Table 1. Design of the pedagogical model in semesters 1-3. Descriptions of the aim and learning activities (LA) of the pedagogical model
Semester 1
Aim: Highlight similarities, differences, preunderstanding, and drivers in individual learning
  LA -        Interactive lecture about the concept of pedagogical encounters
    -        Individual student's previous learning experiences shared with peers
    -        Reading and discussions about learning theories with peers and teachers
    -        Interactive lecture about reflection as a tool to support the student's own learning
Aim: Identify and deepen understanding of pedagogical concerns for patients in cancer care
  LA -        Clinical practice 1: Identification and observations of pedagogical encounters between cancer patients and health care staff
    -        Individual written assignment about the identification, observation, and analysis of pedagogical encounters in cancer care in clinical practice 1, assessed by the teachers*
    -        Discussion with peers and teachers about the observed pedagogical encounters
    -        Interactive lecture about patient learning
    -        Reflections about the individual student's learning and feedback from teachers
Semester 2
Aim: Deepen the understanding of one's own learning and patient learning
  LA -        Clinical practice 2: Performance of a pedagogical encounter with a patient in cancer care
    -        Practicing the model of 'critical friends' during pedagogical encounters
    -        Individual written assignment about the planning, performance, and evaluation of the student's own pedagogical encounter with a patient with cancer in relation to theory and the experience of having and being a 'critical friend' in clinical practice, assessed by the teachers*
Semester 3
Aim: Test one's own understanding of patient learning in an interprofessional context
  LA -        Interactive lecture about interprofessional learning and planning of a pedagogical encounter involving at least two different professions
    -        Planning and leading an interprofessional seminar about how to create a pedagogical encounter for patients relating to cancer prevention and self-care
    -        Individual description of the planning, performance, and evaluation of the seminar discussed with a peer, general feedback from teachers in a seminar
    -        Final assignment assessing the students' ability to create a cancer prevention intervention for patients with the support of learning theories

*The LAs used in the data analysis

Int J Med Educ. 2022; 13:176-186; doi: 10.5116/ijme.62c2.b9c4