J. Lazarou, B. H. Pomeranz, and P. N. Corey, Incidence of adverse drug reactions in hospitalized patients: a meta-analysis of prospective studies, JAMA. 15 avr, vol.279, issue.15, pp.1200-1205, 1998.

J. Hartman, L. Härmark, E. Puijenbroek, and . Van, A global view of undergraduate education in pharmacovigilance, Eur J Clin Pharmacol. 1 juill, vol.73, issue.7, pp.891-900, 2017.

P. Practice, The Current Challenges and the Gaps in the Medical Students' Curriculum -ScopeMed.org -Deposit for Medical Articles, pp.19-19

M. Reumerman, J. Tichelaar, B. Piersma, M. C. Richir, and M. A. Van-agtmael, Urgent need to modernize pharmacovigilance education in healthcare curricula: review of the literature, Eur J Clin Pharmacol. 20 juin, 2018.

C. R. Graham, Emerging Practice and Research in Blended Learning

, Routledge Handbooks Online, 2012.

, The role of blended learning in the clinical education of healthcare students: a systematic review

D. Sur,

J. C. Burnham, The evolution of editorial peer review, JAMA. 9 mars, vol.263, issue.10, pp.1323-1332, 1990.

R. Spier, The history of the peer-review process, Trends Biotechnol août, vol.20, issue.8, pp.357-365, 2002.

A. Thomas, A. Menon, J. Boruff, A. M. Rodriguez, and S. Ahmed, Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review, Implement Sci IS. 6 mai, vol.9, p.54, 2014.

, Topping KJ. Peer Assessment. Theory Pract. 1 janv, vol.48, issue.1, pp.20-27, 2009.

P. G. Ramsey, M. D. Wenrich, J. D. Carline, T. S. Inui, E. B. Larson et al., Use of peer ratings to evaluate physician performance, JAMA. 7 avr, vol.269, issue.13, pp.1655-60, 1993.

O. Bourdon, C. Ekeland, and F. Brion, Pharmacy Education in France, Am J Pharm Educ, vol.15, issue.2008

M. T. Kiviniemi, Effects of a blended learning approach on student outcomes in a graduate-level public health course, BMC Med Educ. 11 mars, vol.14, p.47, 2014.

A. Edginton and J. Holbrook, A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction, Am J Pharm Educ. 15 juin, vol.74, issue.5, 2010.

R. English, S. T. Brookes, K. Avery, J. M. Blazeby, and Y. Ben-shlomo, The effectiveness and reliability of peer-marking in first-year medical students, Med Educ oct, vol.40, issue.10, pp.965-72, 2006.

S. Lerchenfeldt, M. Mi, and M. Eng, The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review, BMC Med Educ. 23 août, vol.19, issue.1, p.321, 2019.

E. Panadero and A. Jonsson, The use of scoring rubrics for formative assessment purposes revisited: A review, Educ Res Rev. 1 juin, vol.9, pp.129-173, 2013.

, Publisher's Note

, Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations