Biomedical Laboratory Sciences Programme Programme description

The Bachelor¿s Programme in Medical Laboratory Sciences is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Medical Laboratory Sciences, which forms the basis for authorisation as a medical laboratory technician in accordance with the Act relating to Health Personnel etc. Section 48.

The programme was established under the Act relating to Universities and University Colleges, the National Curriculum for the Medical Laboratory Sciences Programme and the Regulations relating to Studies and Examinations at HiOA.

The Bachelor¿s Programme in Medical Laboratory Sciences qualifies students for work in all types of medical laboratories, in the medical industry, environmental health care, infection control and medical research. Most medical laboratory technicians work in hospital medical laboratories and in the primary health service, and responsibilities range from routine tasks to advanced and complicated assignments. This includes examining blood and other body fluids, and cells and tissues from patients to obtain reliable test results that can help to diagnose, prevent and treat diseases. The technicians study microorganisms, perform cell counts, measure medicines and chemical and biological components, prepare samples and look for cell and tissue changes. They also perform necessary laboratory investigations in connection with blood transfusions and transplantations.

Medical laboratory technicians are responsible for providing the right answers to laboratory tests at the right time. They have knowledge of sample material, laboratory techniques, methods and analytical and biological processes that are necessary to assess the quality and medical significance of test results. Precision and honesty in laboratory work are basic conditions for the profession.

The work of a medical laboratory technician combines knowledge of methodology and medicine, and technological competence. Using advanced laboratory equipment is an important aspect of the work.

The profession is rooted in both natural sciences and health sciences. Medical laboratory technicians perform their profession on the basis of values that apply to all health professionals. An overarching goal for the programme is to educate reflected professionals who, through interdisciplinary cooperation, put the patient in focus.

A large proportion of the programme comprises practical laboratory assignments that take place in the university¿s laboratories. The students also take practical training at different hospitals and research laboratories in the region. OsloMet¿s location in Oslo makes it simple to access competence in the relevant subject areas.

The Bachelor¿s Programme in Medical Laboratory Sciences qualifies students for admission to several master¿s degree programmes. Master¿s programmes in health sciences and biomedicine are particularly relevant.

The target group is everyone who wants to take a bachelor¿s degree in medical laboratory sciences in order to practise as a medical laboratory technician, or as the starting point for further studies.

The admission requirements are, in accordance with the Regulations for Admission to Higher Education, the Higher Education Entrance Qualification or an assessment of prior learning and work experience. In addition, the upper secondary school mathematics courses R1 or S1+S2 and either Physics 1, Biology 1 or Chemistry 1 are required.

The use of clothing that covers the face is not compatible with taking the programme.

The purpose of the Bachelor's Programme in Medical Laboratory Sciences is to qualify students for independent work as medical laboratory technicians and for participation in professional, interdisciplinary and interprofessional cooperation. After completing the programme, the candidate will be qualified to fill the present and future need for medical laboratory services.

The overall learning outcomes are defined in terms of knowledge, skills and general competence.

Knowledge

The candidate has knowledge about

• quantitative and qualitative methods, laboratory techniques and analysis processes
• advanced analysis instruments and laboratory equipment
• control methods and quality assurance of own work
• the limitations of and sources of error in laboratory methods
• the reliability of analysis results and their statistical and medical probabilities
• the application of analyses and the importance of test results both in relation to the body's normal functions and disease
• biological samples and quality, safety and ethical issues relating to the use, examination and storage of such material
• the distinct nature, history and development of medical laboratory sciences
• the place of laboratory medicine in the health service

Skills

The candidate

• masters analysis techniques and knows how to use methods, laboratory equipment and analysis instruments used in medical laboratories
• is capable of considering pre-analytical issues and treating biological material in the proper manner
• is capable of assessing the possibilities, limitations and sources of error associated with laboratory methods
• is capable of taking blood samples from patients and taking blood from blood donors
• masters professional forms of communication and is capable of communicating relevant subject matter orally and in writing

General competence

The candidate

• is capable of working in a systematic and accurate manner and complying with the applicable procedures, laws and regulations
• is capable of evidence-based work and of reflecting on his/her professional practice
• is capable of complying with professional ethical guidelines
• is capable of interdisciplinary work and cooperation with other professions
• respects individual and cultural differences
• masters general infection control procedures
• is capable of using simple tools used in innovation and entrepreneurship

The Bachelor¿s Programme in Medical Laboratory Sciences covers subjects in the fields of medical laboratory sciences, natural and social sciences and the humanities. The programme is built around three main areas:

• health and disease
• biomedical analysis
• professional role

The topics are closely intertwined in the teaching and form the basis for the skills that are necessary to practise the profession. Students will develop knowledge, skills and general competence that enable them to follow up and influence development of the discipline and what society requires of medical laboratory services.First year of study:Basis for biomedical analysis and laboratory medicineThe emphasis in the first year of the programme is on basic knowledge in the field of laboratory technology and natural sciences. There is also a common course with students of other health science programmes that covers philosophy of science, ethics and communication. Students take practical training at an outpatient clinic.

