La vie scientifique et le rayonnement

Pre Lara Varpio
Professor, Dep. of Pediatrics, Perelman School of Medicine at the University of Pennsylvania

• Date de la visite : 25 avril 2023
• Visite dans le cadre de la Rencontre Scientifique Annuelle du CPSS
• Conférence: «The success of my deficiencies: The impact of our research failures on ourselves »
• Atelier: «Thematic analysis: explained and applied »

Témoignage de Pre Varpio suite à sa visite :

« I am completely blown away by the international orientation and practices harnessed at Sherbrooke. Speakers & learners are presenting FASCINATING research!! »

Pre Rola Ajjawi
Professor, Centre for Research in Assessment and Digital Learning, Deakin University 

• Date de la visite: 23 mai 2023 
• En collaboration avec le Groupe de Recherche en Quête de Validité 
• Présentation : Embedding assessment for inclusion in higher education /Présentation hybride  

Brett Schrewe
MD, Département de Pédiatrie, Candidat au doctorat, Pierre Elliott Trudeau Foundation Scholar, University of British Columbia (UBC) 

• Date de la visite : 4 avril 2022 

Témoignage de Pr Schrewe :  

« Ce fut un plaisir et un honneur d'être invité pour présenter mon travail à la communauté sherbrookoise. Une belle occasion de travailler avec des ami.es de longue durée, de rencontrer de nouvelles personnes, et de participer dans une communauté académique accueillante! Comme membre de la communauté franco-colombienne, il est toujours agréable de présenter dans la langue de Molière! » 

Lavoie-Trudeau, É., Dubé, T., Beaudoin, M., & Carrier, A. (2023). Developing the Change Agent Competencies of Occupational Therapy University Students: Using a Scholarship of Teaching and Learning Approach in a Canadian Program. Journal of Occupational Therapy Education, 7(3), 5. https://doi.org/10.26681/jote.2023.070305 

Dubé, T., Wagner, M., Zaccagnini, M., & Gomez-Garibello, C. (2023). Exploring stakeholder perspectives regarding the implementation of competency-based medical education: a qualitative descriptive study. Canadian Medical Education Journal. https://doi.org/10.36834/cmej.76245  

Chakroun, M., Dion, V.R., Ouellet, K., Graillon, A., Désilets, V., Xhignesse, M., & St-Onge, C. (2023). Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators. Perspectives on Medical Education, 12(1), 179–186. https://doi.org/10.5334/pme.925  

Dubé, T., Beaulieu, M. D., Fourati, M., & Benaskeur, I. (2023). Cartographier des activités de recherche en responsabilité sociale en santé au sein d’une communauté internationale. Canadian Medical Education Journal. https://doi.org/10.36834/cmej.76320 

Blanchette, P., Poitras, M. E., & St-Onge, C. (2023). Assessing trainee's performance using reported observations: Perceptions of nurse meta-assessors. Nurse Education Today, 126, 105836. https://doi.org/10.1016/j.nedt.2023.105836  

Boulais, I., Ouellet, K., Lachiver, E.V., Marceau, M., Bergeron, L., Bernier, F., & St-Onge, C. (2023). Considering the Structured Oral Examinations Beyond Its Psychometrics Properties. Medical Science Educator, 33, 345–351. https://doi.org/10.1007/s40670-023-01729-8 

Trépanier, G., Laguë, G., & Dorimain, M. V. (2023). A step-by-step approach to patients leaving against medical advice (AMA) in the emergency department. Canadian Journal of Emergency Medicine, 25(1), 31-42. https://doi.org/10.1007/s43678-022-00385-y  

Guay, M., Clavet, A., Chamberland, K., Labbé, M., Leblanc, F., & Michaud, F. (2023). Cartographier en 3D avec MapIt: une plus-value pour un parcours de professionnalisation selon la perspective étudiante. Canadian Medical Education Journal. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10351621/ 

Thomas, A., St-Onge, C., Renaud, J.-S., George, C., Iqbal, M., Brousseau, M., Dyer, J.-O., Gallagher, F., Lacasse, M., Ledoux, I., Vachon, B., & Rochette, A. (2022). Measuring Health Care Work–Related Contextual Factors: Development of the McGill Context Tool. Journal of Continuing Education in the Health Professions, 10-1097. https://doi.org/10.1097/CEH.0000000000000514  

Thomas, A., Rochette, A., George, C., Iqbal, M. Z., Ataman, R., St-Onge, C., & Renaud, J. S. (2022). Definitions and conceptualizations of the practice context in the health professions: a scoping review. Journal of Continuing Education in the Health Professions, 10-1097. https://doi.org/10.1097/CEH.0000000000000490  

Cilliers, F., St‐Onge, C., & van der Vleuten, C. (2022). Health behaviour theories: a conceptual lens to explore behaviour change. Researching Medical Education, 251-265. https://doi.org/10.1002/9781119839446.ch23 

Chamberland, M., Setrakian, J., Bergeron, L., Varpio, L., St-Onge, C., & Thomas, A. (2022). Harnessing a knowledge translation framework to implement an undergraduate medical education intervention: A longitudinal study. Perspectives on Medical Education, 11(6), 333-340. https://doi.org/https://doi.org/10.1007/s40037-022-00735-7

Bilodeau, C., Marceau, M., Charrette, S., & Gallagher, F. (2022). Appropriation de l’unité d’apprentissage comme modèle de stage en sciences infirmières: perceptions des partenaires. Science of Nursing and Health Practices/Science infirmière et pratiques en santé, 5(Supplément), 10-10. https://doi.org/10.7202/1093070ar  

Chichekian, T., & Maheux, C. (2022). Indigenous students’ experiences regarding the utility of university resources during medical training. International Journal of Educational Research Open, 3, 100212. https://doi.org/10.1016/j.ijedro.2022.100212  

Viscogliosi, C., Ramon-Moliner, C., Jean, K. E., Guerlin-Tellus, W., Tremblay-Perreault, P., Breton, L., Jacob, S., Telfort, B & Foley, V. (2022). Stage-projet international interculturel Québec-Haïti à distance durant la pandémie: une expérience d’apprentissage professionnalisant en réadaptation. Pédagogie Médicale, 23(3), 165-167. https://doi.org/10.1051/pmed/2022022  

Leduc, J. M., Béland, S., Renaud, J. S., Bégin, P., Gagnon, R., Ouellet, A., Bourdy, C., & Loye, N. (2022). Are different station formats assessing different dimensions in multiple mini-interviews? Findings from the Canadian integrated French multiple mini-interviews. BMC Medical Education, 22(1), 1-9. https://doi.org/10.1186/s12909-022-03681-4  

Heilporn, G., Lakhal, S., & Bélisle, M. (2022). Examining effects of instructional strategies on student engagement in blended online courses. Journal of Computer Assisted Learning, 38(6), 1657-1673. https://doi.org/10.1111/jcal.12701   

Renaud, J. S., Bourget, M., St‐Onge, C., Eva, K. W., Tavares, W., Salvador Loye, A., Leduc, J. M., & Homer, M. (2022). Effect of station format on the psychometric properties of Multiple Mini Interviews. Medical Education, 56(10), 1042-1050. https://doi.org/10.1111/medu.14855  

St-Onge, C., Boileau, E., Langevin, S., Nguyen, L. H., Drescher, O., Bergeron, L., & Thomas, A. (2022). Stakeholders’ perception on the implementation of Developmental Progress Assessment: using the Theoretical Domains Framework to document behavioral determinants. Advances in Health Sciences Education, 27(3), 735-759. https://doi.org/10.1007/s10459-022-10119-5  

D'Eon, M., St-Onge, C., Martimianakis, M. A., O’Brien, J., Archibald, D., & Schmidt, C. (2022). Another CMEJ experiment: teams of editors manage a section. Canadian Medical Education Journal, 13(1), 1. https://doi.org/10.36834/cmej.74911  

Dion, V., St-Onge, C., Bartman, I., Touchie, C., & Pugh, D. (2022). Written-based Progress Testing: a scoping review. Academic Medicine, 97(5), 747-757. https://doi.org/10.1097/ACM.0000000000004507  

Dubé, T., Boucher, M. C., Champagne, L., Garand, M. È., & Rinfret, J. (2022). Teaching in a pandemic: the transformation of teaching and clinical supervision. Canadian Medical Education Journal, 13(1), 65-74. https://doi.org/10.36834/cmej.72643  

Torre, D., Chamberland, M., & Mamede, S. (2022). Implementation of three knowledge-oriented instructional strategies to teach clinical reasoning: Self-explanation, a concept mapping exercise, and deliberate reflection: AMEE Guide No. 150. Medical Teacher, 1-9. https://doi.org/10.1080/0142159X.2022.2105200  PMID: 35938204. 

St-Onge, C. (2022). Eleven ways to get a grip on the implementation of remote administration of high-stakes assessments. Canadian Medical Education Journal, 13(4), 3‑7. https://doi.org/10.36834/cmej.73734 

Shankar, S., St‐Onge, C., & Young, M. E. (2022). When I say… response process validity evidence. Medical Education, 56(9), 878-880. https://doi.org/10.1111/medu.14853  PMID: 35688144. 

Chakroun, M., Dion, V. R., Ouellet, K., Graillon, A., Désilets, V., Xhignesse, M., & St-Onge, C. (2022). Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators. Academic Medicine, https://doi.org/10.1097/ACM.0000000000004755. PMID: 35612917.  

Lavoie, P., Lapierre, A., Maheu-Cadotte, M. A., Fontaine, G., Khetir, I., & Bélisle, M. (2022). Transfer of Clinical Decision-Making–Related Learning Outcomes Following Simulation-Based Education in Nursing and Medicine: A Scoping Review. Academic Medicine, 97(5), 738-746. https://doi.org/10.1097/ACM.0000000000004522. PMID: 34789663. 

Charette, M., McKenna, L., McGillion, A., & Burke, S. (2022). Effectiveness of transition programs on new graduate nurses’ clinical competence, job satisfaction and perceptions of support: A mixed‐methods study. Journal of Clinical Nursing. https://doi.org/10.1111/jocn.16317. PMID: 35451137. 

Marceau, M., St-Onge, C., Gallagher, F., & Young, M. (2022). Validity as a social imperative: user’s and leader’s perceptions. Canadian Medical Education Journal/Revue Canadienne de l’éducation médicale, 13(3), 22-35. https://doi.org/10.36834/cmej.73518 

St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366. https://doi.org/10.1111/bjet.13169 

Do, D. H., Lakhal, S., Bernier, M., Bisson, J., Bergeron, L., & St-Onge, C. (2022). Drivers of iPad use by undergraduate medical students: the Technology Acceptance Model perspective. BMC Medical Education, 22(1), 1-12. https://doi.org/10.1186/s12909-022-03152-w. PMID: 35135525; PMCID: PMC8827188.  

Chichekian, T., Bragoli-Barzan, L., & Rahimi, S. (2022). Pedagogical and Personal Experiences Motivating Indigenous Students to Pursue Medical Studies. In Frontiers in Education (Vol. 6, p. 788909). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.788909 

Chichekian, T., & Vallerand, R. J. (2022). Passion for science and the pursuit of scientific studies: The mediating role of rigid and flexible persistence and activity involvement. Learning and Individual Differences, 93, 102104. https://doi.org/10.1016/j.lindif.2021.102104 

Lingard, L., Cristancho, S., Hennel, E. K., St-Onge, C., & van Braak, M. (2021). When English clashes with other languages: Insights and cautions from the Writer’s Craft series. Perspectives on Medical Education, 10(6), 347-351. https://doi.org/10.1007/s40037-021-00689-2

Ethier, A., & Carrier, A. (2021). A Scoping Review of the Implementation of Local Health and Social Services for Older Adults. Healthcare Policy, 17(2), 105. https://doi.org/10.12927/hcpol.2021.26654 

Cumyn, A., Sauvé, N., & St-Onge, C. (2021). Canadian general internal medicine residents’ perception of a pedagogical tool of online cases in obstetric medicine. Obstetric Medicine https://doi.org/10.1177%2F1753495X211045614 

Long, S., Rodriguez, C., St-Onge, C., Tellier, P. P., Torabi, N., & Young, M. (2021). Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education, 27, 229-262. https://doi.org/10.1007/s10459-021-10071-w.  PMID: 34570298  

Ngangue, P., Brown, J. B., Forgues, C., Ahmed, M. A. A., Nguyen, T. N., Sasseville, M., Loignon, C., Gallagher, F., Steward, M., & Fortin, M. (2021). Evaluating the implementation of interdisciplinary patient-centred care intervention for people with multimorbidity in primary care: a qualitative study. BMJ open, 11(9), e046914. http://dx.doi.org/10.1136/bmjopen-2020-046914. PMID: 34561255; PMCID: PMC8475135. 

