what is didactic coursework

What is the Difference between Didactics and Pedagogy?

In simple terms, didactics is synonymous with teaching and instruction. And yet at the same time, a didactic approach involves a very structured and informed approach to teaching. But how does the term “didactics” differ from “pedagogy”?

What is the difference between didactics and pedagogy? While didactics is a discipline that is essentially concerned with the science of teaching and instruction for any given field of study, pedagogy is focused more specifically on the strategies, methods and various techniques associated with teaching and instruction. Pedagogy also refers to the ability of a teacher to match theoretical foundations or concepts with practical methods of knowledge transfer in education on language-related problems, while responding and adapting to the learning strategies of their students. Finally, didactics is teacher-centered and based on the sum of theoretical knowledge and practical experience . In comparison, pedagogy is learner-centred, since the teaching must be adapted to respond to the complexity of student needs.

Therefore, “didactics” is a more generalized term referring to the theory and practical applications behind the science of instruction . It can also be viewed as the foundation or principal steps and stages involved in the act of teaching, within a specific field. In the field of science, we speak of research, for instance, pertaining to the didactics of biology and medicine, for instance. In this context, the didactics of knowledge transfer often take place through teaching in a traditional setting (amphitheatre) at the onset, but most importantly through practical “hands on” sessions (practicum, laboratory or hospital settings) to prepare for professional insertion. 

And yet, you may still be wondering how this definition of “didactics” differs from the term “pedagogy”. As you will see, the term “didactics” differs greatly from “pedagogy” in many significant ways. Before we answer this question, we must first consider the philosophical underpinnings of the German didactic tradition to better understand the origin of the word.

Didactics from a German perspective

From a teacher-centred approach and based on a philosophical foundation, Meyer (2007) explains that “the German didactic tradition focuses on teaching aims, subject matter, methods and the organisational frame of teaching and learning ” ( Meyer, M.A., 2007. “Didactics, Sense Making, and Educational Experience” in European Educational Research Journal, 6:26, 161-173. doi: 10.2304/eerj.2007.6.2.161 ). He cites Hericks ( Hericks, U. (2006) Professionalisierung als Entwicklungsaufgabe. Rekonstruktionen zur Berufseingangsphase von Lehrerinnen und Lehrern. Wiesbaden: VS Verlag für Sozialwissenschaften. ) who proposes that didactics is a discipline meant to assist teachers in their “voyage” from pre-service teaching to professionalism. With seasoned professional experience, teachers can evolve into teaching and learning experts who recognize the “emancipation” of their students through the act of knowledge transfer. This view supports the notion that the ultimate objective of the teacher is not only to teach students in a given subject but also and most importantly, to equip them with the necessary learning strategies so that they continue to learn independently and in the wider sense.

The Meaning of Didactics

What is the meaning of didactics? As mentioned earlier, “didactics” refers to the science of teaching (in relation to aims, subject matter, methods, and frameworks) within a specific field. Didactics is based on multiple theories of teaching, and in a wider sense, theory and the practical application of teaching and learning methods .

Textbooks and “do it yourself” (DIY) tutorials on YouTube or “how-to” books are all examples of “didacticism” since their ultimate purpose is to instruct and educate . Some would argue that the word ‘didactic’ can have both a positive and negative connotation. For example, someone who possesses a “didactic” personality is an individual who is naturally inclined to teach and instruct.

The word didactic can be associated with a positive or negative connotation . For example, a proud grandmother who shares her cultural recipes with her curious, entrepreneurial, and adventurous grandchildren is an example of a positive context. However, the following illustration will show how the word “didactic” can be associated with a rather subtle and negative connotation.

The massive production of 17th-century French fairy and folk tales and the 18th-century English nursery rhymes, such as the famous tales of Mother Goose, was meant to teach society in more than one way. This type of literature was written specifically for children (and adults alike), with a clear didactic intent. However, it was often somewhat underhanded in that it was also created to teach children (and again, adults) a stern lesson about societal behaviour, norms and moral values.

Didactic Method or Approach

What is a didactic method or approach? A didactic method is a teaching method that adheres to a scientific approach or educational style. The approach or method is often researched or studied and adopted by the teacher in order to engage the student and ultimately stimulate a virtuous learning process and transfer of knowledge in any given field of study.

For example in language didactics, the Content and Language Integrated Learning (CLIL) approach to language teaching is a very common approach used in European language classrooms ( Léon-Henri Di Pardo, D. CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills, University of Paris IV – La Sorbonne (Paris, France), 2015. ELTWorldOnline.com. Special Issue on CLIL. ).

A modern and innovative didactic approach to distance teaching and learning is the open learning and Massive Open Online Courses (MOOCs). Everyone has access to them and people can learn by themselves, in an unstructured manner. With unlimited access from across the globe, students are free to choose from various topics and domains of interest. And in addition, at some academic institutions, students can earn certificates and diplomas as they work through the online courses.

Didactic methods and their underlying principal theories focus on the baseline knowledge students possess, as well as their needs. These methods seek to improve upon this level and assist the teacher in conveying information, in the best possible way. A didactic method or approach is thus the very foundation or starting point in a lesson plan , where the overall goal is knowledge transfer, and as the Germans say, emancipation . The teacher, instructor or educator functions in this role as the authoritative figure, but also as both a guide and a resource for the students. Depending upon the chosen didactic approach, the teacher may adopt various roles in the classroom from the principal instructor, to mediator or observer ( source ).

Pedagogy and Pedagogues

Pedagogy is more related to the correlation between the teaching material (resources) or theoretical information (methods) and the intellectual capacity of students, as well as their individual needs. Think of pedagogy as being transversal in nature and pertaining to the method and practice of teaching and instruction, in particular in terms of the ability to match theoretical concepts (didactics of teaching and instruction) with practical methods (pedagogy) of knowledge transfer in education. This can be true for any given field of study. 

A teacher is considered a bona fide “pedagogue” when they are capable of making a perfect match and succeeding in the act of knowledge transfer inside or outside the classroom . In the best-case scenario, students who are actively partaking and advancing in the learning experience are the end result of a successful instructor’s pedagogy. And yet, if students are having trouble understanding the lesson, this does not automatically mean that the teacher is a terrible pedagogue. There may be other factors involved, such as a student who is ill or tired, or students who are distracted or not able to hear the teacher or see the blackboard, etc.

On the contrary, with experience and time, teachers often naturally develop many metacognitive skills (critical and analytical thinking) with regard to their ability to recognize student lapses in the transfer of knowledge. With reflective teaching practices , they learn to automatically troubleshoot their lessons and adapt their pedagogical approach before, during and after a lesson. Therefore, pedagogy deals with the teacher’s cognizant act of teaching in the classroom, while adopting the best-suited supports (whiteboards or slide presentations) and resources (video and books) to better serve their students.

Related Questions

What is a “pedagogue”.

A pedagogue refers to someone who is capable of making a perfect match and succeeding in the act of knowledge transfer. A natural pedagogue will use every opportunity to share their knowledge and education to aid, assist or enlighten others. They will do this by adapting their teaching methods to the intellectual capacity, the learning strategies and the individual needs of their students or learners.

What is the difference between “didactics” and “pedagogy”? 

Didactics refers to the science of teaching and instruction for any given field of study. Based on theoretical foundations, a didactic approach involves a very structured and informed approach to teaching and instruction. For more on the origin of the word “didactics”(see German reference above).

Pedagogy is transversal in nature and pertains to the correlation between methods and practices of teaching and instruction, in particular in terms of the ability to match theoretical concepts with practical methods of knowledge transfer in education.

What is “applied linguistics”?

Applied linguistics is a vast interdisciplinary field that identifies, investigates, and offers solutions to real-life problems related to language and communication (verbal or non-verbal). In terms of language studies, for example, linguists can be focused on the practical applications of teaching, translation, and speech therapy.

Dana Di Pardo Leon-Henri

Dana Di Pardo Léon-Henri is a senior researching lecturer with ELLIADD (EA 4661), currently teaching English for Special or Specific Purposes (ESP) at the University of Bourgogne Franche Comté at the UFR SLHS in Besançon, France. Her research is focused on ESP and LSP Language Teaching, foreign language learning and teaching, pedagogy, didactics, evaluation, artificial intelligence and language teaching, language policy and professional skills development at the higher education level.

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Unlocking Education: Exploring the Power of Didactic Teaching Method

Understanding Didactic Teaching

Didactic teaching, a traditional yet highly effective pedagogical approach, emphasizes the direct transmission of knowledge from teacher to student. In this comprehensive guide, we delve into the intricacies of didactic teaching, exploring its principles, methodologies, and benefits in the realm of education.

What is Didactic Teaching?

Definition:.

Didactic teaching refers to a structured instructional method where the teacher assumes a central role in imparting knowledge to students through lectures, demonstrations, and direct instruction.

Characteristics of Didactic Teaching:

• Teacher-centered approach
• Emphasis on factual knowledge
• Structured and organized lesson delivery
• Clear learning objectives and outcomes

Strategies for Implementing Didactic Teaching

1. structured lesson plans:.

• Develop detailed lesson plans outlining key concepts, objectives, and instructional strategies to guide the teaching process effectively.

2. Engaging Lectures:

• Deliver dynamic and engaging lectures, incorporating multimedia resources, visuals, and real-life examples to enhance student understanding and retention.

3. Interactive Discussions:

• Foster active participation and critical thinking through structured discussions, debates, and Q&A sessions, encouraging students to analyze, question, and articulate their thoughts.

