Évaluation et titularisation des enseignants stagiaires de l’enseignement public | Ministère de l’Education Nationale de la Jeunesse et des Sports. https://www.education.gouv.fr/evaluation-et-titularisation-des-enseignants-stagiaires-de-l-enseignement-public-305721
Stages en contexte de COVID-19 (nouvelle section – 31 août 2020) | Carrefour technopédagogique | UQAM.
Cette directive est destinée aux directions de programmes, ainsi qu’aux enseignantes et enseignants, agentes et agents de stage et tout autre personnel de l’UQAM concerné par les stages.
Elle traite de l’organisation et de la tenue des stages dans le contexte de la pandémie de COVID-19 et de la responsabilité de l’Université en matière d’assurance et de consignes sanitaires.
Etudes d’infirmerie : bientôt une convention de stage unique ?
https://www.rtbf.be/info/belgique/detail_etudes-d-infirmerie-bientot-une-convention-de-stage-unique?id=10602324
Mohammed MR, Maizia A, Seddiki MMS, Mokhtari L. Les effets de l’intégration de la simulation sur l’apprentissage des gestes procéduraux de base et de l’examen physique en stage hospitalier dans le cursus pré-gradué des études médicales d’une faculté de médecine en Algérie. Pédagogie Médicale. 2020. doi:10.1051/pmed/2020034
Résumé
Contexte et problématique : Pour apporter une valeur pédagogique significative, la simulation doit idéalement être intégrée dans un curriculum, articulée aux autres dispositifs et non simplement ajoutée. Dans le cadre du cursus pré-gradué de la Faculté de médecine de Mostaganem (Algérie), nous avons associé au stage hospitalier, en début de cycle clinique, un programme pédagogique de simulation ayant comme objectifs principaux l’apprentissage des examens physiques et des gestes procéduraux de base, à destination d’un public novice.
Objectif : Comparer les effets sur l’apprentissage des examens physiques et gestes procéduraux de base d’un stage hospitalier avec programme de simulation par rapport à l’immersion hospitalière seule.
Méthodes : Une promotion de 115 étudiants de troisième année de médecine en immersion hospitalière a été randomisée en deux groupes croisés, qui ont suivi, respectivement, le programme des gestes procéduraux avec simulation et le programme des examens physiques sans simulation, ou réciproquement. Une évaluation des apprentissages a été réalisée par examen clinique objectif structuré (ECOS) pour les acquisitions pratiques et par un test de connaissances avec questions à choix multiple pour les acquisitions théoriques. L’ensemble des scores obtenus ont été comparés par un test non paramétrique de Wilcoxon.
Résultats : Les scores du groupe bénéficiant d’apprentissage par simulation avec immersion hospitalière ont été significativement supérieurs au groupe témoin, et ce aussi bien pour les acquisitions pratiques que pour les connaissances théoriques.
Conclusion : Dans les conditions de l’étude, un dispositif pédagogique recourant à la simulation en articulation avec un compagnonnage classique pendant les stages d’externat s’est révélé être une approche pédagogique efficace pour l’amélioration de l’acquisition et la maîtrise des « examens physiques » et « gestes procéduraux » de base aux étudiants en début de cycle clinique.
https://www.pedagogie-medicale.org/articles/pmed/abs/first/pmed200001/pmed200001.html
Codsi M-P, Sanche G, Authier L, et al. Elaboration d’une fiche d’évaluation du stage clinique en médecine de famille : processus et résultat. Pédagogie Médicale. 2020. doi:10.1051/pmed/2020028
Résumé
Contexte : Depuis l’implantation de l’approche par compétences en formation médicale, divers établissements dans le monde implantent des outils pour évaluer le progrès et les niveaux de maîtrise des compétences.
Objectif : Décrire le processus d’élaboration collectif de la fiche d’appréciation du stage clinique (FASC) en médecine de famille et présenter son résultat. Cette fiche relie les activités professionnelles confiables (APC) et les compétences requises pour les réaliser.
Méthode : Un groupe de travail mandaté par la direction universitaire du programme, de concert avec les 18 directeurs locaux de programme (DLP) dans les centres où se déroule la formation des résidents, a validé une liste d’APC par sondage. Dans un deuxième temps, lors d’une journée d’atelier, 47 participants (enseignants et DLP) ont décrit les niveaux de maîtrise à observer chez les résidents pour chaque APC.
Résultats : Les travaux ont mené à la création d’une nouvelle FASC et d’un Guide de notation qui permettent d’évaluer 11 APC et les 7 compétences reconnues au Canada. L’appréciation des APC se base sur la confiance des enseignants envers le travail des résidents. Cinq « niveaux de confiance dans la délégation de responsabilité » (NiCDeR) ont été définis pour les principales compétences sollicitées par chaque APC.
Conclusion : L’utilisation d’un processus de co-construction a permis d’augmenter la validité et la pertinence d’une nouvelle fiche d’évaluation des stages cliniques en médecine de famille et de favoriser son appropriation par les cliniciens-enseignants du programme.
https://www.pedagogie-medicale.org/articles/pmed/abs/first/pmed190024/pmed190024.html
The Technological Impact of COVID-19 on the Future of Education and Health Care Delivery – PubMed. https://pubmed.ncbi.nlm.nih.gov/32942794/. Accessed October 7, 2020.
