Résumés
Abstract
During the COVID-19 pandemic, the task of preparing students for workplace-based clerkship and supporting learners’ ongoing professional identity formation became incrementally more challenging. The former design of clerkship rotations was re-challenged and revolutionized going forward, as COVID-19 accelerated the development and implementation of e-Health and technology-enhanced learning (TEL). However, the practical integration of learning and teaching activities, and the application of well-thought-out first principles in pedagogy in higher education, remain difficult to implement in today’s pandemic era. In this paper, using the transition-to-clerkship (T2C) course as an example, we outline the steps taken to implement our clerkship rotation, discussing various curricular challenges from the lenses of various stakeholders, and practical lessons learned.
Résumé
Pendant la pandémie de la COVID-19, la tâche de préparer les étudiants aux stages d’externat et de soutenir la construction de leur identité professionnelle est devenue plus difficile. La structure traditionnelle de l’externat a été remise en question et révolutionnée, car la COVID-19 a accéléré le développement et la mise en oeuvre de la technologie des soins en santé et de l’apprentissage assisté par la technologie. Cependant, l’intégration des activités d’apprentissage et d’enseignement, et l’application de principes pédagogiques éprouvés dans l’enseignement supérieur restent difficiles à mettre en pratique dans le contexte actuel de pandémie. Dans cet article, prenant le cours de transition vers l’externat comme exemple, nous décrivons les étapes que nous avons suivies pour organiser notre stage d’externat et les défis rencontrés sur le plan du cursus par les diverses parties prenantes, et nous présentons les leçons pratiques que nous en avons tirées.
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