Bachelor s Degree in Biomedical Laboratory Science University College Absalon / Bachelor s Degree in Biomedical 2 / 40
PREFACE... 5 Part 1 Facts about the biomedical laboratory science study program... 6 1.1 Curriculum...6 1.2 Overview of the degree programme... 7 Part 2 The content of the degree programme... 8 2.1 The degree programme within a developing health sector... 8 2.2 Teaching and working methods... 8 The Study Activity-model 9 Different learning spaces 9 Clinical training 10 2.3 Study activity and mandatory participation and attendance 11 Failure to comply with the mandatory participation and attendance 11 The rules for assessment of the study activity 11 2.4 Talent programmes 11 Admission to the talent programmes 11 Talent programme on the diploma 12 Part 3 The 7 semesters of the degree programme... 13 1st semester The biomedical laboratory scientist and the path of the patient sample through the laboratory... 13 Examinations 14 2nd semester Healthy or sick?... 15 3rd semester Perspectives of biomedical laboratory science... 17 4th semester Bioanalysis in an inter-disciplinary perspective... 19 5th semester The biomedical laboratory scientist as a stakeholder in the healthcare sector as a whole... 22 6th semester Quality, quality assurance and enhancement... 24 Part 4 Examinations in general... 28 4.1 Examination rules... 28 4.2 Registration for examinations... 28 4.3 Special examination terms... 28 4.4 Make-up and re-examinations... 28 4.5 Cheating, plagiarism and disturbing behaviour during the examinations... 29 4.6 Disturbing behaviour... 29 5.7 Examination complaints and appeals options... 29 Part 5 General rules... 31 University College Absalon / Laboratory Science 3 / 40
5.1 Credit transfer... 31 5.2 Internationalisation... 31 5.3 Requirements for written assignments and projects... 32 5.4 Reading of texts in foreign languages... 32 5.5 Transfer to University College Absalon... 32 5.6 Exemption... 32 5.7 Commencement and transitional arrangement... 32 5.8 Legal basis... 33 Appendix... 34 Themes in the programme... 35 Number of ECTS credits for the programme themes in the 1st to 4th semester... 36 Number of ECTS credits for the programme themes in the 5th to 7th semester... 36 Number of ECTS credits for the theoretical teaching and clinical training in the 1st to 4th semester... 36 Number of ECTS credits for the theoretical teaching and clinical training in the 5th to 7th semester... 37 Total overview of the theoretical and clinical ECTS credits as well as interprofessional and elective elements... 37 The ECTS allocation between subject areas within the 1st to 4th semester of the programme, including subjects equivalent to a minimum of 5 ECTS credits.... 37 The ECTS allocation between subject areas within the 5th to 7th semester of the programme, including subjects equivalent to a minimum of 5 ECTS credits... 38 Objectives for learning outcomes completed after the 1st to 4th semester... 38 Objectives for learning outcomes completed after the 5th to 7th semester of the programme... 39 Overview of the examinations in the programme... 40 University College Absalon / Laboratory Science 4 / 40
PREFACE Dear students, Welcome to University College Absalon and to the Bachelor s Degree Programme in Biomedical Laboratory Science (hereafter referred to as the biomedical laboratory science study programme). Your education contributes to a continuously good healthcare system for each individual as well as for society as a whole. At University College Absalon we focus particularly on three perspectives of the education of the future healthcare professionals who together will ensure high quality degree programmes: Professionalism with an opportunity for immersion in the topic and active involvement Presence focus on the students and their learning and development Knowledge which contributes to the development and creation of new solutions As a healthcare professional, you should be able to work with people of all ages with different living conditions who all need the efforts of healthcare professionals. As healthcare professional, you should also be able to seek, share and process new knowledge and translate it into new practice. Just like you should also be able to communicate and cooperate with people from other professions, understand and act in different sectors and succeed as a professional in both the public and private sectors. During the programme you will examine, experiment, reflect, explore, and act actively in cooperation with fellow students, teachers, biomedical laboratory scientists and other healthcare professionals. You will set objectives and reflect upon your expectations and learning processes during the programme and in relation to your future job as a professional and, when it becomes relevant, as an authority. During the programme you will get challenging and relevant opportunities to learn which in return create the framework for developing your professional knowledge as a biomedical laboratory scientist, including both specialised and general knowledge. You will have to contribute actively in order to fully benefit from the programme. Our programmes are offered at the campus where we work together in order to create attractive learning environments. As a student, you share the responsibility for your own and your fellow students learning and wellbeing. At University College Absalon we therefore expect you to contribute to a good and constructive study environment. We look forward to cooperating with you and your fellow students. Yours faithfully, The management of the Biomedical Laboratory Science Study Programme at University College Absalon. University College Absalon / Laboratory Science 5 / 40
