Impact of an evidence-based online module on best practice in physical therapy for children with developmental coordination disorder: a mixed methods study

Aims : This study evaluates the impact of a Developmental Coordination Disorder (DCD) evidence-based online module including synthesized resources, practical strategies, and interactive component on self-reported physical therapist (PT) knowledge, skills, and practice. Methods : PTs from across Canada completed questionnaires before, immediately after, and 2 months following completion of the module. Questionnaires used 7-point Likert scale items and short open-ended questions; analyzes used paired t-tests and a thematic approach. Results : Fifty PTs completed both pre- and post-questionnaires; 41 of these completed the follow-up questionnaire. Most items (79%) evaluating self-reported knowledge and skills increased significantly following module completion and this increase was maintained two months later. Most participants (92%) reported an increase in their confidence to provide DCD evidence-based services. Participants plan to modify their evaluative practices (e.g., involving children in goal setting) and their management of DCD (e.g., using best practice principles, providing resources to families and physicians). At the 2- month follow-up, 46% of participants had returned to the module to review information (e.g., video, resources) or to download handouts. Conclusion : An online module developed collaboratively with PTs has the potential not only to increase PTs’ knowledge, but also to support them in implementing evidence-based services for children with DCD.

Working with physical therapists to develop and evaluate an evidence-based online module for Developmental Coordination Disorder (DCD): bridging the knowledge-to-practice gap

Aims: Developmental Coordination Disorder (DCD) is a chronic condition with potential negative health consequences. Clinicians working with children with DCD need access to tailored, synthesized, evidence-based DCD information; however a knowledge-to-practice gap exists. The aim of this study was to develop and evaluate an evidence-based online DCD module tailored to physical therapists’ (PTs) identified needs. Methods: Guided by the Knowledge to Action framework, we interviewed PTs working with children with DCD (n=9) to identify their information needs. Their recommendations, along with synthesized DCD research evidence, informed module development. PTs (n=50) responded to scaled items and open-ended questions to evaluate module usefulness. Results: The module incorporated important PT DCD content areas including: 1) Identification; 2) Planning Interventions and Goals; 3) Evidence-Based Practice; 4) Management; and, 5) Resources. Case scenarios, clinical applications, interactive media, links to resources, and interactive learning opportunities were also embedded. PTs perceived the module to be comprehensive and useful and provided feedback to improve module navigation. Conclusions: Involving end-users throughout the development and evaluation of an online PT DCD module contributed to its relevance, applicability, and utility. The ongoing clinical use of this module may have the potential to improve the quality of PT DCD services.

