Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.
L’histoire récente des politiques éducatives françaises accorde une place importante au développement des pratiques collaboratives entre partenaires. La mise en cohérence de l’action des acteurs éducatifs d’un même territoire est un des vecteurs de la réussite éducative. D’un point de vue institutionnel l’accumulation des dispositifs induit un renouvellement de la culture professionnelle des enseignants. Sur le terrain, de nombreuses études confirment que c’est sur la structure relationnelle-affinitaire que le partenariat tend à se développer. Cet article propose un état des lieux des réformes institutionnelles. Puis il présente l’étude spécifique d’un partenariat éducatif - le Projet Éducatif de Territoire (PEdT) - imposé par la réforme des rythmes scolaires actuelle. Afin de répondre à cette injonction, la discussion présente les éléments clefs d’un dispositif d’accompagnement à la mise en place des PEdT en termes méthodologiques et organisationnels.
Medical students as feedback assessors Appendices : Annex 1: Quality of the feedback perceived by students 1. The feedback session was useful 2. I improved my history taking skills 3. I improved my physical examination skills 4. I improved my communication skills 5. The tutor was aware of what I needed to learn 6. The tutor made me feel comfortable and confident 7. The tutor asked me my needs 8. The tutor asked me to evaluate what I did well 9. The tutor asked me to evaluate what I could improve 10. The tutor gave me balanced feedback (including both positive and less positive aspects) 11. The tutor stimulated me to participate to the problem solving process 12. The tutor gave me precise and concrete suggestions for improvement 13. The tutor provided me opportunities to rehearse parts of the history taking, physical exam or the communication 14. The tutor asked the simulated patient to give me a feedback 15. The tutor checked my understanding
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