Biomedical Science

The student -knows the basics of the anatomy and physiology of the lymphatic organs and can explain their function and interaction. -has a basic knowledge of the fundamentals of immunology and their application in biomedical diagnostics. -can explain the biomedical laboratory diagnostics and knows basic terms relevant to the profession -knows the physical quantities, units and concentration data relevant to the profession and can carry out the basic calculations independently. -knows commodities and materials in the laboratory, including their functions and applications, as well as the waste categories and proper disposal. -can independently make all settings on the microscope correctly, taking ergonomic aspects into account, recognises sources of error and has knowledge of maintenance and cleaning. -can take the requirements of hygiene into account and "apply hygiene measures appropriately and as required and check compliance with them using suitable examination methods" (FH-MTD-AV, Annex 2, 17). -develops basic organisational and communication skills to cope with simple tasks. -can name relevant basic concepts of biomedical laboratory diagnostics as well as pharmacology and explain them to others.

The student -can "carry out measures for sample, reagent and equipment preparation in compliance with quality assurance criteria and taking into account the influencing variables and interference factors" (FH-MTD-AV, Annex 2, 8). -can "carry out the collection of test material (capillary and venous blood sampling) professionally and independently and establish a basis of trust with the patient by means of professional dialogue" (FH-MTD-AV, Annex 2, 6). -can "assess which data and parameters are necessary for patient and sample identification" (FH-MTD-AV, Annex 2, 5). -can "carry out measures for sample, reagent and equipment preparation in compliance with quality assurance criteria and taking into account the influencing variables and interference factors" (FH-MTD-AV, Annex 2, 8). -can "recognise method-specific, technical and biological interference factors and react appropriately to them" (FH-MTD-AV, Annex 2, 13) and "carry out the storage of test materials and reagents properly" (FH-MTD-AV, Annex 2, 15). -knows the basics of quality assurance and documentation in medical laboratories. -knows the definition of standards, factors, activities, measurement parameters and the different calculation methods -knows the definition of accuracy and precision and masters the calculation of positional and scattering dimensions.

The student -can explain the anatomical structure of selected organs and name them based on the basic tissue types with the aid of a microscope. -knows pre-analytical factors influencing the test material as well as measures for the optimal preservation of samples and can "carry out the storage of test materials and reagents properly" (FH-MTD-AV, Annex 2, 15) -can select and carry out the appropriate methods of tissue preparation, tissue processing and the appropriate method of fixation for the analytical requirement according to the medical problem. -can carry out fabric embedding and the necessary preparatory work steps. -knows the functional principles and possible applications of microtomes and can independently prepare histological sections of selected specimens. -knows relevant dyes, colouring theories and reaction possibilities and can select and carry out practically relevant presentation methods on the basis of work instructions. -knows about specialised hygiene and safety measures and can apply them correctly according to the given requirements. -can assess "which data and parameters are necessary for patient and sample identification" (FH-MTD-AV, Annex 2, 5). -can assess preparations macroscopically and microscopically with regard to their technical quality, recognises sources of error in the various work processes and can avoid or rectify these as far as possible. -utilises a positive error culture to improve the quality of work for themselves and their team -recognises, processes and reacts to problems and thus reflects a problem-solving competence.

The student -knows the significance of immunohistological and molecular genetic examination methods in medical histopathology. -knows the pathogenesis, morphological tissue changes and markers of common diseases -can microscopically assess section and staining qualities of immunohistochemical reactions and selected molecular genetic tests on specimens. -can assess antibodies and their significance in the entire analysis phase and correctly assign them to the tissue with their staining pattern. -can establish a connection with the corresponding clinical pictures on the basis of the analysis results. -can name post-analytical measures (quality assurance, technical validation, documentation, transmission and archiving) (FH-MTD-AV, Annex 2, 1) and can apply these in the histopathological setting. -can "represent their own decisions responsibly to the outside world" (FH-MTD-AV, Annex 8, 2). -can "work according to professional, economic and ecological principles" (FH-MTD-AV, Annex 8, 6). -utilises a positive error culture to improve the quality of work for themselves and their team -justifies the need for new solutions with regard to error management -can coordinate work processes, plan efficiently in terms of time and solve new tasks independently with the aid of work documents.