Social media to support collaboration in the product life cycle of SMEs

Abstract : The use of social media tools to support small and medium-sized enterprises (SME) to support their business activities throughout the product life cycle (PLC) phases represents an interesting opportunity. SMEs operate in very competitive environments, and face significant challenges primarily caused by their size disadvantage. By nature, social media tools and platforms can enable them to overcome some of these challenges, as they are often very inexpensive, familiar and easy to use, allowing them to reach large audiences they would not be able to reach with traditional and expensive marketing initiatives. To provide solutions to this problem, this research identified three main objectives. The first objective was to draw a picture of the existing academic literature on the use of social media tools in the PLC context to better understand how these tools were studied and used in businesses, and for what purpose. Second, this research aimed at understanding how SMEs actually use social media tools to support their different business activities to identify the gap between academic research and actual business practices. Finally, based on the findings highlighted from the previous objectives, this research aimed at developing theory on this topic by proposing a conceptual framework of customer engagement enabled by social media. The conceptual framework aimed at answering general questions that emerged from the initial two objectives: Why do some SMEs use social media to support customer engagement, while others do not? Why do firms use different social media tools to support their customer engagement initiatives? Why does the scope of customer engagement initiatives (i.e., across different PLC phases) vary between SMEs? What are the potential outcomes of conducting customer engagement initiatives for the organizing firms? In order to achieve these research objectives, the methodology employed for this research is threefold. First, a systematic literature review was performed in order to properly understand how the use of social media tools in the PLC context had been studied. The final results consisted of 78 academic articles which were analyzed based on their bibliometric information and their content. Second, in order to draw the contrast between the academic publications and managerial reality of SMEs, six semi-structured interviews were conducted to understand how these firms actually use social media to support different activities in each of the PLC phases. Third, five additional semi-structured interviews were performed to gather a deeper understanding of this phenomenon and generate theory to support the proposed conceptual framework. The conceptual framework focuses on the degree of customer engagement, which is comprised of the scope (PLC phases) of customer engagement and the technology (social media tools) employed to support these initiatives. Two sets of antecedents were examined, firm motivators and firm impediments, as they could both potentially affect the scope and the social media tools used to support customer engagement initiatives. Finally, potential customer engagement outcomes for SMEs developing these initiatives were also examined. The semi-structured interviews lasted approximately 25-35 minutes, and were performed using an interview grid consisting of 24 open-ended questions. The interview grid was developed based on the findings of the systematic literature review, and this qualitative approach allowed for a rich understanding of the interviewed SMEs’ use of social media tools to support and engage customers in their different PLC activities. The main results highlighted by this project demonstrate that this field is relatively recent and sees constant increase in research interest since 2008. However, most of the academic research focuses on the use of social media tools to support innovation activities during the new product development process, while the interviewed firms almost exclusively used the tools to engage customers in the later phases of the PLC, primarily for promotion, customer service support, and business development activities. Interestingly, the interviewed firms highlighted several benefits of using social media tools to engage customers, some of which could help them overcome certain size disadvantages previously mentioned. These firms are in need of further guidelines to properly implement such initiatives and reap the expected benefits. Results suggest that SMEs are far behind both large companies and academic research in their use of social media to engage customers in different business activities. The proposed conceptual framework serves as a great tool to better understand their reality and eventually better support them in their social media and customer engagement efforts. However, this framework needs to be further developed and improved. This research project provides a 360-degree view of the phenomenon of the use of social media to support customer engagement for SMEs, by providing both a thorough systematic review of the academic research and an understanding of the managerial reality of SMEs behind this phenomenon. From this analysis, a conceptual framework is then proposed and serves as a stepping stone for future researchers who are interested in developing theory in this field.

Une comparaison des journaux non structurés et des journaux structurés rédigés par les étudiants en hygiène dentaire