Part 1 Facts about the biomedical laboratory science study program 1.1 Curriculum This curriculum establishes the rules, rights and obligations in relation to the students in the biomedical laboratory science study programme at University College Absalon. The curriculum unfolds the framework for and the demands of the ministerial order and provides an overview of the structure, objectives, contents and scope of the programme. Furthermore, the curriculum describes the different teaching methods and study activities used in the programme. The objectives, duration and structure of the programme are established according to the Ministerial Order on the Bachelor's Degree Programme of Biomedical Laboratory Science. Ministerial Order no. 500 of 30/05/2016. According to the ministerial order, the objective of the programme in biomedical laboratory science is: The purpose of the Bachelor s Degree Programme of Biomedical Laboratory Science is to qualify graduates to independently perform biomedical studies and analyses, assure their quality, disseminate knowledge of, and interpret, the results, and develop diagnostics in the fields of health technology and laboratory medicine, in monodisciplinary and interprofessional contexts, in both the public and private sectors and with a focus on citizens and patients. The graduate possesses the competencies to participate in research and development work and to participate in theoretical and clinical continuing and further education study programmes. University College Absalon / Laboratory Science 6 / 40
1.2 Overview of the degree programme The biomedical laboratory science study programme is divided into seven semesters of approx. six months each. During each semester, students must achieve 30 ECTS credits 1. The table below shows the seven semesters of the programme which include clinical training as well as interprofessional and elective elements. Distribution of ECTS credits per semester Semester start autumn: beginning of September Semester start spring: beginning of February Theme Semester Clinical training Interprofessional elements Elective elements 1st semester The biomedical laboratory scientist and the path of the patient sample through the laboratory 30 8 1 2nd semester Healthy or sick? 30 2 2 3rd semester 4th semester 5th semester 6th semester 7th semester Perspectives of biomedical laboratory science Bioanalysis in an inter-disciplinary perspective The biomedical laboratory scientist as a stakeholder in the healthcare sector as a whole Quality, quality assurance and enhancement Development work within the bioanalytical profession 30 10 3 30 20 4 10 30 5 10 30 20 30 10 10 In total 210 ECTS 75 ECTS 20 ECTS 20 ECTS 1 ECTS credit - European Credit Transfer System ECTS is a figure stating the rated workload of a completed degree programme. One student FTE is equivalent to a year of full-time study, and corresponds to 60 ECTS credits. The student FTE includes the student's entire study performance before, during and after participation in both theoretical lectures and clinical training. The study performance includes selfstudy, assignments, projects, examination participation, etc. University College Absalon / Laboratory Science 7 / 40
Part 2 The content of the degree programme 2.1 The degree programme within a developing health sector The healthcare sector is undergoing rapid change: increased knowledge, a changed age distribution, a generally high level of knowledge among the population, new management and organisational forms, and a rapid technological development mean that the student is entering a challenging working life full of opportunities. This requires both professionalism and generic competencies enabling the student to be a part of, understand and contribute to the solutions that this development requires. The programme focuses on different areas, such as: Health technology: Health technology is the common name of the technologies, including instruments, medicine, vaccinations, procedures and systems, which are a part of the solutions to health problems or that may improve the quality of life. Technology and technology understanding is an integrated part of the programme. The students will be working with different technologies in order to learn how to use and assess technology. The students will also be able to join projects about the development of health technological solutions in cooperation with both practices and enterprises. Quality and knowledge-based information: Along with the increasing demand for evidencebased knowledge and documentation, the healthcare professionals must be able to work with knowledge-based information and documentation across the system, sector and citizens as well as organisational units in a broad sense. Therefore, the student will learn how knowledge is obtained, developed and included in the daily solutions. The student will also have the opportunity to be a part of research and innovation activities which are connected directly to the teaching as well as research and development activities that go beyond the teaching and therefore require special skills from the student. Interprofessional solutions: Cooperation within and across the healthcare system is the foundation for a well-functioning and coherent healthcare system. The individual patient, relative and collaboration partner should meet a well-functioning and coherent healthcare system. Through the interprofessional elements, the student will be able to understand, participate in and contribute to creating coherence within the healthcare institutions. The patient/citizen as a partner: The student should be able to understand the demands and movements that the healthcare system is subject to. In this case, the citizen s/patient s changed and much more active role is central. Thus the efforts of the healthcare professional should mobilise the patient s resources and actively involve him/her in the relevant treatment and decisions. This requires an understanding of and respect for the different approaches and resources in relation to the patients citizens, and it presupposes that the student, in cooperation with others, is able to create relevant solutions from the perspective of a healthcare professional. 2.2 Teaching and working methods The teaching is organised to ensure professional and educational progression which is reflected in the objectives for the learning outcomes of the semesters. The programme therefore uses many different teaching and working methods including e.g. classroom teaching, teamwork, case and project work, clinical training, experiments, lectures, different kinds of digital learning, practices, simulation, innovation activities and study visits. The learning activities in the programme are organised so that the teaching method supports the professional content and the competencies that the student will develop. The methods are therefore determined by the way they support the students learning processes in relation to the variation and progression of the programme, cooperation and independence. The teaching and working methods are described in the study activity model. For each semester, the study activities are described in a plan for the programme which the student can access on University College Absalon / Laboratory Science 8 / 40
