85 research outputs found
LâeÌducation aÌ la toleÌrance dans les programmes dâeÌtudes en vigueur au QueÌbec
Le contexte social actuel caracteÌriseÌ par un pluralisme culturel grandissant interpelle directement lâeÌcole comme lieu de socialisation et nous renvoie neÌcessairement aÌ la place de la toleÌrance dans notre accueil de la diversiteÌ. Or, est-ce que la toleÌrance fait partie des intentions eÌducatives du QueÌbec? OuÌ en retrouve-t-on des traces? Notre objectif est de relever et dâanalyser les diffeÌrents eÌleÌments preÌsents aÌ lâinteÌrieur des programmes de formation queÌbeÌcois qui ouvrent la voie aÌ lâeÌducation aÌ la toleÌrance, en nous attardant de façon toute particulieÌre sur le nouveau programme dâEÌthique et culture religieuse, qui nous apparaiÌt en eÌtre le principal veÌhicule.
The current social context characterized by a growing cultural pluralism calls out directly to the school as a site of socialization and necessarily reminds us of the place of tolerance in our reception of diversity. Now does tolerance form part of Quebec goals for education? Where it is in evidence? Our objective is to point out and analyse different elements that are found in teacher education programs in Quebec that can open the way for education for tolerance by considering in particular the new program of ethics and religious culture that appears to be the main vehicle for introducing it
Enseignement moral et enseignement de lâĂ©thique dans les programmes dâĂ©tude quĂ©bĂ©cois du primaire et du secondaire : rupture ou continuitĂ©?
Au QuĂ©bec en 2008, un programme unique dâĂ©thique et culture religieuse a remplacĂ© les programmes dâenseignement moral non confessionnel et ceux dâenseignement moral et religieux catholique et protestant, au primaire et au secondaire. Lâanalyse du contenu de ces programmes de 1977 Ă nos jours a dĂ©gagĂ© des Ă©lĂ©ments de rupture et de continuitĂ©.La rupture fondamentale concerne le remplacement de la religion par la culture religieuse, mais huit Ă©lĂ©ments de continuitĂ© entre lâenseignement moral et Ă©thique sont relevĂ©s : dĂ©veloppement de lâindividu, relations interpersonnelles, aptitudes et habiletĂ©s, importance de lâĂ©valuation formative, valeurs et normes, dĂ©veloppement du jugement, activitĂ© de lâĂ©lĂšve et certains rĂŽles des enseignants
Transformation and articulation of clinical data to understand studentsâ and health professionalsâ clinical reasoning : protocol for a scoping review
Background: There are still unanswered questions regarding effective educational strategies to promote the transformation and
articulation of clinical data while teaching and learning clinical reasoning. Additionally, understanding how this process can be
analyzed and assessed is crucial, particularly considering the rapid growth of natural language processing in artificial intelligence.
Objective: The aim of this study is to map educational strategies to promote the transformation and articulation of clinical data
among students and health care professionals and to explore the methods used to assess these individualsâ transformation and
articulation of clinical data.
Methods: This scoping review follows the Joanna Briggs Institute framework for scoping reviews and the PRISMA-ScR
(Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) checklist for the analysis.
A literature search was performed in November 2022 using 5 databases: CINAHL (EBSCOhost), MEDLINE (Ovid), Embase
(Ovid), PsycINFO (Ovid), and Web of Science (Clarivate). The protocol was registered on the Open Science Framework in
November 2023. The scoping review will follow the 9-step framework proposed by Peters and colleagues of the Joanna Briggs
Institute. A data extraction form has been developed using key themes from the research questions.
Results: After removing duplicates, the initial search yielded 6656 results, and study selection is underway. The extracted data
will be qualitatively analyzed and presented in a diagrammatic or tabular form alongside a narrative summary. The review will
be completed by February 2024.
Conclusions: By synthesizing the evidence on semantic transformation and articulation of clinical data during clinical reasoning
education, this review aims to contribute to the refinement of educational strategies and assessment methods used in academic
and continuing education programs. The insights gained from this review will help educators develop more effective semantic
approaches for teaching or learning clinical reasoning, as opposed to fragmented, purely symptom-based or probabilistic approaches.
Besides, the results may suggest some ways to address challenges related to the assessment of clinical reasoning and ensure that
the assessment tasks accurately reflect learnersâ developing competencies and educational progress
Involvement of end users in the development of serious games for health care professions education : systematic descriptive review
Background:
On the basis of ethical and methodological arguments, numerous calls have been made to increase the involvement of end users in the development of serious games (SGs). Involving end users in the development process is considered a way to give them power and control over educational software that is designed for them. It can also help identify areas for improvement in the design of SGs and improve their efficacy in targeted learning outcomes. However, no recognized guidelines or frameworks exist to guide end usersâ involvement in SG development.