The Canadian Dental Hygienists Association (CDHA) has indicated that there is a need for research in education in the field of dental hygiene. It seems that when compared to the nursing profession, the profession of dental hygiene is only in the earliest stages of investigating ways of teaching critical thinking. The faculty of the dental hygiene program at John Abbott College has always valued the skill of self-assessment in the students, yet there are few specific learning activities provided whereby the students can learn how to perfect and work on this invaluable skill of self-reflection in order to better self-assess. Although self-assessment is required of the students upon the completion of each clinical experience in Clinic 1, 2 and 3, a modest amount of clinical time is allotted to reflect upon this most important skill. It appears that more could be done to prepare our students to assess their learning and clinical practice. Self-reflection as an essential element of practice has a valid place in professional education. The purpose of conducting this study was to find out whether unstructured or structured self-reflective journal writing is a sound pedagogical technique to encourage dental hygiene students’ self-assessment through self-reflection. The research design for the project was a single case study. The paradigm for the study was chosen with a purposeful selection of participants, involving twenty-seven, third-year dental hygiene students at John Abbott College. The students were arbitrarily enrolled in two sections, which for the purpose of this study were referred to as Group A and Group B. Three duplicated coded anonymous journal entries from each student were collected over a ten-week period during the Fall 2009 semester. To examine the students’ level of self-reflection, two methods were used. First a content analysis of reflective journals was used to ascertain the level and substance of the reflections from their clinical experiences with the intent of looking more specifically at the students’ self-assessment. The journal entries were coded and analyzed after the grades were submitted at the end of the school term. This was followed by the distribution of an anonymous questionnaire to the students in both sections. The responses of the questionnaire were tabulated and analyzed. An analysis was done on the data collected in order to determine whether age, education and or mother tongue of the students in both Groups A and B had an influence on their perceptions of journal writing, as well as the student’s opinions about the value of journal writing. This questionnaire included two open-ended questions to assist in gathering additional data on the student’s thoughts on writing journals. A content analysis of the qualitative data collected from the open-ended questions in the questionnaire was also analyzed. Results indicated there were very few differences in the level of self-reflection leading to self-assessment. However, students in Group B who were assigned structured journals showed more evidence of deeper learning. Taken as a whole, the journal entries clearly showed the students were involved in ‘reflection-on-action’ of their clinical experiences (Schon 1987, as cited in Asadoorian & Batty, 2005). The quality of the responses for the most part indicated the students took the time and effort to record their perceptions of their clinical experiences. It is important to note that the results do indicate that students did show a need to self-reflect and assess. The students did in fact validate the importance of reflection through journal writing, even though they did not particularly like it as an added assignment. The journals were found to be very helpful to the research in getting to know what the issues were that held the students’ attention. They explained how and to what extent the students developed relationships with their clients. It was obvious that clinicians have an impact and influence on student learning. The students value the help, role modeling, patience, encouraging words and or gestures, positive reinforcement, and understanding provided by their clinicians. This research provides some evidence that students do believe that self-reflection through structured journal writing helped them better prepare for future clinical sessions with their clients. Our goal as educators should be to encourage dental hygiene students to self-assess through written self-reflection as an established practice for deeper learning.

Interventions pédagogiques pour diminuer le niveau d’appréhension en entrevues enformation technique au Cégep

