As the main dependent (outcome) variable, we used perceived seminar teaching performance (measured by eight items related to didactic skills and content expertise; α = 0.92).
A 28 dichotomic item questionnaire was devised (such as self-development/student development activities), including the main activities related to the didactic role of information provider.
However, this remains unexplored, and further content-related didactic research is needed.
All our suggestions in the previous paragraphs assume that teachers know how to realise them in a meaningful way, which raises content-related didactic issues (e.g., teachers need to know which examples work best in order to convey the usefulness of a specific concept, which in turn raises students' integrated regulation for learning).
And we, as a community, are still paying a steep levy for the persistence and the consolidation of these "false dichotomies" [2, 4, 6, 9, 10], which form the neural networks of our schools and universities, structuring our research and the related didactic-formative pathways.
For select topics, national specialists from other disciplines taught didactic content related to their expertise, with explicit guidance on learning objectives important for EPs.
Finally, a didactic example, related to the manufacturing of four products by using three types of equipment of discrete sizes, illustrates the approach.
Conclusion: An integrated, active learning exercise developed and delivered by a fourth-year pharmacy student was successful for helping first-year students reinforce and integrate didactic content related to myocardial infarctions.
It focused on the pedagogical method that would be most effective in delivering patient safety education to junior pharmacy students 26 with items relating to the didactic method of teaching patient safety through university lectures, and learning from experience in the workplace.