4. Hands-On Demonstrations:

• Supplement theoretical concepts with hands-on demonstrations, experiments, or practical activities to reinforce learning and facilitate deeper comprehension.

5. Formative Assessment:

• Incorporate regular formative assessments, quizzes, and exercises to gauge student progress, identify areas of improvement, and provide timely feedback for continuous learning.

Benefits of Didactic Teaching

1. clarity and structure:.

• Provides clear structure and organization, allowing students to follow a logical sequence of learning objectives and content delivery.

2. Knowledge Transmission:

• Facilitates the efficient transmission of factual knowledge and essential concepts from teacher to student, ensuring a solid foundation of understanding.

3. Active Learning:

• Encourages active engagement and participation, promoting critical thinking, problem-solving skills, and independent learning.

4. Teacher Expertise:

• Capitalizes on the expertise and experience of the teacher, who serves as a knowledgeable guide and facilitator of learning.

5. Time Efficiency:

• Optimizes instructional time by delivering focused, targeted lessons, minimizing distractions, and maximizing student learning outcomes.

Exploring the Evolution of Didactic Teaching

Historical origins:.

• Didactic teaching has its roots in ancient educational practices, where scholars and mentors imparted knowledge to apprentices through direct instruction and oral traditions.
• Throughout history, didactic teaching has been a cornerstone of formal education, shaping the transmission of knowledge in various cultures and civilizations.

Modern Applications:

• In contemporary educational contexts, didactic teaching continues to play a significant role, albeit alongside other instructional methods such as inquiry-based learning and project-based learning.
• Educators often integrate elements of didactic teaching into their lesson plans to provide students with a well-rounded educational experience that balances direct instruction with interactive and experiential learning opportunities.

Effective Didactic Teaching Strategies

Differentiated instruction:.

• Recognizing the diverse needs and learning styles of students, effective didactic teachers employ differentiated instruction techniques to tailor their teaching approach to individual students’ strengths, interests, and abilities.
• This personalized approach ensures that all students have the opportunity to engage with the material at their own pace and level of comprehension, fostering inclusivity and academic success.

Scaffolded Learning:

• Scaffolded learning involves providing students with support and guidance as they navigate challenging concepts or tasks, gradually removing assistance as their understanding and proficiency increase.
• By breaking down complex topics into manageable steps and providing scaffolds such as graphic organizers, guided practice, and feedback, teachers empower students to build their knowledge and skills independently.

Integrating Technology into Didactic Teaching

Digital resources:.

• The integration of technology into didactic teaching offers an array of digital resources and tools that enhance the learning experience for students.
• Educational apps, online simulations, multimedia presentations, and virtual field trips are just a few examples of how technology can augment traditional didactic instruction and engage students in dynamic and interactive learning experiences.

Blended Learning Models:

• Blended learning models combine traditional face-to-face instruction with online learning platforms and digital resources, allowing for greater flexibility and customization in the learning process.
• By leveraging the benefits of both in-person and virtual instruction, educators can optimize didactic teaching methods to meet the diverse needs and preferences of students in today’s digital age.

The Role of Assessment in Didactic Teaching

Formative assessment:.

• Formative assessment techniques, such as quizzes, exit tickets, and classroom discussions, provide valuable feedback to both teachers and students throughout the learning process.
• By regularly assessing student understanding and progress, educators can adjust their teaching strategies , address misconceptions, and provide timely support to ensure student success.

Summative Assessment:

• Summative assessments, such as tests, projects, and presentations, evaluate student learning and mastery of content at the end of a unit or course.
• These assessments serve as benchmarks for measuring student achievement and informing instructional decisions, helping teachers gauge the effectiveness of their didactic teaching methods and adjust their approach as needed.

Embracing Multimodal Instruction

Visual aids:.

• Incorporating visual aids such as charts, diagrams, and infographics can enhance didactic teaching by providing students with visual representations of abstract concepts and reinforcing their understanding through visual learning.

Kinesthetic Activities:

• Kinesthetic activities, such as hands-on experiments, role-playing exercises, and interactive simulations, engage students in active learning experiences that promote deeper comprehension and retention of material.

Audiovisual Resources:

• Leveraging audiovisual resources such as educational videos, podcasts, and virtual reality experiences can captivate students’ attention and appeal to auditory and visual learners, enriching the didactic teaching process with multimedia content.

Fostering Critical Thinking and Creativity

Inquiry-based learning:.

• Didactic teaching can be complemented by inquiry-based learning approaches that encourage students to ask questions, explore topics independently, and develop critical thinking skills through inquiry and discovery.

Creative Expression:

• Providing opportunities for creative expression, such as art projects, writing assignments, and collaborative presentations, allows students to demonstrate their understanding of concepts in innovative and imaginative ways, fostering creativity and self-expression.

Cultivating a Positive Learning Environment

Classroom culture:.

• Establishing a positive classroom culture characterized by respect, collaboration, and inclusivity is essential for creating an environment conducive to learning and fostering meaningful interactions between students and teachers.

Supportive Relationships:

• Building supportive relationships with students based on trust, empathy, and encouragement enables educators to effectively address individual needs, provide personalized support, and cultivate a sense of belonging and academic success.

Promoting Lifelong Learning Skills

Metacognitive strategies:.

• Teaching metacognitive strategies such as goal setting, self-assessment, and reflection empowers students to take ownership of their learning, develop self-regulation skills, and become lifelong learners capable of adapting to new challenges and opportunities.

Information Literacy:

• Equipping students with information literacy skills, including the ability to critically evaluate sources, conduct research, and synthesize information, prepares them to navigate an increasingly complex and information-rich world with confidence and discernment.

Conclusion: Empowering Students Through Didactic Teaching

In conclusion, didactic teaching encompasses a diverse range of instructional strategies, techniques, and principles aimed at empowering students to learn, grow, and succeed academically and personally. By embracing multimodal instruction, fostering critical thinking and creativity, cultivating a positive learning environment, and promoting lifelong learning skills, educators can harness the power of didactic teaching to inspire curiosity, ignite passion, and unlock the full potential of every student. Learn more information from EasySchooling.co .

FAQs About Didactic Teaching

1. what is the role of the teacher in didactic teaching.

• In didactic teaching, the teacher assumes a central role as the primary source of knowledge and guidance, delivering structured lessons and facilitating student learning.

2. How does didactic teaching differ from other teaching methods?

• Didactic teaching differs from other methods, such as inquiry-based or student-centered approaches, by placing greater emphasis on direct instruction and knowledge transmission from teacher to student.

3. Can didactic teaching be adapted for different subjects and grade levels?

• Yes, didactic teaching can be adapted and tailored to suit various subjects, grade levels, and learning objectives, providing flexibility and versatility in instructional delivery.

4. What are some effective strategies for implementing didactic teaching?

• Effective strategies for implementing didactic teaching include structured lesson planning, engaging lectures, interactive discussions, hands-on demonstrations, and formative assessment techniques.

5. How does didactic teaching promote student engagement and learning?

• Didactic teaching promotes student engagement and learning by providing clear structure and organization, facilitating active participation, and fostering critical thinking and problem-solving skills.

6. Is didactic teaching suitable for all students?

• While didactic teaching can be effective for many students, educators should consider individual learning styles, preferences, and needs, adapting instructional strategies as necessary to ensure inclusivity and accessibility.

7. What are the potential challenges of didactic teaching?

• Some potential challenges of didactic teaching may include student passivity, limited opportunities for student-centered learning, and the need to balance direct instruction with interactive activities to maintain student engagement.

8. How can technology enhance didactic teaching?

• Technology can enhance didactic teaching by providing multimedia resources, interactive learning platforms, and digital tools for content delivery, assessment, and student collaboration, enriching the learning experience and promoting digital literacy.

9. What are the key principles of effective didactic teaching?

• Key principles of effective didactic teaching include clarity of communication, alignment with learning objectives, differentiation to meet diverse student needs, active engagement, and ongoing assessment and feedback.

10. How can didactic teaching contribute to student success and achievement?

• Didactic teaching can contribute to student success and achievement by laying a solid foundation of knowledge, fostering critical thinking and problem-solving skills, and equipping students with the essential tools for lifelong learning and academic success.

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Didactic Teaching: Everything You Need to Know

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This is a method of teaching whereby the teacher doles out content and expects that students find their way around learning it. Typically, educators who utilize didactic teaching develop structured lessons that concentrate on lectures. Educators can use different teaching methods based on the needs of their pupils, their personal preferences, and other aspects. This teaching method is often well-suited for teaching fundamental subjects and instructing pupils who thrive with structured directions.

This teaching method is characterized by the following:

Particular learning objectives: Generally, educators, who utilize the didactic teaching method, set particular learning objectives for their pupils. They assign coursework and design lesson plans to help the pupils achieve these objectives.

Structured lesson plans: One of the key characteristics of didactic teaching method is structured lesson plans. Educators who use this approach keep their lessons completely organized to present course materials to students directly.

Periodic performance evaluations: In this method, teachers conduct periodic performance evaluations to assess their pupils’ progress toward achieving their learning goals. Performance evaluations can also help educators review their pupils’ comprehension of what they’re learning.

Group discussions: In this teaching method, group discussions often follow a reading or lecture. Educators can guide discussions by presenting open-ended questions related to the lesson to their students and inspiring them to think critically.

Lectures from the educator to the pupil: Didactic teaching emphasizes lectures given by the instructor to the student. Often, pupils learn from lectures by asking questions and taking notes.

Consistent learning schedules: Another key aspect of this teaching method is consistent learning schedules. Typically, classroom schedules that use the didactic teaching method vary slightly from day to day.

