Clinical Training Activity: Digital Integration
Introduction. During the COVID‐19 pandemic, it was impossible to access clinical settings to conduct clinical training sessions for professional health programs. A third-space learning environment was developed to allow students to complete their clinical training remotely. Although in-person activities are currently allowed, the program continues to use techno-pedagogical tools. These digital changes require a critical analysis to ensure optimal skill development. Purpose. The purpose of this study is to explore the impact on skill development of the imposed transition of a traditional clinical training activity to an educational third-space. Method. In order to achieve this, a qualitative approach based on the analysis of teaching materials was selected (Paillé, 2007). Results. The results show that the new pedagogical formula favours skill development due to a consistent instructional alignment. The use of video recordings of real clinical situations increases the meaningfulness of learning, collaborative documents allow students to participate actively, and the combination of asynchronous and synchronous work allows them to reflect on key concepts of the profession. Discussion/Conclusion. Focusing on a consistent instructional alignment for clinical training courses is essential to skill development for students enrolled in a professional program, especially as practice becomes more demanding and technology becomes more prevalent.