PHDPED900 Introduction to Teaching and Learning in Higher Education Health Sciences for PhD Candidates and Post Doctors
MEDDID601 Innføring i medisinsk- og helsefaglig didaktikk
 

2026

• Mirey Alfarah; Anja Møgelvang; Camilla Bjelland et al. (2026). Building SoTL Agency in Norway Through a New National Journal: The Launch of NorSoTL and Its Format-Diverse Model. (ekstern lenke)
• Ivy Kan; Marie Annette Vander Kloet; Regina Küfner Lein et al. (2026). Equity, Diversity, Inclusion and Accessibility in pharmacy education: a scoping review protocol. (ekstern lenke)
• Mirey Alfarah; Lone Holst; Aase Merethe Raddum (2026). Reflective Audio Note (RAN): A novel tool for enhancing reflection in pharmacy education – A case study report. (ekstern lenke)

2022

• Mirey Alfarah; Aase Merethe Raddum; Håvard Røkke et al. (2022). Toward studen-centred pedagogies in pharmacy education. (ekstern lenke)

2024

• Daniel Horst Zeiss; Linda Amundstuen; Reidun Lisbet Skeide Kjome et al. (2024). ENHANCING PHARMACY EDUCATION: A COLLABORATIVE APPROACH BETWEEN PEDAGOGY EXPERTS AND PHARMACY EDUCATORS. (ekstern lenke)
• Mirey Alfarah; Aase Merethe Raddum; Lone Holst et al. (2024). Use of Reflective Audionotes after Clinical Pharmacy Placements. (ekstern lenke)
• Hilde Erdal; Line Iden Berge; Reidun Lisbet Skeide Kjome et al. (2024). Studentsentrert pedagogikk styrker akademiske skriveferdigheter hos farmasistudenter i første semester.. (ekstern lenke)
• Hilde Erdal; Line Iden Berge; Reidun Lisbet Skeide Kjome et al. (2024). Student centered pedagogy improves academic writing skills in 1st semester pharmacy students.. (ekstern lenke)

2025

• Aase Merethe Raddum; Quynh Bao Truong Le; Lars Herfindal et al. (2025). Fostering student agency and confidence through problem-based learning and cognitive reflection in the pharmaceutics laboratory. (ekstern lenke)

2023

• Mirey Alfarah; Aase Merethe Raddum; Lone Holst et al. (2023). Introducing debate as a pedagogical tool in pharmacy education.. (ekstern lenke)
• Aase Merethe Raddum; Mirey Alfarah; Lone Holst et al. (2023). Structured Speed Debates as a pedagogic tool in a Clinical Pharmacy course. (ekstern lenke)
• Aase Merethe Raddum; Quynh Bao Truong Le; Wei Wang et al. (2023). Improving student confidence in lab learning through problem-based learning. (ekstern lenke)
• Aase Merethe Raddum; Mirey Alfarah (2023). #57 Den om aktiv læring på laben. (ekstern lenke)
• Aase Merethe Raddum; Mirey Alfarah; Quynh Bao Truong Le et al. (2023). Lab som Læringsarena. (ekstern lenke)

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FPD-INCLUDE: Faculty Professional Development for inclusion in pharmacy education

FPD-Include is a pioneering initiative committed to enhancing inclusivity and cultural responsiveness in pharmacy education. This project focuses on developing innovative resources and networks, including a Collaborative Online Internal Learning (COIL) course, an open-access digital toolkit, and a vibrant community of practice. It aims to empower educators and students alike, fostering an educational environment where diversity is celebrated and integrated into the core of learning and teaching methodologies. Join us in shaping a more inclusive future in pharmacy education.

Visit the project website for more details: www.fpdinclude.com 

FREMFARM PROJECT

FREMFARM project aims to develop, test, evaluate and adopt active teaching methodsthat make the pharmacy education students: familiar with reflection and the active use of values as an aid in decision-making, capable of communicating effectively with patients, relatives, colleagues and other healthcare professionals, capable of being innovative and solution-focused in the face of a rapidly changing working life and capable of recognizing connections between course content and working life.   

Visit the project website for more details: www.fremfarm.com