Second year of study:Biomedical analysis, methodology and diagnosisThe emphasis in this year of the programme is biomedical analysis as a basis for diagnosis. This includes knowledge of methods, analysis, quality assurance and assessment of test results within the laboratory subjects. The students take practical training at a laboratory for medical biochemistry.

Third year of study:Medical laboratory sciences and professional knowledge in practiceThe last year of the programme emphasises biomedical analysis and professional knowledge in practice. Main topics are quality assurance, quality development, evidence-based practice and ethical reflection in relation to practising the profession and the practitioner's professional role. The students will take practical training at a medical special laboratory and a blood bank. The programme concludes with a bachelor¿s assignment in medical laboratory sciences.The programme is organised as 14 compulsory and two voluntary courses. The courses are build on each other to ensure progress, with increasing requirements for knowledge and understanding of medical laboratory sciences. The programme comprises both practical and theoretical tuition internally at OsloMet and externally on practical training placements. Each year of the programme has a scope of 60 credits. All courses conclude in a final assessment.

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

Study progress

It is a precondition that students have passed the preceding year of the programme to continue to the second and third year, respectively.

Teaching activities should stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students¿ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to be make great personal efforts in the form of study groups and individual work.

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Health and natural sciences theory is placed in the context of medical laboratory science and is related to the profession right from the start of the programme.

A major part of the programme covers problem-based assignments relevant to the profession which require problem-solving, activity, reflection and cooperation.

An overview and description of the work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Practical training

Practical training is described below.

Self-study and student cooperation/group workLearning requires a high degree of own activity and self-study, including 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 field. Students are encouraged to take initiative to schedule and actively participate in study groups to promote learning.

Written assignmentsAssignments are written individually and in groups. Students work on different forms of written assignments throughout the programme. Through these, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their terminology. It is expected that students supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources.

Laboratory reportsA laboratory report is documentation of laboratory work performed. Each student will be followed up by supervision and feedback on the reports they submit. Students will also be given feedback from fellow students on some of the assignments.

LogsA log is written individually in connection with laboratory work. It is intended to help the student to focus on everything that has to be done during this work. Students are given feedback on the logs they submit.

PortfolioA portfolio is a systematic collection of the students¿ own work. They are used to structure the students¿ learning and are helpful to acquire knowledge in a specific course, and to see the relationship between different parts of the programme.

Project workProject work provides experience of some of the challenges inherent in scientific work methods. Students will develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication. Students develop research questions and work both independently and in groups.

Reflection notesReflection notes are written to help the students to develop the ability to critically assess and reflect on their own learning.

LecturesLectures are used to provide an overview, go through difficult subject matter, point out connections, discuss relevant issues and as an introduction to skills training.

SeminarsIn seminars, students are able to engage in relevant topics to deepen their knowledge and practise their skills in academic formulation and reflection. This is done through academic contributions, solving assignments and discussion.

Programplanen er utarbeidet ved OsloMet etter forskrift til rammeplan for praktisk-pedagogisk utdanning, fastsatt av Kunnskapsdepartementet 21.desember 2015 med hjemmel i lov 1.april 2005 nr. 15 om universiteter og høgskoler (universitets- og høyskoleloven) § 3-2 annet ledd. 

Praktisk-pedagogisk utdanning i design, kunst og håndverk, heltid er et profesjonsstudium på 60 studiepoeng, organisert over ett år. Hovedområdene i utdanningen er pedagogikk (30 studiepoeng) samt fagdidaktikk (30 studiepoeng). I tillegg har studenten undervisningspraksis i både grunnskole og videregående skole.  

Fagfeltet forvalter viktig og samfunnsrelevant kunnskap, der både innovasjon, entreprenørskap og bærekraft står sentralt. Lærere i design, kunst og håndverk bruker form og farge i undervisningen for å gi barn og unge en mulighet til å utvikle skaperevne og estetisk sans. Læreren tar i bruk ulike materialer, redskaper og teknikker slik at elevene lærer om sammenhenger mellom materialer, tradisjon og kultur gjennom praktisk-estetisk og skapende arbeid.  

PPU i design, kunst og håndverk retter seg mot kunstnere, designere og arkitekter som ønsker å kvalifisere seg for undervisningsarbeid i grunnskole og videregående skole, samt undervisningsarenaer som kulturskole, folkehøgskole, museer, gallerier og andre institusjoner. 

