Nous sommes fiers de souligner la parution d’un nouvel article rédigé par deux membres du CPASS – Nicolas Fernandez et Bernard Charlin – et leurs collègues dans le Canadian Medical Education Journal (2016).
Intitulé « Learning-by-Concordance (LbC): Introducing undergraduate students to the complexity and uncertainty of clinical practice », leur article porte sur les résultats d’une étude au sujet de la formation par concordance de raisonnement, de perception et de jugement professionnel chez des étudiants de médecine canadiens. Nous vous présentons ici le résumé de l’article dans sa version intégrale en anglais :
Background: A current challenge in medical education is the steep exposure to the complexity and uncertainty of clinical practice in early clerkship. The gap between pre-clinical courses and the reality of clinical decision-making can be overwhelming for undergraduate students. The Learning-by-Concordance (LbC) approach aims to bridge this gap by embedding complexity and uncertainty by relying on real-life situations and exposure to expert reasoning processes to support learning. LbC provides three forms of support: 1) expert responses that students compare with their own, 2) expert explanations and 3) recognized scholars’ key-messages.
Method: Three different LbC inspired learning tools were used by 900 undergraduate medical students in three courses: Concordance-of-Reasoning in a 1st-year hematology course; Concordance-of-Perception in a 2nd-year pulmonary physio-pathology course, and; Concordance-of-Professional-Judgment with 3rd-year clerkship students. Thematic analysis was conducted on freely volunteered qualitative comments provided by 404 students.
Results: Absence of a right answer was challenging for 1st year concordance-of-reasoning group; the 2nd year visual concordance group found radiology images initially difficult and unnerving and the 3rd year concordance-of-judgment group recognized the importance of divergent expert opinion.
Conclusions: Expert panel answers and explanations constitute an example of “cognitive apprenticeship” that could contribute to the development of appropriate professional reasoning processes.
Pour consulter cet article, visitez le site web de la revue.