Teachers’ conceptions regarding the professionalization of students in university health programs

Authors

  • Marilou Bélisle Université de Sherbrooke
  • Valérie Jean Université de Sherbrooke
  • Kathleen Lechasseur Université Laval
  • Louise Boyer Université de Montréal
  • Johanne Goudreau Université de Montréal
  • Nicolas Fernandez Université de Montréal
  • Patrick Lavoie Université de Montréal
  • Paola Bastidas Université de Montréal
  • Mélisande Bélanger Université de Montréal
  • Gabrielle Leclerc Université de Montréal

Keywords:

Professionalization, Conceptions, Pedagogical modalities, Health, Higher education

Abstract

Supported by a framework that adopts the notion of professionalization from a tridimensional perspective (competencies, identity, and culture), this qualitative research sought to better understand faculty conceptions of student professionalization in the context of pre-service training in university health programs. The results show that the planned learning trajectories are part of a work / training system and are marked by professionalizing modalities focused on action and reflection. According to the teachers’ conceptions, simulation and problem-based learning situations contribute to the development of skills, the portfolio to identity construction, and discussions on the appropriation of the professional culture.

Author Biographies

Marilou Bélisle, Université de Sherbrooke

is a professor of higher education pedagogy in the Faculty of Education at the Université de Sherbrooke. Her research focuses on the professional learning of university students and teachers. She leads the Incubateur d’innovations pédagogiques at the Longueuil campus, a co-design laboratory combining research and teaching. She is interested in the modalities that contribute to the professionalization of university students and her research projects within Équipe FUTUR focus on the field of health sciences.

Valérie Jean, Université de Sherbrooke

holds a Ph.D. in the political sociology of education and is currently a professional researcher in higher education pedagogy at the Faculty of Education of the Université de Sherbrooke.

Kathleen Lechasseur, Université Laval

is a full professor in the Faculty of Nursing at Université Laval. Her research focuses on pedagogical innovations in a competency-based approach, supervision in clinical settings and clinical reasoning. She is interested in teaching strategies in nursing education and the research she conducts within the FUTUR team revolves around her fields of interest.

Louise Boyer, Université de Montréal

R.N., Ph.D., is an associate professor in the Faculty of Nursing at the Université de Montréal. She holds a doctorate in education from the Université de Sherbrooke and completed a postdoctoral fellowship at the Faculty of Nursing at the University of Toronto. Her research focuses on the evaluation of the development of nursing competencies, in particularly on the development, validation and implementation of a competency framework in clinical settings. She is also interested in innovative approaches to nursing education and has actively contributed to monitoring and updating the FSI baccalaureate program.

Johanne Goudreau, Université de Montréal

is an associate professor at the Faculté des sciences infirmières and Centre d’innovation en formation infirmière at the Université de Montréal.

Nicolas Fernandez, Université de Montréal

is an associate professor of medical education in the Department of Family Medicine and Emergency Medicine at the Faculty of Medicine of the Université de Montréal. He is also a regular researcher at the Research Centre of the Institut universitaire gériatrique de Montréal where he conducts research on the development of competencies of health professionals. He is interested in the contribution of experiential learning to the development of competencies, particularly interprofessional collaboration. He is currently the director of the Master’s program in health sciences education and is the associate editor of the journal Pédagogie médicale.

Patrick Lavoie, Université de Montréal

is a nursing professor at the Université de Montréal and a research fellow at the Montreal Heart Institute. His work focuses on the education of nurses and other healthcare professionals in critical care. He is particularly interested in understanding how healthcare professionals learn to make decisions and clinical judgment when patients’ lives are at risk. His work highlights the principles of innovation in education, experiential learning, and diverse pedagogical strategies (including clinical simulation, debriefing and reflection). Since 2022, Patrick has been leading the FUTUR Team, an interdisciplinary research infrastructure on healthcare professional education funded by the Fonds de recherche du Québec – Société et culture.

Paola Bastidas, Université de Montréal

is a guidance counsellor, a doctoral student in psychoeducation and a research assistant at the Faculty of Education of the Université de Sherbrooke.

