L'intubation préhospitalière (à propos de 1126 dossiers au SMUR de Strasbourg.)

STRASBOURG-Medecine (674822101) / SudocPARIS-BIUM (751062103) / SudocSudocFranceF

La coopération transfrontalière en médecine d'urgence (l'exemple de Strasbourg)

STRASBOURG-Medecine (674822101) / SudocPARIS-BIUM (751062103) / SudocSudocFranceF

Organisation des soins d'urgence dans la vallée de la Bruche (Cantons de Saales et Schirmeck en totalité, cantons de Rosheim et Molsheim en partie. Zone dont l'accès en moins de vingt minutes par le service d'aide médicale urgente de Strasbourg est difficile)

STRASBOURG-Medecine (674822101) / SudocPARIS-BIUM (751062103) / SudocSudocFranceF

How Do Nursing Students Use Digital Tools during Lectures?

<div><p>Objectives</p><p>Teachers often wonder what students are doing during lectures, behind their computers, mobile phones and other digital tools. This study aimed to document the type of tools used during lectures by nursing students and what they do with them.</p><p>Methods</p><p>We carried out a descriptive, prospective, multicentre study including 1446 nursing students in Alsace (France). The students filled in an anonymous questionnaire at the end of a lesson they had just attended.</p><p>Results</p><p>99% of the students had taken at least one digital tool to the lesson. 90% had a mobile phone with them. It was mainly used for entertainment (particularly for sending and/or receiving text messages and consulting emails). 52% had a laptop with them. It was essentially used for academic tasks (taking notes, working on other teaching units or revising for exams).</p><p>Conclusion</p><p>Most nursing students take a phone or laptop to lectures with them with the intention of using them for entertainment and learning respectively. These results could guide training establishments in drafting their institutional policy concerning the use of digital tools in class.</p></div

Are health sciences students who sit at the back of the lecture hall not motivated?

<div><p>Objectives</p><p>Motivation is a crucial determinant in learning and performance. It would therefore be advantageous for teachers to use strategies intended to have a positive effect on their students' motivation. With this in mind, the first thing to do is to identify students with motivation problems, which can be a complex exercise when there are large groups. We wanted to explore whether the place chosen by health sciences students in a classroom or lecture hall showed any correlation with their motivation.</p><p>Methods</p><p>We carried out a multicentre, prospective, observational study of 596 health sciences students in 9 training institutes. The students filled in a self-administered questionnaire to measure the different components of their motivation to take part in a mandatory lesson. These components were correlated with the row in which they sat in a classroom or lecture hall, when they had a free choice of where to sit.</p><p>Results</p><p>Apart from extrinsic motivation, all the components of motivation for the health sciences students recruited were significantly correlated with the row. The further the students were from the first row, the less they were motivated.</p><p>Conclusion</p><p>In accordance with teachers' views, the level of motivation of the students was less the further their position in a classroom or lecture hall was from the first row. A student's position in the classroom could provide a useful indicator for teachers looking to target their motivational strategies for students with potential motivation problems in the environment, where identifying student motivation levels is impossible.</p></div

Components of motivation explored by the Motivated Strategies for Learning Questionnaire and sample question for each component.

<p>Components of motivation explored by the Motivated Strategies for Learning Questionnaire and sample question for each component.</p

La motivation en formation : une dimension réhabilitée dans un environnement d’apprentissage en mutation

• L’environnement d’apprentissage des étudiants des filières de santé est en mutation dans un contexte d’usage croissant de méthodes d’enseignement actives et d’introduction massive des technologies de l’information et de la communication. • Dans cet environnement incitant l’étudiant à s’impliquer activement dans la construction de ses connaissances, la question de la motivation – c’est-à-dire des facteurs à l’origine de son engagement en formation et de son investissement dans les activités d’apprentissage – devient centrale. • La motivation a fait l’objet d’études sous l’angle de multiples cadres conceptuels, influencés par les paradigmes successifs de la psychologie et des sciences de l’apprentissage. • Les théories récentes, qui s’appuient notamment sur les perspectives des sciences cognitives, et les travaux de recherche réalisés dans ce champ d’étude autorisent à formuler un certain nombre de recommandations permettant aux concepteurs et aux responsables de dispositifs de formation de prendre en compte cette dimension majeure de la réussite

Various strategies to enhance the three components of a student’s motivation.

<p>Various strategies to enhance the three components of a student’s motivation.</p

L'environnement géologique de la bataille de Verdun

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