Abstracts
Résumé
La formation des professionnels revêt une importance cruciale pour offrir des services empreints d’empathie aux personnes stigmatisées, telles que celles vivant des problèmes de jeux de hasard et d’argent (JHA). Parmi les stratégies pédagogiques existantes, le témoignage est une pratique pertinente et courante. Toutefois, la manière dont les étudiants perçoivent les témoignages des personnes ayant des problèmes de JHA reste peu documentée. L’objectif est de documenter l’empathie des étudiants exposés au témoignage d’une personne qui a vécu des problèmes de JHA, selon leurs perceptions. Des entrevues qualitatives semi-structurées auprès de huit étudiants ayant suivi un cours qui comprend un ensemble d’activités pédagogiques visant à développer l’empathie chez les étudiants ont été réalisées. Quatre thèmes majeurs ont émergé : les conditions propices à l’empathie, la résonance émotionnelle avec la personne qui a témoigné, une nouvelle compréhension de son vécu, ainsi que l’influence du témoignage sur la pratique professionnelle. Cette étude encourage l’intégration des témoignages dans la formation des professionnels, en tenant compte du profil expérientiel des étudiants et avec un ensemble d’activités pédagogiques présentant l’information de manière visuelle et auditive.
Mots-clés :
- témoignage,
- empathie,
- formation,
- professionnels,
- jeux de hasard et d’argent
Abstract
The training of professionals is crucial to providing empathetic services to stigmatized people, such as those experiencing gambling problems. Among existing educational strategies, testimony is a relevant and common practice. However, the way in which students perceive the accounts from people with gambling problems remains poorly documented. The objective is to document the empathy of students exposed to the testimony of a person who has experienced gambling problems, according to their perceptions. Semi-structured qualitative interviews with eight students who followed a course which includes a set of educational activities aimed at developing empathy in students were carried out. Four major themes emerged: conditions conducive to empathy, emotional resonance with the person who testified, a new understanding of their experience, and the influence of testimony on professional practice. This study encourages the integration of testimonies into the training of professionals, taking into account the experiential profile of students and with a set of educational activities presenting the information visually and auditorily.
Keywords:
- testimony,
- empathy,
- training,
- professionals,
- games of chance and money
Resumen
La formación de profesionales reviste una importancia crucial para ofrecer servicios con empatía a las personas estigmatizadas, como las que viven problemas de juegos de azar y por dinero (JAD). Entre las estrategias pedagógicas existentes, el testimonio es una práctica pertinente y corriente. Sin embargo, el modo como los estudiantes perciben los testimonios de las personas que tienen problemas de JAD está poco documentado. El objetivo consiste en documentar la empatía de los estudiantes expuestos al testimonio de una persona que ha vivido problemas de JAD, según sus percepciones. Se llevaron a cabo entrevistas cualitativas semi estructuradas con ocho estudiantes que siguieron un curso que comprende un conjunto de actividades pedagógicas destinadas a desarrollar su empatía. Surgieron cuatro temas mayores : las condiciones propicias a la empatía, la resonancia emocional con la persona que prestó el testimonio, una nueva comprensión de su vivencia y la influencia del testimonio sobre la práctica profesional. Este estudio alienta la integración de testimonios en la formación de los profesionales, teniendo en cuenta el perfil de experiencias de los estudiantes y con un dispositivo pedagógico que presente la información de manera visual y auditiva.
Palabras clave:
- testimonio,
- empatía,
- formación,
- profesionales,
- juegos de azar y por dinero
Appendices
Bibliographie
- Bandura, A. (1977). Social learning theory. Prentice Hall.
