Mobiliser les savoirs expérientiels pour la recherche et la formation des professionnels de la santé : concepts et méthodologies
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2020
- ISIDORE Id: 10670/1.37059f...
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health professionals professionnels de la santé activity clinic développement des compétences professional didactics competency development clinique de l’activité biographical research savoirs expérientiels recherche biographique didactique professionnelle experiential knowledge health professionals professionnels de la santé activity clinic développement des compétences professional didactics competency development clinique de l’activité biographical research savoirs expérientiels recherche biographique didactique professionnelle experiential knowledge health professionals professionnels de la santé activity clinic développement des compétences professional didactics competency development clinique de l’activité biographical research savoirs expérientiels recherche biographique didactique professionnelle experiential knowledgeSujets proches
Scholarship Learning Biography--Health Ciencia--Investigación Investigación científica Investigación y desarrollo I+D Recherche scientifique Projet de recherche Savoirs Habiletés Savoirs-faire Activités de recherche Recherche fondamentale Projets de recherche Programmes de recherche Recherche scientifique Recherche pure Savoirs Connaissances ÉruditionCiter ce document
Camila Aloisio Alves et al., « Mobiliser les savoirs expérientiels pour la recherche et la formation des professionnels de la santé : concepts et méthodologies », Pédagogie médicale, ID : 10670/1.37059f...
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Background: Traditional approaches in health sciences education based on evaluation and measurement are ill equipped to take into account the introduction of competency-based training programs. Closer examination and testing of alternative methodologies, based on participatory and qualitative research approaches, to study how competencies are developed has become a necessity. We suggest that competency development relies heavily on the construction, the sharing and the application of experiential learning. Goal: This paper presents concepts and methodologies to support educators who chose to carry out research projects that focus on personal pathways, lived experiences and the learning that was generated to study competency development in the health professions. Results: This article reflects the work of an international group of researchers engaged in research about the development and the role of experiential learning in professional practice. Two broad approaches to reveal experiential learning are presented: one based on biography where an individual reveals the knowledge they have acquired by way of experience. The other is through structured and didactic task analysis, which can offer insights in how individuals and groups learn at work. Both approaches, coming from work psychology and educational sciences, afford a nuanced view of how professional competencies are developed. Conclusion: The overview provided in this article about experiential learning as a research subject and as a way to understand competency development should enable health professionals seeking ways to conduct innovative and participative research projects in health sciences education that meld both research and training.