Mélisande Bélanger, Université de Montréal

is a lecturer at the School of Applied Politics and the Department of History at the Université de Sherbrooke, and a doctoral student in contemporary and digital history. Her reflection on humans and their interactions in their social environment has led her to participate in several university research projects in political science, sociology, education and history. She is interested in the social construction of identities, the potential conflicts in this individual/community dynamic, as well as the issues of equity and justice that are linked to it.

Gabrielle Leclerc, Université de Montréal

R.N., is a research assistant in the Faculty of Education and a clinical instructor in the School of Nursing at the Université de Sherbrooke.

References

Abrandt Dahlgren, M., Hult, H., Dahlgren, L. O., Hård af Segerstad, H., et Johansson, K. (2006). From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering. Studies in Higher Education, 31(5), 569-586. https://doi.org/10.1080/03075070600923400

Abrandt Dahlgren, M., Richardson, B., et Sjöström, B. (2004). Professions as communities of practice. Dans J. Higgs, B. Richardson, et M. Abrandt Dahlgren (dir.), Developing practice knowledge for health professionals (p. 71-88). Butterworth-Heinemann.

Åkerlind, G. S. (2003). Growing and developing as a university teacher: Variation in meaning. Studies in Higher Education, 28(4), 375-390. https://doi.org/10.1080/0307507032000122242.

Altet, M., Paquay, L., et Perrenoud, P. (2002). La professionnalisation des formateurs d’enseignants : réalité émergente ou fantasme ? Dans M. Altet, L. Paquay, et P. Perrenoud (dir.), Formateurs d’enseignants. Quelle professionnalisation ? (p. 261-275). De Boeck.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., et Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Beckers, J. (2007). Compétences et identité professionnelles : l’enseignement et autres métiers de l’interaction humaine. De Boeck.

Bélisle, M. (2011). Perceptions de diplômés universitaires quant aux effets d’un programme professionnalisant et innovant sur leur professionnalisation en contexte de formation initiale [thèse de doctorat inédite]. Université de Sherbrooke.

Bélisle, M., Boyer, L., Lechasseur, K., Goudreau, J., et Bouchard, L. (2014, 22-25 octobre). A portrait of professionalizing practices in competence-based health programs [communication orale]. 11e congrès de l’International Society for the Scholarship of Teaching and Learning (ISSOTL), Québec, QC, Canada.

Bélisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K., et Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International Journal of Nursing Education Scholarship, 18(1). https://doi.org/10.1515/ijnes-2020-0104

Bélisle, M., Mazalon, E., Bélanger, M., et Fernandez, N. (2020). Les stages cliniques dans les formations en alternance : étude de la portée quant à leurs caractéristiques et leurs retombées sur la professionnalisation. Pédagogie médicale, 21(1), 21-38. https://doi.org/10.1051/pmed/2020029

Bélisle, M., et Tardif, J. (2013, 2-5 juin). Baliser les parcours de formation professionnalisants : un cadre conceptuel intégrant compétences, culture et identité professionnelles [symposium]. 5e colloque de Questions de pédagogies dans l’enseignement supérieur (QPES), Sherbrooke, QC, Canada.

Bourdoncle, R. (2000). Autour des mots « professionnalisation, formes et dispositifs ». Recherche et formation, 35, 117-132.

Cattonar, B. (2001). Les identités professionnelles enseignantes. Ébauche d’un cadre d’analyse. Cahier de recherche du GIRSEF, 10, 1-30.

Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New Directions for Teaching and Learning, 113, 9-16. https://doi.org/10.1002/tl.304

Côté, L., Perry, G., et Cloutier, P.-H. (2013). Développer son modèle de rôle en formation pratique : la contribution d’une communauté de pratique de cliniciens enseignants. Pédagogie médicale, 14(4), 241-253. https://doi.org/10.1051/pmed/2013057

Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63-72. https://doi.org/10.1002/ace.50

Cruess, R. L., Cruess, S. R., et Steinert, Y. (2008). Role modeling: Making the most of a powerful teaching strategy. British Medical Journal, 336, 718-721. https://doi.org/10.1136/bmj.39503.757847.BE

Curry, L., et Wergin, J. F. (1996). Professional education. Dans J. G. Gaff et J. L. Ratcliff (dir.), Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change (p. 341-358). Jossey-Bass.

de Swardt, H. C. R., van Rensburg, G. H., et Oosthuizen, M. J. (2014). An exploration of the professional socialisation of student nurses. Africa Journal of Nursing and Midwifery, 16(2), 3-15. https://unisapressjournals.co.za/index.php/AJNM/article/view/28

Dryburgh, H. (1999). Work hard, play hard: Women and professionalization in engineering - Adapting to the culture. Gender & Society, 13(5), 664-682. https://doi.org/10.1177/089124399013005006

Dubar, C. (2000). La socialisation. (3e éd.). Armand Colin.