Abstract
Background: The unexpected COVID-19 crisis has disrupted medical education and patient care in unprecedented ways. Despite the challenges, the health-care system and patients have been both creative and resilient in finding robust « temporary » solutions to these challenges. It is not clear if some of these COVID-era transitional steps will be preserved in the future of medical education and telemedicine.
Objectives: The goal of this commentary is to address the sometimes substantial changes in medical education, continuing medical education (CME) activities, residency and fellowship programs, specialty society meetings, and telemedicine, and to consider the value of some of these profound shifts to « business as usual » in the health-care sector.
Methods: This is a commentary is based on the limited available literature, online information, and the front-line experiences of the authors.
Results: COVID-19 has clearly changed residency and fellowship programs by limiting the amount of hands-on time physicians could spend with patients. Accreditation Council for Graduate Medicine Education has endorsed certain policy changes to promote greater flexibility in programs but still rigorously upholds specific standards. Technological interventions such as telemedicine visits with patients, virtual meetings with colleagues, and online interviews have been introduced, and many trainees are « techno-omnivores » who are comfortable using a variety of technology platforms and techniques. Webinars and e-learning are gaining traction now, and their use, practicality, and cost-effectiveness may make them important in the post-COVID era. CME activities have migrated increasingly to virtual events and online programs, a trend that may also continue due to its practicality and cost-effectiveness. While many medical meetings of specialty societies have been postponed or cancelled altogether, technology allows for virtual meetings that may offer versatility and time-saving opportunities for busy clinicians. It may be that future medical meetings embrace a hybrid approach of blending digital with face-to-face experience. Telemedicine was already in place prior to the COVID-19 crisis but barriers are rapidly coming down to its widespread use and patients seem to embrace this, even as health-care systems navigate the complicated issues of cybersecurity and patient privacy. Regulatory guidance may be needed to develop safe, secure, and patient-friendly telehealth applications. Telemedicine has affected the prescribing of controlled substances in which online counseling, informed consent, and follow-up must be done in a virtual setting. For example, pill counts can be done in a video call and patients can still get questions answered about their pain therapy, although it is likely that after the crisis, prescribing controlled substances may revert to face-to-face visits.
Limitations: The health-care system finds itself in a very fluid situation at the time this was written and changes are still occurring and being assessed.
Conclusions: Many of the technological changes imposed so abruptly on the health-care system by the COVID-19 pandemic may be positive and it may be beneficial that some of these transitions be preserved or modified as we move forward. Clinicians must be objective in assessing these changes and retaining those changes that clearly improve health-care education and patient care as we enter the COVID era.
https://pubmed.ncbi.nlm.nih.gov/32942794/
Sandhu N, Frank J, von Eyben R, et al. Virtual Radiation Oncology Clerkship During the COVID-19 Pandemic and Beyond. Int J Radiat Oncol Biol Phys. 2020;108(2):444-451. doi:10.1016/j.ijrobp.2020.06.050
Abstract
Purpose: We evaluated the impact of a virtual radiation oncology clerkship.
Methods and materials: We developed a 2-week virtual radiation oncology clerkship that launched on April 27, 2020. Clerkship components included a virtual clinic with radiation oncology faculty and residents, didactic lectures, student talks, and supplemental sessions such as tumor boards and chart rounds. Medical students completed pre- and post-clerkship self-assessments. Faculty and resident participants also completed surveys on their experience with virtual lectures and clinics. Pre- and post-clerkship results were compared using a 2-sided paired t test. An analysis of variance model was used to analyze the clerkship components.
Results: Twenty-six medical students, including 4 visiting students, enrolled over 2 clerkship periods (4 weeks). All students completed the pre- and post-clerkship self-assessments and agreed that the clerkship improved their understanding of radiation oncology. Compared with 3 (11.5%) students who agreed that they understood the daily responsibilities of a radiation oncologist before the clerkship, 22 (84.6%) students agreed and 3 (11.5%) strongly agreed that they understood the daily responsibilities of a radiation oncologist after the clerkship (P < .0001). Although 15 students (57.7%) reported an increased interest in radiation oncology because of the clerkship, the mean level of interest in radiation oncology as a career remained the same, with pre- and post-clerkship scores of 3.0 (±0.9) and 3.0 (±1.1) on a 5-point scale, respectively (P = .7). Students found virtual clinic and didactic lectures to be the most valuable components of the clerkship. Most respondents agreed (30.8%) or strongly agreed (65.4%) to recommend the clerkship to their classmates.
Conclusions: Our virtual clerkship was effective in increasing medical student interest in and knowledge about radiation oncology. These data will help optimize a new paradigm of virtual radiation oncology education for medical students during COVID-19 and beyond.
https://pubmed.ncbi.nlm.nih.gov/32890529/
La coévaluation de stage… source de préoccupations, de difficultés, voire de tensions pour les superviseurs de HEP | DIAL.pr – BOREAL. https://dial.uclouvain.be/pr/boreal/object/boreal:235410. Accessed October 7, 2020.
