|Search for study unit:||ECTS||1||2||3||4||1A||1S||2A||2S||3A||3S||4A||1||2||3||4||1||2||3||4||1||2||3||4||1||2|
|Finnish Language and Communication||3|
|English Professional Skills, B2||3|
|University of Applied Sciences as a study environment||1|
|Professional growth 1||1|
|Professional growth 2||1|
|Professional growth 3||1|
|Professional growth 4||1|
Swedish Communication, B1
|Swedish for Working Life, Oral Communication (replacing compulsory Swedish)||1|
|Swedish for Working Life, Written Communication (replacing compulsory Swedish)||2|
Competences in Natural Sciences and Medicine
|Anatomy, Physiology and Clinical Medicine||6|
|Chemistry and Mathematics||5|
|Molecular Biology, Immunology and Biochemistry||5|
Competences of Producing Safe Health Care Services
|Safety Comptence in Health Care||5|
|Comptence of Producing Health Care Services in R&D-environments||5|
Specimen Collection and Point of Care Analytics
|Specimen Collection and Client Service 1||5|
|Specimen Collection and Client Service 2||5|
Clinical Physiology, Neurophysiology and Nuclear Medicine
|Clinical Physiology and Neurophysiology||5|
Clinical Microbiology and Pathology
|Clinical Biochemistry 1||5|
|Clinical Biochemistry 2||5|
|Clinical Haematology and Quality Control||5|
|Clinical Haematology and Immunohaematology||5|
|Advanced studies of clinical neurophysiology 1||5|
|Advanced studies of clinical neurophysiology 2||5|
|Advanced studies of clinical biochemistry 1||5|
|Advanced studies of clinical biochemistry 2||5|
|Advanced studies of clinical physiology 1||5|
|Advanced studies of clinical physiology 2||5|
|Advanced studies of histology and cytology 1||5|
|Advanced studies of histology and cytology 2||5|
|Advanced studies of clinical hematology 1||5|
|Advanced studies of clinical hematology 2||5|
|Advanced studies of clinical microbiology 1||5|
|Advanced studies of clinical microbiology 2||5|
|Advanced studies of immunohematology 1||5|
|Advanced studies of immunohematology 2||5|
|Advanced studies cell and molecular biology 1||5|
|Advanced studies cell and molecular biology 2||5|
|Advanced studies of specimen collection and point of care testing 1||5|
|Advanced studies of specimen collection and point of care testing 2||5|
Professional Basics Practice
|Basics of Clinical Laboratory Work 1||5|
|Basics of Clinical Laboratory Work 2||5|
|Basics of Clinical Laboratory Work 3||10|
|Basics of Clinical Laboratory Work 4||10|
Professional Practice at Working Life
|Practice in Specimen Collection and Client Service||5|
|Clinical Laboratory Work Competence||20|
|Advanced Studies Competence 1||5|
|Advanced Studies Competence 2||5|
|Competences of Project Work 1||5|
|Competences of Project Work 2||5|
Bachelor's Thesis and Maturity Test
|Development Work's Methodological Competences||5|
|Planning of the Bachelor's Thesis||5|
|Implementation of the Bachelor's Thesis||5|
|Report and Maturity Test||5|
|ECTS credits per period / semester / academic year||62||61||76.8||47.7||31||31||30.5||30.5||38.4||38.4||47.7||15.6||15.6||15.6||15.6||15.3||15.3||15.3||15.3||19.2||19.2||19.2||19.2||19.2||28.5|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
DESCRIPTION AND STRUCTURE OF THE DEGREE
The objective of the biomedical laboratory science education is to train professionals with extensive and wide range skills for the clinical laboratories in health care and for pharmaceutical and bio sciences research and production institutes.
The education in degree program produces competence of level 6 by National Qualification Framework (NQF) which is based on European Qualification Framework (EQF). The education provides qualification for further studies of level 7 (NQF / EQF). The education is labour market orientated.
The extent is 210 credits, in which one credit translates to 27 hours of student work. The duration of the studies is 3.5 years full-time studies. The studies consist of basic studies, professional studies, supervised practice, a Bachelor’s thesis and optional studies. After graduation students apply for registration as health care professionals, after which they receive the right to use the professional title of Medical Laboratory Technologist.
Innovation pedagogy forms the basis for the learning theory behind the degree programme. According to innovation pedagogy, learning constitutes an active and social process whereby the student himself accepts responsibility for his learning and actively seeks to achieve the learning goal. The student’s motivation, positive attitude and energy are essential for the learning outcome. Learning methods vary between study modules and courses.
In the basic studies (30 cr) students receive readiness to benefit from the opportunities offered by a multi-field higher education institute community and acquire the language skills presupposed by the Decree on Polytechnic Studies (352/2003 §8). In the basic studies, student work on an online learning platform and learn to assess their professional growth with the help of various individual and group assignments. The objective of the basic studies is to create a solid basis for responsible and enterprising work in the health care field, for life-long learning and professional growth and to strengthen the students’ communication and teamwork skills. In addition, students rehearse their abilities in critical thinking and the use of evidence-based knowledge.
The knowledge basis of the professional studies (70 cr) ascertains the theoretical mastery of clinical laboratory examinations and high quality professional work in the health care field. Some of the professional studies are common to all students in health care. The teaching is focused on work which takes into account quality criteria. Studies in natural sciences and medicine and the theoretical studies in clinical laboratory work offer students wide-range basic readiness for working as experts in biomedical laboratory technology. In the research and development studies students learn to work with evidence-based knowledge and acquire readiness to produce research information for their own Bachelor’s thesis or development assignment. In advanced professional studies student acquire special skills in line with their own interests and according to the requirements of working life, skills which are theoretically mastered and based on the experiences of professional practice
In practice enhancing professional skill (75 cr) students integrate their theoretical knowledge of the professional studies into practice while rehearsing the use of laboratory equipment and measuring devices, high quality work in carrying out laboratory examinations, the specimen collection according to recommendations connected with laboratory examinations and mastery of the entirety of the laboratory process. The practice is implemented in classroom settings in the teaching laboratories of the Turku University Applied Sciences, in clinical laboratories in the different organizations within health care, and biomedical research laboratories.
