I feel like my last post about the internationalization of the Bachelor’s programme in biomedicine needs to be expanded a bit in terms of programme outline and such.
Before actually starting the first semester, the whole class goes on a 3-day trip to Barnens Ö, an island in the north part of the Stockholm archipelago. This is really good for the sake of team building. It’s completely organized by the older biomedicine students who, I must say, did quite a good job dividing people into groups of like-minded people. The agenda included games, useful information about the programme and the life science business in general, the famous “sittning”, a tradition within the swedish student unions. It is a seated dinner which includes singing, toasts, dressing up and spex (comical theatre). As a student at KI, you will become very familiar with all of these things.
The outline of the Biomedicine programme is built on the idea “from micro to macro level”, i.e the first courses (except for a short introduction course) is dealing with organic chemistry and medical biochemistry, whereas the following course is less molecular and deals with cell biology. As of the second year, the courses are more focused on certain fields such as immunology, physiology and neuroscience. This is when you’re really starting to get an idea of what research areas you find interesting and might consider working in.
- Introduction to biomedical science (10 ECTS)
- General and organic chemistry (20 ECTS)
- Medical biochemistry (10 ECTS)
- Cell biology and genetics (20 ECTS)
- Infection and immunity (15 ECTS)
- Integrative physiology (15 ECTS)
- Neuroscience (10 ECTS)
- Tissue biology (5 ECTS)
- Pharmacology with toxicology (10 ECTS)
- Biostatistics (5 ECTS)
- Molecular oncology and biostatistics (15 ECTS)
- Molecular medicine (15 ECTS)
- Degree project (22.5 or 30 ECTS)
The amount of lectures, workgroups and laboratory practicals vary quite a lot between the courses. During the chemistry courses, there were a lot less lectures compared to later courses (about one per day) and a couple of workgroups every week. I really liked this setting, since it’s difficult to just listen and stay focused during long lectures, and the workgroups helped you to really understand the material. These courses also provided excellent opportunities to work alone or in a group of two in the lab. This really enchanced your skills in the lab. However, other courses do not only contain lectures, but also elements of problem-based learning (PBL), project work and seminars.
Questions about the courses? Don’t hesitate to contact me!