Free Access
Issue
Pédagogie Médicale
Volume 24, Number 1, 2023
Page(s) 7 - 18
Section Recherche et Perspectives
DOI https://doi.org/10.1051/pmed/2022034
Published online 22 février 2023
  1. Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med 1998;73:403‐7. [Google Scholar]
  2. Mahood S. Formation médicale : prenez garde au curriculum caché. Le Médecin de famille canadien 2011;57:313‐5. [Google Scholar]
  3. Cribb A, Bignold S. Towards the reflexive medical school: the hidden curriculum and medical education research. Stud High Educ 1999;24:195‐209. [CrossRef] [Google Scholar]
  4. Tran VT, Riveros C, Péan C, Czarnobroda A, Ravaud P. Patients’ perspective on how to improve the care of people with chronic conditions in France: a citizen science study within the ComPaRe e-cohort. BMJ Qual Saf 2019;28:875‐86. [CrossRef] [PubMed] [Google Scholar]
  5. Haidet P, Dains JE, Paterniti, Hechtel L, Chang T, Tseng E, et al. Medical student attitudes toward the doctorpatient relationship. Med Educ 2005;36:568‐74. [Google Scholar]
  6. Marvel K, Epstein R, Flowers K, Beckman H. Soliciting the patient’s agenda, have we improved? JAMA 1999;281:283‐7. [CrossRef] [PubMed] [Google Scholar]
  7. Fricker M. Epistemic injustice: power & the ethics of knowing. New York: Oxford University Press, 2007. [CrossRef] [Google Scholar]
  8. Carel H, Kidd IJ. Epistemic injustice in healthcare: a philosophical analysis. Med Health Care Philos 2014;17:529‐40. [CrossRef] [PubMed] [Google Scholar]
  9. Karazivan P, Dumez V, Flora L, Pomey MP, Del Grande C, Ghadiri DP, et al. The patient-as-partner approach in health care: a conceptual framework for a necessary transition. Acad Med 2015;90:437‐41. [Google Scholar]
  10. Mezirow J. Transformative dimensions of adult learning. San Francisco: Jossey-Bass, 1991. [Google Scholar]
  11. Hatlevik IKR, Hovdenak SS. Promoting students’ sense of coherence in medical education using transformative learning activities. Adv Med Educ Pract 2020;11:807‐16. [CrossRef] [Google Scholar]
  12. Jarvis-Selinger S, Pratt DD, Reegehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med 2012;87:1185‐90. [CrossRef] [PubMed] [Google Scholar]
  13. Doucet S, Andrews C, Godden-Webster AL, Lauckner H, Nasser S. The Dalhousie Health Mentors Program: introducing students to collaborative patient/client-centered practice. J Interprof Care 2012;26:336‐338. [CrossRef] [PubMed] [Google Scholar]
  14. Towle A, Brown H, Hofley C, Kerston RP, Lyons H, Walsh C. The expert patient as teacher: an interprofessional Health Mentors programme. Clin Teach 2014;11:301‐6. [CrossRef] [PubMed] [Google Scholar]
  15. Gordon M, Gupta S, Thornton D, Reid M, Mallen E, Melling A. Patient/service user involvement in medical education: a best evidence medical education (BEME) systematic review: BEME Guide No. 58. Med Teach 2020;42:4‐16 [CrossRef] [PubMed] [Google Scholar]
  16. Giordano C, Arenson C, Lyons KJ, Collins L, Umland E, Smith K, et al. Effect of the health mentors program on student attitudes toward team care. J Allied Health 2013;42:120‐4. [PubMed] [Google Scholar]
  17. Arenson C, Umland E, Collins L, Kern SB, Hewston LA, Jerpbak C, et al. The health mentors program: three years experience with longitudinal, patient-centered interprofessional education. J Interprof Care 2015;29:138‐43. [CrossRef] [PubMed] [Google Scholar]
  18. Paul D, Ewen SC, Jones R. Cultural competence in medical education: aligning the formal, informal and hidden curricula. Adv Health Sci Educ Theory Pract 2014;19:751‐8. [CrossRef] [PubMed] [Google Scholar]
  19. Diekelmann, N. Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. ANS Adv Nurs Sci 2001;23:53‐71. [CrossRef] [PubMed] [Google Scholar]
  20. Mezirow J. Learning as Transformation: critical perspectives. San Francisco: Jossey-Bass, 2000. [Google Scholar]
  21. Power R. Some methodological and practical implications of employing drug users as indigenous fieldworkers. In: Boulton M (Ed.) Challenge and innovation: Methodological advances in social research on HIV/AIDS. Philadelphia: Taylor & Francis, 1994:97‐109. [Google Scholar]
  22. Gross O, Gagnayre R. Caractéristiques des savoirs des patients et liens avec leur pouvoir d’action : implication pour la formation médicale. Revue Française de Pédagogie 2017;4:71‐82. [Google Scholar]
  23. Touré E-H. Réflexion épistémologique sur l’usage des focus groups : fondements scientifiques et problèmes de scientificité. Recherches Qualitatives 2010;29:5‐27. [CrossRef] [Google Scholar]
  24. Mezirow J. Transformative learning: theory to practice. New Directions for Adult and Continuing Education 1997;74:5‐12. [CrossRef] [Google Scholar]
  25. Cranton P. Teaching for transformation. New Directions for Adult and Continuing Education 2002;93:63‐71. [CrossRef] [Google Scholar]
  26. Hert P. Le corps du savoir : qualifier le savoir incarné du terrain. Études de Communication 2014;42:29‐46. [CrossRef] [Google Scholar]
  27. Henriksen AH, Ringsted C. Medical students’ learning from patient-led teaching: experiential versus biomedical knowledge. Adv Health Sci Educ Theory Pract 2014;19:7‐17. [CrossRef] [PubMed] [Google Scholar]
  28. Rovere M. Le passage à l’action. Connaissance et affects dans la philosophie de Spinoza. Discours de soutenance de Thèse de Doctorat. Lyon : École Normale Supérieure de Lyon, 2006 [On-line]. Disponible sur : http://cerphi.ens-lyon.fr/spip.php?article39. [Google Scholar]
  29. Gläser-Zikuda M, Mayring P. Développer le plaisir d’apprendre à l’école. In: Lafortune L, Doudin P-A, Pons F, Hancock D (Eds.). Les émotions à l’école. Québec : Presses de l’Université du Québec, 2004:103‐21. [Google Scholar]
  30. Hascher T. Learning and emotions: perspectives for theory and research. Eur Educ Res J 2010;9:13‐28. [CrossRef] [Google Scholar]
  31. Shapiro J. Perspective: does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training. Acad Med 2011;86:326‐32. [CrossRef] [PubMed] [Google Scholar]
  32. Spinoza B. Éthique (traduction : Pautrat B). Paris : Seuil, 1998. [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.