Durand, M.-J., et Chouinard, R. (2006). L’évaluation des apprentissages. De la planification de la démarche à la communication des résultats. Éditions Hurtubise.

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-274. https://doi.org/10.1080/158037042000225245

Gibbs, G., et Coffrey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100. https://doi.org/10.1177/1469787404040463

Gohier, C., Anadón, M., Bouchard, Y., Charbonneau, B., et Chevrier, J. (2001). La construction identitaire de l’enseignant sur le plan professionnel : un processus dynamique et interactif. Revue des sciences de l’éducation, 27(1), 3. https://doi.org/10.7202/000304ar

Gonczi, A., Hager, P. J., et Athanasou, J. (1993). The development of competency-based assessment strategies for the professions (research paper no 8, National Office of Overseas Skills Recognition). Australian Government Publishing Service. http://hdl.voced.edu.au/10707/104071

Greenwood, E. (1966). The elements of professionalization. Dans H. M. Vollmer et D. L. Mills (dir.), Professionalization (p. 9-19). Prentice Hall.

Hanbury, A., Prosser, M., et Rickinson, M. (2008). The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching. Studies in Higher Education, 33(4), 469-483. https://doi.org/10.1080/03075070802211844

Kálmán, O., Tynjälä, P., et Skaniakos, T. (2020). Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education, 25(5), 595-614. https://doi.org/10.1080/13562517.2019.1586667

Kember, D., et Kwan, K.-P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5), 469-490. https://doi.org/10.1023/A:1026569608656

Lameul, G., Peltier, C., et Charlier, B. (2014). Dispositifs hybrides de formation et développement professionnel. Effets perçus par des enseignants du supérieur. Education & Formation, e-301, 99-113.

Landry, R. (2000). L’analyse de contenu. Dans B. Gauthier (dir.), Recherche sociale. De la problématique à la collecte des données (3e éd., p. 329-356). Presses de l’Université du Québec.

Lang, V. (1999). La professionnalisation des enseignants. Presses Universitaires de France.

Langevin, L. (2007). Formation et soutien à l’enseignement universitaire : des principes et des exemples pour inspirer l’action des administrations et des professeurs. Presses de l’Université du Québec.

Le Boterf, G. (2002). Développer la compétence des professionnels. Construire les parcours de professionnalisation (4e éd.). Éditions d’Organisation.

Lessard, C., et Bourdoncle, R. (2002). Qu’est-ce qu’une formation professionnelle universitaire ? Conceptions de l’université et formation professionnelle. Revue française de pédagogie, 139, 131-154.

Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S. Y.-S., Noble, D., Norton, C. A., Roche, J., et Hickey, N. (2010). The ‘five rights’ of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients. Nurse Education Today, 30(6), 515-520. https://doi.org/10.1016/j.nedt.2009.10.020

Light, G., Calkins, S., Luna, M., et Drane, D. (2009). Assessing the impact of a year‐long faculty development program on faculty approaches to teaching. International Journal of Teaching and Learning in Higher Education, 20(2), 168-181.

Lindblom‐Ylänne, S., Trigwell, K., Nevgi, A., et Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298. https://doi.org/10.1080/03075070600680539

Lueddeke, G. R. (2003). Professionalising teaching practice in higher education: A study of disciplinary variation and “teaching-scholarship”. Studies in Higher Education, 28(2), 213-228. https://doi.org/10.1080/0307507032000058082

MacIntosh, J. (2003). Reworking professional nursing identity. Western Journal of Nursing Research, 25(6), 725-741. https://doi.org/10.1177/0193945903252419

MacLellan, D., Lordly, D., et Gingras, J. (2011). Professional socialization in dietetics: A review of the literature. Canadian Journal of Dietetic Practice and Research, 72(1), 37-42. https://doi.org/10.3148/72.1.2011.37

Mandeville, L. (dir.). (2004). Apprendre autrement : pourquoi et comment. Presses de l’Université du Québec.