Pedagogy and didactics are the two key teaching approaches. While pedagogical methods can include didactical approaches, there’re crucial differences between these two teaching methods. One major difference between pedagogy and didactics is whether the methods concentrate on the student or the teacher. A common didactical teaching strategy is the instructor giving a lecture directly to the pupils. Pedagogy is learner-centered and includes using teaching methods that focus on how particular students learn in different methods. 

Another difference between pedagogy and didactics is that didactic tends to focus more on educating pupils. The pedagogy involves considering why to educate students. Therefore, teachers who utilize pedagogical approaches typically emphasize the theories and philosophies that drive their teaching. Pedagogy and didactics also differ in terms of whether the method emphasizes teaching strategies or curriculum content. Typically, educators who utilize the didactic approach focus more on the curriculum’s content, while educators who follow the pedagogical approach focus more on using different strategies and tools to teach the students.

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5 Tips for PA School’s Didactic Phase

Advice from PA program directors

A PA’s career begins long before licensing – it begins the first day of PA school.  The didactic phase is the first exposure many future PAs have to the rigors, challenges, and rewards of their chosen career.  PA students should view the didactic phase as an opportunity to learn, to develop relationships, to determine strategies that work for them, and to  start their PA career off right .

AAPA asked PA program directors for their top tips on surviving the first phase of a PA’s career – the didactic phase.

• “PA School has to be your number one priority, and if it is not, it can be difficult to be successful.”
• “We warn our students that PA school is the most intensive thing they will probably ever do. They should take care of any problems outside of school (relationships, divorce, financial, etc.) prior to starting school so they can devote their full attention to the program”
• “Be ready from the get-go to put all other things on hold and dig in and study. Don’t wait until you find out that you really do need this to be your only focus because by then you are behind and it may be too late.”
• “This is graduate school. Your approach to learning will have to change from what you did as an undergraduate student. Instead of rote memorization of facts, you will be expected to clinically apply the information.”
• “Spend more time studying then you think you need to – it still won’t be enough.”
• “Focus weekend studying to gain depth and breadth of knowledge.  Try not to let weekends be catch up study time.”
• “Test taking is a learned skill. Don’t be discouraged if your exam scores don’t reflect your study time and efforts.  Learn to answer the question being asked, not what you think, and don’t over read the question.”
• “Participate in class discussion and activities as this is an alternative method of assessment of knowledge and skills by the instructor.”
• “For any lecture, if you scan the topic reading materials and objectives before class, lectures will make more sense. If you then review those lecture notes the same day, you’ll have already reviewed the information three times! Memorization will become easier.” 
• “Come to class prepared. This includes reading the chapters before class, asking questions and participating in class lectures. Print and bring to class lecture and reference materials or you may use your laptop in class to take notes.”
• “Stress can be corrosive, so PA students need to take care of themselves. Eat healthy food and eat regularly, sleep and exercise.”
• “Make good use of lunch hours, breaks between classes and holiday breaks.”
• “Be sure to make time for yourself and take a break from studying. Do something you enjoy, like exercise, watch a movie, or hang out with friends.”
• “Form study groups and learn from your classmates’ strengths and experiences.”
• “Aim to interact with a wide number of classmates and do not isolate yourself or huddle with just a few friends.”

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What Is Didactic Teaching?

Didactic teaching asserts the role of the teacher as that of the expert, with the students being receptors of the teacher’s knowledge and experience. Lessons are primarily lecture based, with this method most often used for the presentation of factual information. With didactic teaching, it is the student’s job to take notes and listen, answering and giving responses when required.

The didactic approach to learning was practiced often throughout early human history. Passing down knowledge from father to son required the son to listen and practice the skills demonstrated by the father. Early education consisted of much rote recall of facts and absorption of knowledge.

Didactic instruction is a more passive model of learning than the Socratic model. In the Socratic model, lessons are more inquiry-based. Students question and evaluate, with the teacher being a co-learner. Tasks are more problem-based, with discussion, dialogue and problem solving being prevalent in the Socratic classroom.

Though seemingly at odds with each other, both approaches to teaching often co-exist within modern classrooms. Many teachers utilize a two-pronged approach, teaching a portion of the class period using the didactic approach and spending another portion of class time using the Socratic approach. The content of the curriculum and needs of the learner are important when determining which teaching delivery method to use.

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COLLEGE OF AGRICULTURE, HEALTH AND NATURAL RESOURCES

Department of Nutritional Sciences

Didactic program in dietetics (dpd) track.

Dietetics is a profession which focuses on the food and nutrition intake of individuals and its relationship to health. Registered dietitian nutritionists (RDN) are trained in the sciences and can translate scientific findings and help people live healthy lives. Dietetic students receive a broad education in nutrition, food, management, physical, biological, and social sciences. Dietitians work in a variety of settings including hospitals, extended care facilities, community agencies, food industry, corporate agencies, schools, and private practice.

NUSC majors in the Didactic Program in Dietetics (DPD) track can declare DPD concentration and follow a curriculum that meets the Accreditation Council for Education in Nutrition and Dietetics (ACEND) academic requirements. Declaration of the DPD concentration within the Nutritional Sciences major requires a minimum of 60 earned credits, a cumulative GPA of 3.0 or higher, successful completion of the following courses with a C grade or better: CHEM 1124Q and 1125Q or CHEM 1127Q and 1128Q; CHEM 2241, or 2443 and 2444; and BIOL 1107, and a B grade or better in NUSC 1165 and NUSC 2200.

Mission for the Didactic Program in Nutritional Sciences

The Didactic Program in Dietetics provides graduates with a broad general education framework as well as specialized course work in the field of dietetics. The student will graduate with a science background giving them the tools to logically think through situations using the principles upon which the scientific method is based. Students following the didactic plan of study will be prepared to apply for supervised practice leading to eligibility for the CDR credentialing exam to become an RDN. This scientific preparation will enable students to succeed in a variety of professional situations. Our goals and objectives can be found here.

NUSC majors enrolled in the DPD follow a curriculum that meets the Accreditation Council for Education in Nutrition and Dietetics (ACEND) academic requirements. After graduation, the student must complete an independent dietetic internship, also called supervised practice, and complete a graduate degree to fulfill the requirements to sit for the National Registration Exam. The DPD at the University of Connecticut currently is granted accreditation by the ACEND. Click here for the contact information of the Academy of Nutrition and Dietetics and career opportunities.

Requirements for the Declaration of the Didactic Program in Dietetics within the NUSC major

• A minimum of 60 earned credits, a cumulative GPA of 3.0 or higher
• Successful completion of the following courses with a C grade or better: CHEM 1124Q and 1125Q or CHEM 1127Q and 1128Q; CHEM 2241, or 2443 and 2444; and BIOL 1107, and a B grade or better in NUSC 1165 and NUSC 2200.

Here’s the form for declaring the concentration.

Earning a verification statement for an internship application

• Earning at least a 3.0 GPA in the DPD coursework, with no DPD course grade below a C
• Dietetic Internships are very competitive, and our Didactic Program does not guarantee admission to an internship.
• Placement rate nationally has been about 51-66% for the past few years, although our placement rate has averaged 94% over the past 3 years.
• To increase the chance of obtaining a dietetic internship, our faculty recommend students prepare starting early in their college career and acquire work and volunteer experiences in the dietetics field. Our department offers independent studies and practicums to help students gain the necessary experience. We also encourage students to be active in extracurricular activities to gain leadership experience.

The University of Connecticut offers two dietetics programs in the College of Agriculture, Health and Natural Resources; the Didactic Program in Dietetics (DPD) in the Department of Nutritional Sciences which comprises course work required for earning a verification statement to start a supervised practice program (dietetic internship) subsequent to graduation; and the Coordinated Dietetics Program (CP) in the department of Allied Health Sciences, which combines the course work with the supervised practice in one program. For more information about the CP visit dietetics.alliedhealth.uconn.edu . For information about the differences between the program, please see frequently asked questions.

Process of Becoming a Registered Dietitian

• A student must earn a four-year degree and complete a didactic program in dietetics that is accredited by the ACEND.
• Upon completion, graduates will be issued a verification statement confirming that you completed all didactic program requirements.
• Graduates are then eligible to apply to a supervised practice program, also called a dietetic internship that is accredited by ACEND. An internship typically lasts 10–12 months and consists of at least 1200 supervised practice hours in the field.
• Upon completion of an internship and graduate degree (1/1/2024 requirement), one can sit for the national registration examination administered by the Commission on Dietetic Registration (CDR). For more information regarding the examination, refer to CDR’s website at www.cdrnet.org .
• To maintain the RD credential, one must complete continuing professional educational requirements. Registration is currently maintained by earning 75 credits every five years.

Effective January 1, 2024, the CDR will require at least a master’s degree to be eligible to take the credentialing exam to become a registered dietitian nutritionist (RDN). In addition, CDR requires that individuals complete coursework and supervised practice in program(s) accredited by ACEND. In Connecticut, graduates also must obtain state certification to practice in a clinical setting. Graduates who successfully complete the ACEND-accredited Didactic Program in Dietetics at the University of Connecticut are eligible to apply to an ACEND-accredited supervised practice program. For more information about educational pathways to become an RDN please visit www.eatrightpro.org .

What is the difference between a nutritionist, a registered dietitian, a certified nutritionist and a dietetic technician registered?

