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Master Thesis

Vécu du tutorat par les tuteurs du département d’enseignement et de recherche de médecine générale de Nice

Abstract : Introduction: the introduction of tutoring, an extension of the shift towards the learning paradigm, has upset the usual perspectives of faculty learning marked by the theories of teaching. Tutoring is part of the Diplôme d’études spécialisées (DES) in general medicine as an essential teaching principle and is based on the interaction between the tutored student and his tutor in order to develop a reflective approach. Several studies have focused on the organization of tutoring and its difficulties: increase in the number of interns, tutor assignments, etc. Few works have focused on the experience of tutors. Objectives: provide avenues for improvement in order to offer better support for interns as well as better working conditions for tutors. Materials and methods: carrying out of a qualitative study based on the phenomenological interpretative analysis of semi-structured interviews with the help of an interview guide with active tutors of the Faculty of Medicine of Nice. Results: a difficulty appears in the tutor-intern relationship in a context of lack of appropriation of the concept of the learning paradigm and its implementation both for the intern and for the tutor. Interns perceive their tutor as having a role of normative assessor and do not identify their tutor as a resource person. Tutors cite difficulties in interacting with their tutored students due to exchanges that are not always felt to be rewarding or have no real feedback. This study also shows a lack of communication between tutors leading to a feeling of isolation and heterogeneity in the practice of tutoring. Discussion: a better appropriation of the concept of tutoring as well as of the learning paradigm by tutors and interns by redefining the hierarchy of their missions with tutors and by promoting the tutored student-tutor meeting. An improvement in exchanges between tutors in order to create a group dynamic and respond to the need to break the isolation described by some tutors. Informal meetings or a discussion group could be set up. An assessment of tutors to develop the skills and autonomy of the tutor. Finally, the tutors expressed feeling uncomfortable with an intern in a situation of suffering; it would be relevant to offer a manual for the tutors in order to guide the intern as best as possible.
Document type :
Master Thesis
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Contributor : Bibliothèque Universitaire de Médecine Nice Connect in order to contact the contributor
Submitted on : Tuesday, January 25, 2022 - 6:41:13 PM
Last modification on : Friday, February 18, 2022 - 3:14:07 AM
Long-term archiving on: : Tuesday, April 26, 2022 - 7:23:00 PM


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  • HAL Id : dumas-03543177, version 1


Lucie Bouffard Lépine. Vécu du tutorat par les tuteurs du département d’enseignement et de recherche de médecine générale de Nice. Médecine humaine et pathologie. 2021. ⟨dumas-03543177⟩



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