The student -has an overview of the development of immunohaematology and transfusion medicine, has a sound knowledge of blood group characteristics and immunohaematologically relevant immunological principles and knows the clinical significance of the various blood marker systems. -knows the common analysis methods and techniques of immunohaematology. -is familiar with pre-transfusion examinations, has knowledge of the pathogenesis, clinic, diagnosis and therapy of autoimmune haemolytic anaemia and haemolytic neonatal disease and knows the causes and laboratory diagnostic consequences of transfusion reactions. -can assign the relevant parameters to the respective bioanalytical and medical question and can assess the validity of test results. -can "apply suitable laboratory analytical steps and measures for carrying out immunohaematological working methods" (FH-MTD-AV, Annex 2, 9). -can "organise the processing of the sample material in a sample-specific and logistically efficient manner" (FH-MTD-AV, Annex 2, 10), carry out the analyses of the test material independently using the appropriate detection methods and work in accordance with the requirements of quality management and the legal guidelines of transfusion medicine. -utilises a positive error culture to improve the quality of work for themselves and their team.

The student -can "carry out measures for sample, reagent and device preparation in compliance with quality assurance criteria and taking into account the influencing variables and interference factors" (FH-MTD-AV, Annex 2, 8) -"can independently assess, technically validate, document, forward, archive and, if necessary, graphically present and statistically evaluate analysis results". (FH-MTD-AV, Annex 2, 16). -has knowledge of the basic use and effect of pharmaceutical ingredients of common therapeutic agents in haemostaseology and their impact on laboratory diagnostics. -is able to carry out selected parameters manually and/or automatically on the basis of the requirement and to interpret and critically reflect on the results in relation to physiological and pathological conditions. -takes into account the economic use of various resources in his/her professional activities. -has in-depth knowledge of the physiology and pathology of blood and bone marrow cells. He/she can describe the precursor cells of haematopoiesis and thus distinguish physiological blood pictures from haematological diseases. -can "microscopically assess and quantify cellular structures and structural changes" (FH-MTD-AV, Annex 2, 12). -can select and describe the appropriate analytical procedure according to the respective diagnostic question in haematology and haemostaseology. -carries these out in compliance with all current requirements for good analysis and laboratory practice and can establish the corresponding disease reference based on the respective analysis results and constellation of findings. -can select and describe any necessary further investigations, document and analyse the results using existing information technologies and link the results of investigations from different laboratory disciplines. -can "represent their own decisions responsibly to the outside world" (FH-MTD-AV, Annex 8, 2). -can "implement the communicative and organisational skills required to cope with complex interdisciplinary tasks" (FH-MTD-AV, Annex 8, 3).

The student -recognises the importance of functional diagnostics as an interdisciplinary subject and the significance of functional diagnostic examinations for generall diagnostics. -has sound knowledge of communication models and can "conduct information and educational discussions professionally in the medical setting and establish a basis of trust with the patient or relatives" (FH-MTD-AV, Annex 8, 4) and motivate patients to cooperate. -knows positioning and transfer techniques and applies them appropriately to the situation. -has in-depth knowledge of the anatomical structure, physiological function, pathological changes and pharmacology of the respiratory tract, heart and blood circulation as well as the CNS and nerve tracts including cerebrospinal fluid. -has sound knowledge of respiratory physiological, cardiovascular and neurological examinations and can perform, validate, interpret and document these professionally as part of the functional diagnostic process. -can "recognise the limits of independent professional practice and make reference to the relevant legal regulations" (FH-MTD-AV, Annex 2, 3) and "recognise the responsibility of other healthcare professions and other professions and work together in a multi-professional team" (FH-MTD-AV, Annex 2, 4).