Abstract: Career programs in the Cegep system base their training on various learning activities, which are followed by a practicum. The objective is to achieve a certain number of competencies, deemed necessary by the Ministry of Education, for entry-level occupations in to the workforce. The Graphic Communications program offered at Champlain College Saint-Lambert is a three-year career program that leads to employment in the field of graphics. Many students have part-time jobs during their schooling period but most of those jobs do not relate to their field of study. Several graduates stated they were unable to persuade employers to hire them for an externship or stage at the end of their program. While jobs are important for their general skills, since they are not directly related to the field, these jobs may not have given the students a suitable model for the conduct of an employment interview. Practice interviews may be one of many successful training methods to lower communication apprehension (CA) levels. CA is defined as "an individual's level of fear or anxiety associated with either real or anticipated communication with another person or persons." This paper examines the literature on CA and employment interviews and evaluates whether pedagogical interventions, including monitored phone calls to employers and practice-videotaped interviews, allow students to feel more confident about interviewing for a future job. A qualitative tool was used to gather scientific measurements of the participants' levels of CA both at the beginning and at the end of the Career Planning course. Open-ended reflective journals gathered quantitative data on the impact specific instructional strategies had on the participants. The pedagogical interventions that were examined and tested were as follows: preparation of scripts, monitored phone calls, videotaped practice interviews, and in-class access to professional assistance. Results indicate that all interventions had a positive impact on lowering levels of CA. It is clear that positive conclusions were drawn by the students as to the usefulness of these activities. Overall, participants who responded to the reflective journal questions felt positive about the contribution of this preparatory career course to their CA levels. The results of the quantitative tool were consistent with previous research and the analysis of the reflective journals gave additional support to the usefulness of the interventions on students' confidence levels. Recommendations for improvements to the curriculum include the need for students to be taught formally about metacognition and how to monitor it. Students need to be exposed to videotaped interviews more often. They should be better prepared for unexpected interview questions, and they should experience formal rehearsals with one of their instructors before the actual practice interview. Some of these recommendations have already been successfully implemented in the program's curriculum.||Résumé: Le but de ce travail était de vérifier si certaines activités pédagogiques sont efficaces pour faire baisser le niveau d'anxiété lié à la communication orale lors de leurs entrevues d'embauche. L'objectif des programmes techniques au Québec est de fournir aux étudiants un certain nombre de compétences définies par le ministère de l'Éducation, des Loisirs et du Sport afin que ces derniers puissent fournir des services de techniciens spécialisés aux entreprises. Le programme nommé Office Systems Technology (412) du collège Champlain de Saint-Lambert, a choisi la voie de la spécialisation en microédition et hypermédia en 1999 et a changé son nom pour Graphic Communications en 2005. Les programmes techniques au Cégep incluent un stage en milieu de travail à la fin d'un programme de trois ans et par le fait même, une entrevue pour obtenir un stage en entreprise. La compétence visée par cette étude est l'intégration au marché du travail et le cheminement professionnel des étudiants. Lors d'enquêtes informelles, plusieurs étudiants du programme ont fait part de leurs difficultés à trouver un stage en fin d'études. Certains auteurs suggèrent que ces étudiants n'ont pas de modèles appropriés lors de la tenue d'une entrevue d'emploi. Ils proposent de diminuer le niveau d'anxiété lié à la communication orale lors d'entrevues d'embauche en offrant des pratiques d'entrevue aux étudiants. Cette recherche a examiné la littérature au sujet de l'anxiété de communication, plus précisément lors d'entrevues. Elle avait pour mandat d'évaluer si les activités pédagogiques d'un cours de préparation