University of Calgary Journal Hosting
Not a member yet
20552 research outputs found
Sort by
Exploration des perspectives des spécialistes nouvellement en exercice sur le rôle de promoteur de la santé : « Je ne savais même pas par où commencer »
Full text linkIntroduction: Current approaches to health advocate (HA) training leave many physicians feeling ill-equipped to advocate effectively. Likewise, faculty perceive the HA role as challenging to teach, role model, evaluate and assess. Progress on improving HA training is further stalled by debate over the role’s importance and whether it should be considered intrinsic to medical practice. Recent graduates are well-positioned to comment on how these challenges affect HA training and preparation for practice. Therefore, our purpose was to explore the perspectives of new-in-practice physicians who are keen to be effective advocates.
Methods: Ten early-career physicians participated in semi-structured interviews exploring their perceived competence and motivation to engage in health advocacy. Constructivist grounded theory informed the iterative data collection and analysis process.
Results: Participants wished they knew during training how much they would use advocacy in practice. While training imparted adequate patient-level advocacy skills, participants felt underprepared to enact system-level advocacy–which they conceptualized as a wide-range of activities including political advocacy. In turn, participants grappled with lack of preparation, waning motivation, feelings of futility, lack of value for advocacy and need for self-preservation. For these reasons, they questioned whether system-level advocacy should be expected of all physicians.
Conclusions: Although training may adequately prepare physicians for patient-level advocacy, system-level advocacy training remains insufficient. While patient-level advocacy is integral to good care, whether system-level advocacy should be a universal expectation deserves closer consideration. Perhaps system-level health advocacy may be better conceptualized as a specialized role requiring additional training. Regardless, physician advocates’ efforts need to be valued for their contributions.Introduction : Les cursus actuels de formation à la promotion de la santé (PS) font que de nombreux médecins se sentent mal outillés pour défendre efficacement les intérêts des patients. De même, le corps enseignant perçoit le rôle de PS comme difficile à enseigner, à incarner et à évaluer. Un débat sur l\u27importance de ce rôle et sur la question de savoir s\u27il doit être considéré comme intrinsèque à la pratique médicale ralentit encore les progrès en matière d\u27amélioration de la formation à la PS. Les praticiens fraîchement diplômés sont bien placés pour commenter la manière dont ces obstacles affectent la formation à la PS et la préparation à la pratique. Notre objectif était donc d\u27explorer les points de vue de médecins en début de carrière qui souhaitent devenir des défenseurs efficaces des intérêts de leurs patients.
Méthodes : Dix médecins en début de carrière ont participé à des entretiens semi-structurés explorant leur ressenti de leur compétence et de leur motivation vis-à-vis la défense des intérêts des patients. La théorie constructiviste ancrée a guidé le processus itératif de collecte et d\u27analyse des données.
Résultats : Les participants auraient souhaité savoir pendant leur formation dans quelle mesure ils utiliseraient la défense des intérêts des patients dans leur pratique. Si leur formation leur a permis d\u27acquérir des compétences suffisantes en matière de défense des intérêts de leurs patients à une échelle individuelle, les participants ne se sont pas sentis suffisamment préparés à défendre les intérêts des patients à l’échelle du système de santé, ce qu\u27ils ont conceptualisé comme un large éventail d\u27activités, y compris au niveau politique. Les participants ont été confrontés à un manque de préparation, à une baisse de motivation, à une impression d’inutilité, à une dévaluation de la défense des intérêts des patients et à un besoin de se préserver. Pour ces raisons, ils se sont demandé s\u27il fallait attendre de tous les médecins qu\u27ils défendent les intérêts des patients à un niveau systémique.
