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• W3138406095 abstract "La complexité se définit comme un état ou un caractère d’éléments divers et entremêlés. Appréhender la complexité en santé repose sur la capacité à relier des dimensions de nature différente biologique, physique, psychologique, sociale et spirituelle. À l’échelon du patient, cette capacité conduira à des décisions médicales pouvant être simples, compliquées, voire complexes dans les pathologies chroniques ou les états polypathologiques. Les échelons collectif (le travail pluri-professionnel et interdisciplinaire) et systémique (l’offre de soin) sont aussi contributifs à la pertinence de ces décisions. L’enseignement médical doit permettre à l’étudiant l’appréhension de la complexité en santé et l’apprentissage des décisions complexes. L’enseignement de la complexité en santé doit aussi intégrer une ouverture aux humanités en santé, favoriser la curiosité de l’étudiant pour les arts et la beauté des sciences. Il doit enfin s’appuyer sur l’enjeu de la responsabilité sociale des facultés et du mandat de servir, la recherche de l’exigence scientifique et clinique, l’importance de l’interdisciplinarité et de l’interdépendance des dimensions individuelle et systémique, pour permettre à l’étudiant de mieux saisir la complexité du réel. Complexity is defined as “a state or character of diverse and intermingled elements”. Physicians needs to link the biological, physical, psychological, social and spiritual dimensions. On a daily basis, medical decisions can be simple, complicated or even complex. Complex actions are required in order to face the increase in chronic, sometimes multiple, pathologies in the same person. Thus, the individual scale (the patient), the collective scale (multi-professional and interdisciplinary work) and the systemic scale (care provision) must be integrated. Physicians, through their teaching and practice, and the system, through its organization, are able together to integrate the growing complexity of healthcare. At the end of their training, future doctors go through a three-step evolution: acquiring experience through practice, reflection on their action, then eventually questioning the transformation to be made to their practices. The teaching of complexity in medicine must also integrate a humanistic culture, fostering the student's curiosity for the arts and the beauty of science. In order for the student to succeed in grasping the complexity of reality, medical education must mobilize: the faculties mandate to serve faculties as well as their social responsibility, scientific and clinical high standards interdisciplinarity, and the interdependence of individual and systemic dimensions." @default.
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• W3138406095 date "2021-06-01" @default.
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• W3138406095 title "Enseigner la complexité dans les études médicales" @default.
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• W3138406095 doi "https://doi.org/10.1016/j.banm.2020.10.020" @default.
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