Decree On Training For The Bachelor In Biomedical Laboratory Analysis

Original Language Title: Bekendtgørelse om uddannelsen til professionsbachelor i biomedicinsk laboratorieanalyse

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Overview (table of contents) Chapter 1 Purpose, structure and duration, etc.

Chapter 2 Technical content and organisation

Chapter 3 Clinical teaching

Chapter 4 Cooperation between educational and clinical teaching sites

Chapter 5 Exam, etc.

Chapter 6 the curriculum

Chapter 7 Other rules

Chapter 8 entry into force and transitional rules

Annex 1 The full text of the Decree on training for the bachelor in biomedical laboratory analysis

Under section 22, paragraph 1, and section 30 of Act No. 207 of 31. March 2008 on vocational college education and University bacheloruddannelser and section 60 of the law on approval of health professionals and health professional activity, see. lovbekendtgørelse nr. 1350 of 17. December 2008, and after negotiation with the Minister for health and Prevention shall be determined:

Chapter 1

Purpose, structure, and duration, etc.

§ 1. The aim of the programme to the bachelor in biomedical laboratory analysis is to qualify the students for after graduation to function independently as a medical laboratory technologist and to engage in an academic and interdisciplinary cooperation. Training must, in accordance with the social, scientific and technological development, as well as the needs of bio-medical analyses, qualify the students within the bioanalytiske area of knowledge of the basic regulation. Annex 1.

(2). The student must be able to:

1) understand theory and methodology in relation to professional, ethical, health and safety and organisational conditions, and be able to combine this with bioanalytiske skills in the context of the dissemination, planning, development, execution, documentation, quality assurance and control of bio-medical analyses

2) assess theoretical and empirical issues, including implementation of the technologies and methods and justify the selected actions and solutions,

3) engage in collaboration with patients, donors, relatives, colleagues, and other professional groups with respect for an individual's ethnic, cultural, religious and linguistic background,

4) develop their own knowledge, competences and skills in relation to biomedicine, innovate and apply knowledge in new contexts, as well as a result, apply and participate in development work within the biomedical field as well as

5) continue theoretical and clinical skills training after completion of training.

§ 2 . The education is rated for 3 ½ student FTE equivalent to 210 ECTS credits (European Credit Transfer System). A student FTE is a full-time student work in a year.

(2). The training is divided into semesters and modules. A semester has a duration of 18-24 weeks and is divided into 2 modules. A module is a complete teaching unit. The module includes theoretical or clinical elements or a combination thereof. Each module is assessed the student's attainment of the learning outcomes described for the module.

§ 3 . The training gives the right to the term bachelor in biomedical laboratory analysis (medical laboratory technologist). The English title is Bachelor of Biomedical Laboratory Science.

(2). The trained medical laboratory technologist can be authorized pursuant to the law on approval of health professionals and health professional activity.

§ 4. Institution providing training, is responsible for the programme in its entirety. The clinical educational site is over for the educational institution responsible for the implementation of the clinical teaching in accordance with the guidelines provided by the educational institution.

Chapter 2

Professional content and organisation

§ 5. Education Knowledge Base are university-based and development-based and based on knowledge from the bioanalytiske field in the context of knowledge from health sciences, natural sciences, social sciences and humanities. Theoretical and clinical education are combined in an interaction with increasing difficulty and complexity through education in order to ensure the development of professional practice and proximity to the targeted competencies.

(2). Education and professional orientation is assured by the fact that there is interaction between the values and skills in training and profession as well as to the development of the profession is implemented in training knowledge base.

(3). Training development orientation is ensured through the involvement of relevant results from national and international research, so that training remains grounded in the latest knowledge.

(4). The training is organised on the basis of a fundamental scientific theoretical understanding, which makes it possible to study theories, concepts and methods from the bioanalytiske area and from disciplines that contribute to describe, explain and understand the specific problems, phenomena and contexts, as laboratory staff are working with and in.

(5). The student must through participation and practice in and reflection on the biomedical laboratory analysis gain hands-on and personal competence in relation to conduct, manage, disseminate and develop biomedical laboratory analysis.

(6). Varying forms of study must support the student's development of competence in relation to learning, independence and ability, as well as the ability to create professional renewal.

§ 6. In the training included theoretical training parts corresponding to 135 ECTS-points, clinical teaching parts corresponding to 75 ECTS credits. A cross-professional module equivalent to 15 ECTS credits and two choice modules corresponding to 25 ECTS credits are included in the training. The training concludes with a bachelor thesis equivalent to 20 ECTS credits.

