[ACCOMPANY THE LEARNING OF INTERPROFESSIONAL COLLABORATION: A REQUIRED REFLEXIVE GOVERNANCE OF THE TRAINING PROJECT]. / ACCOMPAGNER L'APPRENTISSAGE DE LA COLLABORATION INTERPROFESSIONNELLE: UNE NÉCESSAIRE GOUVERNANCE RÉFLEXIVE DU DISPOSITIF PÉDAGOGIQUE.

Comprehensive care for patients in hospital requires a collective practice of care. Interprofessional collaboration becomes a major issue for organizations of care but also for health schools. This text questions the pedagogical practices that promote an effective interprofessional collaboration of actors in caregiving situation. Theoretical reflection will lead to consider interprofessionality education as a collective learning process actors and organizations. Therefore, this learning must necessarily supported by an inter-institutional project (the care and training institutions) making this a common learning problems and requiring a reflective governance. The presentation of an inter-institutional learning project currently experienced and dedicated to interprofessional collaboration in the geriatric field will illustrate the point. It will present the activities of educational intervention and research-intervention performed by a group of actors (caregivers, health trainers and researchers in health ethics and pedagogy) responsible for ensuring the reflective control.

[PRAGMATIC TURN IN HEALTHCARE ETHICS: CHALLENGES AND OPPORTUNITIES FOR TRAINING]. / LE TOURNANT PRAGMATIQUE DE L'ÉTHIQUE EN SANTÉ: ENJEUX ET PERSPECTIVES POUR LA FORMATION.

The complexity of health care practices has given rise to a new need for ethics. Ethics is indeed less mobilized to produce a moral discourse on practices, then as a resource for action, a skill, for the development, by the actors, of autonomous, responsible and critical acting. This pragmatic approach to ethics requires changes in teaching practices, in a more experiential, reflexive and situational perspective. However, an epistemological rereading of the notion of competence will lead us to question its use in ethics. Just focusing on the capacity of actors to re-mobilize predetermined resources of action does not guarantee the effective capacity of the actors to initiate a new situated action, according to the singularity of the context. This text will propose to go beyond an ethical competence approach, revisiting the latter through the prism of capacitation. In this context, the educational line of sight of ethics is no longer "knowing how to do ", but developping "power to do".

[CODESIGN METHODOLOGIES: A ENABLING RESOURCE?]. / LES MÉTHODES DE CODESIGN: UNE RESSOURCE CAPACITANTE?

To reflect on the learning of the relationship in the care, seventeen people were mobilized to participate in a day of codesign. This methodology is to foster the creativity of a group with a succession creativity exercises. This article is primarily intended to reflect on the conditions by which such a methodology can become a resource for thinking learning ethics. The role of affectivity in the success of a codesign day is questioned. This work highlights include its central place in the construction of the innovative climate and the divergent thinking mechanism. The article aims to open new questions on the articulation exercises, affectivity, the role of the animator or that of the patient. The research perspectives invite disciplinary dialogue.

Activity confrontation methods: A reflexive and metacognitive approach for interprofessional collaboration training.

Integration of interprofessional collaboration into healthcare education and training programmes has become a fundamental issue. Its objective is to learn how to collectively build collaborative care practice that addresses the uniqueness of each context and the specific situation of the patient. It is also about understanding the process of collectively building collaborative care practice in order to be able to apply it in different contexts. This article describes a study that aimed to examine the value of relying on activity confrontation methods to develop training. These methods consist of filming practitioners during an activity and encouraging them to analyse it. It was found that these methods encourage reflexive analysis of the motives for pursuing interprofessional action (identifying constitutive factors) but also a metacognitive approach on the conditions of learning (p < 0.01). In addition to the educational dimensions (methods and leadership positions) and organisational dimensions (frameworks), it was found that the patient's role is essential in developing interprofessional care practice and training (p < 0.01). Given the nature of these findings, this article goes on to suggest that the patient must be considered a "partner" in development and delivery of interprofessional learning and care.

[From the pragmatic to pragmatism: what are the stakes for training in ethics?]. / Du pragmatique au pragmatisme : quels enjeux pour la formation à l'éthique?

The contemporary evolution of the request and the recourse for ethics in the health field questions the models of ethics training. Indeed the stake is no more to train actors able of producing a moral speech on the practices but, in a destabilized context, to accompany them in the development of new practices in professional situation. This pragmatic turn in health ethics requires more active, reflective and contextual models of training, needing new links between training places and care practices. This paper is about theoretical foundations of such an ethics pedagogy, and about its stakes in terms of re-institutionalization. Pragmatism, and more particularly the approach of John Dewey, will be mobilized here to found educational practices needed by such an ethics pedagogy (an experiential, reflective and collective learning), but also to consider issues concerning training device linked to such a learning. On this point, the philosophy of integrative block-release training is investigated as a way to develop future professional competences, even if the last part of this text will insist on the reflective governance such an alternation requires and on the "re-institutionalization of the ethics pedagogy" that the latter generates.