Search

Copyright of Gestion et Management Public is the property of Association Internationale de Recherche en Management Public (AIRMAP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The periodic certification of health professionals has been in place since January 1st, 2023. However, the entire system is not yet operational, but the regulatory texts are being finalized and communication on the system is important right now. The periodicity of certification is 6 years (9 years for the first cycle of doctors already in practice). This periodic certification will be recorded by the Professional Orders, which will be able to take corrective measures in the event of professional insufficiency. The good practices frameworks are being developed by the national professional councils, one for each profession or specialty. They will include a menu of actions in four areas: updating knowledge and skills, strengthening the quality of practices, improving doctor-patient relationships, and taking greater account of his(her) own personal health. The actions will be recorded over time in a computer portal, in the simplest and most automated way possible to make the certification system accessible to all and efficient. The goal is to improve the quality of care. [ABSTRACT FROM AUTHOR]

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actualités Pharmaceutiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Die Konzeption und Entwicklung der Jahreslehrgänge für Wissenschaftliche Dokumentare am Lehrinstitut für Dokumentation (LID) der Deutschen Gesellschaft für Dokumentation (DGD) im Zeitraum 1966–1991 wird dargestellt und analysiert. Strukturelle und statistische Aspekte sowie die Bedeutung dieser Weiterbildung für den Dokumentationsbereich in Deutschland und als Strukturmodell für berufsbegleitende Weiterbildungen werden angesprochen. The conception and development of the annual courses for scientific documentalists („Wissenschaftliche Dokumentare") at the Lehrinstitut für Dokumentation (LID) of the Deutsche Gesellschaft für Dokumentation (DGD) in the period 1966–1991 is presented and analyzed. Structural and statistical aspects as well as the significance of this continuing education for the documentation field in Germany and as a structural model for in-service continuing education are addressed. [ABSTRACT FROM AUTHOR]

The sociopolitical shift in Mathematics Education has allowed for the recognition of the nonneutrality of Mathematics, particularly concerning gender and sexuality issues. However, this movement is still not widely reflected in initial or ongoing teacher training for those who teach Mathematics, nor in pedagogical practices that have already been made public. Given this scenario, the aim of this text is to analyze the discussions in a forum from the extension course "Gender Studies: What does Mathematics have to do with it?" aimed at current and future teachers who teach Mathematics, regarding the possible stereotypes that Mathematics can (re)produce concerning individuals who diverge from gender and sexual norms. In this study, our intention is to provoke a sense of queering with the pseudoneutrality that has been discursively constructed as inherent to the discipline over the years. To achieve this, we have organized the analysis around three thematic axes: (i) the perception of Mathematics as a restricted or neutral field, (ii) gender dynamics in Mathematics, and (iii) pedagogical practices and materials as (non)potentiators of normalization processes. Based on our analysis, we conclude that Mathematics is still influenced by the intentions of a small portion of society that aims to maintain the status quo. We emphasize the necessity to challenge and break away from the (re)production of discriminatory processes that occur through Mathematics. [ABSTRACT FROM AUTHOR]

Fortbildungsveranstaltungen zur Dokumentation wurden vom Lehrinstitut für Dokumentation (LID) in der Deutschen Gesellschaft für Dokumentation (DGD) von 1974 bis 1991 angeboten. Themen waren u. a. die dokumentarische Methodik, Arbeitsabläufe, Dienstleistungsangebote, Produkte und neuesten Informations- und Kommunikationstechnologien sowie der Umgang mit den dadurch ausgelösten Veränderungen ggf. auch aus Leitungsperspektive. Die Strukturen, Entwicklungsphasen, Themenschwerpunkte, Kooperationen – insbesondere mit Partnereinrichtungen aus der Mediendokumentation, aber auch mit regionalen Organisationen von Informationsspezialist*innen innerhalb und außerhalb der DGD – und der Stellenwert der LID-Fortbildung im Rahmen der Qualifizierungsangebote der DGD werden in diesem Beitrag beschrieben und analysiert. Training courses on documentation were offered by the Lehrinstitut für Dokumentation (LID) in the Deutsche Gesellschaft für Dokumentation (German Society for Documentation, DGD) from 1974 to 1991. Topics included documentary methodology, work processes, service offerings, products and the latest information and communication technologies, as well as dealing with change caused by these developments, if necessary also from a management perspective. The structures, development phases, main topics, cooperations – especially with partners from media documentation, but also with regional organizations of information specialists within and outside the DGD – and the significance of LID training within the framework of the DGD's qualification lines are described and analyzed in this paper. [ABSTRACT FROM AUTHOR]

