Complementary Education in Biomedical Laboratory Science for Candidates with Biomedical Laboratory Science Education Out Programme description

OsloMet – Oslo Metropolitan University offers a complementary educational to people with a completed foreign education in in biomedical laboratory science and who have a decision from the Norwegian Directorate of Health stating that they must be completed as one of several qualification measures to apply for authorization as a bioengineer.

The program description has been prepared based on requirements set in Regulations on national guidelines for bioengineering education (KD 2019) and mapping of needs arising from the processing of authorization applications since 2014.

The mapping shows that a high proportion of bioengineers with a foreign education need professional strengthening in the practice of the bioengineering profession in the Norwegian context, practice in medical biochemistry, other bioengineering practice and bioengineering research and development work.

The target group for the programme is primarily persons from refugee backgrounds who hold a residence permit and who have a bioengineering education from countries outside the EU and the EEA. The programme may also be relevant to nurses without refugee backgrounds who have taken bioengineering education in a country outside the EU/EEA, if there are vacant places on the programme. The target group must have had their applications for Norwegian authorisation rejected in a decision from the Norwegian Directorate of Health, and been informed that they must take complementary education for bioengineering as part of a qualification measure to be granted Norwegian authorisation.

The use of clothing that covers the face is incompatible with study participation in the programme.

Admission requirements:

• Administrative decision from the Directorate of Health stating that complementary education must be taken as one of several qualification measures to obtain authorisation as a bioengineer in Norway.
• Completed education as a bioengineer or similar in biomedical laboratory science education, minimum at bachelor level
• Meet Norwegian and English language requirements as stipulated in the Regulations concerning Admission to Higher Education.

In the event of competition for places on the programme, applicants with documented refugee backgrounds from outside the EU/EEA area will be given priority. Applicants are then ranked in accordance with the provisions set out in the Regulations relating to Admission to Studies at the university.

Authorization information:

For å søke autorisasjon i etterkant av studiet må du i tillegg til karakterutskriften fra kompletterende utdanning legge ved dokumentasjon på språkkrav og kurs i nasjonale fag, se

https://www.helsedirektoratet.no/tema/autorisasjon-og-spesialistutdanning/autorisasjon-og-lisens/sprakkrav-kurs-i-nasjonale-fag-kurs-i-legemiddelhandtering-og-fagprove#spraakkrav

The students in this study have a biomedical laboratory science education at a minimum bachelor's level from a country outside the EU / EEA. After completing the Complementary Education in Biomedical Laboratory Science for Candidates with Biomedical Laboratory Science Education Outside the EU / EEA , 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 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

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

The compulsory courses are compiled on the basis of requirements set in Regulations on national guidelines for bioengineering education (KD 2019) and mapping of needs arising from the processing of authorization applications since 2014.

Elective courses

Academic assessment can determine which elective course (ies) the student must complete in order to obtain authorization as a bioengineer in Norway.

• BIOB2000 Medical Biochemistry, 10 ECTS
• BIOB2100 Histopathology and Cytology, 10 ECTS
• BIOB2200 Medical Microbiolgy and Immunology, 10 ECTS
• BIOB3100 Transfusion Medicine and Medical Immunology, 10 ECTS
• BIOB3200 Genetics and Molecular Diagnostics, 10 ECTS

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.

Regjeringens strategi 2025 for lærerutdanning i Norge legger i samsvar med nyere forskning opp til et tettere og bedre organisert samarbeid mellom lærerutdanningsinstitusjoner og praksisfeltet. Et slikt samarbeid skaper en ny helhet og nye føringer for arbeidet både i lærerutdanningene og yrkesutdanningene på skoler og lærebedrifter. Yrkesfaglærerutdanningen er spesiell i at den inneholder to praksisfelt, yrkespedagogisk praksis i skole og yrkesfaglig praksis i bedrift. Dette studiet kvalifiserer for å veilede yrkesfaglærerstudenter, nyutdannede yrkesfaglærere og grupper av kolleger i skoler og opplæringsbedrifter. Studiet skal bidra til å styrke samarbeidet mellom yrkesfaglærerutdanning på campus, praksisskolene og opplæringsbedrifter.

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En kvalifisert praksislærer i yrkesfaglige program er en yrkesfaglærer som har formell veilederkompetanse gjennom dette eller tilsvarende studier, nødvendig fagkompetanse og minst to års erfaring som lærer.

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Studiet er et videreutdanningstilbud på masternivå som gir innføring i profesjons- og yrkespedagogisk veiledning som tilnærming til læring og utvikling. Tilbudet skal bygge videre på veiledningstemaene som gis i grunnutdanningene. Studiet skal bidra til å ta i bruk veiledning som strategi i utviklingsprosesser i skoler og i opplæringsbedrifter. Dette kan også sees i sammenheng med ordningen for lærerspesialister i veiledning.

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Programplanen er dels basert på generelle føringer i «Rammer for veiledning i barnehage og skole», Utdanningsdirektoratet 2019, men det er lagt stor vekt på å spesialisere studiet mot veiledning knyttet til fag- og yrkesopplæring i skole og bedrift

Målgruppe for studiet er yrkesfaglærere som har veiledningsoppgaver overfor yrkesfag-lærerstudenter, nyutdannede yrkesfaglærere og kolleger i skole og opplæringsbedrift.

Opptakskrav er fullført yrkesfaglærerutdanning eller PPU med yrkesdidaktikk, samt tilsetting som lærer i videregående skole. Andre søkere med bachelorgrad og 60 studiepoeng i pedagogikk og yrkesdidaktikk kan tas opp dersom det dokumenteres to års erfaring som lærer og tilsetting som lærer i videregående skole eller tilsvarende.

Etter fullført studium har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

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Kunnskap

Kandidaten

• har avansert forskningsbasert kunnskap om profesjonskvalifisering, yrkesfaglærerens samfunnsoppdrag og praksislærerens rolle i yrkesfaglærerutdanningen
• har dyp innsikt i veiledningsteorier relatert til lærerutdanning innen yrkesfag
• har omfattende kunnskap om skolen og bedriften som lærende organisasjon og utviklingsorientert veiledning av yrkesfaglærerstudenter og kolleger
• har dyp innsikt i etiske utfordringer i profesjonen som lærer i yrkesfag og i veiledning av yrkesfaglærerstudenter og kolleger i skole og bedrift

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Ferdigheter

Kandidaten

• kan planlegge, gjennomføre og begrunne veiledning ut fra teori om profesjons- og yrkesutøvelse, veiledning og organisasjonslæring
• kan gjennomføre og faglig og forskningsmessig dokumentere utviklingsarbeid knyttet til profesjonsveiledning
• kan ta hensyn til organisasjonens helhetlige oppgaver og ansvar i veiledning med yrkesfaglærerstudenter og kolleger

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Generell kompetanse

Kandidaten

• kan igangsette og bidra til utvikling i profesjonsutøvelsen som lærer i yrkesutdanning, i profesjonsveiledning og i skole- og bedriftsorganisasjonen
• kan analysere og forholde seg kritisk til forskning som gjelder profesjonsveiledning og formidle resultater fra eget og andres forsknings- og utviklingsarbeid
• kan samarbeide med lærerutdanningsinstitusjon og bedrifter om utdanning, veiledning og utvikling
• kan analysere og vurdere profesjonsutøvelse, veiledning og utvikling ut fra profesjonsetiske normer