Impact d’une formation francophone, internationale et en ligne sur le trouble de la personnalité

Alors que la prévalence du Trouble de la Personnalité Limite (TPL) est élevée et qu’il est caractérisé par une importante sévérité, les personnes atteintes rencontrent souvent des obstacles à l’accès à des soins efficaces en raison de la stigmatisation dans les services de santé. Les formations sur le sujet jouent un rôle crucial pour améliorer la compétence des intervenants et changer leur regard sur les personnes vivant avec le TPL. Dans ce contexte, une équipe de professeurs a développé une formation en ligne autonome intégrant des témoignages de patients partenaires. Évaluer la satisfaction des participants à cette formation, ainsi que l’impact sur différents domaines (perception et compréhension du TPL, impact sur leur pratique). Étude transversale utilisant deux sondages auprès de l’ensemble des étudiants inscrits à un cours en ligne de janvier à septembre 2023. Outre une description des résultats des deux échantillons, nous avons réalisé une approche qualitative des réponses des participants aux questions ouvertes. En plus d’une importante satisfaction, nous avons retrouvé une augmentation du confort des apprenants avec les patients vivant avec un TPL après avoir suivi le cours en ligne. Les réponses qualitatives ont mis en évidence l’intégration de nouvelles approches thérapeutiques, une meilleure compréhension du TPL, une confiance accrue dans la prise en charge des patients, des changements concrets dans la pratique clinique, ainsi qu’une amélioration de la gestion des émotions. Les participants au cours ont intégré plusieurs compétences, et la formation aurait amélioré la perception des personnes vivant avec un TPL chez les cliniciens, renforçant la compréhension, réduisant les préjugés, et favorisant une meilleure gestion émotionnelle. L’étude s’inscrit dans la littérature sur la pédagogie médicale en ligne. Bien qu’efficaces, elles doivent être considérées comme des stratégies complémentaires aux approches en présence. While the prevalence of Borderline Personality Disorder (BPD) is high and it is characterized by significant severity, individuals affected often encounter obstacles to accessing effective care due to stigma in healthcare services. Training on the subject plays a crucial role in improving the competence of caregivers and changing their perception of individuals living with BPD. In this context, a team of professors developed an autonomous online training integrating testimonials from patient partners. To evaluate the satisfaction of participants in this training, as well as its impact on various domains (perception and understanding of BPD, impact on their practice). A cross-sectional study was conducted using two surveys among all students enrolled in an online course from January to September 2023. The first survey, conducted after the course, was gradually administered before the allocation of training credits, while the second, anonymous survey was distributed via the student forum, accessible to all enrolled students in September 2023, regardless of their stage of course completion. Sample 1, consisting of 32 respondents predominantly female (F/H ratio = 3.3), mainly comprised physicians (42.8%) working in a hospital setting (39.0%) and frequently exposed to individuals living with BPD. Sample 2, with 44 respondents, mainly included participants who had partially completed the course (61.4%) and had not participated in synchronous sessions (70.4%), with no data on socio-demographic characteristics. Sample 1, mainly composed of physicians working in hospital settings and frequently exposed to patients with BPD, reported an increase in their comfort with these patients after completing the online course, with high satisfaction both for the online format and the course length. Qualitative responses highlighted the integration of new therapeutic approaches, a better understanding of BPD, increased confidence in patient care, concrete changes in clinical practice, as well as improved emotional management and counter transference. Improvement suggestions included more in-depth content on comorbidities and therapies, aspects related to professional practice and external management, as well as particular attention to prevention and pharmacology. As for Sample 2, respondents’ satisfaction was high, emphasizing the expertise of the trainers, the variety of educational materials, the relevance and updating of the content, as well as the flexibility and accessibility of the course. Areas for improvement included lack of diversity of viewpoints, length and density of content, lack of associated resources and the ability to download course materials, as well as issues with audiovisual quality and use of sophisticated terms. Participants have integrated several skills, and the training appears to have improved clinicians’ perception of individuals living with BPD, enhancing understanding, reducing biases and resistance, and promoting better emotional management. While the strengths of the training have been identified, improvements are needed, including greater diversity of perspectives and more effective management of content length and density. The study aligns with the literature on online medical education. Although online training can be effective, it should not completely replace traditional training and should be viewed as supplementary strategies. The study results are limited by a low response rate, but suggest that online training on BPD is feasible and effective, with implications for enhancing future courses and the need for further research to assess its impact on participants’ knowledge.

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