Hygiene The student -knows standards of hygiene, infection prevention and epidemiology and derives prophylactic measures from these. -takes hygiene requirements into account and recognises the importance of hygiene in the healthcare sector.Health promotion and prevention in healthcare systems The student -explains the basic concepts of health promotion, resilience, health literacy, climate literacy, health literacy and prevention within and outside its own division. -describes the importance of health-promoting measures both for themselves personally and for their clients/patients. -knows the basic principle of primary care in Austria and its tasks in connection with public health and health promotion.Emergency management The student -recognises life-threatening conditions and provides the appropriate first aid. -creates the basic monitoring and interprets these basic values. -Carries out initial measures in airway management.Legal basics 1 and healthcare systems The student -knows the job profiles and areas of expertise of the healthcare professions in Austria. -recognises the limits of independent professional practice and makes reference to the relevant legal regulations. -knows the organisational structures and political spheres of influence of the Austrian healthcare system as well as the basic principles of hospital management.Digitalisation in healthcare systems The student can explain selected basic terms from the field of digitalisation in healthcare. can explain selected information systems in the healthcare sector.Vocactional Studies The student knows the job profile and fields of activity in biomedical analysis. can "recognise the responsibility of other healthcare professions and other professions and work together in a multi-professional team" (FH-MTD-AV, Annex 2, 4).

Basics of Quality and Data Management The student -explains the basics of data and quality management in the healthcare sector. -analyses and applies documentation standards in the various settings, reflects on them and supports quality-related activities (e.g. interface management, quality reporting, outcome quality measurement).Legal basics 2 The student -knows and understands the basic principles of the legal foundations and laws specific to the profession. -knows and understands the relevant job-specific aspects of data security.AI-supported Image Data Analysis for Diagnostic Healthcare Professions The student -knows the basics of AI-supported procedures and their application in medical diagnostics -trains concepts of AI-supported, diagnostic image evaluation.

The student -deepens specialised knowledge in selected areas of biomedical science on the fundumental skills acquired in previous modules. -can "also apply the acquired knowledge in research, science, industry or veterinary medicine" (FH-MTD-AV, Annex 2, 18) -is aware of the need to follow current developments and integrates them into their own work -can continuously update and develop their own professional knowledge.

The student -masters the theoretical principles of measurement analysis, measurement methods and separation procedures in clinical chemistry and implements the fundamentals of laboratory diagnostics including quality assurance. -has a sound knowledge of the anatomical structure, physiological processes and pathological changes of the thematised organs, as well as of the pharmaceutical interventions in their context and the effects in relation to the relevant laboratory medical examinations. -can "carry out measures for sample, reagent and equipment preparation in compliance with quality assurance criteria and taking into account the influencing variables and interfering factors" (FH-MTD-AV, Annex 2, 8). -can "recognise method-specific, technical and biological interference factors and react appropriately to them" (FH-MTD-AV, Annex 2, 13) and "carry out the storage of test materials and reagents properly" (FH-MTD-AV, Annex 2, 15). -has knowledge of common components and detection methods of medical analysis systems, understands their function in different applications and can implement simple maintenance and repair measures. -recognises errors in the laboratory diagnostic process and uses them to develop effective solution strategies in line with the positive error culture. -interprets what has been learnt, describes it to an appropriate extent and derives actions and strategies.

The student -has a sound knowledge of the pathological changes in certain organs/systems and the associated common pharmacological interventions and can interpret laboratory results in order to verify the suspicion of a certain clinical picture. -can make a targeted selection from the measurement methods for different requirements of clinical chemistry investigations, fully implement the laboratory diagnostic process and take into account the measures necessary for quality-assured analysis. -can use their knowledge of the functioning of automated and digital systems in the field of clinical-chemical laboratory diagnostics to recognise errors at an early stage and contribute effectively to solving problems. -coordinates the work processes in a way that conserves resources and can therefore "work according to professional, economic and ecological principles" (FH-MTD-AV, Annex 8, 6). -can cooperate effectively and respectfully with colleagues to fulfil tasks. -utilises knowledge of digital interfaces, the transfer and processing of health data to support diagnosis and troubleshooting in communication with information technology service providers.