University College Absalon s own digital platform before the programme starts. The teaching and working methods are evaluated in connection with each semester. Teaching with a teacher present. Guidance, practices, feedback, introductions, etc. Internship/clinical training, guidance during internship Examination, tests Initiated by: Teachers Project and teamwork Preparation for the teaching, internship and examination initiated by the teacher Working with e-learning elements Internship Participation of: Teacher and students Initiated by: Teachers Participation of: students Initiated by: teachers Participation of: Teacher and students Participation of: Teacher and students Initiated by students Participation of students Initiated by students Participation of: Students Debate events Individual follow-up on teamwork Student counselling Common classes Individual preparation for the classroom teaching, internship and exam Study groups Literature search Initiated by: Students The Study Activity-model The programmes and the biomedical laboratory science study programme are particularly known by the varied teaching methods. The teaching takes place at the educational institution and through authentic professional practice training. During the programme, the students are assigned to one or more clinical training sites within the health sector and/or areas with a similar practice training. During the clinical training, the student cooperates with competent and experienced healthcare professionals. The programme is organised in collaboration with the educational institution and the clinical training site. This ensures that the clinical training constitutes an integrated part of the entire programme so that the student's education both at the educational institution and at the clinical training site constitutes a coherent programme. Different learning spaces During the entire programme there will be particular focus on how the education is used in practice, and how the elements that can be observed and exercised are justified and interpreted and form the basis for development processes and new practices. The student will learn from participating in concrete task solutions and from the reflections that are part of the actual cooperation at the clinical training site. In the theoretical part of the programme, University College Absalon / Laboratory Science 9 / 40
the systematical understanding and concept development are ensured which is necessary for the learning to be used in other contexts. The student will also be involved in the development and documentation of knowledge, e.g. in connection with the bachelor project. Therefore, during the programme the student will be taught in different spaces. In the different spaces, there are special frameworks, roles and perspectives to make sure that the student will have the best opportunities to achieve the knowledge and develop the skills and competencies defined in the objectives for the learning outcomes of the programme. The interplay between the different learning spaces is crucial to the student s learning outcome and development of a professional identity. The study activities are therefore organised focusing on how the link between the learning spaces is ensured to support the student s ability to use his or her knowledge and work systematically with reflection on the professional development. The individual learning spaces give the student an opportunity of immersion and repetition to make sure the learning is not superficial. The different learning spaces are functioning simultaneously in a dynamic interplay and allow the student to put things into perspective, understand and think beyond the understandings and horizons that characterises the individual learning spaces. The interplay between the different learning spaces is crucial to the student s learning outcome and development of a professional identity. At the same time, the student s competencies to cooperate in order to create new opportunities professionally are exercised. Clinical training The clinical training constitutes 75 ECTS credits of the programme s 210 ECTS credits. The clinical training takes place at approved clinical training sites and is an integrated part of the entire programme so that the student s knowledge acquisition experience and learning at the educational institution and the clinical training site supplement each other. The clinical training should therefore, together with the programme s theoretical parts, strengthen the student s learning and contribute to the fulfilment of the objectives for learning outcomes of the programme. University College Absalon is responsible for creating the necessary number of study places at the clinical training sites in the region of Zealand. The criteria for being approved as a clinical training site are the following: The clinical training site provides the resources for training, guidance and cooperation with University College Absalon The clinical training site provides training by clinical teachers, who are biomedical laboratory scientists with pedagogic qualifications corresponding to 1/6 of a diploma programme The clinical training site provides the settings and the conditions that ensure study activities supporting the student s opportunity to participate in relevant bioanalytical work in an authentic context and thereby gain an insight into his or her own professional culture The clinical training site organises the clinical training that ensures that the student has the opportunity to achieve the learning relevant for the semesters in question and that the student is supported in relation to decision making and competence to take action The clinical training site ensures that the student s motivation and learning is supported through a mutually binding agreement concerning the contents and personal objectives for the learning outcome of the programme. The agreement is also used as a foundation for the assessment of the fulfilment of the mandatory attendance University College Absalon / Laboratory Science 10 / 40
