[Empowering yourself to better participate in feedback: a new cognitive-behavioural model for medical learners]. / S'outiller pour mieux participer à la rétroaction : Un nouveau modèle cognitivo-comportemental destiné aux apprenants en médecine.

Sharing formative feedback is inherent in the supervision process and the acceptance of feedback by learners is an essential step in learning. However, receiving feedback from the supervisor evokes emotions and accepting it is not easy. Several recommendations guide preceptors on how to share feedback with learners and all emphasize the importance of encouraging the learner to actively interact in the feedback process. Although studies point to the positive effect of informing and training learners about feedback, few focus on their responsiveness to feedback. Under the rubric of developing a personal skill to better accept feedback, we propose a new behavioral model, called H.O.S.T., which aims to guide learners to approach feedback with a personal growth mindset associated with the learning position. Specifically, the model presents an interdependent set of attitudes and behaviors that aim to facilitate emotional management and engagement in the feedback process, in order to initiate the reflective process necessary for learning and to enable the acquisition of targeted skills. The acronym H.O.S.T. reminds students of the four essential elements of the behavioral model: humility, openness, shared explicitness and tenacity. Based on the positive psychology movement, each element is defined and justified by known theoretical concepts. In order to better assimilate the components of the model, the use of internal dialogue is adopted to facilitate the training and adoption of behaviors. The essence of the model is discussed in light of the feedback literacy dedicated to learners.

Portrait of French-speaking minorities with respect to vaccination against COVID-19.

Background: The coronavirus disease 2019 (COVID-19) vaccination campaign highlighted the requirement to better understand the needs of different populations. French-speaking minorities (FSMs) have greater difficulty accessing quality care in French, and this problem was exacerbated during the COVID-19 pandemic. Objective: The aim of this survey was to develop a descriptive portrait of the health needs of FSMs in relation to the COVID-19 vaccination campaign by describing their vaccination status, attitudes and beliefs compared with English-speaking majorities. Methods: A survey was conducted among eligible participants using convenience sampling. Data measurement includes a descriptive statistical comparison using analysis of the variance, univariate logistic regressions and a two-proportions z-test. Results: Of the 1,505 respondents (554 FSMs vs. 951 English speakers), the FSMs have an average age of 51.4 years and 89.2% are Canadian citizens. Vaccination of children was preponderant among English speakers (74.2% vs. 86.3%), including against COVID-19 (58.6% vs. 73.9%). A higher proportion of FSMs had gotten vaccinated in order to obtain a vaccine passport (39% vs. 29.3%). Among the unvaccinated, FSMs were more likely to question the efficacy of vaccines (60% vs. 36.4%). Canadian citizen FSMs with higher education could be divided in relation to the vaccine regimen. Conclusion: This survey revealed differences between FSMs and the English-speaking majority in their perceptions of vaccine efficacy, particularly vaccination of children, and a polarization of attitudes/beliefs among FSMs according to certain sociodemographic factors.