à la carrière ont été efficaces pour faire baisser les taux d'anxiété en communication orale lors d'entrevues. En plus, une conseillère à l'emploi fut invitée à plusieurs reprises afin de fournir un support professionnel en classe, étant donné que les étudiants ne prennent pas nécessairement le temps de consulter des professionnels en raison de leurs activités personnelles trop nombreuses. Le type d'enseignement évalué est considéré comme stratégique, étant donné qu'il agit au niveau cognitif et métacognitif de l'étudiant. Le cours de préparation à l'emploi débute par la vérification des acquis antérieurs des étudiants et il tient compte de leur motivation scolaire et professionnelle. De plus, il est axé sur la construction du savoir en proposant des activités de plus en plus complexes, débutant par la rédaction de textes à utiliser lors d'appels aux employeurs, en passant par la préparation et la pratique d'appels et se terminant par des entrevues d'emploi qui serviront de modèle à perfectionner par chaque étudiant. Ces entrevues se font avec des employeurs qui ont déjà embauché des étudiants du programme de Graphic Communications au collège Champlain de Saint-Lambert et sont enregistrées sur bande vidéo afin de permettre une visualisation ultérieure et cohérente avec les objectifs visés. La méthodologie de cette recherche inclut deux outils, un quantitatif et un qualitatif. L'outil quantitatif permet de mesurer scientifiquement les taux d'appréhension en communication des étudiants au début et à la fin du cours de préparation à l'emploi. Cet outil est la fusion de deux outils, le Personal Report of Communication Apprehension ou PRCA-24, qui fut développé par McCroskey (1984), en tandem avec celui de Wongprasert & Ayres (2000), qui lui met l'accent sur les entrevues d'emploi. Les réponses à cet outil combiné sont évaluées sur une échelle Likert de cinq points. L'outil qualitatif est une série de questions auxquelles les étudiants ont répondu quatre fois lors de la session. Les réponses à ces questions ont été analysées et les commentaires des étudiants évalués. Il découle de cette analyse que les niveaux d'anxiété des étudiants qui ont participé (14) étaient définitivement à la baisse en fin de cours. La pratique téléphonique structurée, dans un laboratoire avec les téléphones, a été très révélatrice pour les étudiants. Ils ont appris comment utiliser un script comme piste de départ pour un appel et qu'il était possible de contourner certains obstacles de façon professionnelle. Ensuite, lors d'une visite d'une compagnie de graphisme, ils ont pu observer divers modèles d'emploi. Ils ont eu la possibilité de poser des questions sur le fonctionnement et les besoins de l'entreprise. Ceci facilita la rédaction de leur curriculum vitae en leur permettant de mieux décrire leurs acquis en fonction d'emplois recherchés. Par la suite, ils se sont préparés pour une pratique d'entrevue, filmée. Les interviewers avaient déjà travaillé avec le collège et avaient déjà embauché certains étudiants de ce programme, donc ils connaissaient leur potentiel. Une liste de questions possibles fut suggérée mais il n'en restait pas moins que les interviewers pouvaient les modifier, ceci étant représentatif du marché de l'emploi. Même si le collège fournit un enseignement en anglais, un des intervieweurs donna ses entrevues en français. Trois étudiants se sont portés volontaires, mais deux ont constaté qu'ils auraient dû pratiquer leur script en français avant l'entrevue pour mieux diminuer leur niveau d'anxiété. Finalement, les étudiants durent visionner leur segment d'entrevue : ceci leur a permis de voir si leur attitude non-verbale concordait avec ce qu'ils ressentaient en entrevue et d'emmener les correctifs appropriés. Les taux d'anxiété furent vérifiés une deuxième fois en fin de session et les résultats ont démontré une baisse des taux d'appréhension. Les résultats de cette étude concordent donc avec ceux trouvés dans la littérature et donnent de bonnes pistes pour l'amélioration de ce cours de préparation à la carrière. L'auteur recommande d'enseigner la métacognition de façon formelle et ainsi de faciliter la prise de conscience des apprentissages que les étudiants effectuent. De plus, les étudiants devraient être filmés en studio au moins une fois par année pour diminuer le facteur de stress causé par les caméras et finalement ils pourraient certainement bénéficier de pratiques formelles d'entrevue avec un instructeur avant l'entrevue filmée. L'augmentation des pratiques a déjà été mise en oeuvre dans le programme et des résultats positifs se sont ensuivis.

