Entry requirements

All compulsory components/examination/examinations from semester 1, 2, 3, 4 and 5 must be passed for admission to the course, with the exception of a single compulsory component/examination/examination from semester 5 (excluding the placement, which must be passed).

Learning outcomes

The course should provide advanced theoretical and practical knowledge of professional development, learning, communication and leadership/cooperation. The student should also acquire theoretical and practical knowledge concerning cooperation in inter-professional teams.

On completion of the course, the student should be able to

1. apply continuous professional development

2. stimulate others to learning in educational contexts

3. reflect upon and analyse leadership and cooperation

4. based on the own profession relate to and interact with other professions in health care for a safe and efficient person-oriented care and improved health

5. analyse and reflect on how cooperation between different professions contributes to a safe and efficient person-oriented care and improved health

Content

Tools and models for reflection, educational strategies, tools for communication, medical law, leadership and cooperation as well as to learn in inter-professional cooperation.

Instruction

The course is given in the form of introductory lectures, practical exercises, interviews, own work as well as two weeks of placement (placement) on clinical education department (KUA- klinsk utbildningsavdelning).

Assessment

Aim 1 is examined through written report and review of the report as well as active participation in seminar of fellow student. Aim 2 is examined through implementation of teaching components for other students Aim 3 is examined through active participation in oral seminar Aim 4, 5 be examined through compulsory participation in KUA with at least 80% attendance as well as active participation in all components during clinical education placements including final review.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.