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Book Sections Year : 2019

Mentor regulation activity towards physiotherapist students following a learning clinical situation

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Florence Sartier
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Abstract

This presentation aims to study pedagogical practices in a training course context and more specifically the context of physiotherapists’ initial training. It focuses on regulation activity towards physiotherapist students in the third year of training. Good recommended mentoring practices seem to be based on both the quality of interaction between mentor and trainee and the practice of analysis of their own professional activity, which requires student’s reasoning and phrasing of it (Allal 2010; 2007; Jorro & al, 2016; Jorro & Mercier-Brunel, 2011; Clot, 2006; Paquay, 2010;). What are the current physiotherapist tutor’s regulations practices whose purpose is to train “an autonomous and reflexive practitioner”? The research qualitative methodology used consists of video regulation interviews plus self-confrontation interviews. The objective is to know and understand regulation process
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Dates and versions

hal-02136124 , version 1 (21-05-2019)

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  • HAL Id : hal-02136124 , version 1

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Florence Sartier. Mentor regulation activity towards physiotherapist students following a learning clinical situation. B. Merrill, A. Nizinska, A. Galimberti, J. Eneau, E. Sanojca, S. Bezzari, (eds.). Exploring Learning Contexts: Implications For Access, Learning Carrears And Identities, University Rennes 2; ESREA, pp. 119-129, 2019, 978-2-9564498-0-5. ⟨hal-02136124⟩
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