Guy Rocher

Bio: Guy Rocher is an academic researcher from Université de Montréal. The author has contributed to research in topics: Health care & Qualitative research. The author has an hindex of 14, co-authored 65 publications receiving 643 citations.

Introduction à la sociologie générale

Abstract: Troisieme edition de cet ouvrage de base en sociologie maintenant disponible en un volume regroupant les trois parties: l'action sociale l'organisation sociale - et le changement social - index des auteurs, index thematique et nouvelle bibliographie. Introduction a la sociologie generale a ete traduit en six langues: anglais, espagnol, italien, portugais, persan, et grec.

The development of self-efficacy beliefs during general practice vocational training: An exploratory study.

Abstract: Introduction: Retention of general practitioners (GPs) is crucial to ensure appropriate primary care. However, some recently qualified GPs feel unprepared for practice, which may lead them to leave the profession or restrict their scope of practice. The development of self-efficacy beliefs during vocational training may be an important factor in this phenomenon. Methods: Five focus groups with a total of 28 GP trainees and recent graduates were conducted in Belgium and France. Initial analysis using the immersion-crystallisation method was followed by analysis using Bandura's self-efficacy framework. Results: Participants described beginning their training with low self-efficacy beliefs. Most participants described how they overcame stressful situations. Some, however, seemed to be developing avoidance strategies. Successfully resolving patient problems, sharing experiences with peers and receiving positive feedback from supervisors, colleagues and patients were conducive to the development of positive self-efficacy beliefs. Discussion: Although low self-efficacy beliefs are natural at the beginning of training, participants seemed to develop in two ways, either overcoming their fears or avoiding them. Identifying the pattern of trainees' responses to allow tailoring of interventions should be investigated by those who run training programs. Interventions could include reassurance, peer interaction and an appropriate degree of autonomy.

Investigating the barriers to teaching family physicians' and specialists' collaboration in the training environment: a qualitative study

Abstract: Collaboration between physicians in different specialties is often taken for granted. However, poor interactions between family physicians and specialists contribute significantly to the observed discontinuity between primary and specialty care. The objective of this study was to explore how collaboration between family physicians and specialists was conceptualised as a competency and experienced in residency training curricula of four faculties of medicine in Canada. This is a multiple-case study based on Abbott's theory of professions. Programs targeted were family medicine, general psychiatry, radiology, and internal medicine. The content of the programs' objectives was analyzed. Associate deans of postgraduate studies, program directors, educators, and residents were interviewed individually or in focus groups (47 residents and 45 faculty members). The training objectives related to family physicians-specialists collaboration were phrased in very general terms and lacked specificity. Obstacles to effective collaboration were aggregated under themes of professional responsibility and questioned expertise. Both trainees and trainers reported increasing distances between specialty and general medicine in three key fields of the professional system: the workplace arena, the training setting, and the production of academic knowledge. The challenges of developing collaborating skills between generalists and specialist physicians are comparable in many ways to those encountered in inter-professional collaboration and should be given more consideration than they currently receive if we want to improve coordination between primary and specialty care.

The Idea of a Social Science and its Relation to Philosophy.

Abstract: Preface to the Second Edition Part 1: Philosophical Bearings 1. Aims and Strategy 2. The Underlabourer Conception of Philosophy 3. Philosophy and Science 4. The Philosopher's Concern with Language 5. Conceptual and Empirical Enquiries 6. The Pivotal Role of Epistemology in Philosophy 7. Epistemology and the Understanding of Society 8. Rules: Wittgenstein's Analysis 9. Some Misunderstandings of Wittgenstein Part 2: The Nature of Meaningful Behaviour 1. Philosophy and Sociology 2. Meaningful Behaviour 3. Activities and Precepts 4. Rules and Habits 5. Reflectiveness Part 3: The Social Studies as Science 1. J.S. Mill's 'Logic of the Moral Sciences' 2. Differences in Degree and Differences in Kind 3. Motives and Causes 4. Motives, Dispositions and Reasons 5. The Investigation of Regularities 6. Understanding Social Institutions 7. Prediction in the Social Studies Part 4: The Mind and Society 1. Pareto: Logical and Non-Logical Conduct 2. Pareto: Residues and Derivations 3. Max Weber: Verstehen and Causal Explanation 4. Max Weber: Meaningful Action and Social Action Part 5: Concepts and Actions 1. The Internality of Social Relations 2. Discursive and Non-Discursive 'Ideas' 3. The Social Sciences and History 4. Concluding Remark

The Methodology of the Social Sciences

Abstract: Max Weber wrote these methodological essays in the closest intimacy with actual research and against a background of constant and intensive meditation on substantive problems in the theory and strategy of the social sciences. They were written between 1903 and 1917, the most productive period of Max Weber's life, when he was working on his studies in the sociology of religion and Wirtschaft und Gesellschaft. Weber had done important work in economic and legal history and had taught economic theory. On the basis of original investigations, he had acquired a specialist's knowledge of the details of German economic and social structure. His always vital concern for the political prosperity of Germany among the nations thrust him deeply into discussion of political ideals and programs. Weber's methodology still holds interest for us. Some of its shortcomings, from the contemporary viewpoint, may be attributed to the fact that some of the methodological problems that he treated could not be satisfactorily resolved prior to certain actual developments in research technique. These few qualifications aside, the work remains a pioneering work in large-scale social research, from one of the field's masters.

Self-Centeredness and Selflessness: A Theory of Self-Based Psychological Functioning and Its Consequences for Happiness

Abstract: The theoretical model presented in this paper emerged from several different disciplines. This model proposes that the attainment of happiness is linked to the self, and more particularly to the structure of the self. We support the idea that the perception of a structured self, which takes the form of a permanent, independent and solid entity leads to self-centered psychological functioning, and this seems to be a significant source of both affliction and fluctuating happiness. Contrary to this, a selfless psychological functioning emerges when perception of the self is flexible (i.e., a dynamic network of transitory relations), and this seems to be a source of authentic-durable happiness. In this paper, these two aspects of psychological functioning and their underlying processes will be presented. We will also explore the potential mechanisms that shape them. We will conclude with an examination of possible applications of our theory.

Factors affecting consumers’ perception of electronic payment: an empirical analysis

Abstract: – In view of the promising growth of e‐payment in Malaysia, this study aims to discover the factors influencing perception towards electronic payment (e‐payment) from the Malaysian consumers’ perspective., – Literature indicates that factors such as benefits, trust, self‐efficacy, ease of use, and security influence consumers’ perception towards e‐payment. A self‐reporting questionnaire was developed and disseminated to 200 respondents, out of which 183 valid responses were considered for further statistical analysis., – The multiple linear regression results reveal that benefits, self‐efficacy, and ease of use exert significant influences on consumers’ perception towards e‐payment. However, the insignificant results obtained for trust and security warrant further investigation., – This study proposes five factors for measuring consumers’ perception towards e‐payment which is replicable across different economies. However, the small sample size raises the issue of generalizability which future studies should seek to address., – The use of e‐payment by the majority of respondents confirms that there is a great potential for future expansion of such payment devices. The challenge is to ensure that it continues to meet consumers’ expectations which will subsequently lead to its increased adoption and use., – This study has advanced knowledge for it has provided information on the current state of e‐payment acceptance and use, particularly among Malaysians. The significant factors identified are beneficial to the policy maker, banking institutions, online transaction facilities providers, and software developers as they develop strategies directed at increasing e‐payment acceptance and use.

Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Abstract: Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students’ professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.