Dans le contexte de réforme de la formation initiale des enseignants en Belgique francophone, cet article tente, au travers d’une étude de cas, de documenter les préoccupations, les difficultés et les tensions perçues par les superviseurs des Hautes Écoles Pédagogiques durant l’entretien de coévaluation venant clôturer le dispositif de supervision des stages des futurs instituteurs primaires. Cette étude porte sur quatre cas, à savoir : deux superviseurs novices et deux expérimentés issus d’un même institut de formation. Pour ce faire, nous avons réalisé une analyse de contenu à partir d’entretiens semi-directifs et de traces objectivées, à savoir des entretiens de coévaluation enregistrés et retranscrits. D’abord, nous présentons la problématique ancrée dans l’actualité ; ensuite, nous développons le cadre conceptuel ; troisièmement, nous précisons les choix méthodologiques opérés ; pour enfin, présenter les principaux résultats et les discuter, avant de conclure. Les résultats laissent apparaître des nuances entre les préoccupations et les difficultés perçues par les novices ou les expérimentés. En ce qui concerne les tensions, seul, un superviseur novice évoque la tension, déjà documentée dans la littérature, entre la posture d’accompagnateur et celle d’évaluateur.
https://dial.uclouvain.be/pr/boreal/object/boreal:235410
Peetoom J, Nuttgens SA. Practicum Supervision: What Students Need to Know and What Supervisors Ought to Know Supervision de Stage : Ce Que Les Étudiants Doivent Savoir et Ce Que Les Superviseurs Devraient Savoir. Vol 53.; 2019. https://cjc-rcc.ucalgary.ca/article/view/61238. Accessed October 7, 2020.
When graduate-level counselling students begin their practicums, they are often new to both counselling and the practice of supervision. In many instances, students arrive at their practicums with a limited understanding of supervision and how it ought to be carried out; this deficit, we contend, is to their detriment. The premise of this article is that a successful practicum rests on a successful supervisory experience, which is enhanced when supervisees have a foundational knowledge of supervision theory and practice. To meet this end, this article is written as a direct personal message to students, explaining the basics of supervision models, processes, practices, tensions, and possible solutions to common supervision struggles. Although this article is written for students, we believe that its contents are equally relevant to supervisors.
https://cjc-rcc.ucalgary.ca/article/view/61238
Vandecasteele E, Tandou M, Bara L, Bacon T, Bouchard JP. Practice in a unit for difficult patients for students of nursing studies. Rev Infirm. 2020;69(262):45-47. doi:10.1016/S1293-8505(20)30188-3
Abstract
Units for difficult patients are secure psychiatric wards for people with mental health disorders who could have or who have displayed dangerous behaviour. In this article, four students in their 3rd year of nursing studies share their experience on such a ward during their practice placement at Cadillac general hospital. Their learning and discovery of nursing care alongside experienced professionals enabled them to develop their competencies and change their perception of psychiatry.
https://pubmed.ncbi.nlm.nih.gov/32838868/
Durfee SM, Goldenson RP, Gill RR, Rincon SP, Flower E, Avery LL. Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue. Acad Radiol. 2020. doi:10.1016/j.acra.2020.07.020
Abstract:
Rationale and Objectives: Medical schools were upended by the COVID-19 pandemic, resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold indefinitely. A virtual curriculum and novel teaching methods were needed to fulfill curricular requirements. We developed a comprehensive virtual radiology clerkship and evaluated the efficacy of this novel method of teaching.
Materials and Methods: A 4-week virtual radiology clerkship was designed to accommodate medical students who had not yet completed the required clerkship. The design included online flipped classroom modules, large group didactic lectures, and small group homeroom activities. Student performance was assessed via a standardized online final exam. Feedback from students was collected using online surveys. Student performance was compared to the in-person radiology clerkship.
Results: One hundred and eleven medical students were enrolled in the virtual radiology clerkship. Final exam scores were similar to the in-person clerkship. Students indicated that small group homeroom activities had the highest overall satisfaction. Students recognized enthusiastic teachers regardless of class format. Exceptional course content and organization were also noted. Course weaknesses included didactic lecture content which was repetitive or too advanced, the limited opportunity to build personal connections with faculty, and scheduling conflicts with other competing school activities.
Conclusion: A completely virtual radiology core clerkship can be a successful educational experience for medical students during a time when remote learning is required. A small group learning environment is most successful for student engagement. Personal connections between faculty and students can be challenging in a virtual course.
http://dx.doi.org/10.1016/j.acra.2020.07.020
Laurin SSGCL. La supervision par un pair expérimenté : comment en faire une occasion d’apprentissage.Médecin du Québec.:55.
Vallerand N. Des médecins se mobilisent dans l’urgence pour la formation de leurs collègues.Médecin du Québec.:14.
ESPACE SUPERVISEURS 