The clinical training site is responsible for determining how the student s evaluations of the clinical training are integrated in a continued quality enhancement. Furthermore, quality assurance of the clinical training, including international clinical training sites, will be performed according to University College Absalon s quality policy for internship. This is published at University College Absalon s website. 2.3 Study activity and mandatory participation and attendance In the biomedical laboratory science study programme, the student is obliged to be actively studying and participating in all programme activities which appear from the study activity model and educational plans. In the biomedical laboratory science study programme, mandatory attendance is required for clinical training corresponding to a scope of 30 hours a week on average. Mandatory attendance is defined as the student s obligation to be present during the programme activities which require attendance. At the beginning of the clinical training, the clinical teacher and the student agree upon the attendance for the activities. Documented attendance is a prerequisite for the student to sit the exams related to the objectives for the learning outcomes of the clinical training. Failure to comply with the mandatory participation and attendance If the student does not comply with the mandatory participation and/or attendance, this will be registered as a used examination attempt unless the student is able to document an illness or in other ways obtain a dispensation. The rules for assessment of the study activity The student is considered to show study activity as long as the mandatory participation and attendance for the programme is fulfilled. If the student does not pass at least one examination during the programme in a consecutive period of at least one year, the student is excluded from the programme according to the rules in the admission order. 2.4 Talent programmes University College Absalon organises special talent programmes concurrent with the rated programme. The programmes are in accordance with the objectives of the programme. The purpose of organising talent programmes is to support particularly talented and motivated students so that these students are offered challenges that correspond to their prerequisites and potential. The planned talent programmes must not be an obstacle to the student s mandatory participation and attendance in relation to the ordinary learning activities. Admission to the talent programmes The admission to the talent programmes is governed by the criteria that are linked to the respective activities. The student is informed about this in connection with the implementation of these. The decision on who will be offered participation in a specific talent programme depends on the objective and professional criteria that correspond to the purpose of the talent programme. It is a prerequisite for the talent programme that the student participating follows and completes the biomedical laboratory science study programme within the stipulated time. University College Absalon / Laboratory Science 11 / 40
Talent programme on the diploma When a talent programme starts, you will be informed how this appears on the diploma. In accordance with the ministerial order on talent programmes, this will appear in one of the following ways: 1. Distinction on the diploma. This requires a high professional level and fulfilment of certain specific criteria. 2. Recognition of extracurricular activities on the diploma. This concerns the completion of specific professional activities e.g. participation in international conferences. 3. Talent programme with extra ECTS credits on the diploma. This concerns the completion of extra programmes that will give more ECTS credits than the nominal rating of the programme that the student is signed up for. University College Absalon / Laboratory Science 12 / 40
Part 3 The 7 semesters of the degree programme In the following sections, each semester is presented with a description of the following: Distribution of subject areas and ECTS in the semester Objectives for learning outcomes 2 Exams in the semester 1st semester The biomedical laboratory scientist and the path of the patient sample through the laboratory The semester is organised as a broad introduction to the biomedical laboratory science study programme and the biomedical laboratory scientist s professional practice.the programme and the future professional occupation are presented based on the problem types and subjects that the biomedical laboratory scientist encounters and works with in his / her daily job. During the semester, the student will be introduced to health and natural sciences and gain basic laboratory skills. Furthermore, the student will learn about the different types of sample material which form the basis of the laboratory analyses, and will, through this, gain insight into the safety and ethical issues that are related to the use and storage of the sample material. During the semester, the student will work with selected examples of studies and analyses that are related to relevant biological, chemical and physical subject areas as well as concepts within quality assurance. The semester prepares the student for the basic work with bioanalysis at cell, tissue and organ level, as well as quality thinking in all the