Bachelor’s Programme in Pharmacy Programme description

The Bachelor’s Programme in Pharmacy is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor’s Degree in Pharmacy, which forms the basis for authorisation as a prescriptionist in accordance with the Act relating to Health Personnel etc.

The title of pharmacist covers both the Norwegian titles reseptarfarmasøyt (pharmacist with a bachelor’s degree in pharmacy) and provisorfarmasøyt (pharmacist with a master’s degree in pharmacy). It is only the pharmacies’ pharmaceutical personnel who are independently entitled to dispense prescription pharmaceuticals or pharmaceuticals on requisition, which in accordance with applicable distribution regulations, must be subject to control by a pharmacist, cf. the Pharmacies Act Section 4-4.

The programme description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on national guidelines for pharmacy education 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.

Bachelor’s Programme in Pharmacy – vocational competence and work tasks

The task of a pharmacist with a bachelor’s degree is to provide pharmaceutical services to the public in the form of advice and guidance, thereby helping to ensure correct and rational use of pharmaceuticals by individuals and in society at large.

The programme helps students to develop into responsible and reflected professionals who are qualified and in demand in their field of work. The students are expected to acquire the knowledge, skills and competence necessary to be granted authorisation as a pharmacist with a bachelor’s degree, and thereby also be entitled to dispense pharmaceuticals in Norwegian pharmacies.

Knowledge of pharmaceuticals and their application is a crucial basis for practising the profession. Pharmacists have knowledge of and skills in the production of pharmaceuticals, knowledge of the effect of pharmaceuticals on the body, and about the use and misuse of pharmaceuticals. Pharmacists must have basic theoretical knowledge attained from different topics and approaches in the field of pharmacy, and an understanding of good problem-solving in cooperation with users of pharmaceuticals, colleagues and other partners.

The pharmacy is an important supplier of pharmaceuticals to hospitals, nursing homes and home-based care services. The tasks undertaken by a pharmacist require contact and cooperation with other health personnel, such as doctors, dentists, nurses and veterinarians. Pharmacists are increasingly becoming part of an interdisciplinary team, where different healthcare professionals arrive together at the best pharmaceutical treatments for patients/users of pharmaceuticals. Relational and communication skills, including good oral and written presentation skills in Norwegian, are thereby an essential part of a pharmacist’s expertise and are used daily in their work.

Relevance to working life

OsloMet – Oslo Metropolitan University educates bachelor’s degree candidates in pharmacy, most of whom go on to work at pharmacies. Authorised pharmacists with a bachelor’s degree can work in middle management or management positions at pharmacies. The candidates may also be suitable for a variety of positions in the primary and specialist health service, in public administration and in the pharmaceutical industry.

Relevance to further education

Students who complete the Bachelor’s Programme in Pharmacy are qualified for admission to several master’s degree programmes. Master’s degree programmes in pharmacy offered at Oslomet – Oslo Metropolitan University, the Norwegian University of Science and Technology (NTNU) and UiT the Arctic University of Norway are particularly relevant. The Master’s Programme in Health and Technology at OsloMet may also be relevant.

The target group is people who wish to take a bachelor's degree in pharmacy to qualify for work as a pharmacist with a bachelor's degree and/or as a basis for further studies.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience. In addition, the upper secondary school mathematics courses R1 (or Mathematics S1+S2), and either Physics 1 or Biology 1 or Chemistry 2 are required.

Applicants must submit a transcript of police records in connection with admission to the programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

The PhD Programme in Educational Sciences for Teacher Education at OsloMet – Oslo Metropolitan University (OsloMet) is a researcher education programme that focuses on disciplines such as childhood and adolescence, culture, early childhood education and schools, and teacher education and professional qualifications in a national and international perspective. The goal is to improve the teacher education programmes’ action competence and research-based knowledge base. The programme forms the basis for constructive and critical research assessments of education and education policy in fields of relevance to teacher education. In the programme, this takes place through analyses of childhood and adolescence, teaching, knowledge development and learning in various communicative, cultural and institutional contexts. The programme contributes to research that considers education, childhood and adolescence, and development from a more comprehensive perspective, from early childhood to higher education, in formal and informal learning arenas, both nationally and internationally.

Educational sciences of relevance to teacher education are characterised by single-discipline and multidisciplinary approaches and a diversity of theories and methods. It is a rapidly growing field that have led to academic differentiation and specialisation, as well as collaboration across disciplinary boundaries and scientific fields.

The programme facilitates research efforts in specific fields where the university has a special social remit and has developed special expertise. This applies in particular to the university’s remit to offer research-based early childhood, primary and lower secondary and vocational teacher education in a multicultural city context. The programme is also relevant to research relating to various vocational teacher education programmes aimed at upper secondary education and to research with a more general connection to the field of teacher education. The programme is based on, among other things, the requirement for more research-based teaching in higher education and the need to increase the level of insight into the preconditions for and effects of changes in the education system.

