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Bachelor Degrees (UAS), Daytime Studies

Biomedical Laboratory Science

Autumn 2018

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Year of study 1 2 3 4
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Biomedical Laboratory Scientist identifying clinical laboratory work related competence
(Select 60 ECTS)
Becoming a Health Care Professional 5
Learning Skills in Nursing and Health Care 5
Safety culture in health care 5
Anatomy, Physiology and Pathophysiology 5
Chemistry 5
Physics and Mathematics 5
Basic Methods in Laboratory Work 5
Immunology 5
Pre-analytics 10
Client Service and Counseling 5
Client Service and Counseling (Finnish as a Second Language) 5
Work Placement at Health Care Laboratories 1 5
Biomedical Laboratory Scientist as an actor in Clinical laboratory work
Cell Biology, Cell Morphology and Cytology 15  
Methods for Research and Development Work 5  
Clinical Haematology and Immunohaematology 10  
Clinical Biochemistry 15  
Work Placement at Health Care Laboratories 2 15  
Biomedical Laboratory Scientist as an actor in Clinical laboratory work
Innovation Project 10    
Clinical Microbiology 10    
Clinical Histology and Molecular Genetic 10    
Clinical Physiology, Clinical Neurophysiology and Clinical Nuclear Medicine 10    
Planning of the Thesis Work 5    
Metropolia’s Elective Modules 15 ECTS
(Select 15 ECTS)
Competence and development level in Biomedical Laboratory Science
Leadership and Entrepreneurship 5      
Execution of the Thesis Work 5      
Reporting and Usefulness of the Thesis and Maturity Test 5      
Work Placement at Health Care Laboratories 3 15      
ECTS credits per period / semester / academic year 6560453030353030301530151520151515151515151501515

Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.


The curriculum offers students a learning path which enables a flexible study process including a provision of multidisciplinary studies from other degree programmes or a variety of general studies available for all students at Helsinki Metropolia UAS. The curriculum also serves as a source of information for the working environment and our international partners.
The provision of studies consists of study units providing a minimum of 5 ECTS credits. Of the studies, 50 ECTS are open for all degree programmes and the rest are included in the provision of individual degree programmes. The multidisciplinary approach to learning is also embraced by offering students the possibility of choosing a multidisciplinary, elective study module of 15 ECTS comprising one or more multi-field modules as well. The provision of studies enables students to complete 30 ECTS in the term.
As a starting point for learning, the focus is on situations and problems arising from professional practices, and the learning process aims to find evidence-based solutions for them. Project work including development work and projects of the student’s field of study is employed as the main learning method. Various learning environments supporting learning are used to deepen and develop competence, for example in the learning environments of simulation. As for the learning environments of independent study, they offer students the opportunity to practise clinical skills. The teaching methods have been diversified by increasing the possibilities for digital learning. Throughout the learning process, students assume the responsibility for their learning. Their competence in studies is evaluated by an evaluation framework, which consists of competence areas including professional knowledge base, professional skills and actions as well as ethics, cooperation and development. Students become proficient in continuous development of their competence and further studies.
The curriculum meets the demands of degree requirements, competence and development needs of the working environment as well as the requirements for the national and international cooperation. It also reflects a student-oriented and learning- and competence-based foundation. Learning objectives convey students of the competence level required of them and help them evaluate their own learning. The objectives of competence have been determined in cooperation with representatives of both the workplace and Helsinki Metropolia UAS and therefore convey information of students’ competence levels and readiness for work tasks to the workplace. Competence-based curriculum enables student mobility within and between other UAS. In addition, it makes the recognition and credit transfer for previously acquired competence (AHOT) easier as well as enables the comparison of degrees obtained in different countries.
International studies are part of the learning path of each learner in the form of international exchange, practice placement or international studies within home institution, such as common core requirement studies in English or Finnish degree programmes or open studies in international network learning environments.