Enseigner la prévention du suicide : une énigme pour l'éducation médicale canadienne
DOI :
https://doi.org/10.36834/cmej.79624Statistiques
Références
D’Eon, MF. The medical school curriculum is not designed for long-term retention: we should stop being alarmed when our learners forget. Can Med Ed J. 2024 Feb 29;15(1):1-5. https://doi.org/10.36834/cmej.79004
D’Eon, MF. Enabling and encouraging sleep deprivation among medical students. Can Med Ed J. 2020 Mar;11(1):e1. https://doi.org/10.36834/cmej.69918
D’Eon M, Lear N, Turner M, Jones C. Perils of the hidden curriculum revisited. Med Teach. 2007 Jan 1;29(4):295-6. https://doi.org/10.1080/01421590701291485
Graziano N. Threads of Life. Can Med Ed J. 2024; 15(3).https://doi.org/10.36834/cmej.79215.
CDC. Facts about suicide. Apr 2024. Available at https://www.cdc.gov/suicide/facts/index.html [Accessed Jul 6, 2024].
Maher J. What troubles me as a psychiatrist about the physician assisted suicide debate in Canada. May 2017. JEMH. Available at (https://www.jemh.ca/issues/v9/documents/JEMH-final-Editorial-iii.pdf). [Accessed Jul 6, 2024].
Palliative Manitoba. CHPCA and CSPCP - joint call to action. Available at https://palliativemanitoba.ca/wp-content/uploads/2020/01/CHPCA-and-CSPCP-Statement-on-HPC-and-MAiD-Final.pdf. [Accessed Jul 6, 2024].
World Medical Association. WMA declaration on euthanasia and physician-assisted suicide. Nov 2021. Available at https://www.wma.net/policies-post/declaration-on-euthanasia-and-physician-assisted-suicide/. [Accessed on Jul 6, 2024].
Clement D. 2016. Human rights in Canada: a history. Waterloo: Wilfrid Laurier University Press.
OHCHR. Mandates of the Special Rapporteur on the rights of persons with disabilities; the Independent Expert on the enjoyment of all human rights by older persons; and the Special Rapporteur on extreme poverty and human rights. Feb 2021. Available at https://spcommreports.ohchr.org/TMResultsBase/DownLoadPublicCommunicationFile?gId=26002. [Accessed Jul 6, 2024].
Ryan RM, Deci EL. Self-determination theory: basic psychological needs in motivation development and wellness. Guilford Publishing; 2017. https://doi.org/10.1521/978.14625/28806
Wiebe N, Hunt A, Taylor T. “Everything new is happening all at once”: a qualitative study of early career obstetrician and gynaecologists’ preparedness for independent practice. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77329
Chua JS, van Diepen M, Trietsch MD, et al. ‘What would my peers say?’ Comparing the opinion-based method with the prediction-based method in Continuing Medical Education course evaluation. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77580
Velez C, Gendreau P, Saad N. Medical students’ perspectives on a longitudinal wellness curriculum: a qualitative investigation. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77833
Karabacak M, Kose EB, Bahadir Z, et al. Factors associated with substance use among preclinical medical students in Turkey: a cross-sectional study. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77088
Hutchinson TA, Hanley JA, Liben S, Lubarsky S. An evaluation of mindful clinical congruence in medical students after course-based teaching. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.75802
Desy J, Harvey A, Weeks S et al. The impact of systematically repairing multiple choice questions with low discrimination on assessment reliability: an interrupted time series analysis. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77596
El Sherif R, Shrier I, Tellier P-P, Rodriguez C. What do we know about Objective Structured Clinical Examination in Sport and Exercise Medicine? A scoping review. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77841
Ausman C, Almatar D, Kiepek N. Medical training to effectively support patients who use substances across practice settings: a scoping review of recommended competencies. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.75973
Preti BT, Sanatani MS. Five ways to get a grip on the personal emotional cost of breaking bad news. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78228
Marceau M, Young M, Gallagher F, St-Onge C. Eight ways to get a grip on validity as a social imperative. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77727
Najeeb U, Kumagai AK. Uprooting the CanMEDS flower? Equity, social justice, and the Medical Expert role. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.79092
Lai M, Taheri K, Aziz R, et al. Evaluation of a novel virtual reality immersive clinical experience to enhance medical education curriculum. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.73165
Mazze N, Pavalagantharajah S, Kwan C, Nieuwesteeg A, Young C, Humphreys J. Resident Support Network: a supportive approach to resident physician wellness. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77147
Markovski M, Jeyabalan V, Stephens R, et al. Resident and teacher perceptions of the preceptor field note: a qualitative analysis. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77182
Wilson TM, Theou O, O’Brien MW. Walk with a Future Doc program allows Canadian medical students to promote physical activity and health education in local communities. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77055
Aristizabal Londono C, Huang C, Chan G. Harnessing Artificial Intelligence’s potential in undergraduate medical education: an analysis of application and implication. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78483
Yang L. Medical school admissions consulting: more harm than good? Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77077
Rajaram A. Large language models in medical education: new tools for experimentation and discovery. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78879
Dhara A, Goel R, Sharda S. Centring equity in medicine: pushback to challenging power. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78848
Zieneldien T. Sleep deprivation. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.79534
Zaccagnini M, Cameron E, Strasser R, Razack S, Dubé T. Educational approaches for social accountability in health professions training: a scoping review protocol. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78911
Association of Faculties of Medicine of Canada. International Congress on Academic Medicine: 2024 medical education abstracts. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.79446
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Marcel F D'Eon, Mark S Komrad, Jeremy Bannon 2024
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La soumission d’un manuscrit original à la revue constitue une indication qu’il s’agit d’un travail original, qu’il n’a jamais été publié et qu’il n’est pas envisagé pour publication dans une autre revue. S’il est accepté, il sera publié en ligne et ne pourra l’être ailleurs sous la même forme, à des fins commerciales, dans quelque langue que ce soit, sans l’accord de l’éditeur.
La publication d’une recherche scientifique a pour but la diffusion de connaissances et, sous un régime sans but lucratif, ne profite financièrement ni à l’éditeur ni à l’auteur.
Les auteurs qui publient dans la Revue canadienne d’éducation médicale acceptent de publier leurs articles sous la licence Creative Commons Paternité - Pas d’utilisation commerciale, Pas de modification 4.0 Canada. Cette licence permet à quiconque de télécharger et de partager l’article à des fins non commerciales, à condition d’en attribuer le crédit aux auteurs. Pour plus de détails sur les droits que les auteurs accordent aux utilisateurs de leur travail, veuillez consulter le résumé de la licence et la licence complète.