Merriam, S. B. (2001). Qualitative research and case study applications in education. Jossey-Bass.

Miles, M., et Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2e éd.). Sage Publications.

Nevgi, A., et Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53-60. https://doi.org/10.1016/j.stueduc.2015.01.003

Ödalen, J., Brommesson, D. Erlingsson, G. O., Karlsson Schaffer, J., et Fogelgren, M. (2019) Teaching university teachers to become better teachers: The effects of pedagogical training courses at six Swedish universities. Higher Education Research & Development, 38(2), 339-353. https://doi.org/10.1080/07294360.2018.1512955

Perrenoud, P. (1994). La formation des enseignants entre théorie et pratique. L’Harmattan.

Postareff, L., Lindblom-Ylänne, S., et Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. https://doi.org/10.1016/j.tate.2006.11.013

Poumay, M., Tardif, J., et Georges, F. (dir.) (2017). Organiser la formation à partir des compétences : un pari gagnant pour l’apprentissage dans le supérieur. De Boeck.

Reid, A., Abrandt Dahlgren, M., Petocz, P., et Dahlgren, L. O. (2011). From expert student to novice professional: Professional learning and development in schools and higher education. Springer.

Roxå, T., et Mårtensson, K. (2009). Significant conversations and significant networks: Exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547-559. https://doi.org/10.1080/03075070802597200

Savoie-Zajc, L. (2003). L’entrevue semi-dirigée. Dans B. Gauthier (dir.), Recherche en sciences sociales : de la problématique à la collecte des données. (4e éd., p. 293-316). Presses de l’Université du Québec.

Schön, D. A. (1983). The reflective practitioner. Basic Books.

Sorel, M. (2005). Alors, professionnaliser par la formation ? Dans M. Sorel et R. Wittorski (dir.), La professionnalisation en actes et en questions (p. 159-170). L’Harmattan.

Stake, R. E. (1995). The art of case study research. Sage Publications.

Stes, A., et van Petegem, P. (2011). La formation pédagogique des professeurs dans l’enseignement supérieur. Une étude d’impact. Recherche et formation, 67, 15-30. https://doi.org/10.4000/rechercheformation.1360

Tardif, J. (2006). L’évaluation des compétences. Documenter le parcours de développement. Éditions de la Chenelière.

Taylor, K. L., et Znajda, S. K. (2015). Demonstrating the impact of educational development: The case of a course design collaborative. Studies in Educational Evaluation, 46, 39-46. https://doi.org/10.1016/j.stueduc.2014.11.003

Tynjälä, P. (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 31(5), 357-442. https://doi.org/10.1016/S0883-0355(99)00012-9

Université de Sherbrooke (2005). Guide méthodologique : développement des programmes de 1er, 2e et 3e cycles (3e éd.). Université de Sherbrooke, Service de soutien à la formation.

Välimaa, J., Tynjälä, P., et Boulton-Lewis, G. (2006). Introduction: Changing world, changing higher education. Dans P. Tynjalä, J. Valimaa, et G. Boulton-Lewis (dir.), Higher education and working life: Collaborations, confrontations and challenges (p. 1-6). Elsevier-EARLI.

Van der Maren, J.-M. (1996). Méthodes de recherche pour l’éducation (2e éd.). De Boeck.

Wesselink, R., Dekker‐Groen, A. M., Biemans, H. J. A., et Mulder, M. (2010). Using an instrument to analyse competence‐based study programmes: Experiences of teachers in Dutch vocational education and training. Journal of Curriculum Studies, 42(6), 813-829. https://doi.org/10.1080/00220271003759249

Wittorski, R. (2007). Professionnalisation et développement professionnel. L’Harmattan.

Published

2023-06-30

How to Cite

Bélisle, M., Jean, V., Lechasseur, K., Boyer, L., Goudreau, J., Fernandez, N., Lavoie, P., Bastidas, P., Bélanger, M., & Leclerc, G. (2023). Teachers’ conceptions regarding the professionalization of students in university health programs. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(1). Retrieved from https://mje.mcgill.ca/article/view/10030