Résumés
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
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
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
Parties annexes
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