Copyright of STICEF is the property of Sciences et Techniques de l'Information et de la Communication pour l'Education et la Formation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annales Françaises de Médecine d'Urgence is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we report on a survey conducted among a group of national education inspectors in the secondary cycle (high school level). The objective is to document the way in which the formative assessment of writing aspects, intended for teachers, is carried out as part of continuing education. The transcription of the recorded interviews with this category of "trainers of trainers" as well as the analysis of the qualitative data revealed a certain indifference towards evaluation itself, in addition to a lack of training especially in the reflective accompaniment. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Oncology Nursing Journal is the property of Pappin Communications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Résumé : L’implémentation du dispositif technologique au service de la formation continue des enseignants par le projet APEP 2 dans la Province du Kongo Central en République démocratique du Congo ouvre la voie à des questionnements qui alimentent cette contribution. Il s’agit d’apporter des éléments de réflexion à partir de ces expériences pilotes sur la question de l’utilité d’un dispositif technologique de formation continue des enseignants du primaire afin de mettre en évidence la relation entre l’univers prospectif et l’univers rétrospectif du dispositif. L’objectif étant d’analyser les activités des acteurs impliqués dans les espaces numériques de formation continue afin de mettre en évidence la relation entre l’univers prospectif (utilité potentielle) et l’univers rétrospectif (utilité réelle) du dispositif. Il s’agit d’interroger la pertinence de la conception initiale du dispositif à travers l’utilité potentielle espérée à l’aune des expériences vécues par les acteurs à travers l’utilité réelle.

Introduction: Despite nurses' substantial role in care coordination, few education programs exist to better support them in this role. Identification of a set of core care coordination activities across heterogeneous care coordination programs would facilitate the development of a standard of practice. We sought to examine care coordination activities across two care coordination programs in Family Medicine Groups in Quebec, and their relationship to the program design. Methods: We performed a comparative case study of two care coordination programs in primary care targeting frequent users of healthcare services and people with Alzheimer's disease and related disorders. Data collection included documents and semi-structured interviews with key informants. Results: Several activities were common to both programs, such as patient identification; assessment, development of an individualized service plan; and linking patients and caregivers with professionals and services. However, their components were different due to the impact of the integrated care program design, policy environment, and the target patient populations' complex needs. Discussion: The homogeneity or heterogeneity of patients' complex needs shapes their care trajectory and the intensity of their care coordination needs. As the complexity of these needs grows, so does the necessity to build the care coordinators' capacity for integrated care. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The need to train clinician-teachers in medical education is recognised worldwide. Yet, motivation to initiate and sustain a formal faculty development program in medical education has been little studied. A more detailed understanding of the motivational factors that underpin clinician-teachers' decision to undertake faculty development would better support efforts to improve the training of health professionals. Objective: To highlight the sources of motivation for clinician-teachers who choose to pursue the Inter-University Diploma in medical education. Methods: Eighty of the 110 (72%) teachers who had taken a faculty training course in medical education as part of the diploma completed the educational motivation scale questionnaire adapted to university studies by Vallerand et al. (ÉMÉ-U 28), developed in relation to self-determination theory. Results: On the reported measures, autonomous motivation was higher than controlled motivation. An overwhelming majority of participants indicated that they wanted to pursue advanced study for the sake of discovering things they had never seen before, and a significant majority wanted to further their knowledge of medical education. Most engaged in the diploma for fun and for the personal satisfaction of striving for excellence in their profession. Only one third of the participants justified their enrollment in the diploma by external motivations, linked to the hoped-for counterpart of being able to obtain tenure and the aggregation later on. Conclusion: This study contributes to the understanding of the motivational dynamics that lead clinicians to initiate a faculty development process in order to become clinician-teachers. [ABSTRACT FROM AUTHOR]

