Masterstudium i sosialfag - studieretning barnevernsarbeid Programplan

The learning outcomes of the programme include knowledge at the forefront of research, complex skills, and a high level of general competence in the field of engineering science. This means that the working and teaching methods will be sufficiently varied and complex to support the student's learning process on the way to achieving the learning outcomes.

Training component

Lectures

The lectures will cover key topics in the courses and will disseminate current issues and new research findings.

Self-study

Achievement of the learning outcomes depends mainly on the degree to which the PhD student makes effective use of the instruction and supervision offered and accepts responsibility for working independently. Self-study entails student-initiated activities such as individual study and cooperation with fellow students. The starting point consists of theoretical and methodological issues and a knowledge base in engineering science.

Seminars

Organised group work requires students to discuss given research problems based on a topic covered in the course and on their respective academic backgrounds. This offers the students opportunities to reflect on multidisciplinary and interdisciplinary research problems. The outcomes of the seminars are presented and discussed in plenary sessions, providing students with training in both academic dissemination and peer review.

Practical application of methodology

Different methodologies are applied in practical exercises, such as research interviews, qualitative and quantitative analyses, and different types of software. This provides students with practical experience in addressing, for example, complex analyses.

Research component

Research work

The working methods for the thesis consist mostly of self-study and research activities. Selfstudy entails student-initiated activities such as individual study and cooperation with fellow students and researchers. Research activities involve planning and conducting the student¿s own research, processing the results, and designing the thesis. This part constitutes the most important contribution to the PhD student's research competence.

Supervision

Supervisors are appointed by the doctoral committee. The main supervisor shall have overall academic responsibility for the PhD student and shall normally be an employee of OsloMet or SimulaMet. As a general rule, the student shall also have a co-supervisor from OsloMet or from another institution. If an external main supervisor is appointed, an employee of OsloMet or SimulaMet shall be appointed as co-supervisor. Each PhD student is entitled to 210 hours of supervision, including preliminary and follow-up work during the course of the nominal length of study. A time schedule for tutorials and a work schedule must be agreed upon at the first tutorial in each semester. Supervision includes time spent on preparatory work, discussions with the PhD student, and follow-up work. Requirements regarding supervisors and rights and obligations are regulated in the PhD Regulations, sections 3-1 to 3-3. The PhD student and the supervisor(s) must independently submit annual progress reports for assessment and approval by the faculty's doctoral committee. Supervision of the thesis shall ensure that the project is in accordance with ethical guidelines and shall contribute to the design of research problems and the quality of the methods to be used.

Participation in research communities

The student¿s projects are linked to OsloMet¿s established research communities via the student¿s supervisors and the student¿s own involvement in research groups and other research activity. Active participation will provide students with insights into research management and experience in multidisciplinary and interdisciplinary research cooperation, and provide them with opportunities to discuss research problems and designs, challenge established knowledge and practice, and present their own projects. Students will have opportunities to establish and further develop cooperation with national and international research communities.

Research seminar and dissemination

Students must present their projects in seminars at the start of, midway, and near the end of the programme. This will take place at the faculty's regular research fellows forums. The midway presentation must ideally be conducted in English and be followed by a discussion on current progress between the PhD student, the supervisor(s), and the PhD Programme Director. Furthermore, students are encouraged to present their research at least once a year at an international academic conference. This gives students competence in participating in scientific discussions within their field of research in cooperation with national and international research communities. Students are also encouraged to disseminate their projects to broader audiences, such as giving lectures to users or through popular science channels.

Descriptions of the work and teaching methods for the individual courses are provided in the course plans.

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that they receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed in accordance with the applicable rules set out in 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.

The forms of assessment are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student's bachelor's thesis.

Exams

All courses conclude with an exam. The assessment is based on the learning outcome descriptions for the course, and it is assessed whether the student has achieved the stipulated learning outcomes. The grades pass/fail or letter grades from A to F are used, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

In some courses, the exam consists of more than one part. The student's performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts of the exam.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner's assessment must benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 11-10 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of external practical training

Supervised external practical training is assessed as pass/fail. The assessment is based on the course’s learning outcomes, the assessment criteria and the continuous suitability assessment conducted throughout the practical training period.

To pass the practical training, the student must have met the compulsory attendance requirement. The student must attend at least 90% of the scheduled time. The attendance requirement applies both to time spent at the practical training establishment and any teaching activities provided as part of the programme. The following also applies to absence:

• Less than 10% absence: The student can complete the practical training course as normal.
• Between 10–20% absence: The student can make up for the practical training/teaching missed, if this is doable. This must be agreed with the practical training supervisor and the person responsible for the course at the university.
• More than 20% absence: The student must normally retake the whole practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the practical training course will be registered as failed and count as an attempt. Other criteria for passing the practical training are set out in the manual for practical training at a pharmacy and the programme’s own practical training compendium.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students' professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the pharmacist profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme. Special suitability assessments are used in exceptional cases, cf. Regulations to the Act relating to Universities and University Colleges, Chapter 7.

