Résumés
Abstract
Universities are offering hybrid interprofessional health sciences collaboration education courses to address the challenges of schedule synchronization, silos, and communication. This article focuses on analyzing the psychometric quality of a questionnaire used in a setting where interprofessional teams collaborated online and face-to-face in a hybrid university health sciences course. This questionnaire was originally designed for people in the working world in order to assess the constructs of collaboration (communication, synchronization and explicit and implicit coordination) mobilized in the face-to-face setting. The results of the second order confirmatory factor analyses support its use in an academic context and support the metric qualities of the original questionnaire. Online and face-to-face collaboration could be measured using this questionnaire in a hybrid university pedagogical context. The study mobilizes knowledge about the evaluation of collaboration, an avenue that little research has taken to date.
Keywords:
- interprofessional education,
- online collaboration,
- flipped classroom,
- assessment instrument,
- hybrid learning,
- digital competency,
- higher education
Résumé
Des universités offrent des cours d’éducation à la collaboration interprofessionnelle en sciences de la santé et, pour faire face aux défis de synchronisation des horaires, de cloisonnement et de communication, plusieurs sont dispensés en mode hybride. Cet article s’intéresse à l’analyse de la qualité métrique d’un questionnaire utilisé en contexte où des équipes interprofessionnelles ont collaboré en ligne et en présentiel dans le cadre d’un cours universitaire hybride en sciences de la santé. Initialement, ce questionnaire a été conçu pour des personnes du monde du travail dans le but d’évaluer les composantes de la collaboration (communication, synchronisation et coordinations explicite et implicite) mobilisées en présentiel. Les résultats des analyses factorielles confirmatoires de second ordre appuient les qualités métriques du questionnaire original. La collaboration en ligne et en présentiel pourraient être mesurées à l’aide de ce questionnaire dans un cours universitaire hybride. L’étude mobilise des connaissances sur l’évaluation de la collaboration, une voie scientifique peu connue à ce jour.
Mots-clés :
- collaboration interprofessionnelle,
- collaboration en ligne,
- classe inversée,
- instrument d’évaluation,
- enseignement hybride,
- compétence numérique,
- enseignement supérieur
Resumo
As universidades oferecem cursos de formação em colaboração interprofissional nas ciências da saúde e, para lidar com os desafios de sincronização de horários, compartimentalização e comunicação, vários são oferecidos na modalidade híbrida. Este artigo centra-se na análise da qualidade métrica de um questionário utilizado no contexto em que equipas interprofissionais colaboraram online e presencialmente no âmbito de um curso universitário híbrido de ciências da saúde. Inicialmente, este questionário foi concebido para pessoas do mundo do trabalho com o objetivo de avaliar as componentes da colaboração (comunicação, sincronização e coordenação explícita e implícita) mobilizadas na modalidade presencial. Os resultados das análises fatoriais confirmatórias de segunda ordem apoiam as qualidades métricas do questionário original. A colaboração online e presencial pode ser medida usando este questionário num curso universitário híbrido. O estudo mobiliza conhecimentos sobre a avaliação da colaboração, um caminho científico pouco conhecido até o momento.
Palavras chaves:
- colaboração interprofissional,
- colaboração online,
- sala de aula invertida,
- instrumento de avaliação,
- ensino híbrido,
- competência digital,
- ensino superior
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
References
- Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
- Allen, N. J., & Hecht, T. D. (2004). The romance of teams: Toward an understanding of its psychological underpinnings and implications. Journal of Occupational and Organizational Psychology, 77(4), 439-46. https://doi.org/10.1348/0963179042596469.
- Association des infirmières et des infirmiers du Canada. (2011). Énoncé de position : la collaboration interprofessionnelle. http://cna-aiic.ca/~/media/cna/pagecontent/pdf-fr/ la-collaboration-interprofessionnelle_enonce-de-position.pdf
- Association des infirmiers et infirmières du Canada (AIIC). (2015). Cadre de pratique des infirmières et infirmiers du Canada. https://www.cnaaiic.ca/~/media/cna/page-content/pdf-fr/cadre-de-pratique-des-infirmieres-etinfirmiers-au-canada.pdf?la=fr
- Association nationale des organismes de règlementation de la pharmacie (ANORP). (2014). Cadre de référence de compétences professionnelles des pharmaciens au Canada. http://napra.ca/Content_Files/Files/Comp_PHARMACIENS_canadiens_entreeen pratique_FR_Dec2014.pdf
- Barr, H. (2015). Interprofessional education: The genesis of a global movement. https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement
- Bedwell, W. L., Wildman, J. L., Diaz Granados, D., Salazar, M., Kramer, W. S., & Salas, E. (2012). Collaboration at work: An integrative multilevel conceptualization. Human Resource Management Review, 22(2), 128-145. https://doi.org/10.1016/j.hrmr.2011.11.007
- Bereiter, C. (2002). Education and mind in the knowledge age. Lawrence Erlbaum Associates.
