Biomedical Laboratory Sciences Programme Programme description

Ingen forkunnskapskrav

Studenten skal etter å ha fullført emnet ha følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har kunnskap om medievitenskapens sentrale teorier om medienes makt, ytringsfrihet, medienes rolle i offentligheten og mediepåvirkning

• Har grunnleggende forståelse av medienes samfunnsrolle

• Har innsikt i medienes strukturelle rammevilkår, inkludert økonomi, politikk og teknologi

• kjenner grunnleggende teorier om medierepresentasjon og mangfold

Ferdigheter

Studenten

• kan reflektere over ulike former for mediemakt i offentligheten

• kan anvende medievitenskapelige innsikter på aktuelle problemstillinger 

• kan diskutere betydningen av medierepresentasjon og marginalisering   

Generell kompetanse

Studenten

• Kan reflektere over maktstrukturer i mediene og samfunnet

• Har innsikt i mediefaglige teorier

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+S1 and either Physics 1, Biology 1 or Chemistry 1 are required.

The use of clothing that covers the face is incompatible with study participation in the programme. During external practical training at medical laboratories or skills training in the university laboratories, the students must comply with the clothing and hygiene regulations in force at all times.

After completing the Bachelor’s Degree Programme in Biomedical Laboratory Sciences, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of quantitative and qualitative laboratory analyses, laboratory techniques and analysis processes used in biomedical laboratory work
• has knowledge of laboratory equipment, advanced analysis instruments, information technology and automation systems
• has broad knowledge of the limitations and sources of errors of laboratory methods and systems to ensure reliable analysis results, including internal quality control programmes and analysis monitoring
• has knowledge of the application of analyses and the importance of test results both in relation to the body's normal functions and disease
• is familiar with scientific methods for research and development in the field of biomedical laboratory sciences
• can update their knowledge by collecting information and through contact with the academic and professional fields
• is familiar with the laboratory medicine’s place in the health services and the distinct nature, history and development of biomedical laboratory sciences

Skills

The candidate

• has insight into practical and theoretical biomedical laboratory sciences issues and can make well-founded choices by applying academic knowledge and results from relevant research and development work
• can apply medical, statistical and laboratory technical knowledge to quality-ensure own work
• can apply academic knowledge to ensure safe blood products and collect blood from donors under supervision
• can reflect upon their own practice, seek and receive supervision
• can acquire new knowledge, take a critical approach to academic literature from different sources and use sources in a correct manner
• masters analysis techniques and knows how to use methods, laboratory equipment and analysis instruments used in medical laboratories
• masters the collection of capillary and venous blood samples from adults in accordance with the applicable regulations, and contributes to safety and predictability for the patient when taking a blood sample
• masters professional forms of communication and can collect, document and disseminate subject matter orally and in writing

General competence

The candidate

• can comply to professional ethical guidelines and reflect upon issues in their professional practice and when encountering patients
• can make plans for and carry out biomedical laboratory tasks and projects that take place over time, alone or as part of a group
• can work independently, systematically and in an accurate manner in accordance with ethical requirements and relevant procedures, acts and regulations
• can document and disseminate knowledge of biomedical laboratory sciences through oral and written presentations in Norwegian
• can participate in interdisciplinary work and cooperate with other professions with the patient’s best interests at heart, respect individual and cultural differences and contribute to ensure equal health services for all groups in society
• can actively contribute to the development in the field of biomedical laboratory sciences and the role of biomedical laboratory scientists in society
• is familiar with innovative thinking and innovation processes, and can contribute to systematic, quality improving and sustainable work processes

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 biomedical 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.

Several forms of digital learning resources are used in the programme, such as the digital platform Bokskapet, digital lectures, video clips, podcasts, tests and assignments. Such resources can for instance be used prior to laboratory courses as preparation for the laboratory assignments, or as preparation prior to seminars organised as the ‘flipped classroom’ (see below). This form of teaching requires the students to meet prepared for class. Digital exams are used in several courses.

The most important work and teaching forms used in the programme are described below. The individual course descriptions state which work methods each course employs.

Practical training is described in a separate chapter, see below.

Self-study, student cooperation and group work

Learning 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, peer assessment, 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 the initiative to schedule and actively participate in study groups to promote learning.

Written assignments

Assignments 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. In some courses, the students will assess each other’s work and provide feedback to each other. Laboratory reports

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

Logs

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

Portfolio

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

Project work

Project 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 notes

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

Lectures

Lectures are used to provide an overview, go through difficult material, point out connections and discuss relevant issues. Lectures also shed light on necessary theory to understand the background, execution and interpretation of results from the laboratory exercises and their significance. The lectures can be digital in some of the courses.

Seminars

In 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.

