The students develop a scientifically founded and professional understanding of the profession, can react adequately to changes in the occupational field and thereby contribute to the further development of biomedical analysis. They can realistically assess their own abilities with regard to professional, organizational, coordinating and administrative professional requirements, recognize the limits of self-reliant professional practice and can establish the link to the corresponding legal regulations. They are able to responsibly represent their own decisions to the outside world. Students are able to recognize and acknowledge the responsibilities of other health professionals as well as other actors in health care facilities and work together interdisciplinarily and transdisciplinarily within the multi-professional team. They have extensive communication and organizational skills which are required to handle complex interdisciplinary and transdisciplinary tasks.

Modules of semesters 1-4

• Occupational and health conditions
• Evidence-based biomedical analytics and science-based action, acting / deciding under uncertainty
• Limits of self-responsible action in biomedical analysis
• Professional identity, professionalism, professional action and knowledge work
• Professionalization efforts in the professional field, further development of professional expertise, lifelong learning
• Requirements for the performance of the expertise
• Standards, guidelines and other concepts of quality development in one's professional field
• Mission statements, goals, tasks, expertise and interfaces of the health professions regulated by federal / state law including health professions in Austria as central actors in health care. Comparison with international / European developments and challenges for health professionals in the 21st century
• Multidisciplinarity vs. multiprofessionality, inter-, intra- and transdisciplinarity or -professionality in occupational actions andtheir impact on the provision of health services
• Multi-professional teams and team work, special features and challenges of teamwork
• Hospital life, social relations in hospitals, gender, gender mainstreaming and diversity management
• Course-related project on interprofessional cooperation

• Kaba-Schönstein L. & Kälble K. (2004), Interdisziplinäre Kooperation im Gesundheitswesen, Mabuse-Verlag;
• Möller S. (2016), Einfach ein gutes Team - Teambildung und -führung in Gesundheitsberufen, Springer;
• Kachler M. (2012), Professionalisierung der biomedizinischen Analytik, Saarbrücken: SVH Verlag;
• Kachler M. & Behrens J. (2005), Professionalisierung oder Expertisierung der diagnostisch-technischen Gesundheitsberufe, Mythos oder realistische Perspektive? In: Kachler, M. et al. [Hrsg.] (2005), Quo vadis, MTA? - Ein Beruf auf dem Prüfstand. Berlin: Mensch & Buch;
• Combe A. & Helsper W. (1996), Pädagogische Professionalität, Frankfurt a. M.: Suhrkamp;
• Badura, B.& von dem Knesebeck, O. (2016), Soziologische Grundlagen der Gesundheitswissenschaften, in K. Hurrelmann & O. Razum (2016). Handbuch Gesundheitswissenschaften. Weinheim: Juventa;

Lectures, group discussions, reflections, projects

Module examination