Résumés
Résumé
Contexte : Les activités d’apprentissage par le service dans la communauté (ASC) sont intégrées au sein des facultés de médecine depuis plusieurs années. Toutefois, peu de données existent permettant de comprendre les retombées de ce type d’activités sur les personnes étudiantes et les milieux communautaires. Cette recherche visait à explorer les perceptions des retombées d’une activité de formation ASC offerte aux personnes étudiantes en médecine.
Méthodes : Une étude qualitative descriptive interprétative a été menée. Elle incluait des entrevues semi-dirigées pré et post stage, menée auprès des personnes étudiantes ayant participé aux activités d’ASC (pré n=21, post n=7), de même que des groupes de discussion focalisée auprès d’intervenants ou responsables d’organismes communautaires (n=17).
Résultats : Les expériences vécues au sein de milieux socioéconomiques et culturels pluriels ont contribué à améliorer la compréhension par les personnes étudiantes du concept de vulnérabilité sociale et du vécu des personnes vivant en contexte de vulnérabilité. L’ASC a également généré une meilleure perception de la compréhension de l’importance des organismes communautaires dans l’aide à ces personnes en situation de vulnérabilité.
Conclusion : Dans le cadre de l’ASC, une meilleure compréhension des facteurs contribuant au développement de compétences touchant la pratique en contexte de vulnérabilité s’avère nécessaire pour permettre une expérience significative et souvent transformative chez les futurs médecins.
Abstract
Background: Community service-learning activities (CSL) have been integrated into medical schools for several years. However, little data exists to understand the impact of this type of activity on students and communities. The purpose of this research was to explore the effect of a mandatory community-based training activity offered to medical students.
Methods: A descriptive qualitative study was conducted with students and their host community organizations. Semi-structured interviews were conducted with 1st and 2nd year medical students who participated in CSL activities (pre n = 21, post n = 7). These interviews were conducted before and after the CSL activities. In addition, focused focus groups with leaders of community organizations (n = 17) involved in student training completed the study.
Results: Experiences in a variety of socio-economic and cultural settings contributed to students' understanding of the concept of social vulnerability. CSL also generated a better understanding of the importance of community organizations in helping these vulnerable individuals.
Conclusion: In the context of CSL, a better understanding of the individual and community organization factors that contribute to the development of competencies related to practice in a context of vulnerability is necessary to allow for a significant and often transformative experience for future physicians.
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