- Bearman, M. L., Palermo, C. E., Allen, L. M. et Williams, B. A. (2015). Learning empathy through simulation: a systematic literature review. Simulation in Healthcare, 10(5), 308-319. https://doi.org/10.1097/SIH.0000000000000113
- Bergin M. (2011). NVivo 8 and consistency in data analysis: reflecting on the use of a qualitative data analysis program. Nurse Researcher, 18(3), 6-12. https://doi.org/10.7748/nr2011.04.18.3.6.c8457
- Brown, K. L. et Russell, A. M. T. (2020). What Can be Done to Reduce the Public Stigma of Gambling Disorder? Lessons from Other Stigmatised Conditions. Journal of Gambling Studies, 36(1), 23-38. https://doi.org/10.1007/s10899-019-09890-9
- Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
- Brunero, S., Lamont, S. et Coates, M. (2010). A review of empathy education in nursing. Nursing Inquiry, 17(1), 65–74. https://doi.org/10.1111/j.1440-1800.2009.00482.x
- Clark, L., Averbeck, B., Payer, D., Sescousse, G., Winstanley, C. A. et Xue, G. (2013). Pathological choice: the neuroscience of gambling and gambling addiction. The Journal of Neuroscience, 33(45), 17617-17623. https://doi.org/10.1523/JNEUROSCI.3231-13.2013
- Collier R. (2013). Canada needs more aggressive problem-gambling policies, say researchers. Canadian Medical Association Journal, 185(10): 435-436. https://doi.org/10.1503/cmaj.109-4503
- Corrigan, P. W., Larson, J., Sells, M., Niessen, N. et Watson, A. C. (2007). Will filmed presentations of education and contact diminish mental illness stigma? Community Mental Health Journal, 43(2), 171-181. https://doi.org/10.1007/s10597-006-9061-8
- Cowlishaw, S., Merkouris, S., Dowling, N., Anderson, C., Jackson, A. et Thomas, S. (2012). Psychological therapies for pathological and problem gambling. Cochrane Database of Systematic Reviews, 11, CD008937. https://doi.org/10.1002/14651858.CD008937.pub2
- Dąbrowska, K., Moskalewicz, J. et Wieczorek, Ł. (2017). Barriers in Access to the Treatment for People with Gambling Disorders. Are They Different from Those Experienced by People with Alcohol and/or Drug Dependence? Journal of Gambling Studies, 33(2), 487-503. https://doi.org/10.1007/s10899-016-9655-1
- Delfabbro, P. (2011). Australasian gambling review. Report. Independent Gambling Authority.
- Dickinson, B. L., Lackey, W., Sheakley, M., Miller, L., Jevert, S. et Shattuck, B. (2018). Involving a real patient in the design and implementation of case-based learning to engage learners. Advances in Physiology Education, 42(1), 118-122. https://doi.org/10.1152/advan.00174.2017
- Dowling, N. A., Jackson, A. C., Suomi, A., Lavis, T., Thomas, S. A., Patford, J., Harvey, P., Battersby, M., Koziol-McLain, J., Abbott, M. et Bellringer, M. E. (2014). Problem gambling and family violence: prevalence and patterns in treatment-seekers. Addictive Behaviors, 39(12), 1713-1717. https://doi.org/10.1016/j.addbeh.2014.07.006
- Edgerton, J. D., Melnyk, T. S. et Roberts, L. W. (2015). Problem Gambling and the Youth-to-Adulthood Transition: Assessing Problem Gambling Severity Trajectories in a Sample of Young Adults. Journal of Gambling Studies, 31(4), 1463-1485. https://doi.org/10.1007/s10899-014-9501-2
- Fitzpatrick J. J. (2018). Teaching Through Storytelling: Narrative Nursing. Nursing Education Perspectives, 39(2), 60. https://doi.org/10.1097/01.NEP.0000000000000298
- Greenhalgh, T., Russell, J. et Swinglehurst, D. (2005). Narrative methods in quality improvement research. Quality and Safety in Health Care, 14(6), 443-449. https://doi.org/10.1136/qshc.2005.014712
- Hodgins, D. C. et El-Guebaly, N. (2000). Natural and treatment-assisted recovery from gambling problems: A comparison of resolved and active gamblers. Addiction, 95(5), 777-789. https://doi.org/10.1046/j.1360-0443.2000.95577713.x
- Hojat, M. (2016). Empathy in Health Professions Education and Patient Care. Springer.
- Holdsworth, L. et Tiyce, M. (2012). Exploring the Hidden Nature of Gambling Problems among People Who Are Homeless. Australian Social Work, 65(4), 474-489. https://doi.org/10.1080/0312407X.2012.689309
- Kagawa, Y., Ishikawa, H., Son, D., Okuhara, T., Okada, H., Ueno, H., Goto, E., Tsunezumi, A. et Kiuchi, T. (2023). Using patient storytelling to improve medical students’ empathy in Japan: a pre-post study. BMC Medical Education, 23(1), 67. https://doi.org/10.1186/s12909-023-04054-1
- Kelm, Z., Womer, J., Walter, J. K. et Feudtner, C. (2014). Interventions to cultivate physician empathy: a systematic review. BMC Medical Education, 14(1), 219. https://doi.org/10.1186/1472-6920-14-219
- Kim, S.S., Kaplowitz S. et Johnston, MV. (2004). The Effects of Physician Empathy on Patient Satisfaction and Compliance. Evaluation & the Health Professions. 27(3), 237-251. https://doi.org/10.1177/0163278704267037
- Kumagai, A. K. (2008). A conceptual framework for the use of illness narratives in medical education. Academic Medicine, 83(7), 653-658. https://doi.org/10.1097/ACM.0b013e3181782e17
- Ladouceur R. (2004). Gambling: the hidden addiction. Canadian journal of psychiatry. Revue canadienne de psychiatrie, 49(8), 501-503. https://doi.org/10.1177/070674370404900801
- Lafontaine, R. (1996). Visuels et auditifs. Une autre vision du modèle. Éditions du Trécarré.
