Politiques de formation médicale tenant compte des traumatismes et centrées sur les résidents et : une analyse environnementale des facultés de médecine canadiennes et des organisations partenaires
DOI :
https://doi.org/10.36834/cmej.81276Résumé
Contexte : Les traumatismes psychologiques chez les médecins résidents sont courants mais sous-estimés, même s'ils peuvent avoir un impact significatif sur l'apprentissage, les soins aux patients et le bien-être. Les approches tenant compte des traumatismes sont un moyen d'atténuer ces derniers. L'objectif de cette étude était d'examiner les politiques institutionnelles liées à la formation médicale tenant compte des traumatismes et centrée sur les résidents (resident-focused trauma-informed medical education [RF-TIME]) dans les établissements canadiens impliqués dans la formation et la réglementation des médecins.
Méthodes : Nous avons procédé à une analyse environnementale du contenu accessible au public en ligne lié à la RF-TIME dans les facultés de médecine canadiennes (n = 18) et les organisations partenaires (n = 42), en nous concentrant initialement sur les politiques, puis en élargissant notre analyse pour inclure la planification stratégique, les normes, les lignes directrices, les rapports, les documents éducatifs et les ressources de soutien. Les résultats ont été compilés et synthétisés.
Résultats : Nous n'avons trouvé aucune politique spécifique à la RF-TIME dans aucune faculté de médecine ou organisation partenaire canadienne. Treize facultés ont brièvement mentionné les approches RF-TIME dans leur planification stratégique (n = 3 facultés), leurs politiques non axées sur les traumatismes (n = 9), leurs lignes directrices (n = 1), leurs rapports (n = 3), leurs ressources pédagogiques (n = 3) et/ou leurs ressources de soutien (n = 8). Dix-sept organisations partenaires ont inclus du contenu RF-TIME dans leur planification stratégique (n = 2 organisations), leurs normes (n = 2), leurs lignes directrices (n = 1), leurs rapports (n = 9), leurs ressources éducatives (n = 2) et/ou leurs ressources de soutien (n = 4).
Conclusions : Les politiques axées sur les résidents et fondées sur des approches tenant compte des traumatismes dans l'enseignement font défaut au sein des institutions et des organisations canadiennes impliquées dans la formation et la réglementation des médecins. L'élaboration et la mise en œuvre de politiques RF-TIME pourraient contribuer à créer des environnements d'apprentissage plus favorables pour les personnes en formation médicale souffrant de traumatismes psychologiques.
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