processes of the medical laboratory work. The student is also introduced to study techniques and specific communication theories and methods with focus on dialogue and the forging of relationships in practice. Distribution of subject areas and ECTS in the 1st semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Bioanalysis, quality assurance and enhancement, biomedical laboratory science, biomedicine, public health, patientology and health informatics Medical laboratory examinations and analyses, biostatistics and human biology Professional identity, culture and values, ethics and professional ethics The organisation and function of the health service, the theory of health education, situation-specific communication, cultural understanding and cooperation 18 8 2 2 In total 30 2 The objectives for learning outcomes have been graduated for progression purposes cf. the SOLO taxonomy. University College Absalon / Laboratory Science 13 / 40
The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 1st semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 22 Clinical training 1 8 In total 30 Objectives for learning outcomes in the 1st semester Knowledge To be able to describe ethical issues related to the profession To be able to describe the selected communication theories and methods and understand the communicative significance in relation to dialogue and forging relationships To be able to describe selected methods and standards for quality assurance, patient safety and quality enhancement and to describe their use Skills To be able to carry out medical laboratory studies and analyses, and use the solutions chosen in relation to health technology, health pedagogics, diagnostics and treatment and in relation to ethical, working-environment, patientrelated and organisational conditions To be able to use, assess and justify methods and described standards for quality assurance and enhancement. Competencies To be able to identify communication situations with citizens, patients, relatives and interprofessional partners about biomedical laboratory science in different contexts To be able to identify technology relevant to the profession, including information and communication technology in the relevant context To be able to identify the use of quality assurance and quality enhancement. Examinations The semester will end with an internal theoretical individual examination. The examination is organised as a written examination and reflects the entire semester s contents including the interprofessional element. The examination is assessed in accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). Attendance during the clinical training is a prerequisite for the student to sit the examination. University College Absalon / Laboratory Science 14 / 40
2nd semester Healthy or sick? The semester is organised as a further development of the achieved knowledge of health and natural sciences and laboratory skills from the first semester. Across subject areas, biomedical issues are processed starting from selected examples of organ systems. Through examples of laboratory analyses, the student works withthe connection between analyses, analysis results and the use of the analyses in relation to diagnosis, prognosis, treatment and monitoring of patients. The semester thereby qualifies the student to carry out different studies and analyses as well as to describe the significance of normal and deviant analysis results in relation to the body s normal function and diseases. During the semester, the students work together in an interdisciplinary practice project that combines teaching and guidance in the educational institution and at the medical laboratory training sites. The practical and interdisciplinary project work gives the student an insight into and understanding of patient roles and the patient s possible path through the healthcare system and hereby through working environments with different cultural and technological understandings. Distribution of subject areas and ECTS in the 2 nd semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Bioanalysis, quality assurance and enhancement, biomedical laboratory science, biomedicine, public health, patientology, health information technology Medical laboratory examinations and analyses, biostatistics and human biology Human science subjects Ethics and health psychology 1 Social science subjects The organisation and function of the health service, the theory of health education, situation-specific communication, cultural understanding and collaboration In total 30 15 12 2 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 2 nd semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 2 28 Clinical training 2 In total 30 Objectives for learning outcomes in the 2 nd semester Knowledge Is able to describe key areas in the health and natural sciences, including bioanalysis, biomedicine and health technology Is able to describe citizen and patient care packages and participate in interprofessional and intersectoral collaboration on care packages University College Absalon / Laboratory Science 15 / 40
Is able to explain methods and standards for quality assurance, patient safety and quality enhancement and is able to reflect on their use Skills Is able to compare selected medical laboratory studies and analyses, and justify the solutions chosen in relation to health technology, health pedagogics, diagnostics and treatment and in relation to ethical, working-environment, patientrelated and organisational conditions Is able to describe professionally relevant information and communication technology as well as health technology that incorporates thinking about the citizen s own resources to the greatest possible extent. Competencies Is able to identify the prevalence and level of biomarkers in human samples and disseminate knowledge of the implications for illness prevention, diagnostics and treatment from the biomedical laboratory science Is able to describe the implications of selected complex functional analyses from the perspective of illness prevention, diagnostics and treatment. Examinations The semester will end with an external theoretical individual examination. The examination is organised as a written examination and reflects the content of the entire semester, including the interprofessional elements. The assessment will be carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015). Attendance during the clinical training is a prerequisite for the student to sit the exam. University College Absalon / Laboratory Science 16 / 40
