Course - Interprofessional collaboration - Områdeemne innen studieområde medisin og helse for psychology students - MH2002
MH2002 - Interprofessional collaboration - Områdeemne innen studieområde medisin og helse for psychology students
About
New from the academic year 2023/2024
Examination arrangement
Examination arrangement: Aggregate score
Grade: Passed / Not Passed
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Work | 20/100 | |||
| Work | 20/100 | |||
| Work | 20/100 | |||
| Work | 20/100 | |||
| Work | 20/100 |
Course content
This is a course within study area medicine and health. This course aims to give students from different health professions insight into what it means to interact both interdisciplinary, interprofessional, cross-sectoral and across businesses. In addition, the course provides students with a practical and theoretical basis for engaging in professional collaboration and initiating such collaboration.
To achieve this, the students, who come from different study programs, must learn about, from and with each other. In this course, students will work with i interprofessional collaboration in different contexts.
The focus is on interprofessional collaboration in general, in addition are topics like communication, ethics, legislation, equal services, health and social system and health policy, inclusion and non-discrimination including Sami peoples status as indigenous peoples, children and young people, risk assessment, improvement knowledge, innovation and digital cooperation included.
The course is equal MH2001.
Learning outcome
The learning outcomes cover topics within all the general learning outcomes in §2 of the Regulations for a common framework for Health and Social Studies (https://lovdata.no/dokument/SF/forskrift/2017 -09-06-1353), at the level needed to participate in interprofessional collaboration.
Knowledge: The student:
- Knows what collaboration in the health care service entails, including interdisciplinary, interprofessional and cross-sectoral collaboration.
- Knows how interprofessional collaboration can strengthen interaction with users, patients and relatives.
- Knows about health and social policy, can update their knowledge of the health and welfare system, laws, regulations and guidelines and apply them in interprofessional collaboration.
- Knows about inclusion, gender equality and non-discrimination measures, and has knowledge of how interprofessional collaboration can help ensure equal services for all groups in society.
- Knows about the rights of the Sami people, and has knowledge and understanding of Sami status as indigenous peoples.
- Knows about social and health problems including neglect, violence, abuse, substance abuse and socio-economic problems and how to identify and follow up people with such challenges.
- Knows how interprofessional collaboration can be used to meet the needs of children and young people for treatment and/or services and to ensure their participation and rights both as patients and relatives.
- Knows how interprofessional collaboration can be used in innovative thinking and innovation processes that can be used in the health service.
- Knows about methods for assessing the risk of adverse events and how this can be followed up in a systematic way in interprofessional collaboration.
Skills: The student:
- Can participate in interprofessional collaboration that requires acquiring new knowledge and can make professional judgments, decisions and actions in line with knowledge-based practice, and can document and disseminate this.
- Can apply their own professional competence to knowledge sharing, in equal interaction with other professional practitioners including cross-professional mapping of patient/user.
- Can identify, reflect on and deal with ethical issues which may arise in their professional work in general, and in interprofessional collaboration in particular.
- Can contribute to service innovation and has knowledge of systematic and quality-enhancing work processes in multidisciplinary teams.
- Can use digital tools that promote collaboration in general and interprofessional collaboration in particular.
General competence: The student:
- Is aware of links between health, education, work and living conditions, and how such knowledge can be used in interprofessional collaboration, both with individuals and groups in society, to contribute to good public health and inclusion in the work force.
- Can reflect upon their own and other professions' role in interprofessional interaction / interprofessional teams.
Learning methods and activities
The teaching in this course is given with a three-step progression. Step 1 and 2 in the fall semester and step 3 in the spring semester. There are two main activities with different learning styles: a) Schedule compulsory joint teaching days for all students (an estimated two days in each of steps 1 and 2, and 5 days in step 3). b) Student-driven compulsory assignments in multidisciplinary groups that are not scheduled.
The teaching is common for MH2001 and MH2002. Most of the work in this course takes place in groups of students from different study programs. The work in the groups is led by the students themselves.
Compulsory assignments
- Step 1
- Step 2
- Step 3 - TverrSam
- Step 3 - TverrPraks
- Step 3 - Innovation
Further on evaluation
The course is assessed with pass / fail. There are 5 different "arbeider" that must be passed in order to pass the course. In steps 1 and 2 there is one "arbeid" in each step, and in step 3 there are 3. A "arbeid" includes several mandatory activities such as participation in scheduled activities and group work, as well as various assignments. Detailed information about the specific requirements for each "arbeid" will be provided at the beginning of the semester in which the mandatory activities are conducted. Each "arbeid" is weighted 20% and all "arbeider" must be approved and passed in order for the course to be passed. If not passed, a single "arbeid" can be repeated. Appeals of grades shall be made after each "arbeid".
Specific conditions
Admission to a programme of study is required:
Audiology (HSGAUB)
Biomedical Laboratory Science (BBIOING)
Clinical Psychology Programme (CPSYR)
Radiography (BRADIO)
Required previous knowledge
Study rights requirements: Access to the course requires study rights at the Clinical Programme in Psychology (Trondheim), NTNU. Other students may be admitted after application and individual assessment.
Course materials
Textbook: Interprofessional collaboration and teamwork by Anita Iversen and Nanna Hauksdottir (2021), Gyldendal. In addition, selected articles and digital resources will be used.
No
Version: 1
Credits:
7.5 SP
Study level: Intermediate course, level II
Term no.: 1
Teaching semester: AUTUMN 2023
Term no.: 2
Teaching semester: SPRING 2024
Language of instruction: Norwegian
Location: Trondheim
- Health Science
- Audiology
- Medical Laboratory Technology
- Medicine
- Psychology
- Radiography
- Aslak Irgens Steinsbekk
- Astrid Berntsen
- Guro Gudbrandsdatter Sørhagen
- Ina Møller
- Jacqueline Kirsti Andersen
- Kai Anders Menear
- Kristian Haugen Kjørstad
- Lars Gunnar Landrø
- Nina Jakhelln Laugen
- Ragna Stalsberg
Department with academic responsibility
Department of Biomedical Laboratory Science
Examination
Examination arrangement: Aggregate score
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
- Spring ORD Work 20/100
-
Room Building Number of candidates - Spring ORD Work 20/100
-
Room Building Number of candidates - Spring ORD Work 20/100
-
Room Building Number of candidates - Spring ORD Work 20/100
-
Room Building Number of candidates - Spring ORD Work 20/100
-
Room Building Number of candidates
- * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"