Evaluation of an interprofessional training program in palliative care and end-of-life Care[Évaluation d’un dispositif de formation à l’interprofessionnalité en soins palliatifs et fin de vie]

Context: Palliative care practices are complex and require the coordination of skills from caregivers from different professions (1). This is why interprofessional collaboration is widely encouraged, starting from initial studies (2). In France, an interministerial instruction issued in May 2017 calls for the creation of an interdisciplinary teaching program in palliative care for certain health students (Medical students, physiotherapy students, nursing students). The evaluation carried out through the IGAS report (3) highlights logistical difficulties in deploying this type of teaching. Within our university, we translated this directive into a one-day interprofessional training program conducted in small groups. Pedagogically, we chose to focus the program on the professionalization of students, measuring in particular the development of an interprofessional health practice community and its persistence beyond the training period. Method: To do this, we constructed a scale that measures the interprofessional health practice community (CIPS), composed of five dimensions: objectives, norms, social links, motivation, and empowerment. This scale (CIPS) was submitted to the students participating in this day, at three different times : at t0 before the program, at t1 immediately after it, and at t2, one month later. The paired t-test was used on matched samples; n = 277 respondents and 266 usable questionnaires. Results: The results show that in the post-test, the five dimensions are strengthened, followed by a significant decrease in the month that follows, eventually losing all significance after 1 month. Conclusion: In light of these results, the conditions and methods of interprofessional training in the context of palliative care need to be reexamined. It is, in our view, not only about questioning how initial health training effectively contributes to the construction of students' interprofessional identity, but also about developing their belonging to an inclusive community of care that integrates the patient, their relatives, and more broadly, the societal and cultural aspects related to end-of-life care. This calls for a more contextualized pedagogy that would make it more meaningful. References: 1. Aiguier G. Chapitre 42. Travailler en équipe dans une perspective de collaboration interprofessionnelle. Dans : Rozenn Le Berre éd., Manuel de soins palliatifs Paris : Dunod, 2020:910-8. 2. OMS/HRH/HPN/10.3. 3. RAPPORT IGAS N° 2018-140R.