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Contexte : Les professionnels et futurs professionnels de la santé ont pour mission de délivrer des soins sûrs et de qualité malgré la complexité croissante des problèmes de santé que présente la population. La collaboration interprofessionnelle est une des solutions prometteuses pour répondre, à long terme, à ces enjeux sanitaires et démographiques. En réponse à ces défis, le Centre interprofessionnel de simulation (CiS) a développé la simulation interprofessionnelle pour enseigner la collaboration interprofessionnelle aux étudiants des différentes filières de formation en santé ainsi qu’aux professionnels en activité. Problématique : Une enquête conduite au CiS a confirmé que la facilitation de simulations interprofessionnelles est particulièrement exigeante pour les formateurs et ce d’autant plus qu’ils l’effectuent en binômes interprofessionnels. Description du programme : Le CiS a donc développé un programme original de formation de formateurs en simulations interprofessionnelles pour leur permettre d’être à la fois efficaces et à l’aise lors de ces enseignements interprofessionnels. Ce programme se décline en trois niveaux : facilitation de simulation, éducation interprofessionnelle et co-facilitation de simulation interprofessionnelle. Au terme de la formation, il est attendu que les formateurs disposent des connaissances et compétences nécessaires à la co-facilitation de simulation interprofessionnelle. Les évaluations reflètent une haute qualité de la formation, avec une adéquation élevée de réponse aux besoins des formateurs. Ceux-ci indiquent augmenter leur niveau de compétences et de connaissances tant en facilitation de simulation qu’en enseignement interprofessionnel. Conclusion : Les formateurs formés sont de meilleurs vecteurs pour le transfert des compétences en collaboration interprofessionnelle auprès des étudiants et dans les milieux cliniques.

Contemporary practice in interprofessional education (IPE) has evolved predominantly focusing on the competencies for interprofessional collaboration (IPC) that learners must acquire. Competencies that educators need to successfully deliver IPC have been overlooked. This lack of attention is further confounded by a field replete with inconsistent terminology and standards and no global consensus on the core competencies needed for IPE facilitation. There are no globally accepted tools to assess interprofessional educators' competencies nor are there established training programmes that might be used as the basis for a collective global approach to these issues. The International Working Group for Interprofessional Educators Competencies, Assessment, and Training (IWG_IPEcat) seeks to address this gap using a sequential mixed-method approach, to deliver globally developed, empirically derived tools to foster IPE educator competencies. This article presents the protocol of the research project.

This study aimed to translate the Interprofessional Facilitation Scale in French and validate its use for interprofessional simulation training. Experts translated the items into French and then back translated them into English. Data used for the validation were collected from interprofessional simulation trainings. Experts and observers found the scale's content validity was suitable. A principal component analysis was conducted. The Kaiser-Meyer-Olkin test value was 0.88 and two factors were identified, that explained 59.9% of the variance. They were labeled: (a) Opportunity of Interprofessional Learning and (b) Psychological Safety. The Cronbach's alpha measure of internal consistency was 0.91. The learning simulation environment explained the structure of the scale. This study provides evidence that the French version of Interprofessional Facilitation Scale can be used in the context of interprofessional simulation training.

Face a l’allongement de l’esperance de vie dans nos societes actuelles, les instances socio-educatives et de sante s’interrogent sur le devenir des personnes en situation de handicap. En Suisse, le vieillissement conjoint des parents et de leurs enfants en situation de handicap avec une deficience intellectuelle preoccupe ces differentes instances. Qu’elles vivent en internat ou en externat, le vieillissement de ces personnes confronte les parents, les professionnels, les institutions, le systeme socio-sanitaire a la prise en compte de nouvelles dimensions dans l’accompagnement, notamment celle du suivi de sante. C’est dans ce contexte que nous questionnons l’engagement des parents dans le suivi de sante de leur fils/fille et de ce qu’il implique pour chacun des acteurs du reseau d’accompagnement.

Additional file 1.

D’ici 2030, le nombre de personnes âgees de 65 ans et plus en Suisse devrait augmenter de 66 % pour depasser les deux millions de personnes, avec une hausse plus soutenue pour les plus de 80 ans. Cette evolution entraine le developpement des soins palliatifs au sein des etablissements medico-sociaux pour proposer un accompagnement visant la qualite de vie des personnes tres âgees, tres dependantes et multi morbides. Pour permettre aux etablissements de repondre a cette evolution, tous les collaborateurs doivent etre formes a l’approche palliative. Dans ce cadre, la Haute ecole de sante de Geneve est regulierement mandatee pour proposer des dispositifs de formation. Soucieux de la qualite et de l’efficacite des formations dispensees, nous avons developpe l’utilisation systematique d’une methode d’evaluation du changement des pratiques professionnelles. Cette methode permet d’objectiver le transfert des savoirs et savoirs-agir dans l’activite quotidienne des professionnels apres la formation. A partir d’un exemple, nous montrerons qu’au-dela d’une simple reponse au besoin de formation, notre methode d’evaluation met en evidence les benefices d’une formation interprofessionnelle en soins palliatifs.

