Résumé Cet article explore l'impact de l'engagement scolaire sur la réussite d'étudiants universitaires de première année inscrits dans les filières de psychologie et de polytechnique. Une revue critique de la documentation scientifique conduit les auteurs à postuler que le niveau de réussite est davantage déterminé par ses aspects qualitatifs que quantitatifs. L'analyse de données recueillies par interview et questionnaire auprès de 38 sujets révèle des indicateurs significatifs d'engagement, des liens entre ces indicateurs et la réussite; elle permet d'observer les effets intermédiaires de l'orientation d'étude, du capital socioculturel et du vécu de l'étudiant. Pour les deux filières, l'approche d'apprentissage guidée par un souci de compréhension globaliste semble la plus associée à un haut niveau de réussite. La gestion du temps et certains comportements stratégiques d'organisation déterminent aussi la bonne adaptation aux exigences universitaires.
Résumé -Contexte et problématique : L'évolution récente des programmes d'études amène à considérer l'approche par compétences comme un nouveau cadre de référence en éducation, qui tente de dépasser certaines limites de la pédagogie par objectifs. C'est dans ce contexte que l'intégration du concept d'intelligence émotionnelle (IE) à la logique de l'approche pédagogique par compétences dans les curriculums de formation en santé est interrogée. Objectifs : 1/ Réexa-miner de façon critique plusieurs référentiels de compétences (RC) revendiquant une prise en compte du champ de l'IE et dégager quelques principes directeurs visant à les reformuler de façon plus explicite et plus précise en termes de compétences émotionnelles (CE) visées, au regard des apports récents de la psychologie des émotions ; 2/ Vérifier corollairement si la mise en correspondance analytique d'une taxonomie des CE en émergence et du cadre général de l'approche par compétences intégrée (APCi) apporte des données qui contribuent à consolider réciproquement leurs validités de construit respectives. Abstract -Context and issue:Recent developments in educational programs introduced a new concept framework in education, that of the competence-based approach. The framework challenges the limits of the objective-based approach in pedagogy. This paper discusses integrating the emotional intelligence concept in the reasoning of the competence-based approach in health training curriculums. Objectives: 1) To critically assess a number of comptency frameworks (CF) that claim to take into account the field of emotional intelligence and to develop a number of basic guidelines in order to more clearly and specifically reframe them in terms of emotional competence (EC) in accordance with recent developments in the psychology of emotions; 2) To verify if the analytic mapping of an emerging taxonomy of EC and a general framework of an integrated competence-based approach (ICBA) provides data that mutually consolidate the construct validity. Methods: An interpretative and comprehensive qualitative approach based on content analysis of preexisting data was used. Material was made up of four SRC stemming from a methodical and systematical planning of health professional training. The interpretative analysis and thematic categorization of the SRC content was based on an analytical grid that drew on relevant and specific scientific literature. Results: The fields and taxonomical levels of emotional competence are well documented in general, but they are sometimes over-or under-represented according to the various CF. In addition some statements are unclear. The temporary taxonomy of the EC provides an adequate categorization of EC detailed in the four CF. There is consistency between the temporary taxonomy of EC and the APCi, which mutually validate each other. Conclusion:The temporary taxonomy of the EC allows the adequate categorization of EC explicited in the four CF. There is a real concordance between the temporary taxonomy of EC and ICBA which trends to validat...
Human resources in health care system in sub-Saharan Africa are generally picturing a lack of adequacy between expected skills from the professionals and health care needs expressed by the populations. It is, however, possible to analyse these various lacks of adequacy related to human resource management and their determinants to enhance the effectiveness of the health care system. From two projects focused on nurse professionals within the health care system in Central Africa, we present an analytic grid for adequacy levels looking into the following aspects:-adequacy between skills-based profiles for health system professionals, quality of care and service delivery (health care system /medical standards), needs and expectations from the populations, -adequacy between allocation of health system professionals, quality of care and services delivered (health care system /medical standards), needs and expectations from the populations, -adequacy between human resource management within health care system and medical standards, -adequacy between human resource management within education/teaching/training and needs from health care system and education sectors, -adequacy between basic and on-going education and realities of tasks expected and implemented by different categories of professionals within the health care system body, -adequacy between intentions for initial and on-going trainings and teaching programs in health sciences for trainers (teachers/supervisors/health care system professionals/ directors (teaching managers) of schools...).This tool is necessary for decision-makers as well as for health care system professionals who share common objectives for changes at each level of intervention within the health system. Setting this adequacy implies interdisciplinary and participative approaches for concerned actors in order to provide an overall vision of a more broaden system than health district, small island with self-rationality, and in which they operate.
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