The PhD programme is somewhat different from similar educational science programmes in that it prioritises research whose relevance to teacher education in the field in question can be documented. The programme also offers a comprehensive compulsory course in theories of knowledge in teacher education research. The programme’s particular focus on teaching, learning and societal contexts for the various education pathways means that it is also clearly practice and profession-oriented.

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities are intended to stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. The student’s efforts are important in the independent laboratory work that they are to carry out, in problem-based learning (PBL) and in team-based learning (TBL), among other things. Independent work can include both cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. These resources can among other things be used in students’ preparations for teaching activities, as support in collaborative processes or to help practice or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times assess each other’s work and provide feedback to each other.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. They will provide the students with a foundation for their own learning by emphasising main elements, highlighting connections, and pointing out and discussing relevant issues within a topic. Dialogue between students and teachers is encouraged, and the students will have the opportunity to ask questions and discuss relevant topics and issues. Students will attain the best possible outcomes when they attend the lectures prepared. Lectures are often used together with other teaching methods. Most lectures are given in Norwegian, but they can also take place in English.

Flipped Classroom

The Flipped Classroom is used in several of the courses in the programme. This entails traditional lectures being replaced by digital film clips or recordings of lectures. The students watch these films at home before attending the teaching sessions. In this way, more time can be dedicated to problem-solving activities with fellow students and lecturers from the programme, often in the form of supervised group work or seminar teaching.

Group work

Group work is as a learning method used in most courses. Students cooperate on specific issues and practical assignments under supervision. Group work is intended to support the learning of subject matter and simultaneously provide training in cooperation, interaction and communication skills, which are necessary in professional practice. When cooperating with others, students are expected to show an interest, behave in a respectful manner and ensure that everyone in the group has been heard in relation to decision-making.

Seminars

The purpose of seminars is to process and talk through subject matter and facilitate discussion between students and lecturers. Oral dissemination of the subject is emphasised. Students are able to practise presenting subject matter in small and large groups and are encouraged to express their own opinions and reflect on their actions and attitudes.

Skills training

Skills training comprises laboratory courses and practical handling of prescriptions, where students can practise applying their knowledge and communication skills. Several of the courses include laboratory courses with practical training in different areas of the discipline. These are intended to elucidate theory and provide an opportunity for the students to acquire skills in technical laboratory work through practical assignments. The courses can among other things include written reports and tests. Before their practical training placement, the students must also develop their skills in communication and practical handling of prescriptions.

In order to start a laboratory course, the student must first complete an online introductory safety course and complete pre-lab. This is to ensure responsible conduct in the lab in accordance with HSE requirements.

Problem-based learning (PBL)

The students are divided into groups and a situation or case is presented to them, which forms the basis for discussing relevant issues. Each topic starts with a meeting at which the assignment is presented and concludes with a second group meeting at which the group members discuss their newly-acquired knowledge and solutions to the problems. Between

these meetings, the students acquire knowledge from lectures, group work, laboratory work and self-study. The group meetings are attended by a supervisor.

Team-based learning (TBL)

TBL is a variation of the Flipped Classroom (see below). The students are divided into groups. They prepare for a given topic on their own before attending joint teaching sessions. At the teaching session, the students firstly take individual tests before taking tests in groups in order to identify difficult areas of the course and determine where there are knowledge gaps. This means that the teacher can use the remaining time of the plenary session to focus on and explain difficult aspects of the course and facilitate discussion. The students will then continue to work on course assignments in groups with the lecturer present to supervise and facilitate discussion and problem-solving.

Project assignments and the bachelor’s thesis

Through project assignments and the bachelor’s thesis, students will specialise in issues that they will work on over time, either individually or in cooperation with other students.

They will work in-depth on different subject matter and develop skills in using and referencing sources, analysis, discussion and written and/or oral communication of results. Project work provides experience of some of the challenges inherent in scientific work methods. The primary purpose of this is to develop the student’s ability to critically reflect in cooperation with others and develop a deeper understanding of a pharmaceutical issue.

The bachelor's thesis will be carried out in groups. Opponent groups will give feedback on the work and provide input during the process.

Question sessions

The students are given an opportunity to ask about subject matter that has already been covered. Questions can be sent to the lecturer in advance or asked directly at the session. Time will be set aside to answer a selection of questions and issues.

The programme consists of a training component and a research component. The training component has a scope of 30 ECTS credits, and the research component is worth 150 ECTS credits. Through the training component, the students acquire theoretical and empirical insight into and methodological expertise in studies of general educational science issues of relevance to teacher education. Through the research component, the students develop their ability to identify needs for new educational science research of relevance to the knowledge base and action competence in teacher educations, as well as the ability to problematise and disseminate such knowledge.