• A nutritionist refers to someone who has earned at least a bachelor’s degree in nutrition and may work, for example, as a nutrition educator, in food management, in research, for WIC, or the department of education.
• A registered dietitian holds the RD/RDN credential, which is earned by completing didactic course work, 1200 supervised practice hours, a graduate degree and passing the RD exam. To maintain the RD credential you must complete 75 continuing education credits every 5 years.
• The State of CT offers the option of becoming a certified nutritionist , which can be accomplished in two ways: (1) If you are certified as a registered dietitian by the CDR, or (2) you passed a written examination prescribed by the commissioner of public health for the State of CT and received a master’s degree or doctoral degree with a major in nutrition or dietetics. The cost of certification through the State of CT is $190.00.
• Completion of a two-year Associate degree granted by a U.S. regionally accredited college/university, completion of a dietetic technician program requirements in an ACEND-accredited program, passing of a national written examination administered by the CDR, and completion of continuing professional educational requirements to maintain registration.
• Completion of a Baccalaureate degree granted by a U.S. regionally accredited college/university, or foreign equivalent, completion of an ACEND-accredited DPD program, completion of an ACEND-accredited dietetic technician supervised practice, passing of a national written examination administered by CDR and completion of continuing professional educational requirements to maintain registration.
• Completion of a Baccalaureate degree granted by a U.S. regionally accredited college/university, or foreign equivalent, completion of an ACEND-accredited DPD or CP program, passing of a national written examination administered by CDR and completion of continuing professional educational requirements to maintain registration.

Students not placed in an internship may choose the third option and register to take the DTR exam. Information about the exam can be found at www.cdrnet.org . Please contact the DPD director Dr. Rhonda Brownbill [email protected] if you are interested in taking the DTR exam.

Please refer to our Program Handbook   and  FAQs for complete information about our program.

DPD Recommended Course Sequence

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What? Didactic teaching remains the pedagogical mainstay of many traditional classrooms and traditional teachers. It is the pedagogy of instruction and immutable facts, of authority and telling, and of right and wrong answers – it is teacher-centred and values learners who sit still and listen quietly and attentively, passively accepting the teacher as the knower and expert, both the source of knowledge and judge-jury of knowing. Students who succeed in this setting have learned to memorise and repeat the ‘important points’ of the lesson with little gloss or interpretation, mimicking the words of the teacher. Students unable to sit still or who interrupt the lesson are banished to a corner or from the room altogether – perhaps with chagrin or relief, or some complex combination of the two – these learners do not belong in the learning or to the didactic milieu. Such learners may be categorised as deficit or dull – unable to concentrate or more systematically diagnosed with a learning disorder or disability. The socio-spatial arrangement of the didactic classroom is a blackboard or whiteboard at the front of the room with children seated at desks in rows and facing the front. Kalantzis and Cope offer:

Being didactic means to spell things out explicitly but perhaps a little too laboriously, or to present a view of what’s true or right or moral but in a way that might at times seem dogmatic. So, the teacher tells and the learner listens. Didactic teaching turns on what the teacher says rather than what the learner does. The balance of agency weighs heavily towards the teacher. The teacher is in command of knowledge. His or her mission is to transmit this knowledge to learners, and learners, it is hoped, dutifully absorb the knowledge laid before them by the teacher.

The concept of the didactic teacher and the didactic ideal of passive and compliant students is exemplified in David Milgrim’s Cows Can’t Fly, an early-years picture book. The story is of a little boy whose hand drawn picture of two cows flying through the air inspires a herd of cows to take flight. Milgrim draws the teacher, Ms. Crumb standing beside her blackboard pointing with a stick at the lesson on the board. Chalked, double-spaced and underscored in upper case is the word G R A V I T Y with three large arrows, pointing down at a chalk drawn cow. The word G R A V I T Y dominates the blackboard.

Next to the chalk drawn cow is the label ‘massive object’ with an arrow pointing sideways at the cow. The combination of the elements in this graphic tableau leave the reader with no room for doubt as to the teacher’s view. A powerful sense of didactic authority is achieved by the way in which Ms. Crumb, her pointer and her blackboard dominate the composition, almost filling the double page spread.

The children are depicted as a row of partially seen heads at the bottom of the page looking up at the teacher, as small-seated-children everywhere must do with their adult teachers. Milgrim’s teacher is dismissive of the idea that cows can fly. She is shown examining her fingernails and grimacing, pointing at the blackboard with her stick. We are told in the text “Ms. Crumb said cows were far too fat; that facts were facts, and that was that.” However Milgrim completely undermines the teacher’s self assuredness and sense of didactic authority with a small flying cow seen through the window behind her. The image captures in an essential way the disdain with which figures of didactic authority treat ideas that are not consistent with the textbook or canon. The dominant figure of the teacher and her blackboard are beyond the challenge of the submissive seated child. This tableau captures in exaggerated caricature the didactic teacher.

Why? Didactic teaching is not really consistent with the pedagogy of Learning by Design. A range of pedagogies – knowledge processes – are proposed for learning facts, concepts and theories – pedagogies which promote more active learning and greater agency for the learner.

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Didactic Teaching Method

The dictionary meaning of didactic is “intended to teach, particularly in having moral instruction as an ulterior motive,” which summarises to “inclined to teach or moralize excessively.” The adjective didactic is derived from the Greek ‘didaktikos’ (didactics), which means skillful in training. If something is designed or intended to teach people something we can call it didactic.

Parables are generally didactic because they aim to teach a moral lesson.

The tale of the crow and the pitcher is a didactic story

Didactics is a teacher-centered method of instruction in which teachers deliver and students receive lessons, best suited to brief delivery of factual information. Didactic teaching is one of the two main teaching methods (the other is dialectics). Didactics conveyed a neutral meaning when it was first borrowed in the 17th century, and it still does; a didactic piece of writing is meant to be instructive as well as artistic.

The Meaning of Didactics

The term “didactics” refers to the science of teaching (concerning aims, subject matter, methods, and frameworks) within a specific field. Didactics is based on multiple theories of teaching, and in a wider sense, the theory and practical application of teaching and learning methods. Textbooks and “how-to” guides or tutorials are all examples of “didacticism” since their ultimate purpose is to instruct and educate.

Didactic Teaching

Didactic teaching is a method of teaching that focuses on the teacher who imparts the necessary theoretical knowledge to the students. In this teaching method, teachers create structured lessons by focusing on lectures. This type of teaching is generally suitable for teaching elementary subjects and showing students how to get the most out of learning through structured guidelines.

How does the Didactic Method Work?

The theory of didactic teaching emphasizes basic knowledge. Students get knowledge from planned lectures. It also refers to the foundation or starting point of the lesson plan, where the only objective is knowledge. Teachers or educators play an official role in guiding students to learn.

Didactic triangle

The didactic triangle is a graphical model that describes the desirable design of the teaching and learning process in the didactic teaching method. It focuses primarily on the teaching and learning process. The didactic triangle has three entities - teacher, student, and teaching content, forming the vertices or nodes of the triangle. It illustrates the classical method used to formulate teaching and learning concepts - especially in the field of formal education.

Source: Research Gate

The above-mentioned figure is the "didactic triangle". The three vertices of the triangle represent the didactic teaching situation:

• The knowledge aspect or content to be taught
• The teacher
• The student

In this triangle, the three sides indicate paired significance:

• The teacher-content side is related to the didactic extension
• The student-content side is related to pedagogical appropriation
• The teacher-student side is related to didactic interaction

In what is called a teaching situation, the knowledge, or materials are given to the teacher to teach the students.

Didactic Teaching Approach

In the didactic method, teachers make use of scheduled lessons and lectures to teach students directly by demonstrating the concepts. Students understand the concepts demonstrated and explained by the teacher. Problem-solving exercises complement education.

The didactic teaching method has the following features.

• Structured Lessons : The teacher does organize lesson plans to inform students directly through using instructional teaching.
• Teacher-centered teaching : In the didactic teaching method, more importance is given to the lecture given by the teacher to the student. Most of the time, students take notes, ask questions and learn from lectures.
• Sustainable Education Design: An important aspect of the doctrinal education system is the continuous learning plan. In general, the class schedule does not change much from day to day according to the pedagogical teaching method.
• Setting Learning Objectives : Teachers in the didactic teaching method set definite learning objectives for students. They create lesson plans and lectures to help their students learn the curriculum and ensure that students can achieve their learning objectives.
• Recurrent Performance Evaluatio n: To help achieve students' academic goals, teachers conduct regular assessments to assess their students' progress and assess students' comprehension of the subject.
• Group Discussion : In the didactic teaching approach, group discussion sessions consisting of lectures and readings are conducted. Teachers conduct discussions, where they encourage students by asking open questions related to the lessons learned, allowing the student to think seriously about the subject. Overall, the group discussion results in collaborative learning.

Why the didactic method is different from the dialectical method? Didactic teaching methods are often compared to Dialectical and Socratic methods. The term can also be used to refer to a particular doctrinal method, for example, constructivist theory.

The dialectical method is used to the discourse between two or more people who have different opinions on a subject but want to establish the truth through logical reasoning.  Once you are comfortable asking your students questions, you may want to improve your understanding of dialectical instructions. Use questions to check your student's comprehension in two levels- ironic and maieutic. In an ironic state, you examine the imperfections of his thoughts, perhaps weakening his confidence. In the meiotic phase, teachers are actively examining the thought process of students. Finally, a more accurate understanding of the facts is obtained. This method is easy to use, but in another way, it is extremely difficult.

The table below lists the distinguishing features for didactic versus dialectical methods:

Both teaching methods, rooted in classical teaching, are involved in questioning ideas. Teachers can use different teaching methods depending on the needs of their students, their personal preferences, and other factors inspiring learning. However, the didactic method is very effective when the student wants to understand an idea or interpret a work of creation.

