Documents found
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21052.More information
Keywords: pensée créative, compétence numérique, compétences du 21e siècle, technologies en éducation, laboratoire créatif
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21053.More information
In recent years, many postgraduate medical institutions are transitioning from a time-based model to competency based medical education (CBME). This paradigm shift offers many advantages but has also been criticized for its potentially reductionist approach of targeting competency as the end goal. In this context, coaching may be an interesting intervention as it has been employed with success in other professional settings to go beyond achieving competency with a focus on continuous development. Currently there is little published data on the effectiveness of this intervention in the medical field. Our study aims to describe a coaching intervention between two dyads of a coach and physician as well as analysing the repercussions of the intervention on their professional practice. Results of our study show the unique learning journeys of both dyads as well as the creation of value in each cycle for both participants. In conclusion, coaching in medicine is an interesting intervention with the potential to complement the existing medical training programs in order to achieve optimal professional development.
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21054.More information
The 21st century world of work is, like the global socio-economic context, fluid and unpredictable. This instability means that workers have to undergo or choose career breaks. According to Savickas et al. (2009), guidance programs must now be part of the «life designing» paradigm, with the aim of developing individuals' career adaptability skills. Career adaptability is a psychosocial construct that refers to the resources an individual can mobilize to anticipate change and his or her future in changing contexts (Savickas and Porfeli, 2012). This article focuses on assessing the impact on career adaptability of a training course designed according to the «life designing» paradigm to support adults facing career changes. This is an original contribution because, to our knowledge, no such study exists in the literature to assess the effectiveness of a «life designing» course for employed or unemployed adults. This micro-longitudinal study involved 94 volunteer participants (63 women, 31 men), all French professionals with advanced degrees, who completed a questionnaire on career adaptability at the start, during, and at the end of the training. Career adaptability was assessed across four dimensions (Awareness, Control, Curiosity, and Confidence). Results indicate a significant increase in participants' perceived level of adaptability in each dimension between the start and end of the training program. A discussion opens the way to assessing the sustainability of these increased levels of adaptability over the long term, making it possible to devise pragmatic support solutions for the adult population facing trauma or having to anticipate changes in their professional trajectory.
Keywords: Adults group career construction counseling, Construction de carrière pour les adultes, Career intervention, Aide à l’orientation, Life designing, Adaptabilité de carrière, Paradigme « construire sa vie », Career adaptability, Life-long learning, Formation tout au long de la vie
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21057.More information
Keywords: Soins palliatifs, Tabou de la mort, Éducation à la mort, Vulgarisation des soins palliatifs, Recherche basée sur l'art, Théâtre documenté, Recherche-création
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21059.
APPRENDRE EN LISANT AU PRIMAIRE EN RECOURANT À DES TEXTES INFORMATIFS ILLUSTRÉS : ÉTUDE EXPLORATOIRE
More informationAn essential activity of reading for student success in all disciplines is learning through reading (APL). To support their students in this sense, teachers from an urban school in a disadvantaged area developed collaboratively an approach of APL they adapt according to their group and the discipline taught. This study aims to explore the relationship between the activity of APL designed by the teachers of the 3rd cycle including a series of tasks and texts proposed and student responses to the various tasks. The main results show that few of the proposed tasks actually require reading and that the main source of information remains textual. Consequently, the use of the image as information support is still marginal and planning activity of APL, as the choice of texts, remains a major challenge in planning for an APL context.
Keywords: apprentissage par la lecture, littératie illustrée, primaire, apprentissage autorégulé, lecture, learning through reading, visual literacy, elementary, self-regulated learning, reading
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