A phenomenological study of resident and faculty experiences with learner engagement in the normalization of workplace-based assessment

Melissa Mc Donald; Fiona Muir

doi:10.36834/cmej.76192

Auteurs-es

Melissa Mc Donald Georgetown Public Hospital
Fiona Muir University of Dundee https://orcid.org/0000-0002-8636-7094

DOI :

https://doi.org/10.36834/cmej.76192

Résumé

Contexte : Les évaluations en milieu de travail (EMT) font désormais partie intégrante de l'enseignement médical centré sur l'apprenant. Des recherches antérieures ayant établi un lien entre l'engagement de l'apprenant et la mise en œuvre de l’EMT, cette étude explore les expériences des résidents et des membres du corps professoral en matière d'engagement de l'apprenant dans la normalisation de la pratique de l'EMT.

Méthodes : La phénoménologie transcendantale a été utilisée comme approche qualitative, en portant une attention particulière aux expériences vécues des participants. Un guide d’entrevue semi-structurée a été utilisé pour interroger cinq membres du corps professoral et cinq résidents qui avaient pratiqué l’EMT. Les entrevues ont été transcrites et analysées à l'aide d'une analyse phénoménologique des données.

Résultats : Trois thèmes ont été identifiés entre l'engagement de l'apprenant et la conduite des EMT : (a) l'environnement de travail, (b) les rôles et les relations, et (c) l'enseignement et l'apprentissage mutuellement bénéfiques. L'engagement de l'apprenant dans le cadre de l’EMT s'est produit lorsque les participants ont interagi entre eux et avec le milieu clinique pour faciliter l'enseignement et l'apprentissage. Les deux groupes de participants ont fait part de leur désir de participer à l’EMT, mais des contraintes de temps ont parfois entravé leur participation. Les résidents ont indiqué que l’EMT avait amélioré leurs connaissances et ont admis avoir ressenti des émotions négatives lors de l'évaluation. Dans l'ensemble, les participants ont reconnu les avantages réciproques de la participation à l’EMT pour leur développement professionnel.

Conclusion : Les résultats de l'étude suggèrent que l'engagement de l'apprenant influence l'utilisation de l’EMT. Par conséquent, il peut être bénéfique de considérer le rôle de l'engagement de l'apprenant pour normaliser l'application de l’EMT pour l'enseignement et l'apprentissage dans le contexte clinique.

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