Objective:
The aim of this study is to describe how end users are involved in the development of SGs for health care professions education.
Methods:
We examined the literature presenting the development of 45 SGs that had reached the stage of efficacy evaluation in randomized trials. One author performed data extraction using an ad hoc form based on a design and development framework for SGs. Data were then coded and synthesized on the basis of similarities. The coding scheme was refined iteratively with the involvement of a second author. Results are presented using frequencies and percentages.
Results:
End usersâ involvement was mentioned in the development of 21 of 45 SGs. The number of end users involved ranged from 12 to 36. End users were often involved in answering specific concerns that arose during the SG design (n=6) or in testing a prototype (n=12). In many cases, researchers solicited input from end users regarding the goals to reach (n=10) or the functional esthetics of the SGs (n=7). Most researchers used self-reported questionnaires (n=7).
Conclusions:
Researchers mentioned end usersâ involvement in the development of less than half of the identified SGs, and this involvement was also poorly described. These findings represent significant limitations to evaluating the impact of the involvement of end users on the efficacy of SGs and in making recommendations regarding their involvement
Differentiating the design principles of virtual simulations and serious games to enhance nursesâ clinical reasoning
Virtual simulations and serious games are e-learning interventions with the potential to enhance nurses' clinical reasoning. However, distinctions in the design principles of each intervention remain ambiguous. Clarifications are needed to distinguish both interventions and ease the articulation between their design principles and the development of clinical reasoning. In this study, we examine the overlapping and unique design principles of virtual simulations and serious games
Ăvaluation objective structurĂ©e de lâanimation du dĂ©briefing (ĂOSAD) : traduction, adaptation et validation dâune rubrique
Contexteâ: Le dĂ©briefing en simulation clinique requiert des habiletĂ©s dâanimation de la part des formateurs. Bien que des outils dâĂ©valuation validĂ©s existent et pourraient servir Ă leur formation, ils sont uniquement disponibles en anglais et ne sont pas adaptĂ©s Ă la rĂ©alitĂ© quĂ©bĂ©coise. Butâ: (1) Traduire une rubrique dâĂ©valuation de la qualitĂ© de lâanimation du dĂ©briefing (Objective Structured Assessment of Debriefing) en français et lâadapter au contexte quĂ©bĂ©coisâ; et (2) en tester la validitĂ© et la fidĂ©litĂ© dans un contexte de formation en sciences infirmiĂšres. MĂ©thodesâ: La rubrique a Ă©tĂ© traduite et adaptĂ©e par trois traducteurs indĂ©pendants. Des experts en simulation (nâ=â11) en ont validĂ© le contenu selon une mĂ©thode Delphi modifiĂ©e. La rubrique traduite a Ă©tĂ© mise Ă lâessai auprĂšs dâanimateurs en simulation (nâ=â10) qui ont Ă©valuĂ© la qualitĂ© de dĂ©briefings filmĂ©s (nâ=â16). RĂ©sultatsâ: La rubrique prĂ©sente une forte validitĂ© de contenu selon les experts et une forte validitĂ© concomitante en comparaison avec un score dâĂ©valuation gĂ©nĂ©rale du dĂ©briefing. Les rĂ©sultats pour les fidĂ©litĂ©s interjuges et test-retest montrent une variabilitĂ© dans lâattribution des scores par les animateurs de dĂ©briefing. Conclusionâ: La rubrique fournit un langage et des critĂšres communs pour Ă©valuer la qualitĂ© dâanimation des dĂ©briefings. Elle pourrait servir de base Ă la formation des formateurs en prĂ©cisant des critĂšres de performance et des descripteurs reflĂ©tant diffĂ©rents niveaux de performance. Les qualitĂ©s psychomĂ©triques observĂ©es suggĂšrent toutefois quâune formation plus exhaustive et des modifications dans les descripteurs seraient nĂ©cessaires avant que la rubrique ne soit utilisĂ©e en contexte de recherche.Context: Educators must be skilled to facilitate debriefing after healthcare simulations. While tools to assess the quality of debriefing exist and could guide educatorsâ training, they are only available in English and are not adapted to the reality of Quebec. Purpose: (1) To translate a rubric to assess the quality of debriefing (Objective Structured Assessment of Debriefing) in French and adapt it to the context of Quebec; and (2) to test the validity and fidelity of the translated and adapted rubric. Methods: Three independent translators translated and adapted the rubric. Simulation experts (nâ=â11) validated the rubricâs content through a modified Delphi process. The translated rubric was piloted with a sample of simulation educators (nâ=â10) whom assessed the quality of recorded debriefings (nâ=â16). Results: The rubric presented strong content validity according to simulation experts and strong concurrent validity when compared to a general debriefing assessment score. Results for interrater and test-retest reliability showed some variability among educators. Conclusion: The rubric offers a common language and a set of criteria to assess the quality of debriefing. The rubric could guide educatorsâ training by specifying performance criteria and descriptors reflecting various levels of performance. However, results regarding psychometric properties of the rubric suggest that extensive training and some modification to descriptors are required prior to its use as a research instrument
Exploration des stratĂ©gies visant lâaccĂ©lĂ©ration de la transition : sâinspirer de la nature pour augmenter la portĂ©e des actions transformatrices
Le prĂ©sent rapport a Ă©tĂ© rĂ©alisĂ© dans le cadre dâune entente entre le Hub SLSJ et lâUQAC. Le mandat impliquait en premier lieu la rĂ©alisation dâune revue de littĂ©rature portant sur les instruments de mise en oeuvre des pratiques collaboratives pour le dĂ©veloppement local, soit lâinnovation sociale, les rĂ©seaux, les clusters et la gouvernance alternative. Cette revue de littĂ©rature a Ă©tĂ© dĂ©posĂ©e Ă lâĂ©quipe du Hub SLSJ en juillet 2019. Dans un second temps, le mandat impliquait lâĂ©laboration dâune typologie des diffĂ©rentes stratĂ©gies pouvant ĂȘtre mises en oeuvre par une organisation ou par un groupe dâacteurs pour augmenter la portĂ©e des actions de transformation quâils souhaitent dĂ©ployer. Cette typologie fait lâobjet du prĂ©sent rapport de recherche. Ces deux livrables visent Ă doter le Hub SLSJ de rĂ©fĂ©rences et de critĂšres de conception pertinents pour lâĂ©laboration de ses propres modalitĂ©s de gouvernance et de collaborations transdisciplinaires. Les objectifs spĂ©cifiques visĂ©s par le Hub SLSJ dans cette collaboration Ă©taient de doter le groupe dâun langage commun et dâune comprĂ©hension commune de la structure et du fonctionnement du Hub numĂ©rique, dâanalyser diffĂ©rents modĂšles de gouvernance dĂ©centralisĂ©e intĂ©grant le numĂ©rique et dâutiliser ces modĂšles pour inspirer le codesign de la gouvernance et lâopĂ©rationnalisation du Hub SLSJ. Pour lâĂ©quipe de recherche en Ă©co-conseil, le projet visait Ă dĂ©velopper une typologie des stratĂ©gies de dĂ©ploiement et dâaccĂ©lĂ©ration de la transition sociale et Ă©cologique, avec une perspective croisĂ©e des thĂ©ories du pilotage de la transition et des changements dâĂ©chelle. La prĂ©sente typologie vise Ă montrer la diversitĂ© des approches possibles, et Ă ouvrir les perspectives pour les organisations qui souhaitent augmenter leur potentiel de transformation de la sociĂ©tĂ©. LâĂ©quipe de recherche a souhaitĂ© illustrer, avec une approche originale, la diversitĂ© des stratĂ©gies existantes et favoriser la rĂ©flexion sur celles qui sont les plus pertinentes pour chaque organisation. Enfin, nous souhaitions montrer que la nature est une source inĂ©puisable dâinspiration pour les humains qui cherchent Ă mieux collaborer entre eux, et avec leur planĂšte. La prĂ©sente typologie se veut Ă la fois source dâinspiration, outil de rĂ©flexion et de discussion, et guide pour lâĂ©laboration et la planification de stratĂ©gies pour la transition. Le rapport prĂ©sente dans un premier temps la problĂ©matique Ă la source de la motivation de lâĂ©quipe de recherche, soit lâimpact de lâhumain sur le systĂšme terre et le besoin dâune transition sociale et Ă©cologique. Ensuite, la mĂ©thodologie ayant guidĂ© lâĂ©laboration de la typologie sera explicitĂ©e, avec une prĂ©sentation rapide du cadre thĂ©orique. Enfin, la typologie des stratĂ©gies dâexpansion, de duplication, de liaison, de coopĂ©ration, de mutualisation et de synergie sera exposĂ©e, avec la prĂ©sentation dĂ©taillĂ©e de 16 stratĂ©gies inspirĂ©es de la nature. Les limites et perspectives seront enfin prĂ©sentĂ©es
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