Vers un modèle de bien-être favorisant l’autonomie dans l’éducation médicale canadienne
DOI :
https://doi.org/10.36834/cmej.75312Résumé
Résumé
Objectif : La détresse de l’apprenant est un enjeu grave pour la médecine aujourd’hui, et les institutions d’enseignement médical ont été appelées à participer à sa résolution. Malheureusement, la majorité d’entre elles ont réagi par l’élaboration d’interventions axées sur le « bien-être » de l’individu au lieu de s’attaquer au système et à la culture qui minent depuis longtemps la profession. En conséquence, les apprenants en médecine sont contraints de suivre des formations sur la résilience, la pleine conscience et l’épuisement professionnel.
Approche : Fondé sur des données empiriques et une théorie éprouvée, j’avance dans ce commentaire l’argument central selon lequel ces interventions sont inopportunes, insultantes et psychologiquement préjudiciables aux apprenants, et qu’elles doivent cesser.
Contribution : Dans le prolongement de travaux antérieurs dans ce domaine, je présente d’abord trois problèmes fondamentaux liés aux interventions individuelles favorisant le bien-être. Je préconise ensuite un changement de paradigme dans la manière d’aborder le « bien-être » dans l’enseignement médical. Enfin, je propose une feuille de route, fondée sur des données probantes et la théorie de l’autodétermination, pour apporter des améliorations opportunes, durables et socialement responsables au niveau systémique, des améliorations qui profiteraient à tous les acteurs du domaine médical, des responsables aux patients en passant par les enseignants et les apprenants.
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