Background. Adolescents with neurodevelopmental disorders (NDDs) have an increased risk of participation limitations. Occupational therapy faces knowledge-to-practice gaps among this population. Purpose. To examine the effectiveness of a continuing-education program for occupational therapists working with adolescents with NDDs. Methods. The study used a mixed-method design, including pre-post comparisons of competence and sense of self-efficacy of occupational therapists to work with adolescents with NDDs. Interviews regarding the program's perceived contribution to practice were conducted. Results. Post-program results showed significantly ( p  < .001) higher professional competence and self-efficacy for interventions and evaluation skills with NDD's adolescents and transition programs as well as higher knowledge about adolescence and NDDs characteristics. Contrary, there was no change in competence and self-efficacy regarding client-centred interventions with adolescents. Program participants increased their professional confidence and incorporated evidence-based methods into routine practice. Conclusions and Implications. The continuing-education program that was examined expanded the occupational therapy practitioner's knowledge and professional skills, resulting in a change in their capacity to practice with adolescents narrowing the knowledge-to-practice gap. Future studies involving the client perspective, regarding their participation may validate and support continuing-education program for occupational therapists.

Résumé : Les défis mondiaux des politiques éducatives novatrices exigent qu’un programme de formation continue soit établi à l’intention des enseignants. À l’école primaire, cette situation amène les Inspecteurs de l’Enseignement Préscolaire et Primaire (IEPP) et les Conseillers Pédagogiques du Préscolaire et du Primaire (CPPP) à initier des formations à l’intention des instituteurs. Le constat est que ceux-ci ne suivent pas ce dynamisme pédagogique de sorte à faire évoluer les pratiques de classe, en conséquence leur performance pédagogique ainsi que les rendements des écoliers se trouvent affectés. L’étude a été effectuée dans la circonscription de l’enseignement préscolaire et primaire de Bonoua, dans la région du Sud-Comoé. La population de l’étude est constituée d’IEPP, de CPPP, d’instituteurs et d’écoliers. Les données ont été recueillies à l’aide de : questionnaires, d’entretiens et d’études documentaires. L’objectif est d’associer les instituteurs en amont et en aval de tout projet de formation continue visant à renforcer leurs capacités professionnelles. Les résultats ont permis de situer les responsabilités liées aux résistances des instituteurs au changement et ont montré que la stratégie de communication utilisée pour assurer la formation continue des instituteurs n’est pas inclusive. Pour cela, l’étude propose que soient retenus l’approche participative communautaire et le micro-enseignement dans les programmes de formation continue.

Résumé : Depuis plus de trente ans, la formation des enseignants, enjeu majeur pour les établissements d'enseignement supérieur, fait l'objet dans tous les pays de réformes profondes et de remises en question ou de remaniements dans plusieurs pays. Conscientes que le statut de la profession d’enseignant et sa reconnaissance sociale passent par le niveau de la qualification exigée, les institutions éducatives se sont attachées à offrir de plus en plus des stages et de formations continues soit en présentiel, soit en ligne afin de répondre plus efficacement aux besoins et aux attentes des individus, des entreprises et de la société. La présente étude s’attache à recueillir des éléments concernant les formations et les stages d’été des professeurs, offerts par le Centre de Linguistique Appliquée de Besançon (CLA) en France, tout en mettant l’accent sur les rapports entre formation académique et compétences professionnelles d’une part et sur les avantages d’une formation en immersion malgré l’existence d’une multitude des formats de formation en ligne d’autre part. L’objectif final de ce travail est d’évaluer la pertinence et l’efficacité d’une formation en présentiel de courte durée (15 jours ou un mois) du point de vue des stagiaires de différentes nationalités à travers d’une enquête de terrain et d’un questionnaire.

Résumé : La présente étude tente de déterminer la modalité d’évaluation didactique d’un dispositif de formation continue à distance des enseignants marocains via la plateforme GénieTice. Il s’agit d’une formation continue à distance destinée aux enseignants des trois cycles appartenant à la région de l’Académie Régionale d’Éducation et de Formation : Tanger- Tétouan- Hoceima. Les résultats ont montré qu’il y a une adéquation des contenus du dispositif de formation par rapport aux trois axes suivants : les besoins des enseignants formés, les objectifs de formation déclarés et enfin la durée de la formation poursuivie.

