Master´s Programme in Health and Technology - Specialisation in Biomedicine Programme description

The Master’s Programme in Health and Technology with specialisations is a master’s degree with a scope of 120 credits in accordance with Section 3 of the Regulations concerning Requirements for the Master’s Degrees, adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The programme includes specialisations in biomedicine and radiography. The students will acquire in-depth knowledge in the chosen specialisation and will gain detailed knowledge of technology relating to the discipline covered by the specialisation. Through common courses across the specialisations, students will also gain an overview of technology developments in the field of health in general, of relevance to both the specialist and municipal health services. They will also learn why innovation and entrepreneurship are important for creating new solutions, but also how the implementation and use of technology affects the health sector, individuals and society. The students will also become familiar with legislation that regulates health research, the collection and use of personal data and health data, and the use of human biological specimen. The programme will also address ethical challenges relating to the development and implementation of technology in the health context, and the importance of user participation will be highlighted and discussed.

A greater need for health and care services in the years ahead means that interdisciplinary cooperation and efficient use of technology will be important to maintain sustainable health services. The programme will contribute to a greater understanding of technology and enhanced technological skills in the field. The students will learn to communicate about their own discipline in a way others can understand, which is important to be able to contribute to interdisciplinary projects. Compulsory common courses and elective courses across specialisations foster interdisciplinary collaboration between the disciplines covered by the programme.

Specialisations

Applicants must choose and apply directly for the specialisation they wish to take when applying for the master’s programme. Different admission requirements apply to the specialisations; see more information under Admission requirements. Parts of the programme will include joint teaching, partly through compulsory common courses and partly through options across the specialisations. Some courses will be held jointly with other master’s degree programmes at OsloMet.

Students who pass the programme will be awarded the degree Master in Health and Technology, with one of the following specialisations:

• Biomedicine
• Radiography

The name of the specialisation will be stated on the diploma alongside the name of the degree.

MABIO: Biomedicine

The specialisation combines life science technology and health sciences. The field of biomedicine is undergoing rapid and extensive technological development that is changing medical and healthcare practices. The need for quality assurance, validation and critical assessment of modern analysis methods is increasing. The specialisation will enable students to develop methods and to critically assess the utility of biomarkers in diagnostics and treatment, personalised medicine and large-scale analyses. The teaching will emphasise basic biomedical sciences, advanced bioanalytical methods, technology for laboratory diagnostics and biostatistics.

MARAD: Radiography

The specialisation emphasises the use of various technologies in medical radiation and the importance of these technologies in the health service to ensure synergies between technology and health. Students will choose one of two directions within radiography: conventional radiography or CT. The specialisation is practice-oriented and profession-oriented and is designed to meet increasing demands for expertise in diagnostics and treatment in connection with medical use of radiation. Students will gain in-depth expertise in optimisation and imaging, focusing on personalised examinations and forms of treatment.

Relevance to working life

Technological expertise is in demand in the health sector, and a Master’s Degree in Health and Technology can lead to many career opportunities in the public and private sectors alike. Possible fields of work and career paths in health and technology after completing the programme include:

• research, development of the field, and teaching
• advisory functions in the public administration, knowledge dissemination and counselling
• clinical or diagnostic work based on specialised expertise
• managerial positions in disciplines relating to health and technology
• innovation and implementation processes
• product and service development

Relevance to further education

Candidates with a Master’s Degree in Health and Technology are qualified to apply for admission to PhD programmes, including the PhD Programme in Health Sciences at OsloMet.

Students may apply for admission to the research programmeat the Faculty of Health Sciences while taking the master’s programme. This is taken in parallel to and as an extension of the master’s programme. The research programme gives students advanced researcher expertise in addition to that provided during the ordinary master’s programme. Results from this research work may later, on application, form part of PhD-level work.

Sustainability

The 2030 Agenda is the UN’s plan of action for global sustainable development, specified as 17 Sustainable Development Goals (SDGs). Through global partnerships, the world must work together to end poverty and hunger, ensure good health and education for all and reduce climate change and inequality. Some of the goals can be achieved through the development and implementation of different technologies. The Master’s Programme in Health and Technology is particularly aimed at promoting good health and well-being (SDG3), quality education (SDG4), industry, innovation and infrastructure (SDG9), reduced inequality (SDG10) and partnership for the goals (SDG17).

The 17 SDGs must be seen as a whole, where each goal is seen in conjunction with the others. The purpose of the programme is to educate candidates who are active global citizens with knowledge of how technology contributes to sustainable health services, good health and an inclusive society for all, regardless of age, gender, ethnicity, education, sexuality and functional ability.

