Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ?
The objective of this article is to propose some tracks to analyze the pedagogical quality of training in medicine. The conceptual framework of “Authentic Situated Learning and Teaching” (AECA) constitutes the main theoretical background (Bédard, Frenay, Turgeon & Paquay, 2000; Frenay & Béda...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2015-07-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/976 |
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| _version_ | 1841546573883899904 |
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| author | Viviane Vierset Mariane Frenay Denis Bédard |
| author_facet | Viviane Vierset Mariane Frenay Denis Bédard |
| author_sort | Viviane Vierset |
| collection | DOAJ |
| description | The objective of this article is to propose some tracks to analyze the pedagogical quality of training in medicine. The conceptual framework of “Authentic Situated Learning and Teaching” (AECA) constitutes the main theoretical background (Bédard, Frenay, Turgeon & Paquay, 2000; Frenay & Bédard, 2004) from which this work has been realized. It is based on two fundamental pedagogical principles that are intertwined: authenticity of the learning environment and cognitive apprenticeship. Associated with each principle are conditions that aim at improving the quality of teaching and learning in any pedagogical environment, such as a cursus of clinical trainings.Based on the conceptual framework of AECA, we identified quality criteria to evaluate the clinical field considered. Thus, translated in a series of questions, the AECA framework allows taking a step back to raise questions challenging the context of clinical trainings, particularly about its practices and pedagogical postures revealed in situ. The list of questions is a preliminary exploration project (re)structuring clinical placements. |
| format | Article |
| id | doaj-art-46a3a200935643be8e2d0620b17604ab |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2015-07-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-46a3a200935643be8e2d0620b17604ab2025-01-10T16:18:08ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272015-07-013110.4000/ripes.976Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ?Viviane ViersetMariane FrenayDenis BédardThe objective of this article is to propose some tracks to analyze the pedagogical quality of training in medicine. The conceptual framework of “Authentic Situated Learning and Teaching” (AECA) constitutes the main theoretical background (Bédard, Frenay, Turgeon & Paquay, 2000; Frenay & Bédard, 2004) from which this work has been realized. It is based on two fundamental pedagogical principles that are intertwined: authenticity of the learning environment and cognitive apprenticeship. Associated with each principle are conditions that aim at improving the quality of teaching and learning in any pedagogical environment, such as a cursus of clinical trainings.Based on the conceptual framework of AECA, we identified quality criteria to evaluate the clinical field considered. Thus, translated in a series of questions, the AECA framework allows taking a step back to raise questions challenging the context of clinical trainings, particularly about its practices and pedagogical postures revealed in situ. The list of questions is a preliminary exploration project (re)structuring clinical placements.https://journals.openedition.org/ripes/976stages cliniquescompagnonnage cognitifcontextualisation des apprentissagescritères de questionnements |
| spellingShingle | Viviane Vierset Mariane Frenay Denis Bédard Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ? Revue Internationale de Pédagogie de l’Enseignement Supérieur stages cliniques compagnonnage cognitif contextualisation des apprentissages critères de questionnements |
| title | Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ? |
| title_full | Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ? |
| title_fullStr | Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ? |
| title_full_unstemmed | Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ? |
| title_short | Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques ? |
| title_sort | quels criteres utiliser pour questionner la qualite pedagogique des stages cliniques |
| topic | stages cliniques compagnonnage cognitif contextualisation des apprentissages critères de questionnements |
| url | https://journals.openedition.org/ripes/976 |
| work_keys_str_mv | AT vivianevierset quelscriteresutiliserpourquestionnerlaqualitepedagogiquedesstagescliniques AT marianefrenay quelscriteresutiliserpourquestionnerlaqualitepedagogiquedesstagescliniques AT denisbedard quelscriteresutiliserpourquestionnerlaqualitepedagogiquedesstagescliniques |