3rd semester Perspectives of biomedical laboratory science The semester is organised with focus on the immunological and molecular biological areas within bioanalytical work. During this semester, the student improves his / her knowledge of the immune system, molecular biology and genetics. Furthermore, ethical and societal issues are related to the development within biomedical laboratory science. The semester focuses on the patient compared to selected examples of studies and analyses and in relation to technology understanding in an interprofessional context. The semester qualifies the student to describe the relevance of how and when medical laboratory studies and analyses can and should be used in connection with screening, diagnostics and treatment. This presupposes that the student is able to identify evidence-based work as well as scientific methods and develops competencies to identify, ensure the quality of and document the use of example analyses. Furthermore, the student should be able to identify information and communication technological solutions from the perspectives of the citizens and patients within bioanalytical work. Distribution of subject areas and ECTS in the 3st semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Bio analysis, quality assurance and enhancement, biomedical laboratory science, biomedicine, health informatics and technology as well as health scientific research method and the theory of science Medical laboratory studies and analyses, biostatistics, human biology, scientific research method and the theory of science Human science subjects Ethics 1 Social science subjects Health education, situation-specific communication, social scientific research method and the theory of science In total 30 15 12 2 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 3st semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 3 20 Clinical training 10 In total 30 University College Absalon / Laboratory Science 17 / 40
Objectives for learning outcomes in the 3rd semester Knowledge To be able to understand and reflect on key areas in the health and natural sciences, including bioanalysis, biomedicine and health technology To be able to describe the relevance of medical laboratory studies and analyses in relation to illness prevention, diagnostics and treatment, as well as how these relate to quality assurance, patient care, safety and finances To be able to describe the applied theories and methods including the understanding of relevant research methodologies, theory of science and the importance of these theories for professional practice To be able to describe the profession s use of information and communication technology as well as the impact of technology on biomedical laboratory science To be able to reflect upon ethics and ethical issues related to the profession. Skills To be able to use medical laboratory studies and analyses, and justify the solutions chosen in relation to health technology, health pedagogics, diagnostics and treatment and in relation to ethical, working-environment, patientrelated and organisational conditions To be able to account for relevant study and working methods to search for, assess and interpret empirical evidence, theory and research methods, and to participate in innovation, development and research work. Competencies To be able to identify, plan, conduct, develop, assure the quality of and document biomedical laboratory science and treatment, and disseminate knowledge of the implications of these for illness prevention, diagnostics and treatment To be able to identify the prevalence and level of biomarkers in human samples, and assume responsibility for interpreting the results and disseminate knowledge of the implications for illness prevention, diagnostics and treatment from the biomedical laboratory science Identify the development and implementation of new health and information technology solutions based on the perspectives of citizens and patients. Examinations The semester will end with an internal theoretical group examination (max. 4 students per group). The examination is organised as an oral examination and reflects the entire semester s contents including the interprofessional elements. The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015). Attendance during the clinical training is a prerequisite for the student to sit the examination. University College Absalon / Laboratory Science 18 / 40
4th semester Bioanalysis in an inter-disciplinary perspective The semester is organised as a practical combination between theory, methods and practice. Through this, the semester contributes to the development of the student s professional identity. The semester combines the theoretical foundation for the chosen methods from different subject areas with the practical use of the methods within diagnostics, research and disease control and there is focus on quality assurance and enhancement in relation to those methods. The semester contains an elective element based on project work between students. The project work can focus on new issues as well as issues that have already been treated previously during the programme but from a new perspective. The semester contains a clinical training programme across subject areas with focus on interdisciplinary activities e.g. at the hospital or at work with different studies and analyses across bioanalytical working fields. The student will gain experience in combining theory and method by carrying out bioanalysis in a practical context. The semester will give the student an in-depth insight into the principles of selected studies and analyses as well as their use across