Résumé: Objectifs: Cet article vise à explorer la nécessité du développement professionnel continu dans les soins infirmiers, les besoins éducatifs, et ses impacts sur les soins infirmiers en oncologie. Sources des données: Des bases de données électroniques comprenant Cinahl, Medline (Pubmed), Cairn, et la littérature grise ont été recherchées en utilisant Google Scholar jusqu'en octobre 2020. Conclusion: La formation continue et les mises à jour des connaissances fondées sur des données probantes au sein de la profession infirmière en oncologie sont essentielles pour permettre des soins infirmiers en oncologie sûrs et efficaces. Un cadre commun à toutes les infirmières en oncologie européennes permet de standardiser la formation. Implications pour la pratique infirmière: En raison de la complexité et de l'évolution rapide des soins en cancérologie, les infirmières 1 sont tenues de maintenir un haut niveau de formation et de s'engager à apprendre tout au long de leur vie pour fournir des soins de haute qualité. Les lois nationales sur la santé et les sociétés européennes d'infirmières ont élaboré des cadres éducatifs pour les soins infirmiers en cancérologie afin de répondre aux besoins éducatifs. Les cadres pédagogiques internationaux peuvent constituer une étape importante vers l'harmonisation du rôle de l'infirmière spécialisée en oncologie et la reconnaissance internationale peut améliorer la formation et le développement professionnel en vue d'établir le rôle de l'infirmière spécialisée en oncologie audelà des différentes frontières internationales. [ABSTRACT FROM AUTHOR]

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Context: The lack of autonomy in the practice of intrapartum ultrasound leads delivery room midwives to rely on the physician on duty. Objectives: 1) To assess the impact of an advanced Point Of Care UltraSound – POCUS-training program for delivery room midwives on the modalities of performing intrapartum ultrasound (call of a physician and management delays); 2) To evaluate the ability of midwifes to perform Fetal occiput position (FOP) ultrasound after the training. Methods: Three-hour ultrasound workshops with exercises on a high-tech simulator and clinical cases were implemented as part of the continuing education of midwifes in a level 3 maternity hospital to train the entire team (n = 33). A before/after evaluation, in the form of audits allowing the prospective and systematic collection of intrapartum ultrasound examinations (indication, identification of requesting and operating practitioners, time between the decision to carry out the examination and the actual carrying out of the examination) made it possible to quantify the impact of this training on the number of recourses to the on-call doctor and on the delays induced by this recourse. For examinations performed by the midwifes after training, the proportions of valid (variety of position confirmed by a second practitioner) and invalid (error or failure to identify) PFOs were quantified. Results: Data from 72 (audit 1) and 50 (audit 2) successive ultrasound examinations were collected before and after training, respectively. The number of referrals relative to the number of examinations was significantly reduced after training (before/after 80% vs. 32% respectively p < 0.01), and the delays induced were also reduced (p < 0.01), with the elimination of delays > 30 minutes for audit 2 (I). The proportion of valid PFOs at the end of the workshops was 80% (II). Conclusion: Systematic training of midwifes in the practice of intrapartum POCUS allows optimization of personnel resources (reduction of referrals) and improvement of care (reduction of management delays). The wide use of simulation in this context could guarantee the presence of a practitioner trained in ultrasound in the immediate vicinity of any patient in labor. [ABSTRACT FROM AUTHOR]

This article aims to identify the professional learning opportunities for teachers made possible during a formation process, focusing on the analysis of the planning of formations and the actions of the teacher educator to develop the training. This study is qualitative and constructionist, within the theoretical perspective of interpretivism. We analyzed the documents of the formation process and an interview of stimulated memory with the teachers' educator that complemented them. The results revealed that the participants glimpsed possibilities of developing Algebraic Thinking with the elementary students, participated in mathematical and didactic discussions about the property of the opposite element, the neutral element (addition and multiplication) and the meaning of equivalence of the equal sign, and reflected on the knowledge of the 5th-graders of elementary school, related to the development of Algebraic Thinking. First, the teacher educator's choices made it possible to articulate the mathematical and didactic dimensions and bring Academic Mathematics closer to School Mathematics linked to Algebraic Thinking. Second, it favored discursive interactions based on the argumentation and justification and moments of individual and collective work, aiming to expand knowledge. [ABSTRACT FROM AUTHOR]