The student -has in-depth knowledge of the structure and function of the immune system, its modes of reaction and can understand the pathogenesis of immune-mediated diseases. -knows the significance of immunology as an interdisciplinary subject and the importance of immunological diagnostics. -knows the basic principles required to understand common immunological analyses and can select common manual and mechanised detection methods according to the issue at hand and carry them out independently using different sample material with working instructions. -can carry out routine immunological methods independently and is aware of the importance of digitalisation, standardisation, quality assurance and documentation. -knows the importance of antibodies in therapy and diagnostics. -has knowledge of signal transduction. -can reflect on what he/she has learnt and pass it on appropriately as well as instruct complex actions and strategies.

The student -has knowledge of the prerequisites, areas of application, possibilities, significance and importance of applied clinical cytodiagnostics as an interdisciplinary subject and its consequences for therapeutic measures. -can describe the anatomical structure of associated organ systems, their physiological function and their pathological changes. -knows the morphology of physiological and pathological cell images and can establish a connection to corresponding clinical pictures. -knows the necessary criteria and procedures in the cytological analysis process, including the preparation of findings, and can explain these. -can independently carry out the laboratory diagnostics in compliance with all necessary quality assurance measures and document the examination results using the available technologies and assess their medical validity. -can "recognise the limits of independent professional practice and make reference to the relevant legal regulations" (FH-MTD-AV, Annex 2, 3) and "recognise the responsibility of other healthcare professions and other professions and work together in a multi-professional team" (FH-MTD-AV, Annex 2, 4). -can reflect on what they have learnt and pass it on appropriately.

The student -can describe cellular functions and understand cell biological processes. -has a sound knowledge of the basic building blocks of the human genetic code, understands their structure, function and mechanisms of transmission. -understands protein synthesis as the result of the translation of genetic information. -can describe simple genetic mutations. -knows the principles and application of the relevant molecular biology techniques and analytical procedures and can carry them out independently. -understands the basics of stem cell physiology -can "carry out measures for sample, reagent and device preparation in compliance with quality assurance criteria and taking into account the influencing variables and interference factors" (FH-MTD-AV, Annex 2, 8). -is informed about important legal principles. -can "implement the communicative and organisational skills required to cope with complex interdisciplinary tasks" (FH-MTD-AV, Annex 8, 3).

The student -understands the mechanism of gene regulation. -knows the significance and areas of application of human genetics and has gained an insight into the current techniques. -applies working and analytical methods of molecular biology. -is familiar with bioinformatics databases for analysing and interpreting the results. -knows research-relevant aspects from the molecular field and genetic engineering and can "research current scientific findings in the national and international field" (FH-MTD-AV, Annex 9, 1). -can "recognise method-specific, technical and biological disruptive factors and react appropriately" (FH-MTD-AV, Annex 2, 13). -can document and validate examination results and knows how to interpret findings and link them to other specialisms. -has the ability to communicate in an interdisciplinary manner and to work in co-operation. -can "contribute to the further development of the profession" (FH-MTD-AV, Annex 8, 8).

The student -can recognise the nature of a clinical trial and its objectives, assess its feasibility and usefulness and distinguish it from routine activities. -can recognise study-relevant problem areas in the professional field and work on these as part of a research project. -knows the necessary statistical tools and applies them correctly.

