Issue:
Teaching in training programs leading to professional practice in healthcare requires the mobilization of varied and dynamic pedagogical methods. To help achieve the goals of an occupational therapy training program, the Masterclass Pedagogical Method (MPM) can be used to develop specific and transversal competencies. In this context, the MPM, which corresponds to an advanced teaching space offered by one or more recognized experts in a particular field, proves to be an interesting and effective method. It aims to deepen or develop certain skills (for example, communicator, collaborator, change agent). More precisely, the MPM as a specific teaching method offers a number of advantages including: direct access to expertise providing learners with a unique perspective and awareness; deepening of knowledge enabling participants to specialize in a particular field; continuous communication and sustained feedback allowing participants to ask questions and interact directly with the teacher promoting active learning; using practice and application (for example, exercises, demonstrations or case studies) helping to generalize the concepts learned to a real-life context; networking with other enthusiasts in the same field, opening up opportunities for collaboration and the exchange of ideas; motivation and inspiration through contacts with experts and other learners; and learning process flexibility. Pedagogically, how is a MPM structured and deployed? What are the requirements for learners and teachers to participate in a MPM?

Objective:
The aim of this presentation is to offer a critical analysis of the development and deployment of a MPM.

Method:
To answer these questions, a learning activity design method was used. This enabled the collection and analysis of necessary data in a precise and rigorous manner.

Results:
The organization and articulation of the various pedagogical activities, as well as the teaching styles advocated, are detailed and critiqued. The links between teaching methods and activities are presented and discussed. The requirements for learners and teachers are also identified.

Discussion/Conclusion:
As well as being stimulating and inspiring for participants, a MPM, as a dynamic procedure facilitates development of competencies by providing opportunities for reflection. At the same time, it provides inspiration for participants, who are put in direct contact with experts and other learners. It allows for flexible learning process and the updating of competencies.

Keywords: Pedagogical Innovations, Active and Experiential Learning, Collaborative and Problem-based Learning, Creativity and Design Thinking, Learning Space Design.