the medical laboratory fields and compared to selected disease groups. Furthermore, the semester will prepare the student for the meeting with patients/donors/citizens as well as the development of a professional preparedness with a reflective use of information and communication technology. Distribution of subject areas and ECTS in the 4st semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Bioanalysis, quality assurance and enhancement, biomedical laboratory science, biomedicine, patientology, health informatics and technology as well as health scientific research method, the theory of science and methods promoting innovation Medical laboratory studies and analyses, biostatistics, human biology, scientific research method and the theory of science Professional identity, culture and values, ethics and professional ethics The health sector s organisation and function, the theory of health education, situation-specific communication, cultural understanding, cooperation and social scientific research methods that promote innovation In total 30 17 8 1 4 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 4st semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 10 10 Clinical training 4 20 In total 30 University College Absalon / Laboratory Science 19 / 40
Objectives for learning outcomes in the 4 th semester 1 Tested in partial exmination Knowledge To be able to understand and reflect on the relevance of medical laboratory examinations and analyses in relation to illness prevention, diagnostics and treatment, as well as how these relate to quality assurance, patient care, safety and finances To be able to reflect upon the profession s use of information and communication technology as well as the impact of technology on biomedical laboratory science diagnostics To be able to evaluate methods and standards for quality assurance, patient safety and quality enhancement, and to be able to reflect on their use To be able to name the principles of innovation as a method of developing practice B B B A Skills To be able to assess the quality of medical laboratory studies and analyses, and justify the solutions chosen in relation to health technology, health pedagogics, diagnostics and treatment, as well as in relation to ethical, working-environment, patient-related and organisational conditions To be able to orally communicate professional and practical issues and solutions related to bioanalysis using clear terminology To be able to use professionally relevant information and communication technology as well as health technology that incorporates thinking about the citizen s own resources to the greatest possible extent To be able to use, assess and justify methods and described standards for quality assurance and enhancement To be able to use relevant study and working methods to search for and interpret empirical evidence, theory and research methods, and to participate in innovation, development and research work B B B B A Competencies To be able to act professionally and on the basis of sound ethical principles and assume the responsibilities associated with the profession To be able to communicate with citizens, patients, relatives and interprofessional partners about biomedical laboratory science in different contexts To be able to manage and assume responsibility for the use of technology related to the profession, including information and communication technology in the relevant context To be able to manage and assume responsibility for quality assurance and quality enhancement. To show responsibility and to keep up-to-date by identifying and understanding individual learning processes and developmental needs B B B B A Examinations The semester will end with two partial examinations: A) One internal theoretical individual examination. The examination is organised as a written examination and reflects the part of the semester that concerns the elective elements (10 ECTS credits). The assessment will be carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015). B) One external clinical partial group examination (max.4 students per group). The examination is organised as an oral examination and reflects the part of the semester that concerns the clinical training including the interprofessional elements (20 ECTS). The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy University College Absalon / Laboratory Science 20 / 40
Profession and Professional Bachelor Programmes no. 114 of 03/02/2015). The semester examination in the 4th semester consists of two partial examinations that together constitute the semester examination. A semester examination is passed when all partial examinations have been passed with a grade of at least 02. The average of the grades is included in the total exam result where the partial examination A is weighted with 25% and the partial examination B is weighted with 75%. Attendance during the clinical training is a prerequisite for the student to sit the examinations. University College Absalon / Laboratory Science 21 / 40
5th semester The biomedical laboratory scientist as a stakeholder in the healthcare sector as a whole The semester focuses on the role of the biomedical laboratory scientist as a part of a complex and interprofessional healthcare sector. The student will be qualified to participate actively in the citizen s / patient s / donor s process in the healthcare sector. The semester is built around a monodisciplinary programme based on a patient case, a specific disease or disease group and the interdisciplinary biomedical approach to diagnosis, treatment and illness prevention. The semester should also qualify the student to participate independently in and coordinate interprofessional and intersectoral collaboration. Therefore, the monodisciplinary programme will subsequently be combined with an interprofessional element. The semester focuses on the role of the biomedical laboratory scientist in the patient s and the citizen s meeting with the complete healthcare system, including the student s management and organisation of this. The student will be qualified to be a part of the