Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur

Les cours d’éducation interprofessionnelle (IPE) permettent de cultiver la pratique collaborative, composante intégrante et contemporaine de la prestation optimale des soins aux patients. Ce projet de recherche a pour but d’explorer si un cours d’IPE utilisant, entre autre, un atelier interprogramme et la rétroaction d’un tandem composé d’un patient partenaire à profil formateur et d’un professeur, influence les attitudes des étudiants en médecine envers l’IPE, ainsi que le développement des habiletés de communication et de collaboration. Quarante-six de 250 étudiants en troisième année de médecine ayant participé au cours ont rempli le questionnaire Readiness of Health Care Students for InterProfessional Learning Scale. Près de 90% de ces étudiants démontrent une attitude positive envers l’IPE. L’analyse qualitative de plus de 1500 commentaires écrits de 223 étudiants en médecine à partir d’un questionnaire d’évaluation du cours a démontré que ceux-ci perçoivent une amélioration de leurs habiletés de communication et de collaboration, une confiance accrue en leurs compétences et globalement une meilleure compréhension des rôles et responsabilités des professionnels. Des facteurs influençant leurs attitudes et croyances, ainsi que les barrières à l’IPE émergent de l’analyse, tels que l’importance d’un respect mutuel et de l’abolition des préjugés envers les autres professions pour la réussite de l’IPE. En participant à ce cours d’IPE, les étudiants de l’Université de Montréal ont une opportunité exceptionnelle de s’initier à la pratique collaborative en partenariat de soins avec le patient. Les barrières à la participation des étudiants de médecine à la recherche pédagogique sont discutées et des pistes de solution pour rehausser leur intérêt dans le futur sont présentées.Interprofessional education (IPE) courses help cultivate collaborative practice, an essential aspect of contemporary health care delivery that improves patient care. The goal of this study is to explore if an IPE course, using an interprogram workshop and retroaction by a tandem comprised of a patient-partner with an instructor profile and of a teacher, an innovative approach initiated by the Université de Montréal, influences medical students’ attitudes towards IPE and allows developing communication and collaborative skills. Forty-six of the two hundred and fifty medical students participating in the course filled out the Readiness of Health Care Students for InterProfessional Learning Scale. A positive attitude towards IPE is found in the vast majority of students («teamwork and collaboration» section: 88.9±5.8% of student answers = agree/completely agree). Qualitative analysis of more than 1500 written comments made by students showed that students perceived an improvement in their communication and collaboration skills, as well as their confidence in those skills. Overall, they had better understanding of professional roles and responsibilities. Factors influencing their attitudes and beliefs, as well as barriers to IPE, emerged from the analysis; the importance of respect and abolishing prejudices in order to succeed at IPE were raised. By participating to this IPE course, medical students of Université de Montréal have an exceptional opportunity to familiarize themselves with health care involving partnership with patients and collaborative practice. A discussion of barriers for the participation of medical students in pedagogical research and possible solutions to enhance their interest in the future are provided

The use of simulation to prepare and improve responses to infectious disease outbreaks like COVID-19: practical tips and resources from Norway, Denmark, and the UK.

In this paper, we describe the potential of simulation to improve hospital responses to the COVID-19 crisis. We provide tools which can be used to analyse the current needs of the situation, explain how simulation can help to improve responses to the crisis, what the key issues are with integrating simulation into organisations, and what to focus on when conducting simulations. We provide an overview of helpful resources and a collection of scenarios and support for centre-based and in situ simulations

Empire

Frontiers on land and bodies are performative of imperial expansion and acceleration. This chapter argues that frontier sites are especially productive of imperial formations, as they expose inconsistencies and excesses that are met with a particular rage and discipline. As such, frontier sites are productive of iterations of imperial violence, which includes the construction of new infrastructures and technologies of violence, as well as the discursive justification for this violent apparatus. Palestine is a frontier of imperial formations that is productive of war technologies, but also a site where debates over the legitimization of the use of this violence takes place. Performances on the frontiers of empire such as Palestine are constitutive of subject and subjectivities on resistance and settler colonialism in global politics. The marking of Hamas as terrorists is central to the coding and interpretations of Palestine in public discourses. The democratic election of Hamas troubled the coding of the movement as an illegitimate terrorist Other, which was met with a performative anxiety and rage by the European Union. The EU had headed the election-monitoring mission in the Occupied Palestinian Territories, and they had declared the elections transparent, free. and fair. Their response, however, was to diplomatically and financially sanction Hamas, which had profound consequences for Palestinian governance. Hamas and Gaza exposed fault lines in empire’s attempt to defend its use of violence. and as such they are also productive of new forms of enacting imperial violence. The chapter explores the performances of Tania El Khoury, whose work uses intimate scenes and audience interactivity to foreground the pain and oppression of imperial violence. Performance acts as a cultural frontier that negotiates and expresses subversive and resistant meanings of violence in global politics