How are Canadian universities training and supporting undergraduate medical, physiotherapy and occupational students for global health experiences in international low-resource settings?

Abstract : OBJECTIVES : Canadian medical (MD), physiotherapy (PT) and occupational therapy (OT) students increasingly show an interest in global health experiences (GHEs). As certain moral hazards can occur as a result of student GHEs, a growing consensus exists that universities must have an established selection process, in-depth pre-departure training (PDT), adequate onsite supervision and formal debriefing for their students. This study aimed at identifying current practices in Canadian MD, PT and OT programs and discussing areas for improvement by comparing them with recommendations found in the literature. METHODS : Canadian MD, PT and OT programs (n = 45) were invited to answer an online survey about their current practices for GHE support and training. The survey included 24 close-ended questions and 18 open-ended questions. Descriptive statistics and a thematic analysis were performed on the data and results were discussed with recommendations found in the literature. RESULTS : Twenty-three programs responded to the survey. Student selection processes varied across universities; examples included using academic performance, interviews and motivation letters. All but 1 MD program had mandatory PDT; content and teaching formats varied, as did training duration (2-38 hours). All but 1 MD program had onsite supervision; local clinicians were frequently involved. Debriefing, although not systematic, covered similar content; debriefing was variable in duration (1-8 hours). CONCLUSIONS : Many current practices are encouraging but areas for improvement exist. Integrating global health content into the regular curriculum with advanced study option in global health for students participating in GHEs could help universities standardize support and training.

Pedagogical interventions to overcome communication apprehension in employment interviews among career students.