- Bielaczyc, K., & Collins, A. (1999) Learning communities in classrooms: A reconceptualization of educational practice. Dans C. M. Reigeluth (dir.), Instructional- design Theories and Models: A New Paradigm of Instructional Theory (269-292). Lawrence Erlbaum Associates.
- Breen, H. (2013). Virtual collaboration in the online educational setting: A concept analysis. Nursing Forum, 48(4), 262-270. https://doi.org/10.1111/nuf.12034
- Brown, A. L. (1994). The Advancement of Learning. Educational Researcher, 23(8). https://doi.org/10.3102/0013189X023008004
- Bruner, J. S. (1978). The role of dialogue in language acquisition. Dans A. Sinclair, R. J. Jarvelle & W. J. M. Levelt (dir.), The child’s concept of language, (p. 241-256). Springer- Verlag.
- Canadian Interprofessional Health Collaborative (CIHC). (2012). A national interprofessional competency framework. University of British Columbia.
- Caniëls, M., Chiocchio, F., & Van Loon, N. (2019). Collaboration in project teams : The role of mastery and performance climates. International Journal of Project Management, 37(1), 1-13. https://doi.org/10.1016/j.ijproman.2018.09.006
- Chiocchio, F. (2007). Project team performance : a study of electronic task and coordination communication. Project Management Journal, 8, 97–109.
- Chiocchio, F., & Essiembre, H. (2009) Cohesion and performance : a meta-analytic review of disparities between project teams, production teams, and service teams, Small Group Research, 40, 382–420.
- Chiocchio, F., Grenier, S., O’Neill, T. A., Savaria, K., & Willms, J. D. (2012). The effects of collaboration on performance : A multilevel validation in project teams. International Journal of Project Organisation and Management, 4(1), 1-37. https://doi.org/10.1504/IJPOM.2012.045362
- Chiocchio, F., Rabbat, F., & Lebel, P. (2015). Multi-level efficacy evidence of a combined interprofessional collaboration and project management training program for healthcare project teams. Project Management Journal, 46(4), 20-34.
- Collège royal des médecins et chirurgiens du Canada. (2005). Le cadre de compétences CanMEDS 2005 pour les médecins. https://chirurgie.umontreal.ca/wpcontent/uploads/sites/20/CanMEDS.pdf
- Collège royal des médecins et chirurgiens du Canada. (2015). Le cadre de compétences CanMEDS 2015 pour les médecins. https://chirurgie.umontreal.ca/wpcontent/uploads/sites/20/CanMEDS.pdf
- Courville, K. (2017). How mobile technology impacts interprofessional team-based care in an acute care settin : A realist perspective [Thèse de doctorat non publiée]. Texas Woman’s University. https://twu-ir.tdl.org/twu-ir/handle/11274/9326
- Cureton, E. E. (1951). Validity. Dans E. F. Lindquist (dir.), Educational measurement, (p. 621-694). American Council on Education.
- Direction collaboration et partenariat patient et Comité interfacultaire opérationnel – Université de Montréal (DCPP-CIOUdeM). (2016). Référentiel de compétences de la Pratique collaborative et du Partenariat patient en santé et services sociaux. Université de Montréal.
- Durand, F., & Fleury, M. J. (2021). A multilevel study of patient-centered care perceptions in mental health teams. BMC Health Services Research, 21(1), 1-8.
- Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley et Sons.
