par Etenaille, Maxime ;Foucart, Jennifer
Référence 20th International Conference on Communication in Healthcare(6th-9th September 2022: Glasgow Caledonian University)
Publication Publié, 2022-09-07
Abstract de conférence
Résumé : Background : 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 organised in Brussels at health faculties. These seminars bring together pre-graduated students from eight health disciplines : doctors, nurses, physiotherapists, osteopaths, social workers, pharmacists, occupational therapists and public health executives. The two main objectives are learning interprofessional communication and involving patients into their therapeutic decision-making process. Methods : These seminars are organised in two 3-hour sessions by groups of about 15 students. During the first meeting, students are encouraged to freely discuss their perceptions 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 contributions of this teaching, the participants answered a pre/post questionnaire on their professional identity, multidisciplinary collaboration and the place of the patient in the care strategy. Finding : 1142 students participated in this course (n=740 after removing missing data). The results underline that this type of teaching allows students to feel more confident in their skills to collaborate (z= -7.320 ; p<0.001) and to include patients in their care process (z= -4.529 ; p<0.001). In addition, it appears that they better define their professional identity (z= -5.353 ; p<0.001). Contribution : This type of scheme introduces students to collaborative care practices, which, according to the studies, leads them to be less resistant to this type of practice after graduation by making them more confident in their abilities to implement a structured team approach and understanding that this will promote the optimal well-being of patients and caregivers.