This article stems from the hermeneutics we carry out of what is revealed in the categories that emerged from the first author's dissertation under the guidance of the second. At that moment, our interpretation addressed how the previous conceptions of a group of teachers operated when they met with the training in Mathematical Modeling according to their notions about different nuclei of ideas. At this moment, we took an inverse path, noticed the different ways those conceptions operated and pointed out the aspects of these nuclei of ideas that converged to this way of operating, in other words, we carried out a meta-analysis of the emerging categories in the dissertation, from which we categorized it into two major nuclei. In this sense, we carried out qualitative research under a phenomenological approach conducted by the question: What is shown of the teachers' previous notions for their continuing education in Mathematical Modeling? The interpretative act leads us to say that the teachers' previous conceptions point a way forward so that the continuing education in Mathematical Modeling achieves its objectives, i.e., the adoption of Mathematical Modeling by basic education teachers. [ABSTRACT FROM AUTHOR]

The training of healthcare professionals, in particular doctors and nurses, is a crucial point for improving patient care, from the prevention of acute pain to the monitoring of chronic pain patients. The aim of this article is to take stock of the current state of training, particularly for nurses and nursing assistants, and to make proposals both in the field of initial and continuing training for nursing professionals and in the formalization of training for pain resource nurses, who are expert professionals in the field of pain, whose expertise is not currently recognized. [ABSTRACT FROM AUTHOR]

Résumé: L'oncologie est un domaine dans lequel l'évolution rapide des thérapeutiques notamment les thérapies ciblées nécessitent une mise à jour régulière des connaissances. Au sein de l'Unité de préparation des chimiothérapies au sein du groupe hospitalier Nord Essonne (GHNE), afin de renforcer les connaissances des préparateurs en pharmacie hospitalière (PPH) dans le domaine de l'oncologie clinique, nous avons souhaité formaliser un programme de formation continue. Nous avons donc mis en place une formation d'oncologie clinique à destination des préparateurs en pharmacie hospitalière s'intégrant dans le développement professionnel continu des PPH. Pour cela, dans un premier temps, nous avons recueilli les besoins des préparateurs en termes de connaissances dans le domaine de l'oncologie clinique. Puis, nous avons détaillé un plan de formation divisé en modules, ciblant les stratégies thérapeutiques en cancérologie. Chaque module commençait par un questionnaire à choix multiple (QCM) interactif avant de réaliser une présentation sous la forme de diapositives. À la fin de la séance, un questionnaire de satisfaction était proposé aux préparateurs. Lors du module suivant le même QCM proposé lors du module précédent était de nouveau réalisé afin d'évaluer la progression et les voies d'amélioration. Au total, neuf préparateurs ont participé à deux modules complets sur la thématique des cancers colorectaux et pulmonaires. Le taux médian de bonnes réponses avant les présentations était de 59 % contre 77 % après. Il est ressorti une progression significative des connaissances sur les thématiques de l'immunothérapie, du financement des produits de santé et sur les soins de support en cancérologie. Les questionnaires de satisfaction ont révélé que le contenu et le format des présentations étaient adaptés aux attentes des PPH. Le maintien à jour des connaissances concernant les thérapies cancéreuses participe à la sécurisation du circuit des anticancéreux au GHNE. Le succès rencontré par ces formations nous encourage à les pérenniser. De plus, nous souhaiterions les compléter par la réalisation de cas cliniques afin de sensibiliser les préparateurs aux entretiens patients. Oncology is an area in which the rapid development of therapies, especially targeted therapies, requires regular updating of knowledge. Within the chemotherapy preparation unit of Nord Essonne Hospital Group, in order to strengthen the knowledge of pharmacy technicians in the field of clinical oncology, we wanted to formalize a continuing education program. We have therefore set up clinical oncology training for hospital pharmacy technicians as part of the continuing education of pharmacy technician. First we collected the needs of preparers in terms of knowledge in the field of clinical oncology. Then, we detailed a training plan divided into modules, targeting therapeutic strategies in oncology. Each module began with an interactive MCQ before making a presentation in the form of slides. At the end of the session, a satisfaction questionnaire was offered to the preparers. During the next module, the same MCQ suggested in the previous module was carried out again in order to assess progress and areas for improvement. In total, nine preparers took part in two complete modules on the theme of colorectal and lung cancer. The median rate of correct answers before the presentations was 59% versus 77% after. A significant increase in knowledge has emerged on the themes of immunotherapy, the financing of health products and on supportive care in oncology. The satisfaction questionnaires revealed that the content and format of the presentations was adapted to the expectations of the pharmacy technician. Keeping knowledge about cancer therapies up to date contributes to securing the anti-cancer drug circuit at Nord Essonne Hospital Group. The success of these training courses encourages us to perpetuate them. In addition, we would like to supplement them by carrying out clinical cases in order to make the preparers aware of patient interviews. [ABSTRACT FROM AUTHOR]

