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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.

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.

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.

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.

This article proposes a connectionist model of the social learning theory developed by Bandura (1977). The theory posits that an individual in an interactive situation is capable of learning new behaviours merely by observing them in others. Such learning is acquired through an initial phase in which the individual memorizes what he has observed (observation phase), followed by a second phase where he puts the recorded observations to use as a guide for adjusting his own behaviour (reproduction phase). We shall refer to the two above-mentioned phases to demonstrate that it is conceivable to simulate learning by observation otherwise than through the recording of perceived information using symbolic representation. To this end we shall rely on the formalism of ecological neuron networks (Parisi, Cecconi, & Nolfi, 1990) to implement an agent provided with the major processes identified as essential to learning through observation. The connectionist model so designed shall implement an agent capable of recording perceptive information and producing motor behaviours. The learning situation we selected associates an agent demonstrating goal-achievement behaviour and an observer agent learning the same behaviour by observation. Throughout the acquisition phase, the demonstrator supervises the observer's learning process based on association between spatial information (input) and behavioural information (output). Representation thus constructed then serves as an adjustment guide during the production phase, involving production by the observer of a sequence of actions which he compares to the representation stored in distributed form as constructed through observation. An initial simulation validates model architecture by confirming the requirement for both phases identified in the literature (Bandura, 1977) to simulate learning through observation. The representation constructed over the observation phase evidences acquisition of observed behaviours, although this phase alone is not sufficient to ensure accurate reproduction and must be made functional through the production phase (Deakin & Proteau, 2000). Results obtained through a second simulation replicate those produced by Bandura & Jeffery (1973), who observed that the individual tested following the retention phase recalled recorded information better than he realized in the production phase. The outcome of a third simulation shows that, when performing the transfer task, agents performed the task all the more effectively when they were required to learn a simple path which facilitated knowledge transfer to an adjacent situation. New explanatory assumptions of the mechanics of learning through observation may be produced through OLEANNet. Thus, observed deterioration between memorization and production is caused by successive approximations which occur in the acquisition phase then in the production phase. Further, depending on the type of learning undergone by agents, use of representation as a production guide induces a more or less stringent constraint in the approximation of actual behaviour. This results, during the transfer task, in the ability to effectively generalize acquired knowledge where such knowledge is not specifically related to the task at hand. In conclusion, connectionist model architecture appears valid for modeling learning through observation as defined by Bandura (1977). However, certain limitations appear during implementation, especially in terms of the observed behaviour's availability and the planning of produced behaviours that future developments are liable to counter.

In any company, in-house documents are an indispensable source of information for production. With the continuous increase in written materials needed by operators to do their job, company documents must be easy to understand and remember so that tasks can be carried out efficiently. But designing effective written materials requires understanding the cognitive processes that take place during reading. After presenting our model of expository (or technical) text memorization and comprehension, we report two experiments aimed at determining some of the important criteria for designing hypertext documents.

International audience; Processing local elements of hierarchical patterns at a superior level and independently from an intact global influence is a well-established characteristic of autistic visual perception. However, whether this confirmed finding has an equivalent in the auditory modality is still unknown. To fill this gap, 18 autistics and 18 typical participants completed a melodic decision task where global and local level information can be congruent or incongruent. While focusing either on the global (melody) or local level (group of notes) of hierarchical auditory stimuli, participants have to decide whether the focused level is rising or falling. Autistics showed intact global processing, a superior performance when processing local elements and a reduced global-to-local interference compared to typical participants. These results are the first to demonstrate that autistic processing of auditory hierarchical stimuli closely parallels processing of visual hierarchical stimuli. When analyzing complex auditory information, autistic participants present a local bias and a more autonomous local processing, but not to the detriment of global processing.

International audience; Short-term and working memory (WM) capacities are subject to change with ageing, both in normal older adults and in patients with degenerative or non-degenerative neurological disease. Few normative data are available for comparisons of short-term and WM capacities in the verbal, spatial and visual domains. To provide researchers and clinicians with a set of standardised tasks that assess short-term and WM using verbal and visuospatial materials, and to present normative data for that set of tasks. The present study compiled normative French data for three short-term memory tasks (verbal, visual and spatial simple span tasks) and two WM tasks (verbal and spatial complex span tasks) obtained from 445 healthy older adults aged between 55 and 85 years. Our data reveal main effects of age, education level and gender on older adults' short-term and WM performances. Equation-based normalisation can therefore be used to take these factors into account. The results provide a set of cut-off scores for five standardised tasks that can be used to determine the presence of short-term or WM impairment in older adults.

Background: The aim of the present study was to assess the possibility of compensating early facial expression recognition impairments in amnestic Mild Cognitive Impairment (a-MCI) patients. Methods: Twelve patients with a-MCI and 17 healthy participants matched according to age and education participated in the study. The originality of the present study was to cue the recognition of facial expressions (happiness, anger, fear, and neutral) by comparing eye region expressions and entire facial expressions. Results: A deficit in the recognition of fearful expressions was observed in a-MCI patients relative to the control group, whereas recognition of all the other emotional expressions was spared. Nevertheless, when eye expressions cued the recognition of fearful facial expressions, the performance of normal controls and a-MCI patients was comparable. Conclusion: The present paper indicates a selective impairment in fear recognition in the prodromal state of Alzheimer’s disease, and the possibility of compensating this deficit by orienting selective attention on specific facial features.

In this study we examine the psychometric characteristics and the predictive validity of the AISS-17, the French version of the Arnett Inventory of Sensation Seeking. Two samples were used, one of which enabled us to carry out prospective monitoring over a period of six months. Our study provides data that support the validity of the AISS-17. This inventory includes the same two factors as the AISS (Novelty and Intensity). It has good concurrent and convergent validity, and its nomological network is comparable to that of the AISS and to the SSS of Zuckerman. However, our study confirms the low reliability of the AISS. We also showed that the AISS-17 has good predictive validity. We observed a significant cross-lagged effect of the AISS-17 at T1 on risk taking at T2, when controlled for age, gender and risk-taking at T1.

Memory Self-Efficacy (MSE) in older adults is linked to memory decline and mental health. However, the relation between MSE and older adults’ beliefs about forgetting and aging is rarely evaluated. In the present study, we hypothesized that beliefs about forgetting and aging predict MSE for older adults, regardless of actual memory performance and mental health. We analyzed data from a community sample of 298 participants aged between 57 and 87 years, using three indicators of MSE (including one of perceived temporal change in memory), a measure of beliefs about forgetting and aging, and measures of memory performance, depression, trait-anxiety, and subjective health. The results support our hypothesis, thereby highlighting the need to consider adherence to beliefs about forgetting and aging when investigating variations in MSE in older adults.