The Role of Podiatry in Health and Rehabilitation Services (5 ECTS)

Location and time

Zoom
Teams
Myllypuron kampus
Ruotsi: Alkutapaaminen sekä tentit kampuksella, opetus Zoomin kautta monimuotoryhmässä.

Materials

Tunneilla annettu oppimateriaali ja kirjallisuus
Ruotsi: Opettajan oma materiaali, löytyy OMAsta ennen toteutuksen alkua.

Employer connections

Tutustumiskäynti työelämässä olevan jalkaterapeutin luona erikseen sovittavan aikataulun mukaisesti

Exam schedules

Ruotsi: Kirjallinen ja suullinen tentti kurssin lopussa. Kaksi uusintamahdollisuutta.

Evaluation methods and criteria

Ruotsi: Kirjallinen ja suullinen tentti. Kirjallinen tehtävä toteutuksen aikana.

Student workload

Ruotsi: 3 op, noin 80 tuntia.

Content scheduling

Ruotsi 3 op
Jalkaterapia osana terveys- ja kuntoutuspalveluita 1 op
Jalkaterapiaprosessi 1op

Teaching methods

Verkko-opetus
Lähiopetus

Further information

Recommended optional programme components
The student advisor will recommend optional programme components for each student based on their individual study plan.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

PROFESSIONAL KNOWLEDGE
The student is able to:
- display learning in core content
- use individual professional concepts correctly
- find information for a specific situation
- distinguish between non-theoretical and theoretical information
PROFESSIONAL SKILLS,PERFORMANCE AND DEVELOPMENT
The student is able to:
- act in individual professional situations as instructed
- display learning in his professional field
- show that he has achieved the targets for core competence
RESPONSIBILITY, COOPERATION AND MANAGEMENT
The student is able to:
- follow safety instructions
- display learning in the ethical principles of his professional field
- operate as a member of a student group

Second domestic language: In communication situations related to his/her field the student manages in the most common general and specialised professional communication situations. The student can write simple, partially non-uniform text. Errors may cause difficulties to understand, but they do not prevent the message from being conveyed. The student participates in simple interaction, but often needs support from their discussion partner. The student is familiar with the normal vocabulary of their field of expertise and general language, but inaccuracies and the effect of other languages may interfere with conveying messages. The student uses the most common basic structures is a monotonous, and partially incorrect, manner. The student mainly pronounces correctly, although pronunciation differs from the target language and the slowness of the sentence rhythm makes the assessment of communication functionality difficult.

Assessment criteria, good (3)

PROFESSIONAL KNOWLEDGE
The student is able to:
- display an understanding of concepts and professional knowledge in the field
- assess and limit the amount of information needed
PROFESSIONAL SKILLS,PERFORMANCE AND DEVELOPMENT
The student is able to:
- operate well in typical professional duties and contexts
- operate in a multicultural environment
RESPONSIBILITY, COOPERATION AND MANAGEMENT
The student is able to:
- operate safely
- act according to professional ethics
- operate in a student group

Second domestic language: In communication situations related to his/her field the student manages reasonably in everyday common general and specialised professional communication situations. The student can compose coherent texts that successfully communicate the intended meaning and takes initiative in familiar professional communication situations. The student uses general and basic technical terminology of his/her own field relatively well. Lapses may occur in the choice of words or grammatical structures, but these do not cause misunderstanding. The student pronounces in an understandable manner, and the breaks in the sentence rhythm do not interfere with conveying messages.

Assessment criteria, excellent (5)

PROFESSIONAL KNOWLEDGE
The student is able to:
- use concepts and knowledge in his field systematically
- assess and use various information sources
PROFESSIONAL SKILLS,PERFORMANCE AND DEVELOPMENT
The student is able to:
- apply professional information in professional assignments
- work in various duties in a variety of operating environments
- act independently and responsibly in professional contexts
RESPONSIBILITY, COOPERATION AND MANAGEMENT
The student is able to:
- to take safety issues into consideration in his action
- argue his choices on the basis of professional ethics
- organise the activities of a group of students

Second domestic language: In communication situations related to his/her field the student manages in extremely diverse and challenging common general and specialised professional communication situations. The student can produce clear and detailed texts appropriate for the situation. The student is an active participant in professional communication situations and allows for the requirements of the situation. Speaks fluently and effortlessly and takes the conversation partner in account. Uses technical and general terminology as well as grammatical structures diversely and almost without errors. Pronounces clearly, with a natural sentence rhythm.

Assessment criteria, approved/failed

Failed
PROFESSIONAL KNOWLEDGE
- The student does not know or appreciate knowledge in the field sufficiently
- The student does not know or cannot use concepts in his field properly
PROFESSIONAL SKILLS,PERFORMANCE AND DEVELOPMENT
- The student's professional level is not properly developed
- The student is not acting in accordance with his training and guidance
RESPONSIBILITY, COOPERATION AND MANAGEMENT
- The student is not familiar with instructions related to professional safety or ethical principles
- The student withdraws from cooperation with others

Second domestic language: In communication situations related to his/her field the student manages in the most common general and specialised professional communication situations. The student can write simple, partially non-uniform text. Errors may cause difficulties to understand, but they do not prevent the message from being conveyed. The student participates in simple interaction, but often needs support from their discussion partner. The student is familiar with the normal vocabulary of their field of expertise and general language, but inaccuracies and the effect of other languages may interfere with conveying messages. The student uses the most common basic structures is a monotonous, and partially incorrect, manner. The student mainly pronounces correctly, although pronunciation differs from the target language and the slowness of the sentence rhythm makes the assessment of communication functionality difficult.