Se emneplanen.

The programme is a comprehensive course of study in that its academic content, teaching methods and practical training are linked. There should be a clear link between the learning outcomes described, learning activities and forms of assessment. The work and teaching methods used and the areas covered in the programme are organised in such a way as to promote both theoretical understanding and practical action competence. Practical training and supervision in relation to different skills are therefore included in all years of the programme. The ordinary workload is about 40 hours per week.

This includes self-study, organised teaching and exams. The academic year is 40 weeks long and comprises 60 credits.

The programme is divided into 15 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training. The learning outcomes described under each course describe the student’s expected progress in terms of competence and independence throughout the programme. All courses conclude with a final assessment.

First year of the programme

In the first year of the programme, basic examination and assessment skills are important. Theoretical knowledge about the musculoskeletal system, communication and ethical reflection are highlighted, and the students will practise applying the knowledge through various skills training. The principles of evidence-based practice are elucidated in a separate course and will be activated in the various learning activities throughout the programme. The anatomy and physiology of different bodily systems are also highlighted, as well as the body’s ability to adapt, motor learning, and theoretical perspectives on coping and motivation. Students will apply this theoretical knowledge through various skills training. Public health strategies and key health policy guidelines are dealt with in a separate course.

Second year of the programme

The second year of the programme focuses on the assessment of and physiotherapy measures adapted to patients with different health conditions. Students will gain experience of applying knowledge about illness in assessment and planning, and cooperation and user participation will also be key topics. Rehabilitation and habilitation are introduced as knowledge areas, and, throughout the year, physiotherapy is discussed in relation to different arenas and phases in life. The second year of the programme includes both skills training and practical training.

Third year of the programme

In the third year of the programme, the students carry out a bachelor’s project that will culminate in a bachelor’s thesis. The students will spend a large part of the year in practical training at institutions in the municipal health service and specialist health service. The last semester of the programme will also focus on the use of technology. Students will be able to exchange experience from practical training. Through their work of finding solutions to various physiotherapy-related problems, the students will learn to use relevant sources of knowledge (own experience, patients’ experience and research) critically. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year.
• Students must have passed the second year of the programme before they can start the third year.
• In the third year of the programme, students must have passed FYBPRA1 in order to start FYBPRA2.

Courses and teaching activities taught jointly with other programmes at OsloMet

The Bachelor’s Programme in Physiotherapy includes the following courses and teaching activities that also form part of other programmes at the university :

• FYB1050 Public Health and Health Management, 5 credits
• FYB1060 Evidence-Based Practice (EBP) in Health Care, 5 credit
• FYB1070 Technology and Society I, 5 credits
• INTERACT (Interprofessional Interaction with Children and Youth)

In the courses FYB1050 Public Health and Health Management (5 credits) and FYB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In FYB1050, focus is on the health services organisation, health legislation and administration, and preventive and health promoting work. In FYB1060, students learn about the rationale for evidence-based practice, with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

The course FYB1070 Technology and SocietyI forms part of most bachelor's programmes at OsloMet. The course provides a fundamental understanding of the digital world and how technology influences people’s lives and the way in which they work, and will help the students to enter the labour market with a fundamental understanding of technology. The Department of Computer Science at OsloMet has the responsibility for the practical aspects of the course provision. See the course description for more detailed information.

INTERACT (Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The purpose of this is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year of the programme, respectively, and is integrated as a compulsory coursework requirement in the existing courses in the programme description. In the Bachelor’s Programme in Physiotherapy, INTERACT is included in the following courses: FYB1300 Body, Movement and Activity, FYB2300 Health and Participation Throughout the Life Span - II and FYB3000 Complexity and Diversity in Physiotherapy Practice. See About INTERACT - INTERACT (oslomet.no) for a more detailed description of INTERACT.

Practical training is the parts of the programme that take place in real-life working situations. The practical training is compulsory, and must have a scope of at least 30 weeks (45 credits). The practical training is organised in such a way that the students will encounter users from all age groups and have the opportunity to take part in interprofessional cooperation. Through the practical training, students are assigned tasks that provide the opportunity to discover and explore physiotherapy issues, and which require them to work in an evidence-based and patient/person-centred manner. The practical training is an important arena for developing new knowledge, skills and competence.

Practical training will be organised in an interprofessional context within primary – and specialist health services, and other arenas where physiotherapists work. For some of the practical training periods the students are expected to find suitable placements themselves, according to specified guidelines. This will make it possible to fulfil a placement period near the student's hometown

In the third year of study the student will complete one long period of practical training in the primary health service and one in the specialist health service. Since the university has agreements with several institutions in the health and care sector, the organisation of the students’ practical training will vary. Most of the institutions that make up the practical training arenas for this programme are located in Oslo and Eastern Norway. The student must expect to commute to and from the practical training establishment or to move to the practical training establishment for a period of time.

