Serge Marcotte

Bio: Serge Marcotte is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 187 citations.

The many faces of problem-based learning: a framework for understanding and comparison

Abstract: There is much literature on problem-based learning (PBL), both within and outside medical education. The literature addresses such questions as what is PBL and how does it work, and many examples are given; yet it is often difficult to determine from these descriptions whether the educational approach being described is actually PBL. The goal of this article is to provide planners and/or assessors of PBL curricula with a framework that would facilitate analyses of this educational approach. We propose to categorize educational activities as PBL or non-PBL according to three core principles: (1) the problem acts as a stimulus for learning; (2) it is an educational approach, not an isolated instructional technique, and (3) it is a student-centered approach, and four criteria concerning their effect on student learning: (1) active processing of information; (2) activation of prior knowledge; (3) meaningful context; and (4) opportunities for elaboration/organization of knowledge). Beyond this, PBL curricula v...

Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?

Abstract: Resume Cet article passe en revue les recherches empiriques concernant les croyances d’efficacite personnelle dans le domaine de l’enseignement et de la formation. Trois questions principales sont abordees : Que sait-on du role du sentiment d’efficacite dans l’apprentissage ? Quelles sont les sources du sentiment d’efficacite dans le domaine de l’apprentissage formel ? Quelles sont les interventions educatives possibles afin d’accroitre le sentiment d’efficacite personnelle des apprenants ? Les resultats passes en revue indiquent que les croyances d’efficacite ont des effets non negligeables sur l’engagement, les performances et la trajectoire de formation des apprenants. D’autres resultats permettent de mieux cerner les sources d’information qui influencent ces croyances d’efficacite. Nombre de recherches presentees offrent des pistes d’action pour des interventions pedagogiques. Globalement, les etudes presentees demontrent qu’il est possible de soutenir le developpement des competences et du sentiment d’efficacite des apprenants, meme quand ceux-ci ont un niveau initial de competence tres bas.

Le raisonnement clinique : données issues de la recherche et implications pour l'enseignement

Abstract: • Il existe un vaste champ de connaissances en psychologie cognitive appliquee a l’education medicale. • Ces connaissances ont permis de mieux comprendre les processus du raisonnement, l’organisation des connaissances et le recueil de l’information clinique et de developper certaines strategies pedagogiques fondees sur des donnees probantes. • Les medecins font appel a des processus mixtes de raisonnement, associant des strategies analytiques, comme le raisonnement hypothetico-deductif, et des strategies non analytiques telle la reconnaissance spontanee d’une conjonction de signes cliniques. • L’organisation des connaissances peut prendre diverses formes dont les plus elaborees consistent en des reseaux richement interconnectes. • L’activation des connaissances passe par le plus souvent une etape de representation mentale de la teneur du probleme clinique. • L’acquisition des donnees cliniques est conditionnee par la generation precoce d’hypotheses diagnostiques. • L’apprentissage des seuls processus de raisonnement n’est pas efficace s’il ne s’accompagne pas de l’acquisition simultanee des connaissances specifiques necessaires pour resoudre un probleme clinique.

Using script theory to cultivate illness script formation and clinical reasoning in health professions education.

Abstract: Background: Script theory proposes an explanation for how information is stored in and retrieved from the human mind to influence individuals’ interpretation of events in the world. Applied to medicine, script theory focuses on knowledge organization as the foundation of clinical reasoning during patient encounters. According to script theory, medical knowledge is bundled into networks called ‘illness scripts’ that allow physicians to integrate new incoming information with existing knowledge, recognize patterns and irregularities in symptom complexes, identify similarities and differences between disease states, and make predictions about how diseases are likely to unfold. These knowledge networks become updated and refined through experience and learning. The implications of script theory on medical education are profound. Since clinician-teachers cannot simply transfer their customized collections of illness scripts into the minds of learners, they must create opportunities to help learners develop and fine-tune their own sets of scripts. In this essay, we provide a basic sketch of script theory, outline the role that illness scripts play in guiding reasoning during clinical encounters, and propose strategies for aligning teaching practices in the classroom and the clinical setting with the basic principles of script theory.

An analysis, using concept mapping, of diabetic patients' knowledge, before and after patient education.

Abstract: This study was designed to assess whether concept maps used with diabetic patients could describe their cognitive structure, before and after having followed an educational programme Ten diabetic