O.10.6 - Assessment of inter-professional seminar involving partner-patients and caregivers: Presenter(s): Maxime Etenaille, Université Libre de Bruxelles, Belgium.

Teaching collaborative practices and interprofessional communication has become a central interest in health care education. Since 2018, in order to pursue this objective, interprofessional seminars are being organised in Brussels at health faculties. These seminars bring together pre-graduate students from eight health disciplines: doctors, nurses, physiotherapists, osteopaths, social workers, pharmacists, occupational therapists and public health. The two main objectives are learning interprofessional communication, and involving patients in their therapeutic decision-making process. These seminars are held in two 3-hour sessions by groups of approximataly 15 students. During the first meeting, students are encouraged to freely discuss their perception of the specificity of their future professional practice: skills, roles, limits, etc. During the second session, a clinical case is presented to them and they must define a multidisciplinary therapeutic support plan centred on the patient's life project. During this last seminar, a patient-partner and a professional are present in each group to encourage their reflection. In order to evaluate the results of the seminars, the participants are requested to answer a pre/post questionnaire on their professional identity, multidisciplinary collaboration and the place of the patient in the care strategy. 740 students participated in this course. The results underline that this type of teaching allows students to feel more confident in their collaborative skills (z= -7.320; p<0.001) and encourages them to include patients in their care process (z= -4.529; p<0.001). Moreover, it appears that they better define their professional identity (z= -5.353; p<0.001). This type of teaching introduces students to collaborative care practices, which, according to the studies, leads them to be more open to this type of practice after graduation by making them more confident in their abilities to implement a structured team approach and by understanding that this will promote the optimal well-being of patients and caregivers. [ABSTRACT FROM AUTHOR]