The disciplines of biomedicine and radiography are central to diagnostics and treatment in the health service. Rapid technological developments in the disciplines lead to a greater need for personnel with health knowledge combined with advanced knowledge of technology, for example relating to the development and implementation of new diagnostic and therapeutic procedures in biomedical analysis methods and radiation-based technologies. The programme is particularly relevant for applicants with an education in medical laboratory sciences, pharmacy, radiography, molecular biology and biotechnology. The programme is suitable for candidates who wish to increase their expertise in their own discipline and to contribute actively to development work, research and innovation processes, both within their field and across disciplines.

Students apply for and are admitted directly to the specialisation of their choice. The requirement for admission to the Master’s Programme in Health and Technology is a bachelor’s degree or an equivalent degree within a specified field, with an average grade of at least C. If the number of qualified applicants exceeds the number of places on the programme, applicants will be ranked according to applicable ranking rules.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the individual specialisations

Specialisation in biomedicine

• Bachelor’s degree or equivalent degree in medical laboratory sciences, pharmacy, biotechnology, chemical engineering or molecular biology.

Specialisation in radiography

• Bachelor’s degree or equivalent degree in radiography.

The overall learning outcomes for the Master’s Programme in Health and Technology fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.

A candidate who has completed their qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge in disciplines relating to their own specialisation and specialised insight into the topic of the master’s thesis
• has insight into technological developments in disciplines relating to their own specialisation and their importance for health services nationally and globally
• has thorough knowledge of philosophy of science traditions, research methods and the basis for research ethics of particular relevance to health sciences and their own field
• can apply knowledge in new areas in their own field and in interdisciplinary collaboration with other fields
• can analyse health science issues on the basis of the field’s history, traditions, culture, distinctive nature and place in society

Skills

The candidate

• can analyse and critically assess knowledge from different sources and apply this in a structured manner to formulate scholarly arguments
• can analyse existing theories, methods and interpretations in their own field and work independently on practical and theoretical problem-solving
• can write academic texts and present research results in accordance with applicable conventions in the field
• can work independently and in an ethically aware manner on a supervised research or development project
• can analyse and manage health-related data in an ethically sound manner and in accordance with relevant legislation
• can contribute to research, development of the field and innovation based on evidence-based knowledge, research-based knowledge and user participation

General competence

The candidate

• can analyse relevant issues in their own field and decide on suitable research design and choice of methods
• can analyse and discuss ethical issues relating to the use of technology in health services, at both the individual and system level
• can apply their own knowledge to new areas and in interdisciplinary cooperation to carry out complex tasks, processes and projects
• can communicate an extensive independent work and master scholarly forms of expression in the field, both orally and in writing
• can participate in discussions about professional issues and communicate about their own field in both scientific and popular science form
• can contribute to re-thinking and innovation in their own field and take part in interdisciplinary cooperation in technology and health science
• can contribute to the implementation of new technology in their own field and explore how technology can contribute to solutions that support sustainable communities

More detailed learning outcomes for the specialisations

Specialisation in biomedicine

The following additional learning outcomes apply to candidates taking the specialisation in biomedicine:

The candidate

• has specialised knowledge about health and technology in a biomedical perspective
• has in-depth knowledge about normal and pathological molecular and cell biological mechanisms
• can critically assess and apply biomedical analysis methods in diagnostics and research and has advanced knowledge about statistical methods, quality assurance and quality control in the laboratory
• can discuss and convey relevant issues in the field and research relating to biomedicine

Specialisation in radiography

The following additional learning outcomes apply to candidates taking the specialisation in radiography:

The candidate

• has advanced knowledge of diagnostic imaging methods, treatment and radiation protection
• can apply, analyse and critically assess methods for diagnostics/treatment in the relevant modality
• has an in-depth understanding of the role of radiographers as active contributors to developments in radiography and the specialist health service’s use of technological methods in the relevant modality

The master’s programme is designed to be comprehensive, and the academic content and educational tools are interlinked, showing a clear context between learning outcome descriptions, learning activities and forms of assessment. The courses in the programme description build to some extent on each other to ensure progress, with increasing requirements for knowledge and understanding within each specialisation.

The Master’s Programme in Health and Technology includes common courses and compulsory specialisation courses. The thesis has a scope of 50 ECTS credits. Students are offered various elective courses depending on the specialisation chosen. Some elective courses are offered to all students across the specialisations, while others are only offered to students taking the individual specialisation. Normally, at least ten registered students are required for a course to be taught.

The academic year is 40 weeks long, and the expected workload for a full-time student is 40 hours per week. This includes scheduled activities, students’ own activity and exams. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and exams.

