Http Dx Doi Org 10 1080 09650792 2014 980286, Dec 13, 2014
ABSTRACT The knowledge translation movement in health has led to the production of vast amounts o... more ABSTRACT The knowledge translation movement in health has led to the production of vast amounts of knowledge tools aimed at broadening clinicians’ evidence base and improving the quality and efficacy of their practices. However important, these tools, largely oriented towards biomedical and technological aspects of care, are of limited potential for addressing the complex interactions between patients’ socio-economic contexts and their health. Yet health professionals frequently lack the sensitivity, knowledge and ability to incorporate approaches to poverty within their practices; this is partly due to their limited understanding of the lived experience of poverty and of the complexity of barriers underprivileged people face to achieve and maintain health. In a context of persisting social inequalities in oral health, the Montreal-based Listening to Others multi-stakeholder partnership has been engaged in developing health professional education on poverty since 2006. In this article, we describe and reflect on how service users representing the Québec antipoverty coalition, academics from University of Montreal and McGill University, representatives of Québec dental regulatory bodies and artists collaborated to produce an educational film on poverty. Project partners’ specific contributions to the film script are highlighted, emphasizing their potential to enrich the health professional educator’s practice knowledge base. In doing so, this article provides an explicit and concrete example of how participatory processes can support co-learning and knowledge co-production through engagement with the arts. The overall aim is to demonstrate how participatory research can enhance knowledge translation by producing educational tools that promote critical reflection and address complexity.
Describe the preschool education of children in educational services. Study the effects of compon... more Describe the preschool education of children in educational services. Study the effects of components of preschool educational service attendance on the development of kindergarten children, based on income. A sample of 1,184 children was extracted from a survey frame that included Montréal children assessed in the 2012 Québec Survey of Child Development in Kindergarten (2012 QSCDK). Data collected from the parents of these children allowed us to document the following components of educational service attendance (independent variables): longitudinal profile of the service used; age at entry; duration; average weekly attendance; and cumulative time. Linking QSCDK data provided a measure of development of children in kindergarten (dependent variable). Various logistic regression models using different combinations of components of educational service attendance were tested. Akaike information criterion enabled us to select the model that best explains the data. Children from low-income families are proportionately fewer to attend a preschool educational service than children from better-off families (79.6% vs. 90.5%; chi-square test (1df), p < 0.001). Children from low-income families who attended only an early childhood centre (centre de la petite enfance) are less likely to be vulnerable in two or more domains of development compared to their peers who did not attend educational services (OR 0.23; CI: 0.06 –0.92). Children who started attending an educational service before the age of 12 months are less likely to be vulnerable in two or more domains of development (OR: 0.38; CI: 0.18–0.81). Attending an early childhood centre (centre de la petite enfance) is beneficial to the development of children from low-income families.
Canadian journal of public health = Revue canadienne de santé publique, Jan 22, 2012
This article presents a modelling of the collective decision-making process by which a community-... more This article presents a modelling of the collective decision-making process by which a community-based population-level intervention transformed the organization of early childhood services in a Montréal community from 2001 to 2006. Multisectoral players from a childhood/family issue table. The chosen territory is one of the most multi-ethnic and poorest neighbourhoods of Montréal. The intervention being examined is Understanding the Early Years (UEY), a Canada-wide initiative aiming to strengthen communities' capacity to use quality information to support the thought process relating to the organization of early childhood services. Twelve Canadian regions took part, including Montréal. The time chart for the collective decision-making process presents the events that significantly influenced the procedure: establishment of an intersectoral working committee, production of a portrait of the neighbourhood, think tank, development and implementation of the Passage maison-école [ho...
The aim of the survey was to provide a picture of the school readiness of 5-year-old Montréal chi... more The aim of the survey was to provide a picture of the school readiness of 5-year-old Montréal children starting school and to identify disparities between neighbourhoods and the socio-economic factors determining these differences. 10,513 children were assessed using the Early Development Instrument. The results show that in Montréal, one child in three is vulnerable in at least one area of school readiness. Figures range from 22% to 43% in the different territories. A significant association was found between parents' level of education and the vulnerability of children. Differences between languages are found when analyzing school readiness based on groups of children by mother tongue. A comparative analysis between Montréal and two other large Canadian cities shows that the average score of children in Montréal is higher than the average score of Vancouver children in all areas and higher than the average score of Toronto children in two areas. The differences between territo...
Dental education on specific knowledge and intervention approaches for working with people living... more Dental education on specific knowledge and intervention approaches for working with people living on welfare is crucial to the therapeutic success of the relationships dental professionals establish with this clientele. Despite growing attention to the importance of cultural competence and communication skills training in dentistry, very few initiatives have been documented in relation to serving low-income populations. Following discussions at a 2006 Montreal-based colloquium on access to dental care, academics, dental association administrators, and public health agency and antipoverty coalition representatives began collaborating to develop innovative pedagogy designed to increase providers' competence in interacting with their underprivileged patients. The group's first round of workshops (November 2006-October 2007) resulted in the creation of an original video-based tool containing testimonies from six individuals living currently or formerly on welfare. The videotaped...