Flipped classroom

In some courses, part of the teaching is organised as a flipped classroom. It entails for instance that a lecture is substituted with digital learning resources such as video clips or digital lectures. These are made available to students in advance and the students prepare by watching the films before attending class. In this way, more time can be dedicated to problem-solving activities with the course lecturers. The students can use demonstration videos to familiarise themselves with methods and approaches before the laboratory courses.

On completion of the course, the PhD candidate has achieved the following learning outcomes, defined in terms of knowledge, skills, and general competence:

Knowledge

The PhD candidate:

• is at the forefront of knowledge in selected qualitative research designs and their theoretical basis, and related methodological considerations
• has in-depth knowledge and understanding of interviews and observation as methodological research tools in the phenomenological, hermeneutic, and discourse-analytic research traditions
• can evaluate the usefulness of different forms of analysis, interpretation, and documentation within the relevant traditions

Skills

The PhD candidate can:

• plan a health science research project with relevant qualitative designs and methods
• analyse, interpret, and disseminate the results of qualitative research
• address complex scientific issues and challenge established knowledge and practice in qualitative methodology

General competence

The PhD candidate can:

• argue in favour of particular qualitative approaches based on scientific theory
• identify relevant ethical issues and conduct research based on qualitative methodology with professional integrity
• participate in discussions on qualitative methodology

The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures more and more important. Internationalisation contributes to raising the quality of education and strengthens the academic community at the same time as it prepares the students to become global citizens.

The study programme boasts a multicultural student environment and focuses on multicultural and global issues. This approach contributes to an increased understanding and improves the students' ability to work in a professional capacity in a multicultural society. The students gain access to specialist terminology by using the English reading list, both in the form of academic literature and international research literature.

The staff’s network, research collaboration and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks related to the education of biomedical laboratory scientists.

OsloMet has exchange agreements in place with universities and university colleges in Europe. Students can take parts of their study abroad, primarily in connection with the course BIOB3900 Biomedical Laboratory Science – Bachelor`s Thesis (20 credits) in the last part of the sixth semester. Similarly, foreign students can write their bachelor’s thesis as part of the programme at OsloMet.

The course BIOB1060 Evidence-Based Practice (EBP) in Health Care is taught entirely in English. The course BIOB3900 Biomedical Laboratory Science – Bachelor’s Thesis will be taught in English for international students as required. The students can decide whether they wish to write their bachelor’s thesis in English or Norwegian. Students who go on exchanges must write their thesis in English if the exchange stay is in a country outside Scandinavia.

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

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the exam. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The purpose of the coursework requirements is to:

• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on nursing issues

The programme's main coursework requirements are in the form of compulsory attendance, written assignments and tests.

Compulsory attendance

There is a compulsory attendance requirement for several parts of the programme to ensure that the students have the necessary basis to achieve the learning outcomes.

A minimum attendance of 90% is required in laboratory work carried out in the education's laboratories. There is a minimum attendance requirement of 80% for scheduled group work, project work and seminars. Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are included in the course descriptions.

If a student exceeds the maximum limit for absence, the lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed. Absence from compulsory teaching that cannot be compensated for may lead to delayed progress in the programme.

The practical training courses require at least 90% attendance. For more information about the requirements that apply to the practical training, see ‘Assessment of external practical training’ below.

Written assignments

Several courses have written assignments, logs or reports as part of their coursework requirements. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment.

The students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

More detailed requirements for written work, deadlines etc. are set out in the teaching plan for the course in question.

Tests

Digital multiple choice tests

In some courses, the students must take individual digital tests. The tests are taken via the university learning platform and are approved when a minimum 70% of the answers are correct. The students can take the tests several times until the minimum requirement is met.

A digital test must be approved within a set deadline in order for the student to be able to take the ordinary exam. If needed, new attempts to take a new/postponed exam will be facilitated. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

The course covers selected topics from biochemistry, cell biology and microbiology. Biochemistry focuses on the structural and functional aspects of biological molecules such as proteins (including enzymes), carbohydrates, lipids and nucleic acids, along with fundamental biochemical processes and energy transfer in human cells.

Cell biology deals with the structure/organisation of human cells and the sequence of events in the cell cycle. Other key topics include transport over the plasma membrane, signal transmission/communication between cells and the flow of information from DNA for protein synthesis.

Microbiology provides an introduction to the main groups of microorganisms (eubacteria, fungi) and viruses, and emphasises sub-groups that are particularly relevant to pharmaceutics and medicine. Other key topics are the mechanisms of antibiotic action and the processes behind the development of antibiotic resistance, and identification and classification of microbes. The laboratory course provides an introduction to basic techniques used in molecular biology and microbiology. Students will also perform simple diagnostic tests in this practical part of the course.

Composition of subjects, with credits specified:

• Biochemistry 5 ECTS.
• Cell biology 5 ECTS.
• Microbiology 5 ECTS.

The student must have been admitted to the study programme.