Les dispositifs technopédagogiques de type visioconférence sont des technologies émergentes de plus en plus utilisées en enseignement supérieur. Certains établissements d’enseignement investissent largement dans leur implantation et dans leur déploiement au service de la formation à distance. Mais qu’en est-il des usages qu’en font les formateurs? Qu’en est-il du rôle des conseillers/ingénieurs pédagogiques dans un tel contexte? Le présent article traite d’une étude réalisée dans le cadre du projet TOPIC (Téléprésence comme OPportunité d’Innovation dans la Conception de formation) tiré d’un travail conjoint entre l’Université de Sherbrooke (Canada) et l’Université Bretagne Loire (France). Il s’agit d’une enquête en ligne réalisée auprès de 174 formateurs des deux universités partenaires pour répondre à la question : « Quels sont les usages actuels, le niveau d’aisance et les attentes des formateurs face aux dispositifs technopédagogiques de type visioconférence? ». L’enquête fait ressortir que les dispositifs de visioconférence sont peu utilisés et que les formateurs sont peu formés à leur utilisation. Malgré tout, une majorité des répondants se dit à l’aise avec leur capacité d’enseigner avec le numérique. En termes de formations, il ressort de l’enquête que les formateurs privilégient des ressources propices à l’autoformation, à un accompagnement personnalisé ou à une combinaison de ressources et d’accompagnement.

Un article paru en 2017 dans la Revue du Barreau canadien remet en question l'exigence d'un nombre d'heures obligatoires pour la formation continue des professionnels, et suggère en échange une approche dite « réflexive du perfectionnement des compétences ». Dans l'article qui suit, nous proposons d'abord de distinguer les termes « praticien réflexif » et « approche réflexive », et ensuite, au travers d'une revue des données rendues disponibles en ligne par les différents ordres professionnels de juristes au Canada, nous analysons l'applicabilité du modèle des communautés d'apprentissage en ligne à la formation continue des avocats.

As peer support becomes more professional, it is becoming increasingly recognised and diversified. When a mental health patient-trainer works with psychiatric carers, the latter gain a better understanding of the patient's point of view. In addition, valuing their experiential knowledge can support peer helpers in their recovery. However, we mustn't forget that these are fragile people and that their past can come back to haunt them if they are not careful. Testimonial., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

While the law of 5 September 2018 made the action of workplace training (Afest) a formal training modality eligible for public funding, this article proposes to look back at the public discourses thataccompanied this recognition and the successes of the 'formula'. Is Afest the object of the often-staged craze? When we examine the speeches made in the fortnightly magazine specialising in continuing education, Inffo Formation, we are struck by their consensual nature. Afest is unanimously presented as a useful and attractive innovation. Such an agreement invites us to question the attractions and challenges of this new legal provision as well as of the experimentation that made it possible to formalise it, and, from a programmatic perspective, to estimate whether thedeclared intentions have any chance of being realised. The questions thus raised are social, economic, political and educational. [ABSTRACT FROM AUTHOR]