- Espinosa, J. A., Lerch, F. J., & Kraut, R. E. (2004). Explicit versus implicit coordination mechanisms and task dependencies : One size does not fit all. Dans E. Salas & S. M. Fiore (dir.), Team cognition: understanding the factors the drive process and performance (p. 107-129). American Psychological Association. https://doi.org/10.1037/10690-006
- Evans, S., Shaw, N., Ward, C., & Hayley, A. (2016). Refreshed… reinforced… reflective : A qualitative exploration of interprofessional education facilitators’ own interprofessional learning and collaborative practice. Journal of Interprofessional Care, 30(6), 702-709. https://doi.org/10.1080/13561820.2016.1223025
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment : Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
- Grosjean, S. (2004). L’apprentissage collaboratif à distance : du scénario pédagogique à la dynamique interactionnelle. Dans Actes du colloque TICE 2004 (p. 229-236). Compiègne, France: Université de Technologie de Compiègne. http://tecfa.unige.ch/tecfa/teaching/staf11/textes/Grosjean.pdf
- Hanna, E., Soren, B., Telner, D., MacNeill, H., Lowe, M., & Reeves, S. (2013). Flying blind: The experience of online interprofessional facilitation. Journal of Interprofessional Care, 27(4), 298-304. https://doi.org/10.3109/13561820.2012.723071
- Hei, M., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2016). Thematic review of approaches to design group learning activities in higher education : The development of a comprehensive framework. Educational Research Review, 18, 33-45. https://doi.org/10.1016/j.edurev.2016.01.001
- Henri, F., & Lundgren-Cayrol, K. (2001). Apprentissage collaboratif à distance : pour comprendre et concevoir les environnements d’apprentissage virtuels. Presses de l’Université du Québec.
- Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning : How to support collaborative learning ? How can technologies help? Educational Psychologist, 51(2), 247-265. https://doi.org/10.1080/00461520.2016.1158654
- Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university : An exploration of design principles. The Internet and Higher Education, 22, 37-50. https://doi.org/10.1016/j.iheduc.2014.04.003
- Kirschner, P. A. (2001). Using Integrated Electronic Environments for Collaborative Teaching/Learning. Learning and Instruction, 10, 1-9. http://dx.doi.org/10.1016/S0959-4752(00)00021-9
- Kline, R. B. (2016). Mean structures and latent growth models. Principles and practice of structural equation modeling (4e éd.). The Guildford Press.
- Kozlowski, S. J. W., & Bell, B. S. (2003). Work groups and teams in organizations. Dans W. C. Borman, D. R. Ilgen, R. J. Klimoski & I. B. Weiner (dir.), Handbook of psychology: Industrial and organizational psychology (Vol. 12, p. 333-375). Wiley.
- Kozlowski, S. W. J., & Bell, B. S. (2008). Team learning, development, and adaptation. Dans V. I. Sessa & M. London (dir.), Group learning (p. 15-44). LEA.
- Laferrière, T. (2005). Les communautés d’apprenants en réseau au bénéfice de l’éducation.Encounters in Theory and History of Education, 6.
- Laferrière, T. (2019). Les effets de l’apprentissage collaboratif supporté par le numérique en milieu scolaire. Dans J.-L. Baron & C. Depover. (dir.), Les effets du numérique sur l’éducation. Regards sur une saga contemporaine, 125-141. Presses universitaires du septentrion.
- Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today, 33(2), 90-102. https://doi.org/10.1016/j.nedt.2011.11.006
- Lawlis, T. R., Anson, J., & Greenfield, D. (2014). Barriers and enablers that influence sustainable interprofessional education : A literature review. Journal of Interprofessional Care, 28(4), 305-310. https://doi.org/10.3109/13561820.2014.895977
- Levesque, L. L., Wilson, J. M., & Wholey, D. R. (2001). Cognitive divergence and shared mental models in software development project teams. Journal of Organizational Behavior, 22(2), 135-144. https://doi.org/10.1002/job.87
- Lipponen, L. (2000). Towards knowledge building : From facts to explanations in primary students’ computer mediated discourse. Learning Environments Research, 3(2), 179- 199.
- Martin, F., Parker, M., & Deale, D. (2012). Examining interactivity in synchronous virtual classrooms. International Review of Research in Open and Distance Learning, 13(3), 227-260. http://www.irrodl.org/index.php/irrodl/article/view/1174/2253
- McGrath, J. E. (1990). Time matters in groups. Dans J. Galegher, R. E. Kraut et C. Edigo (dir.), Intellectual Teamwork : Social and Technological Foundations of cooperative Work, (p. 23-61). Lawrence Erlbaum Associates, Inc.
- Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team performance : a meta-analysis. Journal of Applied Psychology, 94(2), 535.
