Referential of clinical training for health professionals
A reframing of continuing education
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This booklet contains the documentation on the supervision of learners in clinical placements. In addition to the introduction, it contains 5 chapters: the structure of the training center and the learner, the responsibilities of the actors, the evaluation of the internship, the post-internship follow-up and the discussion. The structure to be selected as a training center must obtain at least 70% of the accreditation evaluation, 60% of the accreditation and have competent personnel including clinical referents who will work in close collaboration with the pedagogical referents.Continuing educ...
This booklet contains the documentation on the supervision of learners in clinical placements. In addition to the introduction, it contains 5 chapters: the structure of the training center and the learner, the responsibilities of the actors, the evaluation of the internship, the post-internship follow-up and the discussion. The structure to be selected as a training center must obtain at least 70% of the accreditation evaluation, 60% of the accreditation and have competent personnel including clinical referents who will work in close collaboration with the pedagogical referents.Continuing education aimed at reinforcing skills; the administration of pre- and post-tests (memorization) to evaluate the achievement of objectives is not recommended. On the other hand, co-assessment in situ to establish a final skills assessment and evaluation of the impact of the course is recommended. This approach has advantages and some limitations that should be taken into account when testing it. These are the high cost, the lack of resource materials and the lack of clinical competency frameworks. These limiting factors should not be an expense.
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