contribute to interdisciplinary teamwork and can give and receive feedback
• can explain innovation processes in the field of health 
• can communicate independent work and masters the terminology used in the field 
• can contribute with new ideas and innovation relevant to health

The course will use varied, student-active work methods. Work and teaching methods comprise a combination of lectures on theory, supervised and non-supervised group work and inspirational lectures by parties with experience of real-life innovation projects. Groups of 4-5 students are formed early in the course and will work together throughout the course, including the exam. An interdisciplinary composition of the groups is desirable.

The following must have been approved in order for the student to take the examination: 

• A minimum of 90 percent attendance at compulsory teaching activities
• An individual multiple choice test on understanding of theoretical concepts
• A project plan/ business plan in groups of 4-5 students. The form and scope of the plan will depend on the nature of the project

Oral examination in groups of 4-5 students, up to 30 min. Initially the group presents its innovation project as a "sales pitch", with subsequent questioning and discussion between the group and the examiners. The assessment is based on the execution and application of methods, not on whether the innovation idea turns out to be viable or not.

If the course is taught in English, students can also choose to write/conduct the examination in a Scandinavian language (Norwegian, Swedish or Danish).

• Project plan/ business plan (see Coursework requirements)
• Project presentation

Grade scale A-F

The same grade is awarded to all members of the group.