- Lafontaine, R. (1975). Les dysfonctions cérébrales mineures chez l’enfant. Le Médecin du Québec, 10(11), 40-49.
- Leonard, C. R., Zomorodi, M. et Foster, B. B. (2018). The Impact of Caring: Teaching Students Empathy Through the Patient Voice. Creative Nursing, 24(1), 62-66. https://doi.org/10.1891/1078-4535.24.1.62
- Loy, M. et Kowalsky, R. (2024). Narrative Medicine: The Power of Shared Stories to Enhance Inclusive Clinical Care, Clinician Well-Being, and Medical Education. The Permanente Journal, 28(2), 93-101. https://doi.org/10.7812/TPP/23.116
- Mercer, S. W. et Reynolds, W. J. (2002). Empathy and quality of care. The British Journal of General Practice, 52 Suppl(Suppl), S9–S12.
- Milne, J. et Oberle, K. (2005). Enhancing rigor in qualitative description: a case study. Journal of Wound, Ostomy, and Continence nursing, 32(6), 413-420. https://doi.org/10.1097/00152192-200511000-00014
- Morvannou, A. et Kairouz, S. (2021). Seeking multiple doors? Service utilization among a cohort of women gamblers over two years. Canadian Journal of Addiction, 12 (2), 49-58. https://doi.org/10.1097/CXA.0000000000000116
- Nembhard, I. M., David, G., Ezzeddine, I., Betts, D. et Radin, J. (2023). A systematic review of research on empathy in health care. Health Services Research, 58(2), 250-263. https://doi.org/10.1111/1475-6773.14016
- Neumann, M., Edelhäuser, F., Tauschel, D., Fischer, M., Wirtz, M., Woopen, C., Haramati, A. et Scheffer, C. (2011). Empathy decline and its reasons: a systematic review of studies with medical students and residents. Academic Medicine, 86(8), 996-1009. https://doi.org/10.1097/ACM.0b013e318221e615
- Paillé, P. et Mucchielli, A. (2012). L’analyse qualitative en sciences humaines et sociales (3ième éd.). Armand Colin.
- Pattanaik, D., Purvis, E. et Jeffrey, D. (2024). Storytelling: A learning tool to enhance medical students’ empathy, attentive listening, clinical curiosity and reflection. The Journal of the Royal College of Physicians of Edinburgh, 14782715241299839. Advance online publication. https://doi.org/10.1177/14782715241299839
- Pedersen, R. (2010). Empathy development in medical education – A critical review. Medical Teacher, 32(7), 593-600. https://doi.org/10.3109/01421590903544702
- Penfold, Katy. L. et Ogden, J. (2022). Exploring gamblers’ experiences of problem gambling interventions: A qualitative study. Cogent Psychology, 9(1). https://doi.org/10.1080/23311908.2022.2138805
- Player, E., Gure-Klinke, H., North, S., Hanson, S., Lane, D., Culyer, G. et Rodrigues, V. (2019). Humanising medicine: teaching on tri-morbidity using expert patient narratives in medical education. Education for Primary Care, 30(6), 368-374. https://doi.org/10.1080/14739879.2019.1670097
- Rogers, C. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory. Houghton Mifflin.
- Rogers, C. (1967). Carl Rogers on encounter groups. Harper et Row.
- Slutske, W. S. (2006). Natural Recovery and Treatment-Seeking in Pathological Gambling: Results of Two U.S. National Surveys. American Journal of Psychiatry, 163(2), 297-302. https://doi.org/10.1176/appi.ajp.163.2.297
- Suurvali, H., Hodgins, D., Toneatto, T. et Cunningham, J. (2008). Treatment Seeking Among Ontario Problem Gamblers: Results of a Population Survey. Psychiatric Services, 59(11), 1343-1346. https://doi.org/10.1176/ps.2008.59.11.1343
- Thomas, A. C., Portogallo, H., Read, F., Avisar, J., Merkouris, S. S. et Dowling, N. A. (2024). Lived Experience Performance to Reduce Stigma, Enhance Understanding of Gambling Harm and Change Attitudes and Behaviours of Professionals and Community Members. Journal of Gambling Studies, 40(2), 749-774. https://doi.org/10.1007/s10899-023-10223-0
- Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Lown, B., Madularu, I., Solomon, P. et Thistlethwaite, J. (2010). Active patient involvement in the education of health professionals. Medical Education, 44(1), 64-74. https://doi.org/10.1111/j.1365-2923.2009.03530.x
- Yuguero, O., Ramon Marsal, J., Esquerda, M., Vivanco, L. et Soler-González, J. (2017). Association between low empathy and high burnout among primary care physicians and nurses in Lleida, Spain. The European Journal of General Practice, 23(1), 4-10. https://doi.org/10.1080/13814788.2016.1233173