(2). In training theoretical and clinical parts included biomedical laboratory analysis with 125 ECTS credits, health sciences with 30 ECTS credits, natural sciences with 30 ECTS credits, social sciences with 20 ECTS-points as well as humanistic subjects with 5 ECTS credits.

§ 7. That included teaching in environmental issues and in the interaction between various cultural forms to the extent it is relevant within each subject area

Chapter 3

Clinical teaching

§ 8. The clinical teaching is organised with progression from the observer to the reflective and independent Executive in connection with the training of basic skills so that general professional skills, and the ability to be mastered as well as accountability in order to evaluate and make informed choices should be trained.

(2). The clinical teaching focuses on biomedical laboratory analysis of patient material and patient studies in relation to health and disease. In addition, the focus on quality assurance, reflection of analytical method and results, on the interaction between the patient, the donor, relatives and medical laboratory technologist, the student's own professional and personal development, as well as on cross-disciplinary and cross-sectoral cooperation.

(3). The educational institution approves the clinical teaching sites and organise the clinical teaching from local opportunities in Bioanalytical business.

(4). The clinical educational site draws up a description of the clinical courses in accordance with the guidelines laid down in the curriculum. The description shall be approved by the educational institution.

§ 9. The educational institution prepares the students on each clinical course. The institution shall prepare an individual study plan in cooperation with the student and the clinical educational site. Experience of the clinical training course subsequently involved in the theoretical teaching.

Chapter 4

Cooperation between educational and clinical teaching sites

§ 10. The educational institution and the clinical educational site shall cooperate in order to ensure coherence between the theoretical and clinical education, and to ensure the students ' acquisition of skills in clinical teaching. The educational institution shall ensure that cooperation be established and maintained.

Chapter 5

Exam, etc.

§ 11. At least 1/3 of training measured in ECTS credits must be documented by external tests. The training includes 5 external tests. A sample is placed in 2. semester and bachelor project is placed in 7. semester. The samples at the three first year must be passed before the student can complete the bachelor project. The location of the specimens shown by the curriculum.

(2). Clinical teaching periods be judged by internal or external tests. The purpose of clinical trials is to judge the student's clinical skills. In internal clinical trials involved an examiner from the educational institution. Given the assessment pass/fail in one clinical trial.

(3). Clinical training course judged by separate tests if the clinical course has an extent of 7 ECTS credits or more. The event included theoretical training parts in a module, to be assessed by a clinical sample, see. 1. item, included the assessment of the theoretical teaching parts of the clinical trial. By clinical course of less than 7 ECTS credits included the assessment of the clinical course of the theory test.

(4). For tests and exam applies the rules laid down in the Ordinance on tests and exams at vet, etc. (exam notice), Ordinance on the grading scale and the other judgement (karakterskala order).

Chapter 6

Study scheme

§ 12. Provider training institutions according to a curriculum, which are applicable to all offers of training referred to in article 6. However, section 13, paragraph 1.

(2) in the curriculum lays down the detailed rules concerning tests and exam, see. examinations, as well as a detailed description of:

1) Content in and ECTS-scale of the individual subject areas and modules of study course.

2) Contents, ECTS-scale, location, and organization of the clinical teaching.

3) Framework and structure for choice module.

4) The cross-professional module.

5) development of bachelor project.

6) teaching and learning methods in training, including ICT in education.

7) Cooperation between educational and clinical training sites.

8) criteria for approval of clinical training sites.

9) curricula.

10) International educational opportunities.

11) Samples and used the evaluation forms.

12) Participation is compulsory in the clinical teaching.

13) exemption (merit).

14) derogations.

§ 13. It is clear from the curriculum, what are the rules in the curriculum, which is common to all educational offerings, and what are the rules in the curriculum, that only applies for training supply at each institution. Each institution may in the curriculum at the in article 12, paragraph 2, no. 4, 7, 10 and 11 the areas listed also lay down rules only apply for educational provision at the institution concerned.

(2). Each institution can lay down rules about test conditions in the individual modules that are only applicable to the institution concerned. At the test conditions shall be taken to mean the handing over of tasks and projects, etc., as well as the fulfilment of the obligation in the theoretical teaching of participation.

(3). In a study programme established and by subsequent amendment of the rules in the curriculum, which is common to all tenders, the curriculum approved by the Ministry of education after received the opinion of the National Board of health.

(4). Where it is justified by exceptional circumstances, the institution may grant derogations from the rules in the curriculum, that only applies for education provision at the institution in question, see. (1).

