Documents found
-
2231.More information
Keywords: Recherche qualitative collective, induction, vécu expérientiel, triangulation
-
2232.More information
Background: Resident-focused curricula that support competency acquisition in concussion care are currently lacking. We sought to fill this gap by developing and evaluating Spiral Integrated Curricula (SIC) using the cognitive constructivism paradigm and the Utilization-Focused Evaluation (UFE) framework. The evidence-based curricula consisted of academic half-days (AHDs) and clinics for first- and second-year family medicine residents. Our first pilot evaluation had quantitatively demonstrated effectiveness and acceptability but identified ongoing challenges. Here we aimed to better describe how concussion learning is experienced from the learners’ perspective to understand why learning challenges occurred.Methods: A qualitative interpretative cohort study was utilized to explore resident perceptions of concussion learning challenges. Participants completed six monthly longitudinal case logs to reflect on their concussion experience. Semi-structured interviews were conducted.Results: Residents' beliefs and perceptions of their roles influenced their learning organization and approaches. Challenges were related to knowledge gaps in both declarative knowledge and knowledge interconnections. Through reflection, residents identified their concussion competency acquisition gaps, leading to transformative learning.Conclusion: This Spiral Integrated Design created vigorous processes to interrogate “concussion” competency gaps. We discussed resident mindsets and factors that hindered “concussion” learning and potentially unintentional negative impacts on the continuity of patient care. Future studies could explore how to leverage humanistic adaptive expertise, cross-disciplines for curriculum development, and evaluation to overcome the hidden curriculum and to promote integrated education and patient care.
-
-
-
2235.More information
Major international organizations guide the curricular orientations to be followed by European universities. The idea behind this orientation is to tackle major societal challenges by responding, among other things, to the Sustainable Development Goals (SDGs). We examine the curricula content related to the internalization of master’s degrees through the participation in European programs. We note the risks of weakening scientific references linked to the fragmented modes of calls for projects and the risks of referring to a single model, between benchmarks, exchanges of good practices, and unequal access to funding. This raises issues of reorganization of international power hierarchies through university systems and once again questions diversity and multiculturalism in curricula.
Keywords: Higher education, Enseignement supérieur, curriculum, curriculum, objectifs de développement durable, sustainable development goals, power, pouvoirs, multiculturalism, pluriculturalisme, diversity, diversité
-
-
2239.More information
While translation in Canada has long been subordinated to history and the policies of bilingualism, it only became an academic discipline in its own right in the 1970s. In its early days, translator training took center stage as can be seen from the multitude of training manuals published at the time. Reflections on translation history, theory and criticism began to emerge in the 1990s alongside the consolidation, on the international scene, of Translation Studies as a full-fledged discipline. Translation Studies evolved in Canada with the reinforcement of the theoretical component in the different Master's level programs and the opening of doctoral programs. The creation of the Canadian Association for Translation Studies and the publication of its journal, TTR, sealed the autonomy of the discipline. An analysis of the books published by Canadian translation scholars between 1970 and 2017 will reveal major research interests and their evolution.
Keywords: traductologie canadienne, historique, livres publiés, étude bibliométrique, orientations de recherche, translation studies in Canada, history, published books, bibliometric study, research orientations
-
2240.More information
The Canadian Society for Renaissance Studies / Société canadienne d’études de la Renaissance (CSRS/SCÉR) was formed thirty-eight years ago at a Learned Societies meeting in Laval in May 1976. However, the society’s roots go even further back: the idea of forming such an association came from les seiziémistes, a group of Canadian francophone and anglophone scholars who began meeting in 1973, and who found common purpose in an intellectual community dedicated to the history, cultures, and literatures of the Renaissance. This brief history of the CSRS/SCÉR traces the beginnings of the society, its relations with other academic institutions, and the challenges it has faced since its inception. This account documents the means through which the CSRS/SCÉR has fulfilled its original goals by creating an intellectual community of Renaissance scholars that is bilingual, interdisciplinary, and national in scope.