- Ministère de l’Éducation et de l’Enseignement supérieur. (2018). Plan d’action numérique en éducation et en enseignement supérieur. Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/ministere/PAN_Plan_action_VF.pdf
- Ministère de l’Éducation et de l’Enseignement supérieur. (2020). Continuum du développement de la compétence numérique en éducation et en enseignement supérieur. Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/ministere/continuum-cadre-reference-num.pdf
- O’Malley, C. E. & Scanlon, E. (1990). Computer-supported collaborative learning : Problem solving and distance education. Computer Assisted Learning,127-136. Pergamon.
- Ordre des ingénieurs du Québec (2021). Cadre de référence des compétences professionnelles de l’ingénieur. http://www.oiq.qc.ca/fr/jeSuis/membre/developpementProfessionnel/Pages/referentieldecompetencesprofessionnelles.aspx
- Raynault, A. (2020). Apprendre à collaborer en équipe interprofessionnelle et à développer les compétences de la pratique collaborative et de partenariat patient en santé et services sociaux dans un cours universitaire hybride à l’ère du numérique [Thèse de doctorat non publiée]. Université de Montréal.
- Raynault, A., Lebel, P., Brault, I., Vanier, M. C., & Flora, L. (2020). How interprofessional teams of students mobilized collaborative practice competencies and the patient partnership approach in a hybrid IPE course. Journal of Interprofessional Care, 35(4), 574-585.
- Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., & Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education : BEME Guide no 39. Medical Teacher, 38(7), 656-668. https://doi.org/10.3109/0142159X.2016.1173663
- Rentsch, J. R., Delise, L. A., & Hutchison, S. (2009). Cognitive similarity configurations in teams : In search of the Team MindMeld. Dans E. Salas, G. G. Goodwin et C.
- S. Burke (dir.), Team effectiveness in complex organizations (p. 241-266). Routledge.
- Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83. https ://doi.org/10.1007/s10648-007- 9042-7
- Resta, P., Laferrière, T., McLaughlin, R., & Kourago, A. (2018). Issues and challenges related to digital equity : An overview. Second international handbook of information technology in primary and secondary education. Springer.
- Robinson, F. P., Gorman, G., Slimmer, L. W., & Yudkowsky, R. (2010). Perceptions of effective and ineffective nurse–physician communication in hospitals. Nursing Forum, 45(3), 206-216. https://doi.org/10.1111/j.1744-6198.2010.00182.x
- Rogoff, B. (1994). Developing Understanding of the Idea of Communities of Learners.Mind, Culture, and Activity, 1(4), 209-229.
- Salas, E., & Fiore, S. M. (2004). Team Cognition: Understanding the Factors that Drive Process and Performance. American Psychological Association.
- Salas, E., Stagl, K. C., & Burke, S. (2004). 25 years of team effectiveness in organization : research themes and emerging needs. International review on Industrial and Organisational Psychology, 19, 47-91.
- Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
- Scardamalia, M., & Bereiter C. (2007). Fostering communities of learners and a knowledge building : An interrupted dialogue. Dans J. C. Campione, K. E. Metz et A. S. Palincsar (dir.), Children’s learning in the laboratory and in the classroom: Essays in honor of Ann Brown, (p. 97-212). Erlbaum.
- Scott, C. L. (2015). Les apprentissages de demain 2 : quel type d’apprentissage pour le XXIe siècle ? Recherche et prospective en éducation, 14. http://unesdoc.unesco.org/images/0024/002429/242996F.pdf
- Shaffer, K. M. (2014). Enhancing interprofessional education with technology [Thèse de doctorat non publiée]. University of Delaware. http://udspace.udel.edu/handle/19716/16821
- Strelan, P., Osborn, A., & Palmer, E. (2020). Student satisfaction with courses and instructors in a flipped classroom : A meta-analysis. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12421
- Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30(6), 100-314. http://dx.doi.org/10.1016/j.edurev.2020.100314
- Thistlethwaite, J. E. (2012). Interprofessional education: A review of context, learning and the research agenda. Medical Education, 46(1), 58-70. https://doi.org/10.1111/j.1365-2923.2011.04143
- UNESCO. (2015). Référentiel de compétences de l’UNESCO. https://fr.unesco.org/sites/default/files/competency_framework_f.pdf
- Waterston, R. (2011). Interaction in online interprofessional education case discussions. Journal of Interprofessional Care, 25(4), 272-279. https://doi.org/10.3109/13561820.2011.566647
- Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge University Press.