The Bachelor’s theses in the degree programme (20 cr) are working life oriented. While implementing a research or development assignments pertaining to clinical laboratory work students deepen their knowledge in the sub area of clinical laboratory work of their choice. In their Bachelor’s thesis, students use research knowledge, learn to pose research problems and know how to solve them with the help of research information. The maturity test is written after the completion of the thesis.
In the optional studies (15 cr) students can expand and deepen their knowledge and skills in clinical laboratory work according to their own individual choice, or choose studies also from other degree programmes in social services and health care, the common studies at TUAS or studies at other higher education institutes.
WORKING LIFE READINESS AND COMPETENCE DEVELOPED DURING THE DEGREE PROGRAMME STUDIES
The development of the working life readiness of students in biomedical laboratory science during their studies is described in the competence map of the degree programme. Competence areas are competence in guidance, competence in specimen collection, quality and safety competence, clinical laboratory work competence, client management competence and biomedical competence. The guidance competence of medical laboratory technologists covers the supervision and guidance of clients using laboratory services in preparing for laboratory examinations. The guidance competence also includes informing other professional groups in the correct use of laboratory examinations and the recommendations pertaining to laboratory examinations.
An essential competence area is competence in the collection of specimen, which means clinical specimen collection according to quality recommendations, correct preparation of specimen and their storage, and participation in the development of specimen collection practices. Specimen collection competence also includes high quality implementation of patient examinations and point of care testing (POC testing) and responsibility for the safety of the patient during examinations.
Competence in clinical laboratory work is analysis of clinical specimen and the implementation of patient examinations and POC testing. Knowledge of the methodological principles of analysis and the functional principles of the analysis instruments is a strong theoretical basis for competence in clinical laboratory work. Evaluation of the results of laboratory examinations and the reliable functioning of the equipment is part of the competence in clinical laboratory work. The biomedical competence of a medical laboratory technologist covers knowledge of the biochemical reactions in the body and the application of this knowledge in the competence area of clinical laboratory work.
Client management competence presupposes an ability to serve the community and individual clients of laboratories, knowledge of cultural differences and capability of acting as an expert of laboratory examinations in customer service situations. Quality and safety competence means familiarity with the laboratory quality systems and occupational health and safety regulations and their application in customer service, in specimen collection, handling and analysis and in the assessment of the examination/test results.
STUDIES IN THE DEGREE PROGRAMME
Studies in the degree programme are divided into contact lessons in classroom settings , independent information retrieval and independent studies and in practical working life in clinical laboratories . The studies introduce students to electronic learning environments where they learn to work on online learning platforms. The objective of online studies is to support students in self-directing studies and independent studies skills. The online studies as a working form are applied in several ways during the education.
Students also learn the basics of entrepreneurship during their studies, and rehearse their teamwork skills. In addition, students have an opportunity to work in projects. The students’ studies also include drafting of their own individual study plan (ISP) and a portfolio of their professional growth. The instruction underlines internal entrepreneurship, health promotion, occupational health and safety aspects, ethical decision-making and working on the basis of research knowledge.
Internationalization of the student is supported in various ways. Apart from language studies the study plan includes 30 credits studies taught in English in the studies of Professional Basics Practice. The mobility period of 3 months can be included in the individual study plan of the student.
The objective of the student tutoring and study counseling is to support the professional growth of the students and to promote the development of their self-direction in order for them to take responsibility for their own learning process and to make independent choices related to their studies. In the starting phase of the studies the guidance is focused on the students’ study skills, and together with the process of their studies the guidance focus is shifted towards supporting their professional growth. Each student group has their own assigned tutor teacher for the entire duration of the education. The tutor teacher guides and supports students in all questions pertaining to their studies and in such problem situations in the student’s personal life that have an impact on their study success. In addition to tutoring, guidance in professional growth is included in all the teaching of clinical laboratory work. Guidance is an integral part of the practice enhancing professional skills which is implemented in classroom settings and in practical working life in clinical laboratories.
In the individual study plan (ISP) the student describes his / her own learning objectives. The process of ISP includes the path of the learning process of the students along with the description of individual strengths and weaknesses regarding the learning process. ISP is updated each year and is the foundation for tutoring.
EVALUATION AND FEEDBACK
The objective of evaluation is support of the students’ learning and guidance of their professional growth. In the education of medical laboratory technologists the evaluation is based on the assessment of the students’ learning. A central point of departure in the assessment is learning goals. Learning is built on the skills required in the work of a medical laboratory technologist, skills which are structured as yearly themes. Students receive guidance in setting goals for their own learning already at the beginning of their studies, and the setting of targets will be rehearsed in several different course units while the studies progress. It is important to rehearse peer and self-assessment, reflection on one’s learning, receiving feedback and giving constructive feedback. Students receive oral and written feedback on their progress in professional growth especially in supervised practice.
As a part of the quality assessment procedure oral and written feedback is collected each term. Feedback data is recorded and given to the manager of the degree programme. In addition, a session for the improvement of the degree programme is organized each term.
The assessment scale in evaluation is 0-5. In addition, qualitative evaluation is also used.