A 90 % attendance requirement applies to the practical training. Students who exceed the maximum permitted absence will fail the practical training period and are deemed to have used one of their attempts. For more information about practical training, see the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Students must comply with the clothing regulations in force at the practical training establishment. Special requirements for tests or vaccination may apply at individual practical training establishments.

A distinction is made between three types of practical training: experience-based practical training, supervised practical training and and project based practical training:

Experience-based practical training

Experienced-based practical training normally takes place over a short period of time. . The purpose of experience-based practical training is to give the students insight into physiotherapy practice and experience of specific physiotherapy tasks. Clinical testing and group instruction in exercises for patients may also be included. In experienced-based practical training, the student’s performance is not subject to professional assessment, but the student can be supervised.

Supervised practical training

In supervised practical training, the student’s performance is subject to professional assessment, and the student is entitled to supervision and feedback. The assessment is based on the student’s achievement of the learning outcomes for the practical training period and suitability assessments on a continuous basis in line with the university’s assessment system. This means that a supervisor from the field of practice, referred to as a practical training supervisor, will follow up the student in cooperation with a contact lecturer from the university. The midway and final assessments are made by the practical training supervisor in cooperation with the contact lecturer.

The practical training supervisor will supervise the student during the supervised practical training at the university’s outpatient clinic in the second year of the programme. If the student is at risk of not passing the practical training, the midway and final assessments will take place in consultation with another university staff member.

Project based practical training

In the project based practical training the student will, based on experiences from a physiotherapy relevant context, explore a professional issue, in relation to literature. The practice will be linked to an arena where a physiotherapist will be able to contribute with important input and expertise.

The practical training periods will become longer as the programme progresses and are organised with a view to ensuring progress in relation to the learning outcomes and gradually increasing independence.

The programme is a comprehensive course of study in that its academic content, teaching methods and practical training are linked. There should be a clear link between the learning outcomes described, learning activities and forms of assessment. The work and teaching methods used and the areas covered in the programme are organised in such a way as to promote both theoretical understanding and practical action competence. Practical training and supervision in relation to different skills are therefore included in all years of the programme. The ordinary workload is about 40 hours per week.

This includes self-study, organised teaching and exams. The academic year is 40 weeks long and comprises 60 credits.

The programme is divided into 15 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training. The learning outcomes described under each course describe the student’s expected progress in terms of competence and independence throughout the programme. All courses conclude with a final assessment.

First year of the programme

In the first year of the programme, basic examination and assessment skills are important. Theoretical knowledge about the musculoskeletal system, communication and ethical reflection are highlighted, and the students will practise applying the knowledge through various skills training. The principles of evidence-based practice are elucidated in a separate course and will be activated in the various learning activities throughout the programme. The anatomy and physiology of different bodily systems are also highlighted, as well as the body’s ability to adapt, motor learning, and theoretical perspectives on coping and motivation. Students will apply this theoretical knowledge through various skills training. Public health strategies and key health policy guidelines are dealt with in a separate course.

Second year of the programme

The second year of the programme focuses on the assessment of and physiotherapy measures adapted to patients with different health conditions. Students will gain experience of applying knowledge about illness in assessment and planning, and cooperation and user participation will also be key topics. Rehabilitation and habilitation are introduced as knowledge areas, and, throughout the year, physiotherapy is discussed in relation to different arenas and phases in life. The second year of the programme includes both skills training and practical training.

Third year of the programme

In the third year of the programme, the students carry out a bachelor’s project that will culminate in a bachelor’s thesis. The students will spend a large part of the year in practical training at institutions in the municipal health service and specialist health service. The last semester of the programme will also focus on the use of technology. Students will be able to exchange experience from practical training. Through their work of finding solutions to various physiotherapy-related problems, the students will learn to use relevant sources of knowledge (own experience, patients’ experience and research) critically. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year.
• Students must have passed the second year of the programme before they can start the third year.
• In the third year of the programme, students must have passed FYBPRA1 in order to start FYBPRA2.

Courses and teaching activities taught jointly with other programmes at OsloMet

The Bachelor’s Programme in Physiotherapy includes the following courses and teaching activities that also form part of other programmes at the university :

• FYB1050 Public Health and Health Management, 5 credits
• FYB1060 Evidence-Based Practice (EBP) in Health Care, 5 credit
• FYB1070 Technology and Society I, 5 credits
• INTERACT (Interprofessional Interaction with Children and Youth)

In the courses FYB1050 Public Health and Health Management (5 credits) and FYB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In FYB1050, focus is on the health services organisation, health legislation and administration, and preventive and health promoting work. In FYB1060, students learn about the rationale for evidence-based practice, with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

The course FYB1070 Technology and SocietyI forms part of most bachelor's programmes at OsloMet. The course provides a fundamental understanding of the digital world and how technology influences people’s lives and the way in which they work, and will help the students to enter the labour market with a fundamental understanding of technology. The Department of Computer Science at OsloMet has the responsibility for the practical aspects of the course provision. See the course description for more detailed information.

