Manuscrit reçu le 7 juin 2007 ; commentaires éditoriaux formulés aux auteurs le 30 juillet 2008 ; accepté pour publication le 6 février 2010
Mots clés :Cognition contextualisée ou située ; compagnonnage cognitif Résumé -Problématique : La qualité pédagogique des stages d'externat représente un vé-ritable défi pour toute faculté de médecine. Cette période spécifique de formation représente en effet un moment crucial dans la formation des étudiants en médecine pour consolider, progressivement, les compétences professionnelles du médecin. Cette qualité est pourtant ré-gulièrement remise en question. Messages clés : Nous proposons une lecture de la qualité pédagogique des stages à la lumière du cadre théorique de l'apprentissage et l'enseignement contextualisés authentique (AECA) comme défini récemment par Frenay et Bédard. Ce cadre théorique propose deux grands principes pédagogiques qui sont d'une part l'authenticité du contexte et d'autre part le compagnonnage cognitif. Chacun de ces deux grands principes est composé de sept conditions d'action guidant la planification et la réalisation d'activités d'apprentissage et d'enseignement tenant particulièrement compte des contextes professionnels où seront transférées les connaissances et les compétences acquises. Ce cadre théorique nous apporte ainsi un éclairage non seulement sur la définition des contextes d'apprentissage propices au transfert, mais aussi sur la qualité de l'accompagnement des étudiants au plan du traitement de l'information qu'ils sont appelés à réaliser au moment d'utiliser leurs connaissances. Conclusions : Nous argumentons à démonstration que le cadre théorique de l'AECA décrit récemment dans la littérature de pédagogie générale peut être transposé au contexte des stages cliniques d'externat.Article publié par EDP Sciences
Keywords:Situated cognition; cognitive apprenticeship Abstract -Problematic: The educational quality of clinical clerkships represents a real challenge for all medical faculties. This specific training period is indeed crucial for medical students to consolidate progressively their professional competencies. The quality of clerkship training is regularly being discussed. Key messages: We propose the analysis of the educational quality of clerkships in light of the theoretical framework of Authentic Situated Learning and Teaching (ASLT) recently described by Frenay and Bédard. This theoretical framework proposes two main teaching principles, namely the context authenticity and the cognitive companionship. Each principle is composed of seven conditions of action in order to guide the planning and the realization of training and teaching activities, taking specifically into account the professional context in which these acquired competencies and knowledge will be transferred. This theoretical framework enlightens us not only on the definition of training contexts favourable to transfer, but also on the quality of the tutoring process in terms of students' capacity to use their knowledge when treating information. Conclusions: T...
We chose to introduce a portfolio as a learning and assessment tool in a practical training session of urological surgery for undergraduate medical students. Our primary objectives were to develop the students' self reflexive ability in front of complex medical cases and to teach them how to identify their learning needs in a short period of time, on a specific topic. Students completed, during their training session, a portfolio on a urological topic under the constant supervision of a tutor. The students were evaluated on their portfolio's presentation with a 20-point grade grid known in advance. Even in a surgical training session, a portfolio can be a useful learning and assessment tool. It clearly encourages self-reflection and pre-professional practice.
Concepts et In n ova t i o n s
Summary Fo l l owing a brief analysis of the interest of clinical clerkships in the perspective of cognitive psyc h o l o gy, the authors compare the re s p e c t i ve benefits of clerkships in emergency units and on clinical wards. It appears that doing a clerkship in emergencies re p resents an important training opportunity (a) in clinical reasoning based on the "hypot h e t i c o -d e d u c t i ve" stra t e gy, (b) in the acquisition of pro c e d u ral knowledge (when dealing with crisis situations), (c) as well as in the acquisition of conditional know l e d g e .
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