Formation professionnelle au parcours du patient en soins chroniques : regards croisés sur les attentes et les besoins des étudiants et patients formateurs sur l’implication des patients dans le cursus des études pharmaceutiques
Bibliographic record
Abstract
In order to improve the health of the population and to improve the quality of care and services delivered by the health system, one of the promising avenues is the commitment of patients at all levels of the health system as well as in the training of health professionals. Since 2010, a new relational model has been developed at the Faculty of Medicine of the University of Montreal. This advocates the experiential knowledge of the patient, resulting from life with the disease, complementary to the scientific knowledge of health professionals. Since then, many pioneering patient partnership experiences have multiplied on an international scale. In France, the Faculty of Medicine Pierre and Marie Curie-Sorbonne University creates the first university for patients, offering three university degrees addressed to patients. The University of Bordeaux, for its part, opened the doors of its DU: " patient trainer in the chronic care pathway ", in September 2021. This is a training course addressed to all people living with a chronic disease wishing get involved in the transmission of experiential knowledge to health professionals. In this thesis, we analyzed what implications were possible for patient trainers in the pharmaceutical curriculum at the University of Bordeaux. To do this, we carried out a pilot survey between February 2021 and August 2022, using questionnaires drawn up for the attention of two target profiles: pharmacy students and patient trainers graduates of the DU "patient trainer in the care pathway chronicles". The objective was to understand the needs and expectations of each in order to know, on the one hand, the real usefulness of these lessons for the students, and on the other hand, to be able to adjust the content, the context and the teaching methods. of these lessons based on the different responses collected.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".