J'arpente le geste qui soigne : étude d'une pratique de soin propulsée par mon chemin de vie
Bibliographic record
Abstract
« Cette recherche est une étude de pratique : la mienne. Enfant parentalisée et médecin de famille exerçant depuis quarante-cinq ans, prendre soin a défini ma vie et son sens. Parfois porteur d'exigences douloureuses, ce prendre soin s'est transformé au fil du temps pour devenir porteur de sens et nourrir mon élan de vie. Devenue professeur depuis 2005 à la faculté de médecine de l'Université de Montréal, j'enseigne aux étudiants de divers niveaux de formation à devenir médecins et à leurs professeurs à leur enseigner. L'envie de mettre des mots sur ce savoir pratique de la soignante que je suis m'a conduite à la maîtrise. Les expériences de nos vies nous façonnent et nous transforment. Ce mémoire, en partageant le parcours d'une vie qui a atteint ses soixante-neuf ans, se veut une opportunité de dire, d'exprimer les mots qui se sont offerts pour définir ma manière de prendre soin et ainsi instaurer un dialogue avec le lecteur. Il vous entrainera à ma suite dans le lieu du soin et définira les conditions nécessaires pour que cet espace prenne soin à la fois du soigné et du soignant. Je souhaite que ce mémoire soit une proposition pour ouvrir la voie pour mettre des mots sur la manière singulière de chacun de prendre soin afin d'y trouver son sens et l'élan nécessaire à poursuivre le chemin. Il y a tant de souffrances chez les soignants actuellement. -- Mot(s) clé(s) en français : Mots clés :Prendre soin, écoute, relation, qualité de présence, lien, épochè, lieu du soin. »-- « This research is a study of practice: my own. As a parented child and practicing family doctor for forty-five years, caring has defined my life and its meaning. At times a source of painful demands, taking care has been transformed over time to become a source of meaning and nourishing for my life. Since 2005, I have been a professor in the Faculty of Medecine at the Université de Montréal, teaching students at various levels of training to become doctors, and their teachers to teach them. The desire to put into words the practical knowledge of the caregiver that I am, led me to pursue a master's degree. The experiences of our lives shape and transform us. This memoir, by sharing the journey of a life that has reached its sixty-ninth year, is an opportunity to say, to express the words that have come to define my way of caring, and to establish a dialogue with the reader. Il will take you with me into the place of care and define the conditions necessary for this space to take care of both the cared-for and the career. My hope is that this memoir will open the way to putting words to each person's singular way of caring, in order to find meaning and the impetus to continue the journey. There is so much suffering among caregivers these days. -- Mot(s) clé(s) en anglais : Key words: care, listening, relationship, quality of presence, link, épochè, place of care. »--
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.022 | 0.019 |
| Scholarly communication | 0.010 | 0.007 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".