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Definition of didactic

Did you know.

We Will Teach You the Origin of Didactic

Didaktikós is a Greek word that means "apt at teaching." It comes from didáskein , meaning "to teach." Something didactic does just that: it teaches or instructs. Didactic conveyed that neutral meaning when it was first borrowed in the 17th century, and still does; a didactic piece of writing is one that is meant to be instructive as well as artistic. Parables are generally didactic because they aim to teach a moral lesson. Didactic now sometimes has negative connotations, too, however. Something described as "didactic" is often overburdened with instruction to the point of being dull. Or it might be pompously instructive or moralistic.

• homiletical
• sententious

Examples of didactic in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'didactic.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

borrowed from New Latin didacticus, borrowed from Greek didaktikós "apt at teaching," from didaktós "taught, learned" (verbal adjective of didáskein , aorist edídaxa "to teach, instruct," factitive derivative of daênai "to learn") + -ikos -ic entry 1 ; daênai going back to Indo-European *dens-, *dn̥s- "become knowledgeable or skillful," whence also Avestan dīdaiŋ́hē "(I) learn, experience" and, in nominal derivatives, Sanskrit dáṃsaḥ "marvelous power," dasráḥ "accomplishing wonderful deeds," and perhaps Greek dḗnea "plans, intentions"

1658, in the meaning defined at sense 1a

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Cite this Entry

“Didactic.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/didactic. Accessed 22 Sep. 2024.

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Didactic Curriculum

It all starts with the foundational basic science courses in Pathophysiology, Medicinal Chemistry, Immunology and Microbiology, Biotechnology and Molecular Biology, which will prepare you for all your future coursework with an understanding of drug chemistry, bodily processes of disease states, pathogens, and molecular processes. You’ll already start putting that understanding into practice in your pharmacology, therapeutics, and pharmacogenomics courses.

Some highlights:

• Basic Sciences provide the foundation and building blocks for all other coursework
• Professional practice course series frames the roles and responsibilities of the pharmacist necessary in understanding the pharmacist’s relationships with patients and to the health delivery system
• Cultural Competency is your first interprofessional education course
• As early as spring semester you’ll start your clinical exposure and hands-on experience in the lab and you’ll start to learn how to make non-sterile dosage forms
• Introduction to the PPCP model
• Simulation learning starts and you’ll have your first exposure and begin to navigate the electronic health records system and physician order platforms

PHPN 500 - Medical Terminology I (0 Credits)

Using a systems approach, through this first self-study course students analyze and interpret root words, prefixes and suffixes with an emphasis on spelling, pronunciation, definition and use of commonly used medical terminologies in healthcare settings. As part of the learning process, students are exposed to basic anatomy, physiology, pathology of disease and clinical procedures.

PBSN 520 - Immunology and Microbiology (3 Credits)

Medical Microbiology & Immunology presents an overview of disease-associated microorganisms such as bacteria, fungi, and viruses. Emphasis is placed on the mechanisms of classes of therapeutics traditionally used to combat these disease-inducing microbes. An overview of the immune system is presented emphasizing the complexity and diversity of the immune response, the cells and molecules involved in the immune system, and the drug interventions that are designed to regulate the immune system.

PBSN 526 - Pathophysiology (4 Credits)

Pathophysiology course is designed as an orientation at the intersection of physiology and pathology, concerning disordered physiological processes that cause, result from, or are otherwise associated with a disease or injury. This course provides a comprehensive foundation of the mechanisms that produce altered physiologic function across the life continuum. The course moves from basic pathological processes to diseases by organ systems to multiple system diseases, and associated processes. This course prepares Pharmacy students related to management and preliminary diagnosis and disease processes associated with pathophysiologic dysfunction and analysis of the sequences of changes leading to various disease states within the main body systems that can be coupled to the principles of prevention, diagnosis, and possible treatments.

PBSN 527 - Pharmacology/Medicinal Chemistry I (4 Credits)

Understanding the molecular and cellular characteristics of drugs that affect their therapeutic and adverse outcomes allows pharmacists to optimize drug therapy and avoid unwanted adverse consequences. Thus, a complete understanding of pharmacology and medicinal chemistry enables pharmacists to provide more comprehensive pharmaceutical care to their patients. This is the first course of the pharmacology/Medicinal Chemistry series which provides an introductory part in both pharmacology and medicinal chemistry including pharmacokinetic and pharmacodynamic principles of drug action as well as pharmacology and medicinal chemistry of drugs used for the treatment of disease conditions. Topics provide in-depth perspectives on drug-receptor interactions and the dynamic relationship of drug-receptor pharmacology. Students are expected to gain a fundamental and practiced knowledge of the principles of drug action mechanisms, which will enable them to explain and predict the chemical basis of drug action at the molecular, cellular, tissue and organ levels (pulmonary and GI tract). 

PBSN 508 - Pharmaceutics I* (3 Credits)

Pharmaceutical calculation is one of the main components of patient care in pharmacy practice. The challenge of pharmaceutical calculations lies in the consistent accuracy to prevent patient harm and possible fatality. To obtain this level of accuracy, an understanding of basic concepts in math and deliberate, undivided attention to details is required. The course introduces students to the aspects of prescription terminology, systems of measurements and pharmaceutical calculations. Pharmaceutical calculations will be the core topic in the interactive sessions of the course.

SBAN 504 - Health Care Systems & Health Policies (3 Credits)

This course describes the components of a healthcare system; the goals and functions of the system, and how the system is assessed for attainment, performance, and quality. It also examines the key features of the U.S. healthcare system, the organization of healthcare delivery in the U.S., and the financing mechanisms for paying for healthcare, in comparison with other countries. Healthcare system regulation is covered by addressing health policy development, implementation, evaluation, and healthcare reform with special reference to the Affordable Care Act (ACA, 2010). The rising healthcare and medication costs in the U.S. and the strategies for containing these, while promoting access, quality, and equity in the system including the determinants of health are addressed. The course also addresses the drug use process, patient safety, and the social and behavioral aspects of patient care. An overview of basic public health concepts, key agencies in the U.S. Public Health Service (USPHS), and pharmacy practice and career paths in USPHS and global health agencies conclude the course.

SBAN 570 - Professional Practice I (2 Credits)

This course serves as a comprehensive introduction to the pharmacy profession. The course will provide insight into the skills necessary to strive as a successful pharmacist professional and establish a high standard of professional conduct, with emphasis on the skills and attitudes in the COEPA standards. The students will be expected to describe and practice professionalism, reflective practice, and understand the basic principles of pharmacist traits. Students will be introduced to the concept of professional identity formation and the oath of a pharmacist. The essential elements of the history of pharmacy as a profession in the United States along with the contribution of the historical figure in the pharmacy profession will be discussed. The course will also work on the future directions needed for the pharmacy profession and the role of professional advocacy.

Total Credits = 19

Phpn 501 - medical terminology (0 credits).

Using a systems approach, through this second self-study course students analyze and interpret root words, prefixes and suffixes with an emphasis on spelling, pronunciation, definition and use of commonly used medical terminologies in healthcare settings. As part of the learning process, students are exposed to basic anatomy, physiology, pathology of disease and clinical procedures.

SBAN 560 - Cultural Competency (1 Credit)

This course will introduce and sensitize students to the challenges of providing quality, culturally appropriate, and patient-centered healthcare that maximizes patient health outcomes. Students will be introduced to historical contexts, observations, experiences, and case studies involving diverse populations/patient groups to develop their awareness, sensitivities, and their appreciation of the importance of cultural sensitivity when caring for these traditionally under-represented patients. Students will understand the health disparities routinely experienced by racial/ethnic minorities, populations/patient groups based on their gender, age, socioeconomic, and insurance status, as well as religious or cultural beliefs and practices, sexual orientation, and physical and mental disabilities. Students will learn about the healthcare policy frameworks, the healthcare systems, the unique health challenges of various population groups, and what their expectations are for what is acceptable, culturally appropriate, and acceptable care that optimizes their health outcomes and overall quality of life.

PBSN 529 - Pharmacology and Medicinal Chemistry II (3 Credits)

This is the second course of the pharmacology/ Medicinal Chemistry series which emphasize the pharmacology and medicinal chemistry of drugs used for the treatment of renal disorders, diabetes, hypertension, hyperlipidemia, coagulation disorders, ischemic heart disease, acute coronary syndrome, cardiac arrhythmias, stroke, acute & chronic heart disease, and pulmonary arterial hypertension. In addition, endocrine disorders (thyroid and adrenal/pituitary), Lupus, Osteoarthritis, Rheumatoid Arthritis are also being taught. This course prepares students to develop an in-depth understanding of mechanism-based approaches to how specific drugs are utilized to treat specific conditions. Drug action mechanisms used for the treatment of a disease state are investigated with an integrated approach in explaining the molecular and cellular mechanisms of drug effects on the human body (i.e. pharmacodynamics) as well as how the human body affects the drugs (i.e., pharmacokinetics). Students are expected to gain a deeper understanding of the principles of drug action and should be able to explain and predict outcomes based on the principles of pharmacology, toxicology and medicinal chemistry including pharmacogenomics.