Conclusions : Bien que la formation puisse préparer adéquatement les médecins à la défense des intérêts de leurs patients à une échelle individuelle, la formation à la défense des intérêts des patients à une échelle systémique reste insuffisante. Si la défense des intérêts du patient individuel fait partie intégrante de la qualité des soins, la question de savoir si la défense des intérêts des patients à une échelle systémique doit être une attente universelle mérite d\u27être examinée de plus près. Il serait peut-être préférable de conceptualiser la défense des intérêts des patients au niveau du système de santé comme un rôle spécialisé nécessitant une formation supplémentaire. Quoi qu\u27il en soit, les efforts des médecins en tant que défenseurs des intérêts des patients doivent être appréciés à leur juste valeur
Why Natural Language Processing is Not Reading: Two Philosophical Distinctions and their Educational Import
Full text linkThis paper explores two important ways in which close reading differs from natural language processing, the use of computer programming to decode, process, and replicate messages within a human language. It does so in order to highlight distinctive features of close reading that are not replicated by natural language processing. The first point of distinction concerns the nature of the meaning generated in each case. While natural language processing proceeds on the principle that a text’s meaning can be deciphered by applying the rules governing the language in which the text is written, close reading is premised on the idea that this meaning lies in the interplay that the text prompts within readers. While the semantic theory of meaning upon which natural language processing programs are based is often taken for granted today, I draw from phenomenological and hermeneutic theories, particularly Wolfgang Iser and Hans-Georg Gadamer, to explain why a different theory of meaning is necessary for understanding the meaning generated by close reading. Second, while natural language processing programs are considered successful when they generate what epistemologists call true beliefs about a text, I argue that close reading aims first and foremost at the development, not of true belief, but of understanding. To develop this distinction, I draw from recent scholarship on the epistemology of education, including work by Duncan Pritchard, to explain how understanding differs from true belief and why attainment of the latter is less educationally significant than the former
Journal of Arctic Climate Security Studies, Vol. 1, No. 1. Ted Stevens Center for Arctic Security Studies, U.S. Department of Defence
No full textRecommendations for Success in Forming and Maintaining a SoTL Community of Practice
Full text linkScholarship of Teaching and Learning (SoTL) communities of practice (CoP) have emerged as collaborative learning environments that unite people with a shared interest. However, forming and maintaining a successful SoTL CoP can be challenging, requiring careful planning and execution. As academics, we encounter various universal problems and challenges in our teaching and learning practices, particularly in a discipline-focused environment. Researching these challenges is the obvious path to finding answers. However, many discipline-focused academics are unsure of where to begin or how to conduct research on their teaching and learning. As novice SoTL researchers, we established a SoTL CoP in 2021. We used Participatory Action Learning and Action Research (PALAR) principles to form and function our CoP. After two years of successfully maintaining our SoTL CoP, we analysed the data gathered during our meetings. We identified four main themes: Unity in diversity, maximising collaborative potential, nurturing collaboration, and navigating success. We used these themes to compile guidelines for successfully forming and maintaining a SoTL CoP. Implementing these guidelines within a discipline-focused environment will support the development of a collaborative and supportive environment for the advancement of SoTL practices. By prioritising these guidelines, a CoP can thrive, fostering a collaborative and cohesive community where members actively participate, share their expertise, and contribute to collective growth within SoTL.
Photo created using DALLE-3, 2024
Disrupting Silos, Reimagining Inclusion and Belonging: New Scholar Perspectives on Education’s Emergent Questions
Full text linkAgir en tant qu’agent de changement : effets longitudinaux d’une formation sur mesure visant à développer les compétences des professionnelles des services sociaux et de santé
Full text linkBackground: We aimed to describe the immediate and medium-term effects of training in the role of change agent (CA) on: 1) the perceived competence to act as a CA; 2) the acquisition of skills required for the role; and 3) the anticipated and actual implementation of CA actions in real-world settings by professionals.
Methods: Using a summative evaluation design and a self-administered online questionnaire, we collected data at three time points: before the training, immediately after, and six months later. We analyzed the data using descriptive and inferential statistics.
Results: The 39 participants, aged 25 to 44, were mostly women. For both perceived competence to act as a CA and the acquisition of the required skills, the proportion of professionals responding positively increased significantly immediately after the training and decreased six months later. Although professionals intended to act as CAs right after the training, their actions had not materialized within the following six months.
Conclusion: Support measures may help sustain the effects of the training in the medium term and encourage real-world implementation of change agent actions.Contexte : Nous visions à décrire les effets immédiats et à moyen terme d’une formation au rôle d’agent de changement (AC) sur : 1) le sentiment de compétence à agir en tant qu’AC, 2) l’acquisition des compétences nécessaires au rôle, et 3) le déploiement anticipé et avéré des actions d’AC en contexte réel pour des professionnelles.
Méthodes : À l’aide d’un devis évaluatif de type sommatif et d’un questionnaire en ligne auto-administré, nous avons recueilli les données à trois reprises : avant la formation, immédiatement après et six mois plus tard. Nous avons analysé les données par statistiques descriptives et inférentielles.
Résultats : Les 39 participantes de 25 à 44 ans étaient majoritairement des femmes. Tant pour le sentiment de compétences à agir en tant qu’AC que pour les compétences nécessaires à ce rôle, la proportion des professionnelles se prononçant positivement augmente significativement immédiatement après la formation et diminue six mois après. Bien que les professionnelles planifient agir comme AC tout de suite après la formation, leurs actions ne se concrétisent pas dans les six mois suivants.