INTERACT (Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The purpose of this is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year of the programme, respectively, and is integrated as a compulsory coursework requirement in the existing courses in the programme description. In the Bachelor’s Programme in Physiotherapy, INTERACT is included in the following courses: FYB1300 Body, Movement and Activity, FYB2300 Health and Participation Throughout the Life Span - II and FYB3000 Complexity and Diversity in Physiotherapy Practice. See About INTERACT - INTERACT (oslomet.no) for a more detailed description of INTERACT.

Approved by the Academic Affairs Committee at the Faculty of Health Sciences on 16. October 2019.

Most recent amendments aproved by the Academic Affairs at the Faculty of Health Sciences on 13. November 2024

The programme description applies to students starting the programme in 2025.

Det benyttes ulike vurderingsformer. Det framgår av emneplanene hvilken vurderingsform, vurderingsutrykk, sensorordning og tilgjengelige hjelpemidler som benyttes for det enkelte emne.

Det benyttes intern og ekstern sensor til vurdering av masteroppgaven. Til vurdering av de øvrige eksamenene benyttes ekstern sensor til sensurering av et tilfeldig utvalg på 25 prosent av besvarelsene. Karakterene på de besvarelsene som er vurdert av ekstern sensor danner grunnlag for å fastsette nivå på besvarelsene innenfor de ulike karakteruttrykkene. Ved klage på sensur benyttes to nye sensorer, hvorav minst én ekstern til ny sensur.

En student som ønsker det kan besvare alle skriftlige eksamener, inkludert masteroppgaven, på engelsk. Det blir ikke utgitt engelsk oppgavetekst for dem som ønsker å besvare på engelsk.

Studenten bes gjøre seg kjent med lov om universiteter og høgskoler, og gjeldende forskrift om studier og eksamen ved OsloMet - storbyuniversitetet.

Required coursework is all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam or pass practical training. 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
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on physiotherapy issues

The programme has coursework requirements in the form of compulsory attendance, oral presentations, written assignments and tests. The coursework requirements are set to help students to develop their competence in accordance with one or more of the expected learning outcomes of the course. Required coursework is carried out individually or in groups.

Compulsory attendance

The programme emphasises a social learning environment. Attendance is compulsory for all parts of the programme in which the students cannot achieve the learning outcomes on their own, or for parts of the programme where cooperation with fellow students is a precondition for completing the learning activities. A minimum of 80 % attendance in teaching specified as “compulsory attendance” in the lecture schedule programme is required. A minimum of 90 % attendance is required for practical training, both in experience-based practical training, supervised practical training and project based practical training.

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

Written and practical assignments

Several courses have written assignments, practical exercises and tests as coursework requirements. Written and practical 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. If a piece of required coursework is not approved, this may lead to delayed progress in the programme. More detailed requirements for written and practical work, deadlines etc. are set out in the teaching plan for the course in question.

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme’s requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed in accordance with the applicable rules set out in 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. The forms of assessment and criteria are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student’s bachelor’s thesis.

Assessment/exam

All courses conclude with a final assessment and/or an exam. The student’s performance is assessed on the basis of the learning outcomes defined for the course. The grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

In some courses, the exam consists of more than one part. The student’s performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts of the exam.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resits/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.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner’s assessment should benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal.

Assessment of practical training

Practical training is assessed as pass or fail. The assessment is based on the learning outcomes for the course and the continuous suitability assessment that students are subject to throughout the practical training period. To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90 % applies to practical training courses. If the maximum limit for absence is exceeded, the student can make up for the practical training/teaching activities missed if practically possible. This must be clarified with the person responsible for the course (first year of programme) and with the practical training supervisor and contact lecturer for the second and third years of the programme. If it is not possible to compensate for the absence, the whole period must be retaken. This will result in delayed progress in the programme.

External programme supervisor

The study programme has an external programme supervisor in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet. The external programme supervisor is charged with evaluating the programme’s structure and coherence, including the relationship between the learning outcomes as described in the programme description, the work and teaching methods and assessment arrangements. The external programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advice that the academic environment can use in its further work on the quality of education.

Suitability assessment

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students’ professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the physiotherapist profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme.

Special suitability assessments are used in special cases, cf. Regulations to the Act relating to Universities and University Colleges, Chapter 7. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering.