Conceptions d’enseignants au regard de la professionnalisation des étudiants dans des programmes universitaires en santé

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.