Conclusion : Des mesures de soutien pourraient maintenir les effets de la formation à moyen terme et soutenir les actions en contexte réel
Infusing Equity, Diversity and Inclusion (EDI) into Academic Integrity Practices in Canadian Higher Education
Full text linkBased on our experiences at four Canadian institutions of higher education, we contend that infusing EDI-informed language within academic integrity policy and procedures is important and should be supported by: (a) a transformative approach towards academic integrity that shifts from a “morality and rule compliance” framework (Penaluna & Ross, 2022); (b) asking questions such as, “what do we as instructors and institutions need to unlearn?” (McNeill, 2022) to cultivate belongingness and learning together about diverse systems and cultures of knowledge making (Davis, 2022); and (c) training students, staff, and instructors about ways to highlight aspirational aspects of integrity as well as diminishing anxiety ridden misconduct processes. Thus, to balance the maintenance of rigorous academic standards against the development of a more learning-centred culture of academic integrity, we believe EDI-informed best practices should be established at a system-level across multiple stakeholders responsible for different learning contexts. As a roadmap for structuring educative opportunities for students in such multiple teaching and learning contexts, we consider sites where revised practices might be most impactful, including: i) instructor-led classroom teaching; ii) administrator-led decision making and disciplinary processes; and iii) staff-led and student-centred programming, such as orientation, peer mentoring and learning services sessions
Othering International Students: Exploring the Conflict Between Student Visa Policy and Canada\u27s Commitment to Multiculturalism
Full text linkIn 2024, the federal government announced a radical transformation in its policy regarding international student visas, including a drastic reduction in the number of such visas over a two-year period. The government’s public argument was that the increasing number of international students was putting pressure on the country’s housing and social service infrastructure. The truth is that students are the victims, not the cause of these problems. Facing squalid, cramped conditions - when they can find accommodations at all - many of them live the realities of food insecurity, absent, insufficient, or culturally inappropriate mental health support, and myriad other challenges that go largely unnoticed in the mainstream (or online) media and by the general public. There is, arguably, an undercurrent of racism and xenophobia that is motivating these policy changes. This paper examines the history of multiculturalism and its intersection with the experiences of international students in Canada
Expériences vécues et perceptions de personnes étudiantes internationales sur les mesures et les services offerts par les universités québécoises pendant la pandémie de COVID-19
Full text linkThis article reports on part of the results of a research study conducted among international students (IS) attending Quebec universities during the COVID-19 pandemic. The research focused on the social uses of ICTs and the quality of life of ISs during periods of confinement, and the results presented and discussed in this article relate more specifically to ISs’ experiences and perceptions of the measures and services offered by universities in the context of confinement. To meet this objective, semi-structured interviews were conducted with 40 ISs to explore in depth their personal life experiences and perceptions in the context of confinement. According to the ISs, the measures deployed by Quebec universities covered five main aspects of student life: (1) courses and research, (2) learning assessments, (3) support resources, (4) personal finances and (5) mental and physical health. In addition, the ISs identified (6) measures not taken by the universities and were able to express (7) their appreciation of the overall measures taken by the universities. The main findings from the seven response categories enabled us to identify various avenues for improvement, taking into account the specific characteristics of the ISs. These include recognizing the specificities of different groups and communities and strengthening the intercultural skills of decision-makers in educational institutions, in order to design effective interventions, programs and policies for ISs, particularly in times of pandemic.
Cet article fait état d’une partie des résultats d’une recherche menée auprès de personnes étudiantes internationales (PÉI) qui fréquentaient des universités québécoises pendant la pandémie de COVID-19. La recherche portait sur les usages sociaux des technologies de l’information et de la communication (TIC) et sur la qualité de vie des PÉI en période de confinement. Les résultats présentés et discutés dans cet article se rapportent plus spécifiquement aux expériences et perceptions des PÉI sur les mesures et les services offerts par les universités en contexte de confinement. Afin de répondre à cet objectif, des entretiens semi-dirigés, menés auprès de 40 PÉI, ont permis d’aborder en profondeur l’expérience de vie personnelle et les perceptions des PÉI dans le contexte du confinement. Selon les PÉI, les mesures déployées par les universités québécoises couvraient cinq aspects principaux de la vie étudiante : (1) les cours et la recherche, (2) l’évaluation des apprentissages, (3) les ressources d’aide, (4) les finances personnelles et (5) la santé mentale et physique. De plus, les PÉI ont identifié (6) des mesures non prises par les universités et ils ont pu exprimer (7) leur appréciation sur l’ensemble des mesures prises par les universités. Les principaux constats sur les sept catégories de réponse nous ont permis d’identifier différentes pistes d’amélioration en tenant compte des particularités des PÉI. Parmi ces pistes d’amélioration, la reconnaissance des spécificités des différents groupes et communautés ainsi que le renforcement des compétences interculturelles des décideurs dans les institutions d’enseignement permettraient de concevoir des interventions, des programmes et des politiques efficaces envers les PÉI, et ce, tout particulièrement en temps de pandémie