Première journée nationale de prévention des chutes, 1er octobre 2024, Montpellier (notice n° 1673013)
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| Language code of text/sound track or separate title | fre |
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| Authentication code | dc |
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| Personal name | Blain, Hubert |
| Relator term | author |
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| Title | Première journée nationale de prévention des chutes, 1er octobre 2024, Montpellier |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
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| General note | 90 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Introduction : L’ETP s’est développée en France à l’aide de la formation continue des professionnels de santé avant d’être intégrée dans les formations initiales (FI) des professionnels de santé. Cependant, certains auteurs montrent que l’offre est restée très hétérogène. Dans le contexte du développement de l’APC, comment les référentiels de compétences des différentes formations initiales en santé intègrent l’ETP ? Méthode : L’analyse porte sur les curriculums prescrits des cinq formations initiales : Diététicien, Infirmier, Masseurs-kinésithérapeute, Maïeutique et Médecin généraliste. L’analyse de la structure et du type de curriculum est combinée avec une analyse descriptive de l’intégration de l’ETP à partir de critères de contenu et de cohérence interne. Résultats : A été mise en évidence la prédominance des curriculums traditionnels qui font coexister des compétences avec une organisation par enseignement disciplinaire. L’ETP apparaît intégrée à des compétences plus larges (soins éducatifs, prévention ou promotion de la santé). La progression de l’étudiant est majoritairement exprimée en termes de connaissance (contenu). Il y a une hétérogénéité en termes de finalités (compétences, apprentissages cibles), de format (volume, organisation de la formation à l’ETP), de méthode d’enseignement et d’évaluation. Discussion : La prédominance du profil « traditionnel » (pour 4 des 5 curriculums) indique que l’APC n’est pas encore pleinement intégrée dans les curriculums prescrits en santé. Cela se traduit par des compétences qui sont peu opérationnelles, détaillées dans une section à part de la maquette de formation. Les modalités d’enseignement ou d’évaluation ne semblent pas leur être spécifiques. Au contraire, on constate un découpage de la formation selon les connaissances, c’est-à-dire le contenu des enseignements sans qu’il n’y ait de lien entre eux. Dans leurs formats actuels, les curriculums ne semblent pas soutenants pour l’intégration réellement l’ETP dans la formation initiale. Ce travail montre l’urgence de la mise en place d’un référentiel pour la formation initiale qui permettrait de développer l’ETP dans les nouveaux formats par APC. Ces propositions constituent des repères pour les décideurs et les responsables de formations qui souhaiteraient accompagner les instituts et les universités dans de telles réformes et ouvrir des perspectives d’évolution des référentiels prescrits vis-à-vis de l’ETP. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Introduction: TPE was developed in France with the help of continuing education for healthcare professionals, before being integrated into the into the undergraduate education of healthcare professionals. However, some authors have shown that it remains highly heterogeneous. In the context of the development of competency-based approach (CBA), do the prescribed curricula of the various undergraduate health education programs integrate TPE? Method: The analysis focuses on the prescribed curricula of the five initial training courses: Dietician, Nurse, Physiotherapist, Maieutician and General Practitioner. The analysis of curriculum structure and type was combined with a descriptive analysis of the integration of TPE, based on content and internal consistency criteria. Results: Our results highlight the predominance of traditional curricula in which competencies coexist with a disciplinary organization. TPE appears to be integrated into broader competencies (educational care, prevention or health promotion). Student progress is mostly expressed in terms of knowledge (content). There is heterogeneity in terms of aims (skills, target learning), format (volume, organization of TVE training), teaching method and assessment. Discussion: The predominance of the “traditional” profile (for 4 of the 5 curricula) indicates that CBA has not yet been fully integrated into prescribed health curricula. This translates into competencies that are not very operational, detailed in a separate section of the training model. Teaching and assessment methods do not appear to be specific to these competencies. On the contrary, training is divided up according to knowledge, i.e., course content, with no link between them. In their current formats, curricula do not seem to support the real integration of TPE into initial training. This work shows the urgent need to set up a reference framework for initial training, which would enable TPE to be developed in the new CBA formats. These proposals are intended as pointers for decision-makers and training managers wishing to support institutes and universities in such reforms, and to open up prospects for the evolution of the prescribed reference frameworks with regard to TPE. |
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| Personal name | Tran, Patrice |
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| Personal name | Michel, Jean-Pierre |
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| Personal name | Bernard, Pierre-Louis |
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| Personal name | Berrut, Gilles |
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| Personal name | Salles, Nathalie |
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| Personal name | d’Avrincourt, Marie-Christine |
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| Personal name | Michon, Eric |
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| Personal name | Pardell, M. |
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| Personal name | Weber, P. |
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| Personal name | Bayol, Sébastien |
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| Personal name | Bouget, Catherine |
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| Personal name | Coste, Olivier |
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| Personal name | Gérard, Stéphane |
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| Personal name | Paccard, Delphine |
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| Personal name | Puisieux, François |
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| Personal name | Ségu, Alain |
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| Personal name | Vigouroux, Cyril |
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| Personal name | Abdellaoui, A |
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| Personal name | Annweiler, Cédric |
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| Personal name | Autard, Thierry |
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| Personal name | Bedbrook, Anna |
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| Personal name | Bracco, L |
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| Personal name | Czarlewski, Wencyslawa |
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| Personal name | de Vries, Govert |
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| Personal name | Nouvel, Fabrice |
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| Personal name | Puyjarinet, F |
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| Personal name | Robiaud, JB |
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| Personal name | van Eeerd, Michel |
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| Personal name | Voisin, C |
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| Personal name | Vallat, Audrey |
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| Personal name | Villars, H |
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| Personal name | Bonin-Guillaume, Sylvie |
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| Personal name | Montero-Odasso, Manuel |
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| Personal name | Van der Velde, Nathalie |
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| Personal name | Bousquet, Jean |
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| Note | Gériatrie et Psychologie Neuropsychiatrie du Vieillissement | 23 | 1 | 2025-04-15 | p. 9-23 | 2115-8789 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://stm.cairn.info/revue-geriatrie-et-psychologie-neuropsychiatrie-du-vieillissement-2025-1-page-9?lang=fr&redirect-ssocas=7080">https://stm.cairn.info/revue-geriatrie-et-psychologie-neuropsychiatrie-du-vieillissement-2025-1-page-9?lang=fr&redirect-ssocas=7080</a> |
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