4 resultados para teaching
em Université de Montréal, Canada
Resumo:
Cette etude de cas est issue dun module final de formation pour les employes du service public dune agence de leau. Nous explorons les resultats de plusieurs strategies utilisees pour souligner le besoin de changement dans les comportements individuels et institutionnels en vue dameliorer les services aux clients. En particulier, nous explorons certaines manieres douvrir la discussion sur les pratiques de corruption de maniere non-triviale sans offenser les sensibilites ou provoquer lindifference. Comme point de depart, il est demande aux participants de relever les problemes institutionnels quils caracterisent comme ethiques, meme si dautres problemes appartiennent a dautres categories identifiees plus tard. Pour eviter une approche purement theorique des devoirs et obligations envers les clients, ils sont derives de la mission de lagence telle que definit par la loi qui la creee.
Resumo:
Universite de Montreal implemented an interprofessional education (IPE) curriculum on collaborative practice in a large cohort of students (>1,100) from 10 health sciences and psychosocial sciences training programs. It is made up of three one-credit undergraduate courses (CSS1900, CSS2900, CSS3900) spanning the first 3 years of training. The course content and activities aim for development of the six competency domains identified by the Canadian Interprofessional Health Collaborative. This paper describes the IPE curriculum and highlights the features contributing to its success and originality. Among main success key factors were: administrative cooperation among participating faculties, educators eager to develop innovative approaches, extensive use of clinical situations conducive to knowledge and skill application, strong logistic support, close cooperation with health care delivery organizations, and partnership between clinicians and patients. A distinguishing feature of this IPE curriculum is the concept of partnership in care between the patient and caregivers. Patients representatives were involved in course planning, and patients were trained to become patients-as-trainers (PT) and cofacilitate interprofessional discussion workshops. They give feed- back to students regarding integration and application of the patient partnership concept from a patients point of view. Lire l'article/Read the article : http://openurl.ingenta.com/content?genre=article&issn=0090-7421&volume=42&issue=4&spage=97E&epage=106E
Resumo:
Commentaire / Commentary
