Pour savoir comment effectuer et gérer un dépôt de document, consultez le « Guide abrégé – Dépôt de documents » sur le site Web de la Bibliothèque. Pour toute question, écrivez à corpus@ulaval.ca.
 

Personne :
Paquette Raynard, Emmanuelle

En cours de chargement...
Photo de profil

Adresse électronique

Date de naissance

Projets de recherche

Structures organisationnelles

Fonction

Nom de famille

Paquette Raynard

Prénom

Emmanuelle

Affiliation

Université Laval. Bibliothèque

ISNI

ORCID

Identifiant Canadiana

ncf11928775

person.page.name

Résultats de recherche

Voici les éléments 1 - 2 sur 2
En cours de chargement...
Vignette d'image
PublicationAccès libre

Interventions for undergraduate and postgraduate medical learners with academic difficulties : A BEME systematic review : BEME Guide No. 56

2019-05-12, Paquette Raynard, Emmanuelle, Audétat, Marie-Claude, Théorêt, Johanne, Boileau, Élisabeth, Lafleur, Alexandre, Caire Fon, Nathalie, La Rue, Ève, Dufour, Marie-Hélène, Lacasse, Miriam, Simard, Caroline, Laferrière, Marie-Claude, Lee, Shirley, Nendaz, Mathieu, Steinert, Yvonne

Background:Clinical teachers often struggle to report unsatisfactory trainee performance, partly because of a lack of evi-dence-based remediation options.Objectives:To identify interventions for undergraduate (UG) and postgraduate (PG) medical learners experiencing academicdifficulties, link them to a theory-based framework and provide literature-based recommendations around their use.Methods:This systematic review searched MEDLINE, CINAHL, EMBASE, ERIC, Education Source and PsycINFO (1990–2016)combining these concepts: medical education, professional competence/difficulty and educational support. Originalresearch/innovation reports describing intervention(s) for UG/PG medical learners with academic difficulties were included.Data extraction employed Michie’s Behavior Change Techniques (BCT) Taxonomy and program evaluation models fromStufflebeam and Kirkpatrick. Quality appraisal used the Mixed Methods Appraisal Tool (MMAT). The authors synthesizedextracted evidence by adapting the GRADE approach to formulate recommendations.Results:Sixty-eight articles met the inclusion criteria, most commonly addressing knowledge (66.2%), skills (53.9%) and atti-tudinal problems (26.2%), or learner personal issues (41.5%). The most common BCTs wereShaping knowledge,Feedback/monitoring, andRepetition/substitution. Quality appraisal was variable (MMAT 0–100%). A thematic content analysis identified109 interventions (UG:n¼84, PG:n¼58), providing 24 strong, 48 moderate, 26 weak and 11 very weak recommendations.Conclusion:This review provides a repertoire of literature-based interventions for teaching/learning, faculty development,and research purposes.

En cours de chargement...
Vignette d'image
PublicationAccès libre

Nonverbal expression of empathy in healthy human populations : a scoping review protocol

2023-02-15, Marcoux, Audrey, Tessier, Marie-Hélène, Journault, William-Girard, Pouliot, Clémentine, Paquette Raynard, Emmanuelle, B. Tremblay, Marie-Pier, Jackson, Philip L., Lemoine, Alexandra, Cantin, Maya

The present scoping review aims to understand the extent and type of evidence related to the nonverbal expression of empathy (and empathic concern) in healthy human (or human-like) empathizers across contexts.