Robert, P., Bégin, F., Ménard-Castonguay, S., Frenette, A. J., Quiroz-Martinez, H., Lamontagne, F., Belley-Côté, E.P., & D’Aragon, F. (2021). Attitude and knowledge of medical students about organ donation–training needs identified from a Canadian survey. BMC medical education, 21(1), 1-7. https://doi.org/10.1186/s12909-021-02736-2. PMID: 34225725; PMCID: PMC8258931. 

Poitras, M.E., Bélanger, E., Vaillancourt, V.T., Kienlin, S., Körner, M., Godbout, I., Bernard-Hamel, J., O'Connor, S., Blanchette, P., Khadhraoui, L., Sawadogo, J., Massougbodji, J., Zomahoun, H.T.V., Gallani, M.C., Stacey, D., & Légaré, F. (2021). Interventions to Improve Trainers' Learning and Behaviors for Educating Health Care Professionals Using Train-the-Trainer Method: A Systematic Review and Meta-analysis. Journal of Continuing Education in the Health Professions, 41(3), 202-209. https://doi.org/10.1097/CEH.0000000000000375. PMID: 34292260. 

Chichekian, T. (2021). Se centrer sur l’humain. In Association Professionnelle de la Pédagogie Collégiale (Ed.), Ce moment-là (Appel spécial, Vol. 34, p. 43). Pédagogie Collégiale. https://eduq.info/xmlui/handle/11515/38131 

Gosselin, M. (2021). Le développement professionnel de praticiennes et de praticiens du domaine de la santé : une compréhension des expériences d’apprentissage découlant de la participation à des communautés de pratique. [Thèse de doctorat, Université Laval]. Corpus. https://corpus.ulaval.ca/server/api/core/bitstreams/7878c389-b0f4-4349-8410-295bcfa6fbb7/content

Kenny, A., Dickson-Swift, V., McKenna, L., Charette, M., Rush, K. L., Stacey, G., Darvill, A., Leigh, J., Burton, R., & Phillips, C. (2021). Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review. Nurse education today, 100, 104860. https://doi.org/10.1016/j.nedt.2021.104860 

Hsu, T., De Angelis, F., Al-Asaaed, S., Basi, S., Tomiak, A., Grenier, D., Hammad, N., Henning, J.-W., Berry, S., Song, X., & Mukherjee, S. (2021). Ten ways to get a grip on designing and implementing a competency-based medical education training program. Canadian Medical Education Journal / Revue canadienne de l'éducation médicale, 12(2), e81–e87. doi.org/10.36834/cmej.70723 

Giroux, M., & Pélissier-Simard, L. (2021). Shedding light on autistic traits in struggling learners: A blind spot in medical education. Perspective on Medical Education. doi.org/10.1007/s40037-021-00654-z 

Heilporn, G., Lakhal, S., Bélisle, M., & St-Onge, C. (Accepté 07/2021). Engagement des étudiants: une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires. Mesure et évaluation en éducation. 

Dion, V., St-Onge, C., Bartman, I., Touchie, C., & Pugh, D. (Accepté 06/2021). Written-based progress testing: a scoping review. Academic medicine. 

Désilets, V., Graillon, A., Ouellet, K., Xhignesse, M., & St-Onge, C. (2021). Reflecting on Professional Identity in Undergraduate Medical Education: Implementation of a Novel Longitudinal Course. Perspectives on Medical Education. doi.org/10.1007/s40037-021-00649-w 

St-Onge, C., Young, M., Renaud, J-S., Cummings, B-A., Drescher, O., & Varpio, L. (2021). Sound practices: An exploratory study of building and monitoring multiple-choice exams. Academic Medicine. 96(2), 271-277. doi.org/10.1097/acm.0000000000003659 

Garneau, A. B., Bélisle, M., Lavoie, P., & Sédillot, C. L. (2021). Integrating equity and social justice for indigenous peoples in undergraduate health professions education in Canada: a framework from a critical review of literature. International Journal for Equity in Health. 20(1):123. doi.org/10.1186/s12939-021-01475-6.  

Bélisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K., & Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International journal of nursing education scholarship. 18(1). doi.org/10.1515/ijnes-2020-0104  

Dion V, St-Onge C., Bartman I, Touchie C, Pugh D. Written-Based Progress Testing: A Scoping Review. Acad Med. 2022 May 1;97(5):747-757. doi: 10.1097/ACM.0000000000004507. Epub 2022 Apr 27. PMID: 34753858. 

Heilporn, G., Lakhal, S., Bélisle, M. & St-Onge, C. (2020). Engagement des étudiants : une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires. Mesure et évaluation en éducation, 43(2), 1–34. https://doi.org/10.7202/1081043ar 

St-Onge, C., Vachon Lachiver, E., Langevin, S., Boileau, E., Bernier, F., & Thomas, A. (2020). Lessons from the implementation of Developmental Progress Assessment : A Scoping Review. Medical Education. 54(10), 878-887. doi.org/10.1111/medu.14136  

Chamberland, M., Mamede, S., Bergeron, L., & Varpio, L. (2020). A layered analysis of self-explanation and structured reflection to support clinical reasoning in medical students. Perspectives on Medical Education. doi.org/10.1007/s40037-020-00603-2.  

Bilgic, E., Hada, T., Dubé, T., Valanci, S., de Azevedo, B., Feldman, L. S., Vassiliou, M. C., & Fried, G. M. (2020).  Defining the key skills required to perform advanced laparoscopic procedures: a qualitative descriptive study. Surgical Endoscopy. doi.org/10.1007/s00464-020-07685-3 

Wagner, M., Dubé, T., & Gomez-Garibello, C. (2020). It takes a team: Generating evidence to define and foster collective competence in health professions education. Canadian Medical Education Journal. 11(5), e109-e111. doi.org/10.36834/cmej.69664  

Setrakian, J., Gauthier, G., Bergeron, L., Chamberland, M., & St-Onge, C. (2020). Comparison of Assessment by a Virtual Patient and by Clinician-Educators of Medical Students' History-Taking Skills: Exploratory Descriptive Study, JMIR Medical Education, 6(1), e14428. doi.org/10.2196/14428 

Tavares, W., Young, M., Gauthier, G., & St-Onge, C. (2020) The effect of foregrounding intended use on observers’ ratings and comments in the assessment of clinical competence. Academic Medicine. 95(5), 777-785. doi.org/10.1097/acm.0000000000003076  

Aubin, A-S., Young, M., Eva, K., & St-Onge, C. (2020). Examinee cohort size and item analysis guidelines: A Monte Carlo Simulation Study. Academic Medicine. 95(1), 151-156. doi.org/10.1097/ACM.0000000000002888 

Merlin, M. D., Lavoie, S., & Gallagher, F. (2020). Elements of group dynamics that influence learning in small groups in undergraduate students: A scoping review. Nurse education today. 87, 104362. doi.org/10.1016/j.nedt.2020.104362 

Bélisle, M., Mazalon, É., Belanger, M., & 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. doi.org/10.1051/pmed/2020029 

Lavoie, P., Deschênes, M-F., Nolin, R., Bélisle, M., Garneau, A. B., Boyer, L., Lapierre, A., & Fernandez, N. (2020). Beyond technology: a scoping review of features that promote fidelity and authenticity in simulation-based health professional education. Clinical Simulation in Nursing. 42, 22-41. doi.org/10.1016/j.ecns.2020.02.001 

Carrier, A. & Beaudoin, M. (2020). Conceptualizing occupational therapists’ change agent role to support entry-level pedagogical activities: results from a scoping study. Journal of Occupational Therapy Education. 4(3), 1. URL : https://encompass.eku.edu/jote/vol4/iss3/3/ 

Baillargeon, J-P., St-Cyr-Tribble, D., Xhignesse, M., Brown, C., Carpentier, A. C., Fortin, M., Grant, A., Simoneau-Roy, J., & Langlois, M-F. (2020). Impact of an educational intervention combining clinical obesity preceptorship with electronic networking tools on primary care professionals: a prospective study. BMC Medical Education. 20, 361. doi.org/10.1186/s12909-020-02248-5 

Lavoie M., Gallagher F., & Chouinard M-C. (2020). Description du processus éducationnel mis en place par les infirmières auprès de personnes avec la dystrophie myotonique de type 1. Éducation Thérapeutique du Patient / Therapeutic Patient Education. 12(2), 20204. doi.org/10.1051/tpe/2020010