Apprentissage en binôme collaboratif dans l'enseignement pratique de la formation initiale des pédicures-podologues : une enquête de terrain.

Context: In France, podiatry students work in pairs (near-peer: two students from different cohorts) during clinical practice training sessions organized by the podiatry teaching institute. Aim: To evaluate the collaborative work from a peer-perspective (degree of satisfaction, scheme experience and anticipated training progress). Method: An online questionnaire that included ten closed and one open question was designed. It was first handed out in class and then through Facebook to young graduates. Results: The percentage of positive opinions for all closed questions was over 50%. The quality of practice training sessions was considered adequate or very adequate. The strong points identified by students on closed questions related to the significance of peer-work learning in the care center, the lack of discomfort in asking questions, the ability to explain the links between diseases, morphologies and environment on the one hand and the therapeutic approach on the other. On the whole, students mention that they were satisfied with the pairing. Conclusion: Students seem to appreciate the educational scheme. However, its organization would deserve to be better institutionalized and recognized in order for students to see it as an opportunity rather than an obligation in their training as professional practitioners. For tutor competencies to be recognized, a tutoring course could be recommended to students as early as the first year of training. [ABSTRACT FROM AUTHOR]