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Master Thesis

Étudiants sages-femmes et utilisation des outils pédagogiques en stage : Entre amélioration des stratégies d’autorégulation et blocages résultants de frein inhérents au contexte

Abstract : Clinical expertising of MS is traced via pedagogic tools. MS are supposed as active in the learningship. This study gets interest in their active posture. Objective : Collect student’s autoregulation strategies in clinical traineeship and produce strategies improving skills acquisition. To answer the question “How to promote an autoregulated learnship of MS during clinical traineeship” we elaborated 3 hypothesis : MS are able to improve their us of their Traineeship Books; MS are able to improve their use of their Traineeship Reports; Autoregulation is still held back by persistent constraints inherents in the context in spite of behavior modifications. Methods Our research protocol was based on a series of 2 semi-structured interviews before-after a reflexive process and a full period of traineeship with 11 MS in the second cycle of Ile-de-France (IDF). Results and conclusion The hypotheses are validated : MS reported modifications of use of their pedagogic tools, provoking according them an optimization of their skills acquisition. Constraints have however persisted.
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https://dumas.ccsd.cnrs.fr/dumas-03234100
Contributor : Uvsq Bibliothèques Universitaires <>
Submitted on : Tuesday, May 25, 2021 - 11:13:48 AM
Last modification on : Saturday, May 29, 2021 - 3:35:10 AM

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Manon Rayssiguier. Étudiants sages-femmes et utilisation des outils pédagogiques en stage : Entre amélioration des stratégies d’autorégulation et blocages résultants de frein inhérents au contexte. Gynécologie et obstétrique. 2020. ⟨dumas-03234100⟩

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