{"id":126076,"date":"2020-08-11T17:55:56","date_gmt":"2020-08-11T21:55:56","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/measuring-practice-element-procedural-knowledge-how-do-trainees-perform-2\/"},"modified":"2020-08-11T17:55:56","modified_gmt":"2020-08-11T21:55:56","slug":"measuring-practice-element-procedural-knowledge-how-do-trainees-perform-2","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/measuring-practice-element-procedural-knowledge-how-do-trainees-perform-2\/","title":{"rendered":"Measuring practice element procedural knowledge: How do trainees PERForm?"},"content":{"rendered":"<p>\u00c9valuation des comp\u00e9tences d&#8217;intervention et le respect des pratiques fond\u00e9es sur des donn\u00e9es probantes (RASE) a gagn\u00e9 une attention consid\u00e9rable ces derni\u00e8res ann\u00e9es. Une vari\u00e9t\u00e9 de m\u00e9thodes de mesure des connaissances proc\u00e9durales et le respect foisonnent; mais beaucoup sont gourmandes en ressources, peut ne pas \u00eatre possible \u00e0 travers les syst\u00e8mes de prestation de services de sant\u00e9 et d&#8217;\u00e9ducation mentale et sont souvent associ\u00e9s \u00e0 un manuel de traitement sp\u00e9cifique. Ce projet de d\u00e9monstration a \u00e9valu\u00e9 la faisabilit\u00e9 de l&#8217;utilisation de la m\u00e9thodologie de vignette clinique pour examiner les connaissances proc\u00e9durales RASE. Les apprenants \u00e0 travers trois diff\u00e9rents \u00e9chantillons lire une vignette de cas d&#8217;un jeune qui soit la d\u00e9pression comorbide et un comportement perturbateur ou d&#8217;anxi\u00e9t\u00e9, puis \u00e9crit comment ils appliquer une technique (de r\u00e9solution de probl\u00e8mes ou d&#8217;exposition) avec que les jeunes. Coder ces r\u00e9ponses ouvertes \u00e0 l&#8217;aide du formulaire de r\u00e9ponse pratique \u00c9l\u00e9ment (PERFORM) a donn\u00e9 d&#8217;excellents fiabilit\u00e9s interjuges pour la r\u00e9solution de probl\u00e8mes (coefficient de corr\u00e9lation intraclasse [ICC] M = .80) et de l&#8217;exposition (ICC M = 0,81). Les scores des stagiaires ont augment\u00e9 de mani\u00e8re significative de pr\u00e9 \u00e0 posttraining sur la EFFECTUER moyenne \u00e0 la taille des effets tr\u00e8s importants. Les r\u00e9sultats sugg\u00e8rent que l&#8217;utilisation de la m\u00e9thodologie de vignette clinique telle que celle utilis\u00e9e par le PERFORM peut \u00eatre une approche suppl\u00e9mentaire pour \u00e9valuer les connaissances proc\u00e9durales RASE qui offre les avantages de la faisabilit\u00e9, la fiabilit\u00e9 et la sensibilit\u00e9 \u00e0 la formation. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00c9valuation des comp\u00e9tences d&#8217;intervention et le respect des pratiques fond\u00e9es sur des donn\u00e9es probantes (RASE) a gagn\u00e9 une attention consid\u00e9rable ces derni\u00e8res ann\u00e9es. Une vari\u00e9t\u00e9 de m\u00e9thodes de mesure des connaissances proc\u00e9durales et le respect foisonnent; mais beaucoup sont gourmandes en ressources, peut ne pas \u00eatre possible \u00e0 travers les syst\u00e8mes de prestation de services de sant\u00e9 et d&#8217;\u00e9ducation mentale et sont souvent associ\u00e9s \u00e0 un manuel de traitement sp\u00e9cifique. Ce projet de d\u00e9monstration a \u00e9valu\u00e9 la faisabilit\u00e9 de l&#8217;utilisation de la m\u00e9thodologie de vignette clinique pour examiner les connaissances proc\u00e9durales RASE. Les apprenants \u00e0 travers trois diff\u00e9rents \u00e9chantillons lire une vignette de cas d&#8217;un jeune qui soit la d\u00e9pression comorbide et un comportement perturbateur ou d&#8217;anxi\u00e9t\u00e9, puis \u00e9crit comment ils appliquer une technique (de r\u00e9solution de probl\u00e8mes ou d&#8217;exposition) avec que les jeunes. Coder ces r\u00e9ponses ouvertes \u00e0 l&#8217;aide du formulaire de r\u00e9ponse pratique \u00c9l\u00e9ment (PERFORM) a donn\u00e9 d&#8217;excellents fiabilit\u00e9s interjuges pour la r\u00e9solution de probl\u00e8mes (coefficient de corr\u00e9lation intraclasse [ICC] M = .80) et de l&#8217;exposition (ICC M = 0,81). Les scores des stagiaires ont augment\u00e9 de mani\u00e8re significative de pr\u00e9 \u00e0 posttraining sur la EFFECTUER moyenne \u00e0 la taille des effets tr\u00e8s importants. Les r\u00e9sultats sugg\u00e8rent que l&#8217;utilisation de la m\u00e9thodologie de vignette clinique telle que celle utilis\u00e9e par le PERFORM peut \u00eatre une approche suppl\u00e9mentaire pour \u00e9valuer les connaissances proc\u00e9durales RASE qui offre les avantages de la faisabilit\u00e9, la fiabilit\u00e9 et la sensibilit\u00e9 \u00e0 la formation. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[435],"class_list":["post-126076","reference","type-reference","status-publish","hentry","reference-type-journal-article"],"acf":{"citation":"Higa-McMillan, C., Nakamura, B., Becker, K., Chang, J., Chiu, A., Stanick, C., Cheron, D., Daleiden, E., and Chorpita, B. (2017). Measuring practice element procedural knowledge: How do trainees PERForm?. Training and Education in Professional Psychology, 11(4), 243-251. Retrieved from https:\/\/psycnet.apa.org\/record\/2017-26167-001.","authors":"Higa-McMillan, C., Nakamura, B., Becker, K., Chang, J., Chiu, A., Stanick, C., Cheron, D., Daleiden, E., and Chorpita, B.","org":"","year":"2017","title_fr":null,"editors_hidden":"","publication":"Training and Education in Professional Psychology","publication_fr":null,"volume":"11","issue":"4","Series":"","SeriesNumber":"","page_range":"243-251","publisher_city":"","publisher_state":"","publisher":"","abstract_en":null,"abstract_fr":null,"keywords":"","paywall":"0","doi":"10.1037\/tep0000160","isbn":"","url":"https:\/\/psycnet.apa.org\/record\/2017-26167-001","url_fr":null,"url_amazon":"","TRACK":"0"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Measuring practice element procedural knowledge: How do trainees PERForm? - Future Skills Centre \u2022 Centre des Comp\u00e9tences futures<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fsc-ccf.ca\/fr\/references\/measuring-practice-element-procedural-knowledge-how-do-trainees-perform-2\/\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"1 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/references\\\/measuring-practice-element-procedural-knowledge-how-do-trainees-perform-2\\\/\",\"url\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/references\\\/measuring-practice-element-procedural-knowledge-how-do-trainees-perform-2\\\/\",\"name\":\"Measuring practice element procedural knowledge: How do trainees PERForm? 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