As part of their mandates, health training institutions are regularly called to offer training programs for health professionals. Evaluating the effectiveness of these training courses is an obvious necessity and it is necessary to measure the benefits for users in their care, for professionals in their practice and for institutions in their organization. In this article, we provide a description of the training evaluation method that we have developed. It provides a guide for structuring evaluations and tools for evaluating reactions, learning, change in practices, results and benefits for users.Dans le cadre de leurs mandats, les institutions de formation en santé sont régulièrement sollicitées pour proposer des dispositifs de formation pour les professionnels de santé. L’évaluation de l’efficacité de ces formations est une nécessité évidente et il convient d’en mesurer les bénéfices pour les usagers dans leur prise en charge, pour les professionnels dans leur pratique et pour les institutions dans leur organisation. Nous proposons dans cet article une description de la méthode d’évaluation de formation que nous avons développée. Elle fournit un guide de structuration des évaluations et des outils permettant l’appréciation des réactions, des apprentissages, des changements de pratiques, des résultats et du bénéfice pour les usagers.

Interprofessional education has become a prerequisite to ensure high-quality care. To enhance interprofessional education, we proposed the use of a serious game to prepare students for subsequent simulated cases. In this paper, we describe the use of a serious game with 37 students from four professions. The serious game was followed by a subsequent simulated practice session with standardized patient. Student evaluations indicated that they appreciated the quality and the utility of the serious game and the impact on their knowledge and collaborative practice in the subsequent simulated practice session. Our findings support the idea that students consider serious games to be efficient, useful, and pertinent for preparation for case scenarios and collaborative practice. Serious games appear to enhance interprofessional collaboration of students and assist them with appreciating their various professional perspectives.

International audience; A decline in the ability to identify fearful expression has been frequently reported in patients with Alzheimer's disease (AD). In patients with severe destruction of the bilateral amygdala, similar difficulties have been reduced by using an explicit visual exploration strategy focusing on gaze. The current study assessed the possibility of applying a similar strategy in AD patients to improve fear recognition. It also assessed the possibility of improving fear recognition when a visual exploration strategy induced AD patients to process the eyes region. Seventeen patients with mild AD and 34 healthy subjects (17 young adults and 17 older adults) performed a classical task of emotional identification of faces expressing happiness, anger, and fear in two conditions: The face appeared progressively from the eyes region to the periphery (eyes region condition) or it appeared as a whole (global condition). Specific impairment in identifying a fearful expression was shown in AD patients compared with older adult controls during the global condition. Fear expression recognition was significantly improved in AD patients during the eyes region condition, in which they performed similarly to older adult controls. Our results suggest that using a different strategy of face exploration, starting first with processing of the eyes region, may compensate for a fear recognition deficit in AD patients. Findings suggest that a part of this deficit could be related to visuo-perceptual impairments. Additionally, these findings suggest that the decline of fearful face recognition reported in both normal aging and in AD may result from impairment of non-amygdalar processing in both groups and impairment of amygdalar-dependent processing in AD.

International audience; The objective of the present article is to show that connectionist simulations can be used to model some of the socio-cognitive processes underlying the learning of the norm of internality. For our simulations, we developed a connectionist model which we called NetNorm (based on Dual-Network formalism). This model is capable of simulating the implicit learning of this social norm through a simple process of situation/reinforcement association. In a second simulation, we simulated a non-linear learning in order to reproduce the triple inflexion in the internality learning curve that has been observed for children entering high school. The results support those previously reported in the literature. Moreover, our simulations could be used to develop new experimental predictions.

Background Undocumented migrants endure adverse living conditions while facing barriers to access healthcare. Evidence is lacking regarding their healthcare needs, notably in regards to chronic diseases. Our goal was to investigate health conditions in undocumented migrants attended in primary care setting. Methods This study was conducted at the primary care outpatient clinic, Geneva University Hospitals, Switzerland. We retrospectively recorded and coded all medical conditions of a random sample of 731 undocumented migrants using the International Classification of Primary Care, 2nd version (ICPC-2). We dichotomized conditions as chronic or non-chronic and considered multimorbidity in the presence of three or more chronic conditions. Results Participants originated from 72 countries and were mainly female (65.5%) with a mean age of 42.4 (standard deviation [SD]: 11.4) years. They presented a mean of 2.9 (SD: 2.1; range: 1–17) health conditions. In multivariable analysis, the number of conditions was associated with female gender (p = 0.011) and older age (p