The programme emphasises combining academic depth and breadth. In the training component, the students are expected to achieve academic breadth through the common compulsory course (10 ECTS credits) Theories of Knowledge in Teacher Education Research, as well as elective courses in philosophy of science, methodology and ethics (minimum 10 ECTS credits) and elective specialisation courses (10 ECTS credits).

Students who have completed parts of the training component at OsloMet up to twelve (12) months before their admission can be exempted from the regulation that at least 20 credits must be taken after admission. Students may still be required to complete additional courses if it´s academically justified hence the learning outcomes for the Ph.D. and the project's theme and/or method. An evaluation of the training component is done in connection with the students' admission to the programme.

In the research component, the students are expected to achieve academic depth through work on a scientific thesis with a view to acquiring researcher qualifications in educational sciences for teacher education characterized by an ability to identify, design, conduct and disseminate relevant research.

Multicultural and international perspective

Multicultural and international perspectives are discussed in all specialisation courses included in the programme.

Gender perspective

Gender and equality perspectives are discussed in all specialisation courses included in the programme.

Ethics

Ethical issues are a particular focus in the philosophy of science, research methodology and ethics courses.

Internationalisation improves the quality of education and strengthens the academic community pertaining to the programme, at the same time as it prepares the students to become global citizens. The increasing globalisation of the labour market also makes international professional experience, language skills and cultural knowledge more and more important.

The study programme boasts a multicultural student environment and focuses on multicultural and global issues. This contributes to greater understanding and improves the students’ ability to work in a professional capacity in a multicultural society. The students gain access to specialist terminology in English through the use of an English syllabus, which comprises both textbooks and international research literature. Some courses will also be taught in English.

The staff’s network, research collaboration and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international pharmacy education networks.

OsloMet has exchange agreements in place with universities and university colleges in Europe. The programme is adapted for study abroad during the entire or parts of the fifth semester, in connection with the courses:

• FARB3110 Social Pharmacy, Technology, Epidemiology and Statistics (15 credits) and
• FARB3900 Bachelor's Thesis (15 credits)

Students can only go on an exchange if the partner institution offers courses in subject areas corresponding to those covered at OsloMet in the semester the exchange applies to. Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

In the fifth semester, the institution will also receive students from foreign educational institutions. For incoming students, the programme might for instance offer the following course combinations:

• NVHIN Supervised research project in the life sciences (15 credits) and FARB3900 Bachelor's Thesis (15 credits).
• FARB3110 Social Pharmacy, Technology, Epidemiology and Statistics (15 credits) and FARB3900 Bachelor's Thesis (15 credits)

In addition, FARB1300 Biochemistry, Cell Biology and Microbiology (15 credits) in the second semester is offered to incoming students, alternatively in combination with other courses offered at OsloMet in the spring semester.

The course FARB1300 Biochemistry, Cell Biology and Microbiology is taught entirely in English. Teaching in other courses can be adapted to English for international students as needed.

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 is in a country outside Scandinavia.

Required coursework is 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 respective course descriptions.

The primary purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the students to master the subject matter. The programme has coursework requirements in the form of compulsory attendance and laboratory assignments. Other coursework requirements may apply; see the course descriptions for more information.

Compulsory attendance

Attendance is compulsory for teaching activities that cover subject matter that the student cannot acquire on his or her own, or in teaching activities where cooperation with fellow students is a precondition for carrying out the activities.

A minimum attendance of 80% is required at seminars and compulsory scheduled and supervised group work. A minimum of either 80% or 90% attendance is required for skills training (laboratory courses and practical handling of prescriptions). Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are set out in the course descriptions and teaching plans.

The attendance requirements must be met before the student can take the exam in the course. Students will be contacted if they are at risk of exceeding the maximum limit for absence. If it emerges that a student has exceeded the limit for absence, the lecturer must assess whether and how the student can compensate for the absence. 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.

Laboratory reports

In certain laboratory courses, the student must document his/her laboratory work through written reports (lab reports).

Reports that are not approved after the first submission must be improved and re-submitted.

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.

PhD Programme in Educational Sciences for Teacher Education (180 ECTS)

Programplan for ph.d.-studiet i utdanningsvitenskap for lærerutdanning (180 studiepoeng)

Programme code: PHUV

Programme code, individual courses: PHUVEK

Approved by the Academic Affairs Committee of Oslo University College on 21 February 2011

Accredited by NOKUT – Norwegian Agency for Quality Assurance in Education (NOKUT) on 14 February 2012

Most recent amendments approved by the Academic Affairs Committee at OsloMet – Oslo Metropolitan University on 3 May 2018

Minor amendment approved by the faculty’s Academic Affairs Committee on 25 January 2021

Adjustment of admission requirements approved by The Vice Dean of Education at The Faculty of Education and International Studies in autumn 2023.

The programme description applies from the autumn semester 2021

Faculty of Education and International Studies