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Resume Contexte : En formation medicale continue (FMC), les approches pedagogiques ont change beaucoup plus vite que dans l’ensemble de la formation medicale initiale et depuis plus longtemps. Les modifications se sont souvent faites par imitation de bons exemples de sorte que les fondements pedagogiques de ces pratiques maintenant plus diversifiees ne sont pas toujours clairs ou ont ete oublies. Or quand on oublie les fondements de nos pratiques, le risque de deriver est grand. But : Cet article vise a fournir au lecteur un outil simple pour reflechir sur ses propres pratiques pedagogiques. Methode : Les fondements de la psychologie cognitive et de l’education des adultes sont appliques a trois activites tres presentes en FMC : l’expose magistral, la discussion de cas en groupe et l’atelier. Conclusion : L’apprentissage est un processus interne et personnel que l’on doit faciliter par des interventions educatives stimulantes et pertinentes. Celles-ci sont indispensables aux apprenants afin qu’ils trouvent un sens a leur demarche d’apprentissage et qu’ils se l’approprient. Mots cles Formarion medicale continue, fondements pedagogiques, psychologie cognitive, education des adultes. Summary Context: The approaches used in continuing medical education (CME) have evolved much more quickly than those used in undergraduate medical training as a whole, and over a longer period of time. The changes have often emulated exemplary practices such that the educational foundations of these practices, now much more diversified, have become blurred or forgotten. And yet, when we forget the origins of our practices, there is a risk that we will stray from them. Aim: In this article, readers are taken back to educational foundations, in order to understand the importance of their choices about interaction and student-centered approach. Method: The foundations of cognitive psychology and adult education are applied to three common CME activities: formal presentations or lectures, group case discussions, and workshops. Conclusion: Learning is a personal and active process which have to be facilitate by the means of relevant and stimulating educational actions. These actions are essential for the learners in order to appropriate their learning.

Pourquoi « se centrer sur le participant » en formation médicale continue ?