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Background: The transition from residency training into practice is associated with increasing risks of litigation, burnout, and stress. Yet, we know very little about how best to prepare graduates for the full scope of independent practice, beyond ensuring clinical competence. Thus, we explored the transition to independent practice (TTP) experiences of recent Obstetrics and Gynaecology graduates to understand potential gaps in their perceived readiness for practice.Methods: Using constructivist grounded theory, we conducted semi-structured interviews with 20 Obstetricians/Gynaecologists who graduated from nine Canadian residency programs within the last five years. Iterative data collection and analysis led to the development of key themes.Results: Five key themes encompassed different practice gaps experienced by participants throughout their transition. These practice gaps fit into five competency domains: providing clinical care, such as managing unfamiliar low-risk ambulatory presentations; navigating logistics, such as triaging referrals; managing administration, such as hiring or firing support staff; reclaiming personhood, such as boundary-setting between work and home; and bearing ultimate responsibility, such as navigating patient complaints. Mitigating factors were found to widen or narrow the extent to which new graduates experienced a practice gap. There was a shared sense among participants that some practice gaps were impossible to resolve during training.Conclusions: Existing practice gaps are multi-dimensional and perhaps not realistically addressed during residency. Instead, TTP mentorship and training opportunities must extend beyond residency to ensure that new graduates are equipped for the full breadth of independent practice.

Context. To tackle the systemic injustices experienced by people in vulnerable situations, occupational therapists' agency, i.e. their power to act, is necessary. However, occupational therapists feel ill-equipped to exercise this power, and would like to develop their skills. The general aim of this research was therefore to document occupational therapists' perception of their skills before and after agency training.Methods. We used a mixed sequential explanatory design, comprising a quantitative component consisting of a pre- and post-training self-administered questionnaire and a descriptive qualitative component with group interviews.Results. A total of 103 occupational therapists completed the training between January 19 and October 19, 2019. Their sense of competence improved, especially for those with no prior training in agency. The skills perceived as having developed the most corresponded to the skills deemed a priority for development, namely effective communication, intentional collaboration, and observation and analysis. On the other hand, occupational therapists emphasized that they had not mastered the exercise of these skills in a real-life context.Conclusion. Although continuing education is one way of improving the skills needed to exercise agency, questions remain as to the optimal modalities for ensuring their full and lasting development.

Our qualitative interpretative research, based on a collection of life stories (n = 60), aims to better understand the experiences relating to choosing a postsecondary program of youth from immigrant backgrounds, as well as the context leading to these choices, a posteriori. The typological analysis of these life stories reveals that family plays a determining role in these choices. In addition, compared to youth from other countries, youth from sub-Saharan Africa, the Caribbean, and Central and South America perceive facing more constraints (familial, economic, and academic) when choosing their programs. They also seem to have access to fewer resources and information regarding all possible orientation choices, as well as the mechanisms and workings of the system. In conclusion, the results allow for the suggestion of intervention strategies for school staff members in order to foster the postsecondary education orientation of these youth.

This study adopted a pre-test post-test quasi-experimental design. The sample size was 162 students from eight universities. The sample was categorized into two groups: Group I (n=79) and Group II (n=83). Electric VLab, provided the environment. A researcher-made achievement test, comprising multiple-choice, essay and practical questions was used for assessment and data collection. Two weeks before the treatment, students in both groups were given a pre-test in electronics circuit construction and assembly. Before the treatment, one week was used to train the groups on how to use the Electric VLab. During the treatment, each intact class in Group I was taught using the direct instruction method, and the other classes in Group II were divided into units of five students with a selected peer tutor leading each unit while the teacher coordinated the learning. At the end of treatment, the post-test was administered to both groups. Mean statistics, standard deviation, and analysis of covariance were used to analyze the data. There was no significant difference between the achievement of male students in both groups. Female students in indirect instruction classes achieved significantly higher than their counterparts in direct instruction classes. There were significant effects of interaction between teaching methods and gender.

Keywords: virtual reality, gender, technology, teaching

Keywords: langage oral, préscolaire, interaction verbale, pratiques déclarées, méthode qualitative

Learners’ emotional engagement in synchronous online learning (SOL) is critical for improving learning persistence and performance. Nevertheless, there is currently a lack of comprehensive and systematic reviews of emotional engagement in SOL. This review synthesizes the strategies to promote emotional engagement in SOL found in published empirical studies. A total of 32 articles were systematically analyzed by following the grounded theory approach. The primary themes were grouped into four categories: (a) instructor actions (e.g., interacting informally before and after class, encouraging the expression of ideas), (b) learner behaviors (e.g., building rapport with peers, recognizing individual accountability), (c) environment characteristics (e.g., creating a supportive atmosphere, selecting communication modes), and (d) activity design (e.g., using breakout rooms, embedding diverse elements). These findings offer comprehensive understanding and guidance for promoting emotional engagement in SOL for instructors, researchers, and course developers.

Keywords: synchronous learning, emotional engagement, online learning, strategies, technology

This article presents the results of exploratory research on social and solidarity economy ecosystems. In the discussion section, it introduces a reflective analysis addressing four questions inspired by the advances and learnings emerging from the consulted documents. Finally, it lays the groundwork for a research agenda on the concept of ecosystem in resonance with the transformations currently observed both at the geopolitical level and in terms of the current situation.

Keywords: écosystèmes d’économie sociale et solidaire, social and solidarity economy ecosystems, écosystèmes d’entreprises innovantes, innovative business ecosystems, relational ontology, ontologie relationnelle, programme de recherche, research agenda, social and ecological transition, transition sociale et écologique

The ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the rise of online learning offerings, an increasing number of educators across diverse contexts and disciplines are faced with questions pertaining to the optimal experience and design for online learning. Current research has highlighted both positive and negative impacts of teaching and learning in the digital space. This online learning design debate has identified a need for practices that contribute to the holistic wellbeing of learners rather than merely cognitive outcomes. There is a need for an evidence-based pedagogical framework centred on wellbeing that enables the creation of learning “by design”. This research, applying secondary data analysis and a mindfulness-informed lens, results in such a framework, i.e., the DW-FOLD: Digital Wellness Framework for Online Learning – to guide intentional use of technology and online learning pedagogical principles that ensure active and meaningful learning while using technology for the good of all learners.

Keywords: Online Learning Design, bien-être numérique, cadre, Digital wellness, mieux-être numérique, framework, Instructional Design, conception pédagogique, conception de l’apprentissage en ligne, digital wellbeing