ABSTRACT The knowledge translation movement in health has led to the production of vast amounts o... more ABSTRACT The knowledge translation movement in health has led to the production of vast amounts of knowledge tools aimed at broadening clinicians’ evidence base and improving the quality and efficacy of their practices. However important, these tools, largely oriented towards biomedical and technological aspects of care, are of limited potential for addressing the complex interactions between patients’ socio-economic contexts and their health. Yet health professionals frequently lack the sensitivity, knowledge and ability to incorporate approaches to poverty within their practices; this is partly due to their limited understanding of the lived experience of poverty and of the complexity of barriers underprivileged people face to achieve and maintain health. In a context of persisting social inequalities in oral health, the Montreal-based Listening to Others multi-stakeholder partnership has been engaged in developing health professional education on poverty since 2006. In this article, we describe and reflect on how service users representing the Québec antipoverty coalition, academics from University of Montreal and McGill University, representatives of Québec dental regulatory bodies and artists collaborated to produce an educational film on poverty. Project partners’ specific contributions to the film script are highlighted, emphasizing their potential to enrich the health professional educator’s practice knowledge base. In doing so, this article provides an explicit and concrete example of how participatory processes can support co-learning and knowledge co-production through engagement with the arts. The overall aim is to demonstrate how participatory research can enhance knowledge translation by producing educational tools that promote critical reflection and address complexity.
Cet article présente les résultats d'une étude multicas sur le rôle des centres de la petite enfa... more Cet article présente les résultats d'une étude multicas sur le rôle des centres de la petite enfance (CPE) au Québec dans la préparation de la transition vers la maternelle des enfants et de leurs familles. La recherche s'appuie sur un modèle de co-construction de la transition vers l'école et sur une vision d'une relation partagée des relations avec les familles. L'analyse des entretiens avec les éducatrices et les mères de sept enfants de quatre ans révèle trois thèmes de discussion : la préparation de l'enfant, le soutien au parent, et les rituels de transition. Ces thèmes font référence aux pratiques de transition formelles et informelles, aux attitudes et aux perceptions au sujet des besoins des enfants pour être « prêts » pour l'école et sur le fonctionnement de la maternelle.
Http Dx Doi Org 10 1080 09650792 2014 980286, Dec 13, 2014
ABSTRACT The knowledge translation movement in health has led to the production of vast amounts o... more ABSTRACT The knowledge translation movement in health has led to the production of vast amounts of knowledge tools aimed at broadening clinicians’ evidence base and improving the quality and efficacy of their practices. However important, these tools, largely oriented towards biomedical and technological aspects of care, are of limited potential for addressing the complex interactions between patients’ socio-economic contexts and their health. Yet health professionals frequently lack the sensitivity, knowledge and ability to incorporate approaches to poverty within their practices; this is partly due to their limited understanding of the lived experience of poverty and of the complexity of barriers underprivileged people face to achieve and maintain health. In a context of persisting social inequalities in oral health, the Montreal-based Listening to Others multi-stakeholder partnership has been engaged in developing health professional education on poverty since 2006. In this article, we describe and reflect on how service users representing the Québec antipoverty coalition, academics from University of Montreal and McGill University, representatives of Québec dental regulatory bodies and artists collaborated to produce an educational film on poverty. Project partners’ specific contributions to the film script are highlighted, emphasizing their potential to enrich the health professional educator’s practice knowledge base. In doing so, this article provides an explicit and concrete example of how participatory processes can support co-learning and knowledge co-production through engagement with the arts. The overall aim is to demonstrate how participatory research can enhance knowledge translation by producing educational tools that promote critical reflection and address complexity.
Describe the preschool education of children in educational services. Study the effects of compon... more Describe the preschool education of children in educational services. Study the effects of components of preschool educational service attendance on the development of kindergarten children, based on income. A sample of 1,184 children was extracted from a survey frame that included Montréal children assessed in the 2012 Québec Survey of Child Development in Kindergarten (2012 QSCDK). Data collected from the parents of these children allowed us to document the following components of educational service attendance (independent variables): longitudinal profile of the service used; age at entry; duration; average weekly attendance; and cumulative time. Linking QSCDK data provided a measure of development of children in kindergarten (dependent variable). Various logistic regression models using different combinations of components of educational service attendance were tested. Akaike information criterion enabled us to select the model that best explains the data. Children from low-income families are proportionately fewer to attend a preschool educational service than children from better-off families (79.6% vs. 90.5%; chi-square test (1df), p < 0.001). Children from low-income families who attended only an early childhood centre (centre de la petite enfance) are less likely to be vulnerable in two or more domains of development compared to their peers who did not attend educational services (OR 0.23; CI: 0.06 –0.92). Children who started attending an educational service before the age of 12 months are less likely to be vulnerable in two or more domains of development (OR: 0.38; CI: 0.18–0.81). Attending an early childhood centre (centre de la petite enfance) is beneficial to the development of children from low-income families.
