[The prescription: messenger between the person, the doctor's office, the nursing and pharmacy teams]. / L'ordonnance : messager entre la personne, le cabinet médical, l'équipe infirmière et la pharmacie. Introduction à la collaboration interprofessionnelle.

Interprofessional collaboration is essential to enhance quality of care and patient safety. It is clearly defined and requires the following 6 competencies: role clarification, teamwork, interprofessional conflict resolution, collaborative leadership, interprofessional communication and patient/client/family/community-centered care. Through different variations of a clinical scenario in primary care, we propose to demonstrate the importance of putting these skills into practice and to analyze the opportunities to reflect on the different types of interprofessional interactions depending on the complexity of the situation.

La collaboration interprofessionnelle est essentielle pour renforcer la qualité des soins et la sécurité des patient-e-s. Elle est clairement définie et requiert les 6 compétences suivantes : la clarification des rôles et des besoins de chacun, le travail d'équipe, la résolution des conflits, le leadership collaboratif, la communication interprofessionnelle et les soins centrés sur la personne, ses proches et la communauté. À travers différentes variantes d'un scénario clinique en soins primaires, nous proposons de démontrer l'importance d'utiliser ces compétences et d'analyser les opportunités de réfléchir aux différents types d'interactions interprofessionnelles en fonction de la complexité de la situation.

[Hospitality for elderly patients in the emergency department]. / Seniors aux urgences, une question d'hospitalité?

Demographic evolution results in a growing use of emergency department by elderly patients. They require special care to avoid any further degradation of cognitive and functional abilities already compromised by the disease or injury that led them to hospital in the first place. Through a clinical case, we list the risks related to the care of these particular patients in the emergency department. Early recognition of those risks and careful management of these patients' specific needs can significantly contribute to reduce lengths of stay, an important outcome from both the individual patient's and society's perspective.

Remodelling family medicine teaching at the University of Lausanne using a modified Delphi method.

BACKGROUND: In the context of implementing a new framework for pre-graduate medical education in Switzerland (PROFILES) and the ongoing reform of the medical curriculum at the Faculty of Biology and Medicine of the University of Lausanne, we set out to determine the priority teaching themes of family medicine and to collect expert opinions about the most appropriate teaching methods for family medicine. Such data would contribute to the production of a coherent family medicine teaching programme encompassing its specificities as well as future challenges facing medicine in general. METHOD: We mapped the current family medicine courses at the Faculty of Biology and Medicine to obtain an overview of current learning objectives and teaching content priorities. We classified and analysed the lessons using the PROFILES grid and the principles of family medicine described by the World Organization of Family Doctors (WONCA). Then we used a modified Delphi method with a selected panel of experts and two consensus rounds to prioritise objectives for family medicine teaching at the University of Lausanne. After choosing the top objectives/activities for family medicine, subgroups of experts then discussed what would be the best teaching methods for family medicine at the University of Lausanne. RESULTS: The mapping of family medicine teaching at the University of Lausanne showed that current teaching addresses most of the primary topics of family medicine education. The modified Delphi method allowed us to identify priority themes for teaching family medicine at the University of Lausanne: (1) take a medical history and clinical examination; (2) doctor-patient relationship / patient-centred care; (3) clinical reasoning; (4) interprofessional collaboration; (5) care planning/ documentation; (6) shared decision-making; (7) communication; (8) cost-effective care; (9) health promotion; (10) assessment of urgency. The discussion with the experts identified the strengths and weaknesses of the various teaching modalities in family medicine education. Teaching should be structured, coherent and show continuity. Clinical immersion and small group teaching were the preferred teaching modalities. CONCLUSION: This approach made it possible to create the guidelines for restructuring the family medicine teaching curriculum at the University of Lausanne.

[Life events and trauma in chronic negligent mothers]. / Evénements de vie et traumatismes chez les mères négligentes chroniques.

The present study examines more closely the chronic behaviors of maltreating mothers. Events that these mothers have experienced during childhood are examined, experiences including abuse, placement, separation, bereavement, rejection, neglect, lack of love and role reversal. Signs of unresolved trauma found in the discourse of mothers, such as dissociation, are also studied. It is proposed that negligent mothers from the chronic group will evoke more negative experiences and/or more intense negative experiences which occurred during childhood than the mothers from the transitory group. The chronic group will also show more signs of dissociation. From a six years follow-up study, a sample of 20 mothers was recruited from the Child Protection Services, including the cases of 10 chronic maltreating mothers and 10 transitory maltreating mothers. Two main measures were used: the Child Abuse Potential Inventory (CAPI) and the Adult Attachment Interview (AAI) (Main et Goldwyn, 1998). The experiences from childhood and complete discourse in AAI were analysed with the method used by Main et Goldwyn (1998). Non parametric analysis indicate that mothers from the chronic group evoke more negative and very negative childhood experiences than the mothers from the transitory group. Content analysis show that chronic maltreating mothers relate having gone through more potentially traumatic events such as foster care placements, separations and abuse. The analysis of the Adult Attachment Interview according to Main and Goldwyn's system demonstrate that the majority of the chronic maltreating mothers have two times more unresolved traumas.