(5). By drawing up and amending the part of the curriculum, that only applies for supply at each institution participates, a representative of the students and a representative of the clinical teaching sites. Institution lays down transitional arrangements.

(6). Current curriculum should be available on the institution's website.

Chapter 7

Other rules

§ 14. Training must be completed within 6 years after the start of study. Herein are not included leave on grounds of maternity, adoption, military service as well as the United Nations, etc. The institution may, in exceptional cases, dispense with the 6-year-rule.

§ 15. The institution's decisions under this Ordinance may be instituted by the student for the Ministry of education, when the complaint relates to legal questions. The complaint shall be submitted to the institution within 14 days after receipt of the decision. Where the institution maintains its previously announced decision, forwarded the complaint to the Ministry of education attached to the institution's grounds and re-evaluation.

Chapter 8

Entry into force and transitional rules

section 16 Notice shall enter into force on the 2. July 2009.

(2). Executive Order No. 235 by 30. March 2001 on medical laboratory technologist training is repealed.

(3). To in paragraph 2. the said Ordinance shall, however, remain applicable to those students who, before 2. July 2009 has started training.

(4). For students who are beginning the training according to the previous rules, see. (2) and who have not completed training before 31 December. January 2014, the institution can organize the transitional arrangements so that these students will exit the training in accordance with the provisions of this Ordinance.
The Ministry of education, the 29. June 2009 P.M.V.
Torben Kornbech Rasmussen head/Cathrine Christensen Annex 1

of July 2009 notice of training to bachelor in biomedical laboratory analysis

Learning outcomes for a bachelor in biomedical analysis

Learning outcomes include the knowledge, skills and competences, as a bachelor in biomedical analysis has been achieved in education.


A recently graduated bachelor in biomedical analysis:

1) has knowledge of key knowledge areas within the bioanalysis, bio-medicine and health-and natural science, including existing laboratory medical studies and analyses and their quality assessment and assurance

2) can understand medical laboratory technologist subject's theory and method and reflect laboratory medical studies and analyses in relation to their prophylactic, diagnostic and therapeutic contexts and relevance,

3) have knowledge of relevant areas of social sciences and the Humanities including professional, ethical, health and safety, patient-related, economic and organisational conditions,

4) have knowledge of relevant science and communication theory and knowledge of these theories have implications for professional performance,

5) has knowledge of the legal framework for professional performance and understand the consequences of the law.


A recently graduated bachelor in biomedical analysis can:

1) plan, perform, document and assess laboratory medical studies and analyses

2) justify the selected actions and solutions in relation to their prophylactic, diagnostic and therapeutic relevance and in relation to ethical, health and safety, patient-related and organisational conditions,

3) carry out quality assessment and assurance of laboratory medical studies and analyses and justify the selected actions and solutions,

4) participate in the development of assessment and security systems for management of laboratory medical investigations and analyses quality and validity,

5) independently seek out, appropriating and critically evaluate new knowledge in relation to the medical laboratory technologist profession and adjacent areas,

6) apply new knowledge and, on the other hand, in professional contexts, as well as active participation in research and development, implementation, and evaluation of new laboratory medical studies and analyses

7) orally and in writing communicate and communicate medical laboratory technologist professionens professional and empirical issues and solutions with the use of a clear technical language.


A recently graduated bachelor in biomedical analysis can:

1) demonstrate accountability, professionalism and understanding of ethical issues in relation to the patient and his relatives, in the work about prophylaxis, diagnosis and treatment of disease by laboratory medical tests, and in relation to the interdisciplinary collaboration with other health groups.

2) combine bioanalytiske skills with knowledge and understanding of professional, ethical, health and safety, patient-related and organizational matters related to planning, development, implementation, execution, documentation and quality assurance and control of bio-medical analyses

3) identify the General and specific medical laboratory technologist professional problems and analyze and interpret these with the application of relevant theory and contribute constructively to the development of medical laboratory technologist professionals as well as health system's structure and organization,

4) included in collaboration with patients, donors, relatives, colleagues, and other professional groups independently of the ethnic, cultural, religious and linguistic background,

5) coordinate and manage implementation of the laboratory medical studies and analyses

6) further develop its own knowledge, skill and competence as well as identify their own learning needs,

7) innovate and apply knowledge in new contexts in order to be able to follow, apply and participate in research work in the field of biomedicine,

8) continue theoretical and qualifying continuing education at masters and graduate after completing basic training.

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