The course has been thoroughly restructured over the past three years; it previously consisted of classic lectures and text syllabuses, whereas now it reflects an integrated design including different learning activities and learning spaces. The course is still being developed, presently with a focus on a more radical coupling of clinical activities and philosophy of science. The course is taught in seven sessions, which are all offered within the first three months of the programme.

• There was a need to strengthen the coupling between the clinical practice of the dental hygienist programme and philosophy of science, in order to support the students’ experience of the connection between the subject fields of dental hygiene.
• A wish was also expressed to improve the student-activating learning environment, which helps support an increased reflection and feedback level and achieve a higher taxonomic learning level in the course.
• Moreover, the idea was expressed to strengthen the students’ experience of coherence in the programme through digital support, among other initiatives.
• Finally, there was a wish to explore the potentials of supporting learning through extensive and targeted use of educational IT.

The students found that being included in teaching and peer feedback was a good thing. They expressed a positive attitude to the variety of practical tasks, theory and group activities included the teaching. They were also pleased that activities were linked to the work in the clinic. Moreover, they found that the practical aspects were helpful for their understanding of theoretical issues.

• Taking into account all disciplines and teaching activities for the entire module creates better coherence and encourages the students to discover connections across the disciplines.
• The student-produced videos and discussion fora cause the students to reflect, communicate and add perspective from philosophy of science to clinical practice, which supports abstraction in learning levels and their reflection on their own learning outcome.
• Discussion fora create more interaction, collaboration and feedback among the students and with their teachers, and variety in learning activities allows more students to be active.
• Clear communication of the intention of the course syllabus design and alignment of expectations regarding the students’ contribution to the activities in Blackboard support the students’ active participation as well as their learning outcome.
• Increased coupling between the theory and practice of the course requires close collaboration between teachers from different subject fields, which is also considered to have a positive impact on the students’ experience of coherence in the course.