Webinaire du GRIIP – La supervision de stage en temps de COVID-19 : comment accompagner des stagiaires à distance à l’aide du numérique? | Pédagogie. (n.d.). Retrieved December 8, 2020, from https://pedagogie.uquebec.ca/webinaires/webinaire-du-griip-la-supervision-de-stage-en-temps-de-covid-19-comment-accompagner-des
Burbank, Conrad P. (2021). Clinical psychology trainees’ experience of shame and coping in clinical supervision. Dissertation Abstracts International: Section B: The Sciences and Engineering, 82(3-B), No Pagination Specified.
Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc17&NEWS=N&AN=2020-79975-164.
This study explored clinical psychology trainees’ shame and coping in supervision. This study examined trainees’ shame experience(s), how trainees made sense of their experience of shame, and how they coped. Interviews were conducted with five trainees who were in their doctoral training programs in the greater Chicago area. Trainees identified as Caucasian, in the 25-36 age range; four females and one male. Data was collected and analyzed by use of Interpretive Phenomenological Analysis (IPA). The most important themes identified were that trainees shame started with their supervisors’ comments as trainees reported specific shaming events. All trainees verbalized that they made sense of their experience by initially blaming themselves and coped by withholding genuine clinical questions and concerns from their supervisors. Some recommendations included increased awareness of potential origins of trainee shame as involving supervisors’ words and actions, supervisors increased awareness of powerful negative impact of shame on trainees’ ability to be open in supervision, more training and education for supervisors on ways to reduce trainee shame, and awareness and adherence to supervision models such as Adlerian to potentially reduce trainee shame. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Balakrishnan, R., Singh, K., Harigopal, M., & Fineberg, S. (2020). A Novel “Google Classroom”-Based Pathology Education Tool for Trainees During the COVID-19 Pandemic: Impactful Learning While Social Distancing. Archives of Pathology & Laboratory Medicine, 144(12), 1445–1447.
Chandra, S., Laoteppitaks, C., Mingioni, N., & Papanagnou, D. (2020). Zooming‐out COVID‐19: Virtual clinical experiences in an emergency medicine clerkship. Medical Education, 54(12), 1182–1183.
The article presents a novel clinical educational experience for senior medical students in the form of clinical callbacks that provide students the opportunity to interact live with patients. Topics discussed include challenge encountered in the experience, feedback provided by students, and reaction from faculty preceptors who completed the virtual follow-ups.
Descôteaux, A., Jackson, M., & Vanier, M.-C. (2020). Quand les patients formateurs prennent le relais : transfert d’ateliers sur la collaboration interprofessionnelle en ligne en temps de COVID-19. Pédagogie Médicale.
Coronavirus: en stage dans les hôpitaux, les futurs infirmiers réclament diplôme et salaire. (n.d.).
Retrieved December 8, 2020, from https://www.rtbf.be/info/regions/liege/detail_coronavirus-en-stage-dans-les-hopitaux-les-futurs-infirmiers-reclament-diplome-et-salaire?id=10628927
Des infirmières travailleront au lieu de terminer leur stage. (n.d.).
Retrieved December 7, 2020, from https://journalmetro.com/actualites/national/2573806/des-infirmieres-travailleront-au-lieu-de-terminer-leur-stage/
Roger, E., Renaut, P., Maury, A., Banâtre, A., & Allory, E. (2020). Quelles sont les motivations des maîtres de stage des universités à animer des groupes d’échanges de pratiques ? Exercer, 166, 378-+.