healthcare system and to understand the different quality parameters in relation to his or her own work as well as the work of the whole organisation and a coherent patient care package in relation to diagnosis, treatment and rehabilitation. Thus, the semester qualifies the student to perform and document medical bioanalytical methods in a greater clinical and organisational context. Through cooperation with other healthcare professionals the student s professional identity and knowledge of the bioanalytical field are strengthened and at the same time the student will practice his or her communicative skills through the bioanalytical terminology. Distribution of subject areas and ECTS in the 5 th semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Bioanalysis, quality assurance and enhancement, biomedical laboratory science, biomedicine, public health, patientology and health informatics Medical laboratory studies and analyses, human biology, scientific research method Professional identity, culture and values, ethics and social psychology The organisation of the health service, situation specific communication, cultural understanding and cooperation In total 30 17 7 2 4 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 5st semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 5 25 Clinical training 5 5 University College Absalon / Laboratory Science 22 / 40
In total 30 Objectives for learning outcomes in the 5 th semester Knowledge To be able to understand and reflect on citizen and patient care packages and to be able to participate in interprofessional and intersectoral collaboration on care packages To be able to reflect on the application of communication theories and methods and understand the communicative significance in relation to dialogue and forging relationships To be able to describe their own practice, as well as their profession s duties and responsibilities, in an organisational, administrative and social perspective and as part of the wider healthcare sector To be able to describe the priorities for deploying professional resources under the prevailing framework conditions in the healthcare sector. Skills To be able to apply and assess medical laboratory studies and analyses and justify the solutions chosen in relation to diagnostics and treatment and in relation to ethical, working-environment, patient-related and organisational conditions To be able to apply and master professional and situation-based communication, guidance and advice on biomedical laboratory science in citizen and patient care, in professional and interprofessional practice To be able to master interprofessional and intersectoral collaboration in a range of types of citizen and patient care and contexts. Competencies To be able to organise, conduct, develop, assure the quality of and document biomedical laboratory science and treatment, and disseminate knowledge of the implications of these for illness prevention, diagnostics and treatment To be able to process complex functional analyses and assess, interpret and disseminate knowledge of the implications from the perspective of illness prevention, diagnostics and treatment To be able to process and coordinate complex citizen and patient care packages To be able to identify possibilities and barriers of the implementation of new solutions based on the perspectives of citizens and patients To be able to handle and independently take part in and coordinate interprofessional and intersectoral collaboration, and, on the basis of a holistic perspective, support citizens and patients as key, active stakeholders in individual care packages. Examinations The semester will end with an internal theoretical individual examination. The examination is organised as an oral examination and reflects the entire semester s contents including the interprofessional elements. The assessment will be carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015). Attendance during the clinical training is a prerequisite for the student to sit the exam. University College Absalon / Laboratory Science 23 / 40
6th semester Quality, quality assurance and enhancement This semester focuses on quality, quality assurance and enhancement within the healthcare system. Furthermore, the focus of the semester is on working methods including statistical trial planning and evidence-based criteria for studying and assessment of established as well as the validity, reliability and eligibility of new analytical methods. The student will be qualified to use statistical tools and relevant evidence-based procedures to develop, assess and secure established as well as the quality of new studies and analyses as a prerequisite for a coming bioanalytical work that is safe for the patient and development oriented. The semester contains clinical training where the student s work will be project-oriented based on research and development. Through this the student will be qualified to plan, conduct, assure the quality of and document biomedical laboratory science, including assuming responsibility for the development and implementation of new health and information technology. Furthermore, the student s innovative understanding in relation to quality in practice is promoted. Distribution of subject areas and ECTS in the 6 th semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Bioanalysis, quality assurance and enhancement, biomedical laboratory science, biomedicine, patientology, health informatics and technology as well as health scientific research method and methods promoting innovation Medical laboratory studies and analyses, biostatistics, scientific research method and the theory of science Professional identity, culture and values, ethics, professional ethics and human science method The organisation of the healthcare sector, situation specific communication, cultural understanding and cooperation In total 30 18 7 2 3 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 6 th semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 10 Clinical training 20 In total 30 University College Absalon / Laboratory Science 24 / 40