The specialisation in biomedicine is organised as a full-time course of study over two years, while radiography is organised as a three-year part-time course of study. The normal structure for each specialisation is shown in the figure below.

Content of compulsory common courses

Two courses are compulsory for all students on the programme and will be taught jointly for the specialisations:

HETEK4000 Interactions in Health and Technology (10 credits) introduces students to key concepts relating to technological development, system design and service innovation. Students will explore how new technology can contribute to sustainable solutions in health and care services, and in research and development work, but should also be able to reflect on ethical challenges that arise when new technology is employed. Interdisciplinary collaboration competence in the development and implementation of new technology in the health and social services is emphasised.

HETEK4100 Theory of Science, Ethics and Research Methods (10 credits) comprises fundamental aspects and methodologies of philosophy of science that are used in the planning, execution and dissemination of research projects in general. Focus is also on particular issues relating to health science and medical research, research ethics and relevant legislation.

Master’s thesis

The programme normally includes a master’s thesis worth 50 credits (HETEK5900/ HETEKD5900). Students who choose to take one semester abroad will be given an opportunity to write a master’s thesis worth 30 credits (HETEK5910). See more detailed information under Internationalisation. Regardless of the scope of the master’s thesis, the project description is developed with the support of the lecturer, who quality assures the project with respect to scope and degree of difficulty. The same requirements apply to scientific and research-related work regardless of the length of the thesis.

The thesis can be written individually or in groups of two students. Students choose the topic of the thesis based on their academic background and interests. They can take the initiative for a master’s project themselves. In some specialisations, students will be offered the chance to be involved in projects affiliated to research projects at OsloMet or external Norwegian and foreign partner institutions.

Elective courses

In the course of the master’s programme, the students can choose between several different elective courses. Some elective courses can be taken regardless of the specialisation chosen, while some are aimed at students taking the individual specialisation. The range of elective courses varies from one semester to the next. Students must apply for a place on elective courses no later than the semester before, subject to specific deadlines. There may be an upper limit for places on each elective course. Normally, at least ten registered students are required for a course to be taught.

The following courses are elective for all students taking the Master’s Programme in Health Sciences, regardless of the specialisation chosen:

• HETEK4300 Bacteriology and Antimicrobial Resistance, 10 credits
• MAFAR4100 Innovation within Healthcare, 10 credits
• MAVIT5800 Introduction to Clinical Studies for Healthcare Personell, 10 credits
• MAVIT4400 Clinical Neurophysiology, 10 credits (The course is offered every other year)
• MAVIT4800 Personalized Nutrition, 10 credits
• MAVIT5100 Health Communication, 10 credits
• SFV5100 Digital Revolution? Social Science Perspectives on Technology in the Health and Social Care Sector, 10 credits
• MSLV4200 Collaboration and Collaborative Managment, 10 credits

In addition, students taking the biomedicine specialisation may choose the following course from the specialisation in radiography:

• MARAD4300 Medical Use of Radiation, 10 credits

Study progress

The following progress requirements apply to the programme:

• Specialisation in biomedicine (full-time): The student must have passed all courses in the first year of study before starting on the master’s thesis
• Specialisation in radiography (part-time): The student must have passed all courses in the first year of study and the autumn semester in the second year before starting on the master’s thesis
• Some courses may have separate progress requirements; see the individual course descriptions.

Varied and student-active forms of teaching are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours of adapted teaching at the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progress requires students to make great personal efforts. The most important work and teaching methods used in each course in the programme are described below. The individual course descriptions state which work methods each course employs.

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 come prepared for scheduled teaching sessions. Interaction may also take place digitally in the form of virtual meetings, webinars, workshops etc.

Self-study and student cooperation/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 exchange of ideas, presentations, discussions, written assignments and problem-based assignments, students will be encouraged to learn by conveying 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.

Skills training/laboratory work

Different forms of skills training or laboratory work may be included in the programme. Students will work on issues of relevance to the topic concerned, either individually or in groups, and will perform experiments, simulations or solve practical tasks that will demonstrate their theoretical understanding of different methods and techniques used in the field. 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.

Lectures

Lectures are primarily used to introduce new subject matter, provide an overview of and highlight main elements and links within different topics, and also to convey relevant research-based issues and literature.

Seminars

Seminars emphasise dialogue and discussion between the lecturer(s) and students in order to stimulate students’ academic development. Oral student presentations and discussions are emphasised.

In connection with the master’s thesis, seminars are held where the theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables peer learning. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars may also take place on digital collaboration platforms.