Career programs in the Cegep system base their training on various learning activities, which are followed by a practicum. The objective is to achieve a certain number of competencies, deemed necessary by the Ministry of Education, for entry-level occupations in to the workforce. The Graphic Communications program offered at Champlain College Saint-Lambert is a three-year career program that leads to employment in the field of graphics. Many students have part-time jobs during their schooling period but most of those jobs do not relate to their field of study. Several graduates stated they were unable to persuade employers to hire them for an externship or stage at the end of their program. While jobs are important for their general skills, since they are not directly related to the field, these jobs may not have given the students a suitable model for the conduct of an employment interview. Practice interviews may be one of many successful training methods to lower communication apprehension (CA) levels. CA is defined as "an individual's level of fear or anxiety associated with either real or anticipated communication with another person or persons." This paper examines the literature on CA and employment interviews and evaluates whether pedagogical interventions, including monitored phone calls to employers and practice-videotaped interviews, allow students to feel more confident about interviewing for a future job. A qualitative tool was used to gather scientific measurements of the participants' levels of CA both at the beginning and at the end of the Career Planning course. Open-ended reflective journals gathered quantitative data on the impact specific instructional strategies had on the participants. The pedagogical interventions that were examined and tested were as follows: preparation of scripts, monitored phone calls, videotaped practice interviews, and inclass access to professional assistance. Results indicate that all interventions had a positive impact on lowering levels of CA. It is clear that positive conclusions were drawn by the students as to usefulness of these activities. Overall, participants who responded to the reflective journal questions felt positive about the contribution of this preparatory career course to their CA levels. The results of the quantitative tool were consistent with previous research and the analysis of the reflective journals gave additional support to the usefulness of the interventions on students' confidence levels. Recommandations for improvements to the curriculum include the need for students to be taugh formally about metacognition and how to monitor it. Students need to be exposed to videotaped interviews more often. They should be better prepared for unexpected interview questions, and they should experience formal rehearsals with one of their instructors before the actual practice interview. Some of these recommendations have already been successfully implemented in the program's curriculum.||Résumé:Le but de ce travail était de vérifier si certaines activités pédagogiques sont efficaces pour faire baisser le niveau d'anxiété lié à la communication orale lors de leurs entrevues d'embauche. L'objectif des programmes techniques au Québec est de fournir aux étudiants un certain nombre de compétences définies par le ministèe de l'Éducation, des Loisirs et du Sport afin que ces derniers puissent fournir des services de techniciens spécialisés aux entreprises. Le programme nommé Office Systems Technology (412) du collège Champlain de Saint-Lambert, a choisi la voie de la spécialisation en microédition et hypermédia en 1999 et a changé son nom pour Graphic Communications en 2005. Les programmes techniques au Cégep incluent un stage en milieu de travail à la fin d'un programme de trois ans et par le fait même, une entrevue pour obtenir un stage en entreprise. La compétence visée par cette étude est l'intégration au marché du travail et le cheminement professionnel des étudiants. Lors d'enquêtes informelles, plusieurs étudiants du programme ont fait part de leurs difficultés à trouver un stage en fin d'études. Certains auteurs suggèrent que ces étudiants n'ont pas de modèles appropriés lors de la tenue d'une entrevue d'emploi. Ils proposent de diminuer le niveau d'anxiété lié à la communication orale lors d'entrevues d'embauche en offrant des pratiques d'entrevue aux étudiants. Cette recherche a examiné la littérature au sujet de l'anxiété de communication, plus précisément lors d'entrevues. Elle avait pour mandat d'évaluer si les activités pédagogiques d'un cours de préparation à la carrière ont été efficaces pour faire baisser les taux d'anxiété en communication orale lors d'entrevues. En plus, une conseillère à l'emploi fut invitée à plusieurs reprises afin de fournir un support professionnel en classe, étant donné que les étudiants ne prennent pas nécessairement le temps de consulter des professionnels en raison de leurs activités personnelles trop nombreuses. Le type d'enseignement évalué est considéré comme stratégique, étant donné qu'il agit au niveau cognitif et métacognitif de l'étudiant. Le cours de préparation à l'emploi débute par la vérification des acquis antérieurs des étudiants et il tient compte de leur motivation scolaire et professionnelle. De plus, il est axé sur la construction du savoir en proposant des activités de plus en plus complexes, débutant par la rédaction de textes à utiliser lors d'appels aux employeurs, en passant par la préparation et la pratique d'appels et se terminant par des entrevues d'emploi qui serviront de modèle à perfectionner par chaque étudiant. Ces entrevues se font avec des employeurs qui ont déjà embauché des étudiants du programme de Graphic Communications au collège Champlain de Saint-Lambert et sont enregistrées sur bande vidéo afin de permettre une visualisation ultérieure et cohérente avec les objectifs visés. La méthodologie de cette recherche inclut deux outils, un quantitatif et un qualitatif. L'outil quantitatif permet de mesurer scientifiquement les taux d'appréhension en communication des étudiants au début et à la fin du cours de préparation à l'emploi. Cet outil est la fusion de deux outils, le Personal Report of Communication Apprehension ou PRCA-24, qui fut développé par McCroskey (1984), en tandem avec celui de Wongprasert & Ayres (2000), qui lui met l'accent sur les entrevues d'emploi. Les réponses à cet outil combiné sont évaluées sur une échelle Likert de cinq points. L'outil qualitatif est une série de questions auxquelles les étudiants ont répondu quatre fois lors de la session. Les réponses à ces questions ont été analysées et les commentaires des étudiants évalués. Il découle de cette analyse que les niveaux d'anxiété des étudiants qui ont participé (14) étaient définitivement à la baisse en fin de cours. La pratique téléphonique structurée, dans un laboratoire avec les téléphones, a été très révélatrice pour les étudiants. Ils ont appris comment utiliser un script comme piste de départ pour un appel et qu'il était possible de contourner certains obstacles de façon professionnelle. Ensuite, lors d'une visite d'une compagnie de graphisme, ils ont pu observer divers modèles d'emploi. Ils ont eu la possibilité de poser des questions sur le fonctionnement et les besoins de l'entreprise. Ceci facilita la rédaction de leur curriculum vitae en leur permettant de mieux décrire leurs acquis en fonction d'emplois recherchés. Par la suite, ils se sont préparés pour une pratique d'entrevue, filmée. Les interviewers avaient déjà travaillé avec le collège et avaient déjà embauché certains étudiants de ce programme, donc ils connaissaient leur potentiel. Une liste de questions possibles fut suggérée mais il n'en restait pas moins que les interviewers pouvaient les modifier, ceci étant représentatif du marché de l'emploi. Même si le collège fournit un enseignement en anglais, un des intervieweurs donna ses entrevues en français. Trois étudiants se sont portés volontaires, mais deux ont constaté qu'ils auraient dû pratiquer leur script en français avant l'entrevue pour mieux diminuer leur niveau d'anxiété. Finalement, les étudiants durent visionner leur segment d'entrevue : ceci leur a permis de voir si leur attitude non-verbale concordait avec ce qu'ils ressentaient en entrevue et d'emmener les correctifs appropriés. Les taux d'anxiété furent vérifiés une deuxième fois en fin de session et les résultats ont démontré une baisse des taux d'appréhension. Les résultats de cette étude concordent donc avec ceux trouvés dans la littérature et donnent de bonnes pistes pour l'amélioration de ce cours de préparation à la carrière. L'auteur recommande d'enseigner la métacognition de façon formelle et ainsi de faciliter la prise de conscience des apprentissages que les étudiants effectuent. De plus, les étudiants devraient être filmés en studio au moins une fois par année pour diminuer le facteur de stress causé par les caméras et finalement ils pourraient certainement bénéficier de pratiques formelles d'entrevue avec un instructeur avant l'entrevue filmée. L'augmentation des pratiques a déjà été mise en oeuvre dans le programme et des résultats positifs se sont ensuivis.