PHPN 581 - Pharmacotherapeutics I* (4 Credits)

This is the first pharmacotherapeutic sequence of coursework which focuses on the application of skills, critical thinking, problem solving, and resources needed to manage patients with ophthalmologic, dermatologic, respiratory, gastrointestinal, hematologic as well as renal disorders and is designed to provide a didactic framework of introductory concepts in pharmacotherapy including interpretation of laboratory values, the Pharmacists’ Patient Care Process (PPCP) and the inpatient medical record. The Pharmacists’ Patient Care Process (PPCP) intertwined with the pathophysiologic, pharmacologic, pharmacotherapeutic and pharmacoeconomic principles will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each disease state covered.

PBSN 509 - Pharmaceutics II (3 Credits)

This course is intended to introduce students to the discipline of pharmaceutics, to convey how the physicochemical properties of drugs and dosage forms are critical factors that impact the biopharmaceutics, pharmacokinetics, and pharmacotherapy of drugs. The course also provides a foundation for preparing extemporaneously compounded prescription products particularly via related pharmacy calculations and the rational factors involved in the selection of dosage forms. The focus is on the concepts that may be practical to understanding the complex issues associated with the processes drug delivery and the essentials of safe and effective drug therapy including scientific principles used in the design, optimization, preparation, storage, packaging, and stability of acceptable dosage forms.

SBAN 571 - Professional Practice II (3 Credits)

This course, as a continuum of Professional Practice I, introduces students to concepts and skills fundamental to the practice of pharmacy. The course introduces various topics in communication that are vital to the professional & clinical success of pharmacy students. Good communication skills will contribute to the success of the career and heightened respect from patients and other healthcare professionals for the profession. The course presents theoretical concepts and applications of such concepts in pharmacy practice, through role-play sessions, homework assignments, reflections, and a patient education material development assignment. The course will help develop basic communication skills, as they apply to delivering successful and sensitive interventions, professional, peer-to-peer communication, formal presentations, and advocacy. In addition to the communication skills, the course introduces ethical principles and the ethical decision-making process that are vital for healthcare professionals.

SBAN 540 - Drug Information and Literature Evaluation (3 Credits)

This course will introduce students to the basics of the provision of drug information practice. At the end of this course, the students will be expected to become familiar with various drug information resources and literature search databases. Additionally, students will learn biostatistical concepts and literature evaluation skills, including presenting a journal club to interpret clinical trial results and apply the information in patient care. Finally, students will gain an understanding of how drug information skills are used in different practice settings. Throughout the course, there will be assignments and hands-on activities focused on putting together the ultimate question executing a search strategy, selecting the appropriate drug information resources, and communicating the response.

PHPN 520 - Community Pharmacy & Intro to Immunization Practice* (3 Credits)

This course will provide students with an introduction to community pharmacy practice skills including legal aspects of filling and dispensing prescriptions, errors and omissions, and patient counseling. In addition, this course will introduce students to common self-care topics encountered in community-based settings. Students will also complete the American Pharmacists Association (APhA) Immunization Certification Program.

Total Credits = 20

Expn 512 - ippe community pharmacy (5 credits).

This is an experiential education course introducing students to the practice of community pharmacy. The course provides students with an overview of the practice and enables the student to integrate classroom knowledge with practical experience. This experience seeks to provide students with direct exposure to the dynamics of the community pharmacy practice and to guide them to a realistic assessment of the challenges and opportunities that exist. Prerequisites: Successful completion first year didactic year requirements.

Notes: *Courses with laboratories or recitations.

Second Year

You have a strong foundation and you’ll build upon that, as we emphasize the development of the Essentials of Practice and Care skills.

You will continue learning therapeutics, pharmaceutics, and pharmacology and medicinal chemistry and you’ll start learning pharmacokinetics and clinical pharmacokinetics to gain a better understanding of the disposition of the drug in the body and its role in therapeutic decisions.

Some other courses you’ll start taking involve the economics of pharmaceuticals, a deeper understanding of the role of the pharmacist, and the importance of physical assessment:

• Principles of Management, Pharmacoeconomics, and Outcomes Research illustrates the economic factors involved in pharmacist decision-making; the management of the processes and resources necessary for the safe and efficient application of their decision-making; and the measurement of the outcomes as a result of pharmacist decisions.
• A sequence in self-care shows how a pharmacist impacts patients and their care-givers beyond the immediate healthcare environment.
• Physical assessment plays a key role in collecting, assessing, monitoring and evaluating.
• Pharmacogenomics and its role in further optimizing drug therapy.

Highlights:

• Deepening understanding of clinical care and approaches to therapy with increasing patient case complexities
• Continued simulation training
• Continued interprofessional education
• Two electives based on your interests and professional goals

PBSN 610 - Pharmaceutics III (3 Credits)

This course covers issues of contemporary pharmacy practice. Part of this course is extemporaneous compounding, and the laboratory activities are designed to allow students to gain hands-on experience by preparing non-sterile products using extemporaneous compounding techniques. Students are expected to learn and perform calculations, determine the dose of products, identify and assign stability data of each preparation and compound prescriptions utilizing appropriate techniques. Correct method of compounding, proper documentation and labeling of the finished products are intensely focused on. These activities will prepare and enable students to develop the pharmaceutical skills needed to understand the importance of preparing prescriptions in a safe and effective manner. Lectures cover a higher level of pharmaceutical calculations than what was previously learned. The lectures also serve as an introduction to each lab. Students are also introduced to laws and regulations regarding compounding as well as safety precautions. Students are expected to understand the calculations, procedures and any additional information pertaining to each product.

PBSN 625 - Pharmacology and Medicinal Chemistry III (3 Credits)

This is the third course of the pharmacology/Medicinal Chemistry series which heavily emphasize drugs used in the treatment of infectious diseases and neurological disorders (Parkinson's, Alzheimer's, Epilepsy etc.) including headache disorders and multiple sclerosis. The course provides a review of the general principles of chemistry including the description of drugs, functional groups, pharmacophores, drug-receptor interaction, stereoisomers, optical isomers, physicochemical and pharmacokinetic properties of a drug, drug absorption, distribution, and metabolism. There is also a portion that delves into the principles of pharmacology including the basic pharmacokinetic and pharmacodynamic principles of drug action. The pharmacology and medicinal chemistry of drugs used for the treatment of disease states are investigated with an integrated approach in explaining the molecular and cellular mechanisms of drug effects on the human body (i.e., pharmacodynamics) as well as how the human body affects the drugs (i.e., pharmacokinetics). Students are expected to gain a fundamental and practiced knowledge of the principles of drug action mechanisms to treat neurological conditions and variety of infectious diseases. Students should be able to explain and predict outcomes based on the principles of pharmacology, toxicology and medicinal chemistry including pharmacogenomics.

PBSN 635 - Pharmacokinetics (2 Credits)

This course provides students with the principles of pharmacokinetics and pharmacodynamics as they relate to the pharmaceutical sciences and pharmacy practice. The course covers different steps of drug pharmacokinetics (absorption, distribution, metabolism, and excretion) and application of principles of pharmacokinetics to drug therapy. The students are expected to learn that characterization of drug pharmacokinetics is an important prerequisite for determination of dosing regiments or modification of dosing regimen for patients. The relationship between pharmacokinetics and pharmacodynamics is also explored. Pharmacokinetics as a multidisciplinary approach to drug therapy explores the application of pharmacokinetic methods to individually optimized dosing strategies based on the patient’s disease state and patient-specific considerations. In class lectures focus on basic principles with the latest information available on the topics covered. The lectures are designed to progress through guided class discussions, questions generated by instructor and students, and jointly evaluate their answers to ensure that the information is taught in the same context in which it is being used. Problem solving sessions help to develop and strengthen the student’s problem-solving ability using case studies. Through this process, students are expected to develop critical thinking and problem-solving skills.

PHPN 682 - Pharmacotherapeutics II* (5 Credits)

This is the second pharmacotherapeutic sequence of coursework which focuses on the application of skills, critical thinking, problem solving, and resources needed to manage patients with cardiovascular diseases, critically ill conditions, endocrine as well as rheumatic disorders and is also designed to provide a didactic framework of introductory concepts in special populations of pediatric and geriatric pharmacotherapy. The Pharmacists’ Patient Care Process (PPCP) intertwined with the pathophysiologic, pharmacologic, pharmacotherapeutic and pharmacoeconomic principles will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each disease state covered.

PHPN 684 - Foundations of Interprofessional Education and Practice Part I (0 Credits)

This course introduces experiences that will teach students how to work with other health disciplines, use the knowledge of their own profession to contribute to patient care within their scope, effectively communicate with professionals of other fields in a responsive and responsible manner, and apply relationship-building values and the principles of team dynamics to work effectively with interprofessional team members to enhance care. The course may consist of, but will not be limited to, three possible types of IPE activities (simulation based in the med sim-lab, case-based in class and virtual software platform) to address a given patient case.

SBAN 625 - Pharmaceutical Law and Biomedical Ethics (3 Credits)

This course is intended to introduce students to the fundamental concepts and basic knowledge of pharmacy management, pharmacoeconomics, and outcomes research. This course will demonstrate how management principles are applied in both institutional and community settings. The course will allow the students to explore the relationship between the principles of marketing when delivering a pharmacy service, the basic tenets of innovation and entrepreneurship in pharmacy, and the application of digital health in pharmacy management. The course will also introduce students to the importance of policymaking for successful pharmacy management. The course will also discuss the various theoretical frameworks of pharmacoeconomics and outcomes research and its relationship to formulary management.

SBAN 630 - Principles of Management, Pharmacoeconomics and Outcomes Research (3 Credits)

Elective** (0-3 credits), total credits = 19-22, pbsn 611 - pharmaceutics iv: sterile iv compounding (3 credits).