The student -can "understand the request with regard to the requested analyses, assess whether the available test material is suitable for the requested biomedical analyses and, if necessary, clarify with the responsible person any missing relevant information or the need to resubmit samples". (FH-MTD-AV, Annex 2.2) -can "carry out the collection of the examination material professionally and independently and establish a basis of trust with the patient by means of professional dialogue" (FH-MTD-AV, Annex 2, 6). -has knowledge of the components and processes of haemostasis in vivo and in vitro. -has knowledge of the various detection methods relevant to haematological and haemostaseological diagnostics (including automation and digitalisation) and can relate these to the analyses. -knows the anatomy and physiology of the haematopoietic organs and can explain haematopoiesis. -can list the blood composition and its components and describe the tasks of the blood components. -can name the cell criteria and changes in erythrocytes and blood cells and describe their morphology in the peripheral blood smear. -can assess and quantify physiological "cellular structures and structural changes microscopically" (FH-MTD-AV, Annex 2, 12). -"realistically assess their own abilities with regard to technical, organisational, coordinating and administrative professional requirements" (FH-MTD-AV, Annex 8, 1).

The student -knows the criteria of structural and process quality that are decisive in the laboratory and understands their interdependence. -can "carry out the biomedical laboratory diagnostic as part of the overall medical process based on the doctor's order; this process comprises the work steps of pre-analysis, planning, carrying out the analysis and post-analysis (quality assurance, technical validation, documentation, transmission and archiving)" (FH-MTD-AV, Annex 2, 1). -can independently initiate, plan and realise a project in a problem-conscious manner.

The student -knows the general principles of medical microbiology excluding viruses. -has knowledge of medically relevant pathogens of infectious diseases including epidemiology, pathogenesis, clinic, course of infection, diagnostics, therapy and prevention. -can describe the anatomical structure of associated organ systems, their physiological function and their pathological changes. -can name the basics of pharmacogenetics, pharmacodynamics and pharmacokinetics of anti-infectives and explain the mode of action and therapeutic applications of anti-infectives. -knows antibiotic classes, resistance mechanisms, methods for susceptibility testing and their significance as well as the basics of antibiotic stewardship. -knows the key test materials for the microbiological analysis process and is familiar with the necessary pre-analytical measures. -can "organise the processing of the sample material in a sample-specific and logistically efficient manner" (FH-MTD-AV, Annex 2, 10). -knows the common techniques and methods used in the diagnostic process for the identification and sensitivity testing of microorganisms and can carry them out and "organise them efficiently" (FH-MTD-AV, Annex 2, 10). -can assign the relevant examinations to the respective problem and "apply suitable laboratory analytical steps and measures" (FH-MTD-AV, Annex 2, 9) as well as "carry out the analyses [...] independently" (FH-MTD-AV, Annex 2, 11). -can name post-analytical measures (quality assurance, technical validation, documentation, transmission and archiving) (FH-MTD-AV, Annex 2, 1) and can apply these in a microbiological setting. -recognises mistakes and develops new solution strategies from them in the spirit of a positive error culture. -can work together intra- and interdisciplinary in different team settings.

The student -has basic knowledge of microorganisms (e.g. viruses, prions, bacteriophages, bacteria ...) and knows relevant pathogens of infectious diseases including their epidemiology, pathogenesis, clinic, course of infection, diagnostics, therapy and prevention. -is familiar with the key test materials for the microbiological analysis process, knows about the necessary pre-analytical measures and can "organise the processing of the sample material in a sample-specific and logistically efficient manner" (FH-MTD-AV, Annex 2, 10). -can assign the relevant examinations to the respective problem and "apply suitable laboratory analytical steps and measures" (FH-MTD-AV, Annex 2, 9) as well as "carry out the analyses [...] independently" (FH-MTD-AV, Annex 2, 11). -can establish a connection with the corresponding clinical pictures on the basis of the diagnostical results and select and carry out possible further examinations logically. -can carry out the laboratory diagnostic process for urine, including macroscopic and microscopic urine analyses, and combine the results across disciplines. -can name post-analytical measures (quality assurance, technical validation, documentation, transmission and archiving) (FH-MTD-AV, Annex 2, 1) and apply these in a microbiological setting. -recognises mistakes and uses them to develop new solution strategies in the spirit of a positive error culture. -can work together intra- and interdisciplinary in different team settings.