Context: Training of health and social support professionals in recovery-oriented approaches to mental health has been developing in France for about ten years. Few of them have been described in terms of their effects on participants. Aim: What are the effects of a training pathway for health professionals aimed at 1) the acculturation of professionals to the notion of recovery in mental health; 2) the transmission of the characteristics of this process and 3) the related change in practices. Participants: For five years (2013–2017), 363 professionals benefited from 25 training sessions on the theme of supporting people's recovery in the health, social and disability fields. Method: The verbatim, collected by means of open-ended questionnaires, was subjected to lexical analysis using Iramuteq software. Results: The lexical analyses show that according to the participants, such a training system would make it possible to achieve the objectives of (1) acculturation (raising awareness), (2) transmission of the characteristics of this personal process (making people understand) and (3) support for change in practices induced in the recovery-oriented approach (practising). Conclusion: The training of health professionals in recovery-oriented approaches must be the subject of more research in medical pedagogy and social sciences in France, in order to facilitate the deployment and evaluation of practices in mental health and psychiatry. [ABSTRACT FROM AUTHOR]

Le Carnet-Numérique de l’Élève-Chercheur (CNEC) est une application dont la fonction principale est d’étayer des démarches d’investigation. Il vise notamment à faciliter la rédaction de propositions scientifiques : questions, formulation d’hypothèses ou de protocoles. Au cours d’une étude de terrain menée auprès de quatre enseignants dans deux écoles primaires et deux collèges, nous nous sommes intéressé aux modes d’appropriation de la technologie par les praticiens. Nous avons mobilisé la théorie de l’activité d’Engeström pour appréhender, au prisme de la notion de contradiction, les tensions que génère en classe l’utilisation des étayages. Bien que les intentions didactiques portées par le CNEC soient alignées avec les programmes, elles entrent en contradiction avec la manière dont les praticiens mènent généralement une démarche d’investigation. Le risque de dévoiement des fonctionnalités s’en trouve accru, ce qui limite la possibilité d’utiliser les étayages pour la formation continue des enseignants, l’un des rôles qui leur avait été initialement attribué.

This article presents continuing education as a fundamental and efficient resource of the university curriculum, being its most innovative mechanism the use of Information and Communication Technologies in all study modalities, methodologies and / or teaching-learning processes. This study aims to analyze continuing education as an integrating axis of the competences in the university curriculum and to disseminate official results of the process. To this end, a conceptual analysis and a quantitative descriptive analysis with a longitudinal non-experimental design were conducted. We collected data from a Higher Education Institution from 2014 to 2019 with a total of 190 courses with 9276 people (specifically for last year 46 courses and 1559 participants were included). The results show an increase in the number of courses, hours and participants in the continuous training processes. Current trends in continuing education linked to ICT are identified; as well as requirements for other types of curricular programs. Finally, the analysis establishes the benefits of continuous education when it comes to updating, training and improving skills. Besides, this study also reports an increase in the offer of alternatives required by the participants to update their competencies, whether in academic or labor fields. [ABSTRACT FROM AUTHOR]

Cette étude de cas propose, à partir d’un programme de recherche anthropoculturel, un dispositif de formation adossé à la recherche qui crée les conditions formelles propices à la transmission efficace des règles d’une pratique pédagogique ordinaire entre deux enseignants expérimentés exerçant au sein de la même école maternelle. Afin de produire leur développement professionnel, les deux enseignants (l’un tenant le rôle de « pair formateur » et l’autre celui de « pair formé ») ont vécu trois épisodes de formation : (i) l’accès préalable du pair formateur à une vision plus claire des règles régissant sa pratique devant être transmise (ii) l’enseignement ostensif de ces règles par le pair formateur en direction du pair formé et (iii) deux mises en œuvre par le pair formé suivies à chaque fois d’une activité d’accompagnement sous forme de contrôle du pair formateur. Les résultats obtenus montrent (a) l’apprentissage d’une nouvelle règle par le pair formé lui permettant de résoudre une difficulté professionnelle ainsi que (b) le développement professionnel du pair formateur suite à son accompagnement de la pratique du pair formé.