Canadian journal of public health = Revue canadienne de santé publique, Jan 22, 2012
This article presents a modelling of the collective decision-making process by which a community-... more This article presents a modelling of the collective decision-making process by which a community-based population-level intervention transformed the organization of early childhood services in a Montréal community from 2001 to 2006. Multisectoral players from a childhood/family issue table. The chosen territory is one of the most multi-ethnic and poorest neighbourhoods of Montréal. The intervention being examined is Understanding the Early Years (UEY), a Canada-wide initiative aiming to strengthen communities' capacity to use quality information to support the thought process relating to the organization of early childhood services. Twelve Canadian regions took part, including Montréal. The time chart for the collective decision-making process presents the events that significantly influenced the procedure: establishment of an intersectoral working committee, production of a portrait of the neighbourhood, think tank, development and implementation of the Passage maison-école [ho...
The aim of the survey was to provide a picture of the school readiness of 5-year-old Montréal chi... more The aim of the survey was to provide a picture of the school readiness of 5-year-old Montréal children starting school and to identify disparities between neighbourhoods and the socio-economic factors determining these differences. 10,513 children were assessed using the Early Development Instrument. The results show that in Montréal, one child in three is vulnerable in at least one area of school readiness. Figures range from 22% to 43% in the different territories. A significant association was found between parents' level of education and the vulnerability of children. Differences between languages are found when analyzing school readiness based on groups of children by mother tongue. A comparative analysis between Montréal and two other large Canadian cities shows that the average score of children in Montréal is higher than the average score of Vancouver children in all areas and higher than the average score of Toronto children in two areas. The differences between territo...
Dental education on specific knowledge and intervention approaches for working with people living... more Dental education on specific knowledge and intervention approaches for working with people living on welfare is crucial to the therapeutic success of the relationships dental professionals establish with this clientele. Despite growing attention to the importance of cultural competence and communication skills training in dentistry, very few initiatives have been documented in relation to serving low-income populations. Following discussions at a 2006 Montreal-based colloquium on access to dental care, academics, dental association administrators, and public health agency and antipoverty coalition representatives began collaborating to develop innovative pedagogy designed to increase providers' competence in interacting with their underprivileged patients. The group's first round of workshops (November 2006-October 2007) resulted in the creation of an original video-based tool containing testimonies from six individuals living currently or formerly on welfare. The videotaped...
ABSTRACT The knowledge translation movement in health has led to the production of vast amounts o... more ABSTRACT The knowledge translation movement in health has led to the production of vast amounts of knowledge tools aimed at broadening clinicians’ evidence base and improving the quality and efficacy of their practices. However important, these tools, largely oriented towards biomedical and technological aspects of care, are of limited potential for addressing the complex interactions between patients’ socio-economic contexts and their health. Yet health professionals frequently lack the sensitivity, knowledge and ability to incorporate approaches to poverty within their practices; this is partly due to their limited understanding of the lived experience of poverty and of the complexity of barriers underprivileged people face to achieve and maintain health. In a context of persisting social inequalities in oral health, the Montreal-based Listening to Others multi-stakeholder partnership has been engaged in developing health professional education on poverty since 2006. In this article, we describe and reflect on how service users representing the Québec antipoverty coalition, academics from University of Montreal and McGill University, representatives of Québec dental regulatory bodies and artists collaborated to produce an educational film on poverty. Project partners’ specific contributions to the film script are highlighted, emphasizing their potential to enrich the health professional educator’s practice knowledge base. In doing so, this article provides an explicit and concrete example of how participatory processes can support co-learning and knowledge co-production through engagement with the arts. The overall aim is to demonstrate how participatory research can enhance knowledge translation by producing educational tools that promote critical reflection and address complexity.
Cet article présente les résultats d'une étude multicas sur le rôle des centres de la petite enfa... more Cet article présente les résultats d'une étude multicas sur le rôle des centres de la petite enfance (CPE) au Québec dans la préparation de la transition vers la maternelle des enfants et de leurs familles. La recherche s'appuie sur un modèle de co-construction de la transition vers l'école et sur une vision d'une relation partagée des relations avec les familles. L'analyse des entretiens avec les éducatrices et les mères de sept enfants de quatre ans révèle trois thèmes de discussion : la préparation de l'enfant, le soutien au parent, et les rituels de transition. Ces thèmes font référence aux pratiques de transition formelles et informelles, aux attitudes et aux perceptions au sujet des besoins des enfants pour être « prêts » pour l'école et sur le fonctionnement de la maternelle.
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Papers by Isabelle Laurin