Beyond ambivalence: locating the whiteness of security

No abstract available

Simulation et gestion de crise

International audienceHuman factors characterize how individuals interact with their environments. Analysis of medical errors shows that among human factors, psychological, cognitive, and organizational features are directly related to the quality of care. Therefore, in addition to knowledge and control of technical procedures, care providers should be able to operate within a successful team aiming at developing an adapted therapeutic approach. Simulation is an effective method to train health professionals to these called “non-technical” skills. Various situations provided by simulation offer secured possibilities for training, assessment, and discussion that enable healthcare professionals to face critical situations, develop competences, and improve performance. Based on a literature review, the authors present useful data for the development and promotion of teamwork training in crisis management in simulation centres as well as critical care departments including intensive care, emergency medicine, and anaesthesia departments.Les facteurs humains caractérisent la façon dont les individus interagissent entre eux et avec leurs environnements. L’analyse des erreurs médicales met en évidence qu’au sein des facteurs humains, les dimensions psychologique, cognitive et organisationnelle sont directement liées à la qualité des soins. C’est pourquoi, au-delà de l’acquisition de connaissances, de la maîtrise de procédures et de gestes techniques, les soignants doivent être en mesure de fonctionner de manière performante au sein d’une équipe afin de mettre en place une démarche thérapeutique adaptée. La simulation est une méthode efficace pour former les professionnels de santé à ces capacités qualifiées de « non techniques ». Les situationsreconstruites en simulation offrent un espace sécurisé d’entraînement, d’évaluation et d’échanges qui permet aux professionnels de santé d’être confrontés à des situations critiques, de développer des compétences et d’améliorer leurs performances. À travers une revue sélective de la littérature, les auteurs présentent des données utiles à la promotion et au développement des activités de formation au travail en équipe, à la gestion de crise, dans les centres de simulation ou au sein des services de soins critiques (réanimation, soins intensifs, médecine d’urgence et anesthésie)

School Factors Strongly Impact Transgender and Non-Binary Youths’ Well-Being

Background: School plays an important role in transgender and non-binary (TNB) youths’ life and well-being. The aim of this study was to gain a better understanding of how the lived experiences, gender affirmation and challenges encountered by TNB youths in the school setting affect their well-being. Method: Our study was a qualitative secondary data analysis, based on the interviews of 12 Canadian TNB youths aged 15–17 years old. Results: We found that TNB students’ well-being was closely related to the acknowledgment of gender identity at school. Several factors, including school socio-cultural environment, teachers’ and peers’ attitudes and behaviours, school physical environments and the respect of confidentiality of gender identity were all found to impact TNB students’ well-being. To face adversity related to some of these factors, TNB youths used several contextually driven strategies such as compromising, educating, and sensitizing others about gender diversity and avoiding certain people or situations. Conclusion: Our results highlight the important influence of school climate and culture, as well as teachers’, school personnel’s and peers’ behaviours and attitudes on TNB youths’ well-being. Our findings can guide future interventions to help schools become more inclusive and supportive of gender diversity

The critical nature of debriefing in high-fidelity simulation-based training for improving team communication in emergency resuscitation

Emergency resuscitation in intensive care units (ICUs) requires effective team communication to orchestrate the joint performance of several individuals. Although team simulation training has proven an effective means to improve communication skills in high‐risk environments, the influence of debriefing content on simulation‐based learning is less clear. In this study, 10 ICU teams completed three consecutive cardiac resuscitation scenarios, followed by a 3‐month follow‐up. Control teams received a debriefing on the basis of resuscitation technical skills after each of the first three scenarios, whereas the experimental teams' debriefing focused on team communication. Results showed that although information sharing improved for all teams, communication quality improved only for experimental teams, and these training benefits dissipated after 3 months. The study helps develop a methodology for assessing team communication and highlights the importance of frequent team simulation‐based training and debriefing in emergency medicine that includes both technical and nontechnical skills

Ergonomics and occupational health and safety : a cost-benefit analysis model

The economic costs of occupational safety and health problems place a considerable burden on the competitiveness of both the public entities and the enterprises. Ergonomic problems at the workplace and bad work organization are part of the contributing risk factors to the above mentioned occupational safety and health problems. There are also considerable social costs of workplace accidents related to ergonomic and work organization risk factors. This paper aims to propose a model for the application of Cost-Benefit Analysis in Occupational Health and Safety, taking into account namely ergonomic aspects involved. A previous qualitative exploratory study was undertake n using the Delphi methodology to get some input from an expert panel in order to determine the most important factors which should be included in the model of cost-benefit analysis. This model permits to perform economic evaluations of risks and prevention initiatives from both the company and the society perspectives. It is an important tool to support managers and experts to make an economic analysis before the beginning of any ergonomic intervention project.(undefined