Nonprofit management education (NME) has received attention from scholars and practitioners over the past thirty years. Much of the research on NME focuses on credit-based university courses, primarily reflecting a U.S. context. Left out of analyses are non-credit NME offerings. This article relocates to an English-speaking Canadian landscape where a substantial number of non-credit NME courses are found. Mapping methodologies, favoured to showcase the breadth of NME, cannot offer deeper insight into questions and critiques of non-credit NME curriculum and instruction. This article shows how syllabi review and critical qualitative inquiry can deepen knowledge of non-credit offerings. A new research agenda for non-credit NME is required to support nonprofit managers to achieve their social goals. [ABSTRACT FROM AUTHOR]

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Le e-Learning est devenu incontournable pour la formation continue des professionnels de santé, en particulier pour les pays en voies de développement. Il est la clé fondamentale pour le développement des compétences des prestataires de soins. Depuis 2008, plusieurs formations e-Learning ont été lancées au le Ministère de la Santé, certaines formations continues ont été réussies, alors que d’autres n’ont pas pu atteint leurs objectifs. Cette étude analyse les connaissances, les pratiques et la perception du e-Learning par les professionnels de santé. Il s’agit d’une étude transversale quantitative réalisée dans quatre régions du Maroc. Le cadre de recherche est basé sur le modèle UTAUT (Unified Theory of Acceptance and Use of Technology). Les résultats révèlent que 51,4% des professionnels de santé ne sont pas familiers avec le e-Learning, en particulier les infirmiers affectés au niveau des centres de santé ruraux. Seulement 8,3% des répondants ont suivi des formations e-learning, dont 94,1% travaillent dans le milieu urbain. Malgré que plus de 80% disposent d’un ordinateur et d’un accès à internet, seulement 49,4% acceptent le e-learning pour la formation continue. Ces résultats sont d’un intérêt majeur pour les décideurs au Ministère de la Santé afin de mettre en place les mesures d’accompagnement nécessaires à la réussite du e-Learning.

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversity of Research in Health Journal / Revue de la Diversité de la Recherche en Santé is the property of Diversity of Research in Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Europe is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cet article porte sur la formation professionnelle en France et donne les informations nécessaires à la compréhension actuelle du système dans ses dimensions historiques et institutionnelles. Un ensemble de textes organise les parcours professionnels initiaux et continus dans un cadre national valorisant l’alternance et ayant pour finalité l’insertion professionnelle, le maintien en emploi, la réorientation professionnelle, l’autonomie des personnes. Cet outil majeur à la disposition de tous révèle des zones d’ombre et des insuffisances que tentent de pallier des réformes successives.

Copyright of I2D: Information, Données & Documents is the property of ADBS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. La formation continue peut aider les professionnels de la santé à maintenir et à développer leurs connaissances et leurs compétences afin de s'adapter à la transformation du paysage de la santé publique. Cette revue de la portée vise à déterminer quelles sont les modalités préférées dans la formation continue des professionnels en santé publique et comment l'équité a été intégrée dans la formation en santé publique. Méthodologie. En nous appuyant sur les lignes directrices PRISMA pour les revues de la portée, nous avons cherché dans quatre bases de données des études évaluées par les pairs qui évaluaient les modalités de formation continue du personnel en santé publique. Résultats. La revue a porté sur 33 études, publiées dans 11 pays entre le 1er janvier 2000 et le 6 août 2019. Dans la plupart des articles, le public cible était généralement défini comme les professionnels en santé publique employés par un organisme gouvernemental ou non gouvernemental. Les méthodes de prestation étaient l'apprentissage en ligne, l'apprentissage en présentiel et l'apprentissage hybride (en ligne et en présentiel). Les apprenants avaient une nette préférence pour les approches autodirigées. Le soutien organisationnel, en particulier l'allocation de temps au perfectionnement professionnel durant les heures de travail, favorisait grandement l'achèvement de la formation. Les principaux obstacles mentionnés étaient la durée des cours et le nombre élevé d'heures de contact. Conclusion. Les résultats laissent à penser qu'il n'y a pas véritablement de modalité de formation préférée. Nous avons relevé trois éléments qui influencent les préférences en matière de modalités de formation: la conception, la prestation et le soutien organisationnel. Les modalités devraient être choisies en fonction du lieu ainsi que des besoins et des expériences antérieures des participants, de manière à offrir un contenu pertinent et qui soit transmis d'une manière qui permette aux apprenants de mettre en application leurs nouvelles connaissances. [ABSTRACT FROM AUTHOR]

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Financial, Accounting & Managerial Studies is the property of Journal of Financial, Accounting & Managerial Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)