For opptak til praktisk-pedagogisk utdanning må søker ha  

• en mastergrad som inneholder minst ett relevant fag som gir kompetanse til å undervise, jf. forskrift 23. juni 2006 nr 724 til opplæringsloven kapittel 14  

eller 

• en bachelorgrad i utøvende eller skapende kunstfag,  

eller  

• en bachelorgrad på minimum 180 studiepoeng med inntil tre fag som gir kompetanse til å undervise i praktiske og/eller estetiske fag*, hvorav ett av fagene må ha et omfang på minimum 120 studiepoeng. Øvrige fag må ha et omfang på minimum 30 studiepoeng. Det stilles krav om gjennomsnittskarakter C eller bedre fra denne bachelorgraden.    *Dette gjelder områder/ faglig fordypning i visuell kunst, kunst- og håndverksfag, arkitektur, mote og klesdesign samt produktdesign.

Studiet krever politiattest. 

Det vises til forskrift om opptak til studier ved OsloMet - storbyuniversitetet: https://lovdata.no/dokument/SF/forskrift/2015-12-15-1681 og forskrift om rammeplan for praktisk-pedagogisk utdanning: https://lovdata.no/dokument/SF/forskrift/2015-12-21-1771

Kunnskap  

Kandidaten:  

• har bred fagdidaktisk og pedagogisk kunnskap om relevante trinn og utdanningsnivå 
• har kunnskap om og forståelse for skolens mandat, opplæringens verdigrunnlag og opplæringsløpet  
• har bred kunnskap om gjeldende lov- og planverk og kan oppdatere sin kunnskap innenfor området  
• har bred kunnskap om barne- og ungdomskultur og barns og ungdoms utvikling og læring i ulike sosiale og kulturelle kontekster 
• har bred kunnskap om læringsstrategier, læringsarenaer og arbeidsmetoder generelt og særlig i respektive fag  
• har kunnskap om etiske problemstillinger og om barn og unges rettigheter i et nasjonalt og internasjonalt perspektiv  
• har kunnskap om fagområdets historie, tradisjoner, egenart og plass i samfunnet 

Ferdigheter  

Kandidaten: 

• kan planlegge, gjennomføre og reflektere over undervisning basert på forsknings- og utviklingsarbeid og erfaringsbasert kunnskap 
• kan lede og legge til rette for undervisningsforløp som fører til gode faglige og sosiale læringsprosesser 
• kan reflektere over egen faglig utøvelse og justere denne under veiledning 
• kan bruke varierte arbeidsmetoder, differensiere og tilpasse opplæring i samsvar med gjeldende læreplanverk, og skape motiverende og inkluderende læringsmiljøer 
• kan beskrive kjennetegn på kompetanse, vurdere og dokumentere elevers læring, gi læringsfremmende tilbakemeldinger og bidra til at elevene kan reflektere over egen læring og egen faglige utvikling 
• kan finne, vurdere og henvise til relevant informasjon og fagstoff og framstille dette slik at det belyser en aktuell problemstilling, både muntlig og skriftlig 
• kan identifisere særskilte behov hos barn og unge, inkludert identifisere tegn på vold eller seksuelle overgrep. På bakgrunn av faglige vurderinger skal kandidaten kunne etablere samarbeid med aktuelle tverrfaglig og tverretatlige samarbeidspartnere til barnets beste 

Generell kompetanse  

Kandidaten:   

• kan formidle og kritisk reflektere over sentrale faglige, pedagogiske og fagdidaktiske teorier, problemstillinger og løsninger, både skriftlig og muntlig 
• kan planlegge og gjennomføre varierte arbeidsoppgaver og prosjekt både alene og som deltaker i en gruppe, og i tråd med etiske krav og retningslinjer 
• kan gjennom relevante uttrykksformer utveksle synspunkter og erfaringer med andre og gjennom dette bidra til både egen, kollegers og skolens utvikling  
• kan bygge relasjoner til elever og foresatte, samt samarbeide med aktører som er relevante for skoleverket 

Skikkethet

Vitnemål for fullført studium forutsetter at studenten er skikket for yrket. En student som utgjør en mulig fare for pasienters og kollegaers fysiske og psykiske helse, rettigheter og sikkerhet, er ikke skikket for yrket.

Løpende skikkethetsvurdering foregår gjennom hele studiet og inngår i en helhetsvurdering av studentens faglige og personlige forutsetninger for å fungere som helsepersonell. Studenter som viser liten evne til å kunne mestre bioingeniøryrket, skal så tidlig som mulig i studiet bli informert om dette. De skal få veiledning og råd slik at de kan forbedre seg, eller få råd om å avslutte utdanningen. Særskilt skikkethetsvurdering benyttes i spesielle tilfeller, jf. forskrift om skikkethetsvurdering i høyere utdanning.