Literature can sometimes tend to present context and culture almost as synonyms. This creates ambiguity, which can complicate the consideration of contextual and cultural variables in instructional design, learning, and teaching. From an ontological point of view, some clarification of these two concepts is essential as each may influence learning and teaching in different ways. Moreover, since context and culture are interconnected to a certain degree, one may influence the other. It is crucial to make a clear distinction between these two concepts in the knowledge models used in intelligent tutoring systems and distance education systems if we want to facilitate (1) their consideration in pedagogical scenarios, and (2) the accumulation of knowledge about different contexts and cultures. This article offers an interpretation of the difference between these two concepts, presenting context as a substrate of culture. Contextual issues in the learning ecology are also discussed, based on this distinction.
Recherche et perspectives Développement, validation et implantation d'un outil novateur critérié d'évaluation de la progression des compétences des résidents en médecine familiale Development, validation and implementation of an innovative criterion-based tool to assess family medicine residents' progress
This article presents research works in which a cultural adaptation method and a knowledge-based advisor to help instructional designers in considering cultural variables during the instructional design process have been developed. To do so, a conceptual model of Culture was elaborated, cultural variables were identified and knowledge regarding these variables was modeled via an ontology that served to create the "Cultural Diversity" knowledge base integrating knowledge regarding five cultures. The advisor tool uses this knowledge to advise instructional designers on how to adapt a pedagogical scenario to a culture other than their own or for learners with a culture that is different from the one for which a pedagogical scenario was originally designed. The methodology used is Design-Based Research (DBR) and contains five iterations.
Créer dans l'urgence une formation à distance de qualité pour former... à la formation à distance : tout un défi! The Challenge of Urgently Creating a Quality Distance Education Course to... Teach Distance Education
It is increasingly necessary to equip healthcare professionals to engage in collaboration via interprofessional education (IPE). This paper describes the findings of a mixed-methods pedagogical needs assessment in health professions education, in which IPE emerged as a key theme. Two new graduate programs aim to meet these needs.In 2010, the Lancet Commission proposed a number of health reforms in order to better face the challenges of 21st century healthcare. 1 Proposed reforms included the adoption of competencydriven approaches and transformative learning, the promotion of interprofessional education, the use of information technology for learning, development of academic leadership and development of a new set of competencies around social accountability and system transformation. A key challenge of such reforms is how to best equip health professions educators to enact new pedagogical challenges. [2][3][4][5][6][7]
In recent decades, a number of training environments have moved toward program approaches targeting the development of competencies. Because of their complexity, monitoring the development of those competencies is a considerable challenge. Our hypothesis is that a computerized system could help overcome this challenge if it is well accepted by its users. We first summarize the context surrounding the implementation of such approaches. Next, we present a computerized assessment system established in the Family Medicine Residency Program of Laval University (Québec, Canada) that we have developed for tracking the development of residents’ competencies. We then present the analysis of interactions between the system and users and the various proposals that were made to improve the system and longitudinal tracking of the development of the targeted competencies. We consider that this research provides useful guidelines for the computerized monitoring of learners' competencies development and for the design of such systems.
The person-centred approach (PCA) is a promising avenue for care improvement. However, health professionals in Burkina Faso (hereafter referred to as caregivers) seem unprepared for taking into consideration patients' preferences and values in the context of healthcare provision. Objective To understand the meaning attributed to PCA in the Burkina Faso context of care and to identify the challenges related to its adoption from the perspective of caregivers and women service users (hereafter referred to as patients). Methods An ethnographic qualitative research design was used in this study. We conducted 31 semidirected interviews with caregivers and patients from Koudougou (Burkina Faso) healthcare facilities. We also carried out direct observation of consultations. Data thematic analyses are based on the person-centred approach analysis framework. Results According to the caregivers and patients interviewed, the PCA in maternal and child healthcare in Burkina Faso includes the following five components used in our analytical framework: i) pregnancy follow-up consultations extend beyond examining physical health issues (biopsychosocial component), ii) healthcare professionals' mood affects the caregiverpatient relationship as well as care delivery (the healthcare professional as a person), iii)
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