The student -can establish a connection with the corresponding clinical pictures on the basis of the analysis results and select possible further examinations logically. -can analyse and explain selected clinical pictures from the perspective of different specialist areas. -can link the findings of different specialist areas with each other. -can "represent their own decisions responsibly to the outside world" (FH-MTD-AV, Annex 8, 2). -can reflect on and assess their learning progress and define further development steps.

The student -can establish a connection with the corresponding clinical pictures on the basis of the results and select possible further examinations logically. -can analyse and explain selected clinical pictures from the perspective of different specialist areas. -can link the findings of different specialist areas with each other. -can "represent their own decisions responsibly to the outside world" (FH-MTD-AV, Annex 8, 2). -can reflect on and assess their learning progress and define further development steps.

The student -can establish a connection with the corresponding clinical pictures on the basis of the results and logically select and justify possible further examinations. -can summarise selected clinical pictures from the perspective of all specialist areas of biomedical science and justify the diagnostic procedure. -can link and evaluate the findings of different specialist areas -can "represent their own decisions responsibly to the outside world" (FH-MTD-AV, Annex 8, 2).

The student -presents the bachelor's thesis including the scientific competences -establishes cross-connections to all specialist areas of biomedical schience.

The student -can create sustainable personal networks -can use target group-appropriate communication in English -can identify potential and challenges in multicultural teams and incorporate them into their work -acquires knowledge of the professional activities of his/her own specialisation in other countries -can analyse selected clinical pictures from the perspective of different specialist areas and explain them critically in an international context. -can work together in different team settings on an intra- and interdisciplinary basis as well as internationally.

The student -recognises different types of behaviour and reflects on them in a professional context. -can communicate appropriately with the respective counterpart. -designs and reflects on communicative and interactive processes in heterogeneous, diverse and interprofessional groups. -interprets and reflects on what has been learnt, describes it to an appropriate extent and applies or accepts feedback and feed-forward concretely and actively. -can independently reflect on professional actions and explain them to others in an understandable and precise manner.

The student -applies technologies in the healthcare sector, taking into account a critical analysis. -recognises the responsibility of other healthcare and other professions and works in a multi-professional team. -analyses the public impact of one's own behaviour in everyday professional life. -develops health literacy, i.e. the ability to find, understand, assess and apply health information in order to make appropriate health decisions in everyday life. -integrates target group-specific climate communication in stakeholder dialogues -transfers own decisions responsibly to the outside world. -possesses social-communicative and self-competences, in particular the ability to communicate, criticise and deal with conflict, as well as empathy, frustration tolerance, role distance, self-determination and self-reflection. -recognises a professional self-image for the exercise of the profession and the ability to actively shape and co-determine everyday professional life.

The student -conducts research into relevant legal principles and synthesises professional action strategies with current health and socio-political developments. -assesses the effects and consequences of actions in the professional and personal environment with regard to ecological and economic aspects based on scientific findings. -takes climate-sensitive health communication into account. -selects a professional demeanour (with his/her understanding of the profession), takes reflective responsibility with regard to his/her own profession-specific actions and represents his/her own professional group internally and externally. -develops problem-solving strategies for job-specific requirements. -derives communicative and organisational skills that are necessary for coping with complex interdisciplinary tasks and designs communication for complex tasks in the interprofessional structure (incl. problem-solving strategies).