Projects, assignments and supervision

Through project work, case studies, written assignments and the master’s thesis, students will formulate research questions for assignments that they work on 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 all parts 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 principles of research ethics and help students to formulate research questions and ensure quality in the collection and analysis of data.

The increasing globalisation of the labour market and rapid social changes make it increasingly important to have international professional experience and knowledge of disciplines, language and culture. Internationalisation strengthens the academic community and promotes quality through international research collaboration, student and staff mobility and by highlighting international perspectives and challenges in teaching.

The students will gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature. Some of the courses will be taught in English and the programme will employ lecturers and guest lecturers with international experience.

The staff’s professional networks, research collaborations and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

Courses adapted for incoming exchange students

The following courses have been adapted for incoming exchange students:

• HETEK4000 Interactions in Health and Technology (AUTUMN – from 2024)
• HETEK4100 Theory of Science, Ethics and Research Methods (AUTUMN)
• HETEK4300 Bacteriology and Antimicrobial Resistance (AUTUMN)
• MABIO4600 Statistics, Quality Control and Quality Assurance (SPRING)
• MARAD4300 Medical Use of Radiation (AUTUMN)

Courses from HETEK can be combined with courses from other master’s programmes at OsloMet that are adapted for incoming exchange students.

Facilitation of outbound exchanges

Students taking the biomedicine specialisation who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students going on exchanges will be given an opportunity to write a master’s thesis worth 30 credits after the exchange stay. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator is available to provide guidance on the choice of topic.

Master’s degree project

Students taking the specialisations in biomedicine and radiography can complete their master’s project in full or in part at other educational institutions or with research groups abroad, and possibly also combine it with an elective course (10 credits). Incoming exchange students may also write their master’s thesis at OsloMet. Incoming and outbound exchanges in connection with master’s degree projects will depend on the availability of relevant assignments and supervisory capacity. 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.

Reference is otherwise 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 conditions for being allowed to take an exam. 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 health and technology issues

The programme mainly has coursework requirements in the form of compulsory attendance, various compulsory activities and written assignments.

Attendance and compulsory activities

Compulsory attendance or compulsory activities may be required in areas where students cannot acquire knowledge and skills simply by studying literature.

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.

Written assignments

Several courses have compulsory written assignments 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.

Students are entitled to a third attempt before the resit/rescheduled exam. An assignment that is not approved the third time it is submitted may lead to delayed progress in the programme.

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 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.

In general, the following forms of assessment are used in the programme:

Home exam

Taken 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 exam

Taken 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 exam

Can 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 exam

Taken at the university’s exam venues over a set number of hours.

Combined exam/assessment

Form of exam that combines written work and oral presentation, where both elements count towards the exam result.

The assessments are carried out in accordance with 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.

Assessment

The assessment is based on the learning outcomes for the course and the extent to which the student has achieved the stipulated learning outcomes. The grades used are Pass/Fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the lowest pass grade and F is a fail. In connection with group exams, all students in the group are awarded the same grade.

Resit and rescheduled exams

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against grades

Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral exams. In connection with group exams, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Students can appeal against the grade set for the written part of the master’s thesis. If the grade is changed as a result of re-grading, the student must take the oral exam again.

Veilederutdanning for skole, 1.–13. trinn (30 studiepoeng) kvalifiserer for å ha ansvar for pedagogisk veiledning individuelt og i grupper av studenter i lærerutdanning, nyutdannede lærere og kollegagrupper. Studiet skal bidra til å ta i bruk veiledning som strategi i utviklingsprosesser på skoler, og kan sees i sammenheng med ordningen for lærerspesialister i veiledning. Videreutdanningen bygger på rammer for veiledning av nyutdannede nytilsatte lærere i barnehage og skole.

Studietilbudet er en videreutdanning på mastergradsnivå og kan inngå som del av masterprogrammet i yrkespedagogikk og i skolerettet utdanningsvitenskap med fordypning i profesjonspedagogikk, begge studier ved OsloMet. Interesserte som ønsker at det skal kunne inngå som del av et masterstudium må søke om opptak til masterstudiet på ordinær måte, basert på gjeldende opptakskrav. Etter opptak på masterstudiet kan det søkes om fritak for deler av masterstudiet på grunnlag av gjennomførte og beståtte emner. Søknad om fritak vurderes individuelt.

Studiet er organisert som et deltidsstudium over to semestre med samlinger på campus og nettbaserte samlinger, og inneholder ett fellesemne (15 studiepoeng) og to valgemner (à 15 studiepoeng, hvorav ett emne velges).

Studiet er utviklet på oppdrag fra Kunnskapsdepartementet, med bakgrunn i Kompetanse for kvalitet - strategi for videreutdanning av lærere.