This course covers issues of contemporary pharmacy practice. Part of this course is extemporaneous compounding, and the laboratory activities are designed to allow students to gain hands-on experience by preparing sterile products using extemporaneous compounding techniques. Students are expected to learn and perform calculations, determine the dose of products, identify and assign stability data of each preparation and compound prescriptions utilizing appropriate aseptic techniques. Correct method of compounding, proper documentation and labeling of the finished products are intensely focused on. These activities will prepare and enable students to develop the pharmaceutical skills needed to understand the importance of preparing sterile compounded prescriptions in a safe and effective manner. Lectures cover a higher level of pharmaceutical calculations than what was previously learned. Students are also introduced to laws and regulations regarding sterile compounding as well as safety precautions with regards to hazardous preparations. Students are expected to understand the calculations, procedures and any additional information pertaining to each product. 

PBSN 631 - Pharmacology and Medicinal Chemistry IV (3 Credits)

This is the fourth course of the pharmacology series which combines knowledge gained from the three previous courses for the treatment of neuropsychiatric disorders, osteoporosis, reproductive disorders, and Cancer. Students are expected to understand and apply the normal physiology of associated body systems and the pathophysiology of the disease states to interpret drug action mechanisms. This allows an in-depth understanding of how specific drugs treat specific conditions utilizing mechanism-based approaches. The pharmacology and medicinal chemistry of drugs used for the treatment of a disease state are investigated with an integrated approach in explaining the molecular and cellular mechanisms of drug effects on the human body (i.e., pharmacodynamics) as well as how the human body affects the drugs (i.e. pharmacokinetics). Students are expected to gain a deeper understanding of the principles of drug action and should be able to explain and predict outcomes based on the principles of pharmacology, toxicology and medicinal chemistry including pharmacogenomics.

PHPN 620 - Healthcare Essentials; Physical Assessment and Injection Practice (3 Credits)

This course will introduce pharmacy students to the elements of basic head-to-toe exam techniques including physical, behavioral and psychological assessment to optimize patient care. The students will develop a thorough understanding of the patients’ health status through a comprehensive assessment strategy that includes health promotion and illness prevention. The course will incorporate the selection and interpretation of screening and diagnostic testing in order to formulate differential diagnosis through hands-on skill and injection technique practice.

PHPN 660 - Clinical Pharmacokinetics (3 Credits)

This course provides students with an understanding of the factors involved in the processes of pharmacokinetics (PK) and pharmacodynamics (PD). This course will help students acquire a basic understanding of the principles and applications of PK/PD and characterize drug pharmacokinetics mathematically. Students are expected to apply the knowledge learned in this course to develop a population and individualized approach toward patient care to maximize therapeutic outcomes through optimization of dosing strategies based on disease states and patient-specific considerations.

PHPN 683 - Pharmacotherapeutics III* (5 Credits)

This is the third pharmacotherapeutic sequence of coursework which focuses on the application of skills, critical thinking, problem solving, and resources needed to manage patients with infectious diseases and neurologic disorders. The Pharmacists’ Patient Care Process intertwined with the pathophysiologic, pharmacologic, pharmacotherapeutic and pharmacoeconomic principles will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each disease state covered.

PHPN 695 - Foundations of Interprofessional Education and Practice Part II (0 Credits)

This course continues experiences that will teach students how to work with other health disciplines, use the knowledge of their own profession to contribute to patient care within their scope, effectively communicate with professionals of other fields in a responsive and responsible manner, and apply relationship-building values and the principles of team dynamics to work effectively with interprofessional team members to enhance care. The course may consist of, but will not be limited to, three possible types of IPE activities (simulation based in the med sim-lab, case-based in class and virtual software platform) to address a given patient case.

Total Credits = 17-20

Expn 641 - ippe institutional pharmacy (5 credits).

This is an experiential education course introducing students to the practice of inpatient distribution facility of a hospital or other institutional health care settings. This experience seeks to provide students with direct exposure to the dynamics of the institutional pharmacy practice and to guide them to a realistic assessment of the challenges and opportunities that exist. Prerequisites: Successful completion second-year didactic year requirements

Notes: *Courses with laboratories or recitations. **Two 3-credit didactic electives required. May be taken in the P2 fall semester, P2 spring semester and/or P3 fall semester.

The first semester of the third year, the final didactic semester, provides the conclusion of the therapeutics sequence. It continues to deepen the understanding of approaches to therapy particularly in increasingly complex cases such as patients with comorbidities. You will integrate your knowledge from all disciplines and previous coursework and learn about additional complex considerations such as biomedical ethics, pharmacy law, and drug-induced diseases and toxicology.

• Most coursework is comprehensive, with more complex considerations
• Begin advanced practice experiences in the spring

PHPN 721 - Drug‐induced diseases & Toxicology (3 Credits)

This course is designed to enable students to develop a broad-based knowledge of the pharmacological, medicinal chemical and pharmacotherapeutic basis of drug induced disease and clinical toxicology. Building on the foundation of the Pharmacist Patient Care Process (PPCP), students will develop a standardized approach for identifying signs and symptoms of toxic events and drug-induced diseases, thoroughly assessing patients, and providing appropriate therapy/monitoring recommendations/referral. This goal will be met through a series of didactic lectures and interactive patient cases. After the completion of the course, students should acquire the necessary skills to practice in emergency and outpatient settings and will aid in the transition to advanced pharmacy practice experiences. Prerequisites: Completion of first and second year courses

PHPN 722 - Comprehensive Patient Care Management (3 Credits)

PHPN 722 is a capstone course designed to strengthen and conclude the didactic curriculum through application of prior learning. This course will integrate essential core pharmacy therapeutics topics and management of various disease states. Emphasis will be placed on applying the Pharmacists’ Patient Care Process to complex patient cases in order to develop rational evidence-based drug therapy, therapeutic monitoring and modification of drug therapy and medication regimens as dictated by changes in the patient’s characteristics, laboratory values and overall clinical status. Time in this course will be divided between self-study, problem-based learning and team-based learning. All course activities are designed to develop and improve critical thinking, problem-solving and decision-making skills by working through complex patient scenarios mimicking clinical practice experiences. Completion of this course will empower the student to pursue self-directed lifelong learning in order to improve patient outcomes in the institutional and ambulatory care settings. Prerequisites: Completion of first and second year courses.

PHPN 751 - Comprehensive Self-Care* (2 Credits)

This course builds on the concepts introduced in PHPN 650 Self Care I. After the completion of this course, the student will be able to formulate patient-specific plans, and preform MTM services. The Pharmacists’ Patient Care Process will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each topic covered. portion of this course consists of a practice-based certificate training program through the American Pharmacists Association, which will prepare student pharmacists to improve medication use through the delivery of MTM services in a variety of practice settings. Prerequisites: : PHPN 651 and PBSN 611

PHPN 784 - Pharmacotherapeutics IV* (5 Credits)

The four-semester pharmacotherapeutics sequence of coursework that runs throughout the didactic component of the program provides an integrated approach in understanding pathophysiology and applied therapeutics. Students will learn to apply basic knowledge of pharmacology and medicinal chemistry on appropriate drug selection and monitoring for specific disease states. Pharmacotherapeutics incorporates the principles of clinical practice guidelines for various disease states and their interpretation in the clinical setting. Through reinforcement of the basic science principles relative to drug action, the student will learn to apply organ systems-based knowledge to clinical practice setting and learn associated disease state management. In addition to the lecture hours, these courses offer a required weekly recitation session. During recitations, students will engage in group activities and discussions related to patient cases that are based on select topics/disease states introduced in class during any given week. Students will be asked drug therapy management questions similar to those arising in real clinical settings. Prerequisites: PBSN 631, PHPN 581

PHPN 725 - Pharmacogenomics and Precision Medicine (2 Credits)

Course Description Pending.

Total Credits = 16-19

Phpn 733 - seminars in pharmacy practice i (1 credit).

This sequence of courses will enable students to synthesize, integrate and apply the basic-science and pharmacotherapeutic principles prevalent in both acute and chronic disease-state settings. This course also provides an opportunity to update students on new modalities and treatment protocols in both acute and chronic disease-state settings. The courses will address these disease states from a basic science, clinical, and public health standpoint via a case-based learning approach, relating disease to appropriate therapeutic management, evidence-based practice, and patient-centered care. In addition, these courses will emphasize the principles of self-directed learning through student-led presentations, interactive learning scenario stimulating real-world clinical experiences that allows students to practice and apply problem-solving skills, and accountability for assigned readings. These courses also serve to compliment the continuum between didactic and experiential courses. Independent learning, facilitated discussion, student-led presentations, and interactive learning activities will be utilized throughout the courses to give students an opportunity to build on previous course work by synthesizing, integrating, and applying biomedical, clinical, and public health concepts relevant to the pharmacy practice setting.

PHPN 834 - Seminars in Pharmacy Practice II (1 Credit)

Phpn 835 - seminars in pharmacy practice iii (1 credit).

This sequence of courses will enable students to synthesize, integrate and apply the basic-science and pharmacotherapeutic principles prevalent in both acute and chronic disease-state settings. This course also provides an opportunity to update students on new modalities and treatment protocols in both acute and chronic disease-state settings. The courses will address these disease states from a basic science, clinical, and public health standpoint via a case-based learning approach, relating disease to appropriate therapeutic management, evidence-based practice, and patient-centered care. In addition, these courses will emphasize the principles of self-directed learning through student-led presentations, interactive learning scenario stimulating real-world clinical experiences that allows students to practice and apply problem-solving skills, and accountability for assigned readings. These courses also serve to complement the continuum between didactic and experiential courses. Independent learning, facilitated discussion, student-led presentations, and interactive learning activities will be utilized throughout the courses to give students an opportunity to build on previous course work by synthesizing, integrating, and applying biomedical, clinical, and public health concepts relevant to the pharmacy practice setting.