The student -selects relevant scientific research methods, prepares the data for answering the question(s), analyses and interprets them. -has basic knowledge of statistical test procedures and carries out descriptive data analysis using suitable software. -explains the most important components of resource planning and explains the organisational processes for conducting studies. -describes the ethical and legal standards of clinical trials. -selects and explains the required study documents according to the scientific/international specifications of different study types. -explains the methodological planning of studies on the basis of scientific standards. -selects relevant scientific research methods, applies them and prepares the collected data to answer the questions. -makes scientific findings and phenomena usable for professional and scientific development. -participates in scientific discourse and understands and processes specialised literature and research reports. -researches current scientific findings in the national and international field, in particular on evidence-based reflection, evaluation and argumentation in the health professions in a fundamental form. -formulates research-relevant questions and hypotheses from the profession-specific area.

On the basis of the health science question, the student can -search for and summarise literature on a specific topic. -formulate a problem and derive the objective and the research question. -plan the appropriate methodology, taking into account norms, standards, guidelines and directives. -formulate a corresponding outlook.

Ethics Applications The student -takes into account the ethical requirements when conducting empirical studies. -independently completes and submits applications to an ethics committee, taking into account the respective quality criteria.Study Planning The student -has advanced knowledge of different study designs in clinical research. -drafts a time, budget and resource plan for an empirical study. -is planning a scientific empirical work according to international standards. -plans the implementation of measurements and interventions depending on the chosen research design.Questionnaire Creation The student -uses relevant validated questionnaires in a standardised way in an empirical study. -selects suitable scale levels and formulations for specific questions. -develops a questionnaire based on a specific question and subjects it to a feasibility test. -implements an analogue and digital survey.Literature Research and Evaluation The student -creates a search protocol for a systematic literature search according to international standards. -carries out and documents a systematic literature search according to international standards. -adapts the search syntax depending on the respective literature source. -evaluates the articles found within a systematic literature search with the help of international assessments.Inference Statistics The student -carries out relevant hypothesis tests depending on the question and prerequisites. -carries out inferential statistical analyses with the help of selected software.Reading and Writing Scientific Papers The student -identifies the general structure and logical organisation of an English-language article. -writes an English-language article in a structured and logical manner depending on the respective requirements. -recognises the specific structure of an English-language abstract. -uses various logical chains of argumentation when writing a discussion, depending on the topic. -takes into account the special features of English writing when writing articles.Qualitative Research The student -draws up an interview or observation guide (according to the relevant criteria) on the basis of a question and depending on methodological requirements. -plans to conduct qualitative surveys. -takes expert information into account when conducting qualitative surveys. -analyses the data collected in a qualitative survey.Specialisation in Scientific Work The student -deals in depth with selected topics of scientific work -implements these findings when writing the Bachelor's thesis.

The student -can, on the basis of their health science questions -write the introduction, the theoretical background and the problem statement. -implement the appropriate methodology, taking into account norms, standards, guidelines and directives. -analyse and discuss the results, draw conclusions and present them in written form.

The student -explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms ...). -differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence. -distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project. -is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work. -obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution. -can explain the process of evidence-based practice. -can explain the possible applications and potential of artificial intelligence in scientific work. -can consider the risks and legal framework conditions when using artificial intelligence in scientific work.

The student -explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms ...). -differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence. -distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project. -is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work. -obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution. -can explain the process of evidence-based practice. -can explain the possible applications and potential of artificial intelligence in scientific work. -can consider the risks and legal framework conditions when using artificial intelligence in scientific work.

The student -can apply and practically implement the fundamentals acquired at the UAS in selected areas of biomedical science under supervision. -can reflect on and assess their learning process and define appropriate development steps.

The student -can apply and practically implement the fundamentals acquired at the UAS in selected areas of biomedical science under supervision. -can reflect on and assess their learning process and define appropriate development steps.

The student -can apply and practically implement the fundamentals acquired at the UAS in selected areas of biomedical science under supervision. -can reflect on and assess their learning process and define appropriate development steps.

The student -can apply and practically implement the fundamentals acquired at the UAS in selected areas of biomedical science under supervision. -can reflect on and assess their learning process and define appropriate development steps.