PHPN 855 - Pharmacy Practice Primers (2 Credits)

This course serves as a culminating review of the pharmacy curriculum to ensure students have the knowledge and skills to serve as pharmacists and pass the NAPLEX (North American Pharmacist Licensure Examination) which will be required for pharmacist licensure upon graduation. This course will consist of self-study and in-class review sessions. In-class review session will go hand-in-hand with self-study to help reinforce student knowledge of difficult topics and core topics. Review sessions will provide students with practice cases and questions and will help highlight and clarify key points to enhance student understanding of the material. The combination of self study with review sessions will promote self-directed lifelong learning and ultimately allow students to successfully practice as future pharmacists.

PBSN 825 - Advanced Pharmacy Calculations (2 Credits)

This course is designed to assess student knowledge gained over the 4 years of the pharmacy program and to ensure that students are adequately prepared to perform pharmaceutical calculations. This course serves as a culminating review of the pharmaceutical calculations to ensure students have the knowledge and skills to serve as pharmacists and pass the NAPLEX (North American Pharmacist Licensure Examination) which will be required for pharmacist licensure upon graduation. This course will consist of self-study and in-class review sessions. The combination of self-study with review sessions will promote self-directed lifelong learning and ultimately allow students to successfully practice as future pharmacists. Prerequisites: PBSN 508, 635 and PHRN 610, 611

Total Credits = 7

Total pharmd program credits required: 167.

Credit Breakdown is: Didactic 103; IPPE: 10; APPE: 54

Notes: *Courses with laboratories or recitations. **Two 3-credit didactic electives required. May be taken in the P2 fall semester, P2 spring semester and/or P3 fall semester. ***1-credit Compounding elective available during P4 year

Diverse Learning Styles

Much of the didactic coursework is primarily taught by lectures. Lectures often include embedded active-learning strategies such as audience-response (clickers), individual and/or group projects completed outside of class time.

For key courses such as pharmacy calculations and pharmacotherapeutics, recitations accompany the course, which allows for small group work on problem sets, case studies, and other interactive activities. Laboratories associated with the pharmaceutics courses allow hands-on experience in developing the motor skills necessary for dispensing prescriptions, extemporaneous compounding, and the preparation of sterile products while the laboratory in physical assessment allows for the development of other motor skills. All lectures are video recorded and available immediately after class so you have greater flexibility to learn at your own pace. Canvas, the College’s learning management system, is used extensively by all didactic courses. Every effort is made to post lecture handouts, PowerPoint slides, and assignments in advance, accommodating if you prefer to get an overview of materials before attending the lecture.

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teacher-centered method of instruction in which teachers deliver and students receive lessons, best suited to brief delivery of factual information.

Didactic instruction is one of three parts of the Paideia approach. Appropriate use requires careful planning and organization, a clear focus, and brevity.

Opponents of didactic instruction argue that it assumes active teachers and passive students, inhibits student development by fostering superficial learning of basic facts, and makes students dependent instead of teaching them skills for independent problem solving.

Didactics in a Changing World – Introduction

• First Online: 28 January 2023

Cite this chapter

• Florence Ligozat 5 ,
• Kirsti Klette 6 &
• Jonas Almqvist 7  

Part of the book series: Transdisciplinary Perspectives in Educational Research ((TPER,volume 6))

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Thinking systematically about teaching and learning in relation to the knowledge contents and domains structured in the curriculum traditionally belongs to the broad field of Didactics in European countries. Far from being unified, this field is characterized by its fragmentation and broad interest linked to the historical evolution of educational goals in national contexts, but also to the diversity of institutional solutions in education as an academic discipline and in pre- and in-service teacher training structures. Building on different research traditions for conceptualizing the relationships between teaching, learning and the contents taught/learnt, this book pursues a threefold aim: (i) it presents certain recent theoretical developments of Didactics and, more particularly, the development of general subject didactics and comparative didactics ; (ii) it provides a sample of the diversity and complementarities of methodological approaches for the empirical study of teaching and learning in the classrooms; and (iii) it addresses certain societal challenges that didactic research faces in a changing world. This introduction first recalls some aspects of the development of research in Didactics in continental Europe to highlight the specificity and the complexity of this field. Then, we introduce the authors’ chapters, sketching the most salient relations between them within each part of this book.

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Didactics as a School Discipline: A Study of General Didactics Textbooks

The German Speaking Didactic Tradition

The italian didactic tradition.

The French term “les didactiques des disciplines” is sometimes translated by the English term “ Disciplinary didactics ” (e.g.,Schneuwly, 2021 ) to account for the cultural specificity of the subject-specific research on teaching and learning in the French-speaking context (where general didactics is not developed – see Ligozat, in Chap. 3 ). However, in this book, for the sake of clarity and the construction of a consistent international discourse about the research traditions in Didactics, the French authors have chosen to use the broad term “ Subject didactics ” (or subject didactique in Chap. 10 ) to stress the family resemblance with other similar trends in other countries (e.g. Fachdidaktik in German-speaking countries, las didácticas específicas in Spain, le didattiche disciplinari in Italy, etc.).

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Ligozat, F., Klette, K., Almqvist, J. (2023). Didactics in a Changing World – Introduction. In: Ligozat, F., Klette, K., Almqvist, J. (eds) Didactics in a Changing World. Transdisciplinary Perspectives in Educational Research, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-031-20810-2_1

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'Meet the Barbarians' Review: Julie Delpy's French Comedy Is Full of Heart | TIFF 2024

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The promise of a French social satire that delves into Gallic xenophobia and a global refugee crisis does not, unfortunately, seem like something that might gather wide audience interest. However, if you add in the fact that Meet the Barbarians ( Les barbares in French) is helmed by July Delpy , an icon of French cinema and co-star of Richard Linklater 's Before trilogy , perhaps more would have their interest piqued. Set in a picturesque small town in France’s Brittany region, this tale of life in Paimpont has moments of gentle humor, a dash of romance, and a whole lot of political commentary.

What Is 'Meet the Barbarians' About?

The sleepy town of Paimpont feels a world away from the affairs of the outside world, but its bucolic, cloistered space is shattered in part thanks to the eager desire of the town’s schoolteacher, Joëlle (Delpy), who, along with the encouragement of the Mayor ( Jean-Charles Clichet ), arranges to welcome some Ukrainians into their midst. "Proudly raising the blue and yellow Ukrainian flag, they’re joined by townsfolk including Anne ( Sandrine Kiberlain ), a local shopkeeper and long-time friend of Joëlle, and councilor and local plumber Hervé ( Laurent Lafitte ), a man of Alsatian origin who nonetheless claims Bretonian identity with a discomfiting fervor who nonetheless reluctantly voted to accept the original slate of newcomers.

Just before their arrival, they’re informed that all Ukrainians have found placement elsewhere in the country and that instead, they are to receive a group from Syria. The family, traumatized from their journey and anxious to make sense of their new surroundings, is soon plunged into a community unsure of their previously committed generosity and neighborliness. With strong performances by other members of the ensemble, including Ziad Barkri, Dalia Naous , and Rita Hayek , this gentle yet powerful story about integration, acceptance, and overcoming ignorance plays out in both entertaining and effective ways . The fundamentals of culture, from food to faith to family, are all interrogated within what otherwise is quite a breezy, accessible storyline.

Julie Delpy Shines as Both Director and Actor

Delpy is effortlessly engaging as always , playing the earnest but often gormless teacher with a gleeful sense of plausibility. The film itself is a kind of family affair, with Delpy's father, Albert, playing a wonderfully off-beat local farmer who in earlier times would have been the gap-toothed coot in a John Ford film. Mathieu Demy , son of Jacques Demy and Agnès Varda , manages to be smoldering while the rest of the group all feel believable in this somewhat heightened story of small-town life. Rather than coming across as didactic or cloying, Delpy manages to satirize the closed-mindedness of the citizenry while also recognizing the at times self-destructive zeal of those in over their heads. The Syrian characters themselves are played with dimension as well, recognizing that within their own community, there are wounds not so easily healed, and betrayals not so easily forgotten.

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'Meet the Barbarians' Is a Heartfelt Look at Community

Prejudice knows no borders, of course, and time after time, the film manages to raise the obvious, only to allow the more subtle and transformative moment to have the final say. What we’re treated to, then, is a light, entertaining, but also quite timely look at how we must all check our assumptions and work hard to overcome key biases, no matter where we're from. Rather than merely a bunch of bumpkins bounding around, the predilections of the residents of Paimpont are far more universal in just about any environment, in just about any locale. The film raises deep questions that are handled with subtlety and aplomb, with a droll comedy where we’re laughing at our own fallibilities as much as those we see struggling on screen. Meet the Barbarians provides a light yet engaging look into how communities are built and maintained , and how differing aspects of their identities can form something better when people of disparate backgrounds are brought together.

Meet the Barbarians

A small town in Brittany braces to host a Ukrainian refugee family, but a Syrian family arrives instead. This unexpected situation forces the townspeople to confront their misconceptions about refugees and adapt to new realities, fostering themes of acceptance and cultural integration.

• Julie Delpy is excellent as always
• The film's humor is used to good effect to tell serious story
• Beautiful French location
• Slightly overstays its welcome

Meet the Barbarians had its world premiere at the Toronto International Film Festival.

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• Julie Delpy