References
- Aungst, T. D., & Belliveau, P. (2015). Leveraging mobile smart devices to improve interprofessional communications in inpatient practice setting: A literature review. Journal of Interprofessional Care, 29(6), 570–578. https://doi.org/10.3109/13561820.2015.1049339
- Barr, H., & Coyle, J. (2013). Introducing interprofessional education. In S. Loftus, T. Gerzina, J. Higgs, M. Smith, & E. Duffy (Eds.), Educating health professionals: Becoming a university teacher (pp. 185–196). Sense Publishers.
- Barr, H. (2013). Toward a theoretical framework for interprofessional education. Journal of Interprofessional Care, 27(1), 4–9. https://doi.org/10.3109/13561820.2012.698328
- Barr, H. (2015). Interprofessional education: The genesis of a global movement. The Centre for the Advancement of Interprofessional Education (CAIPE). https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement
- Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education: Argument, assumption and evidence. Blackwell Publishing. https://onlinelibrary.wiley.com/doi/book/10.1002/9780470776445
- Bazinet, C. (2017). E-patient, acteur de changement. E-santé communication.
- Brandt, B. F., & Schmitz, C. C. (2017). The US national center for interprofessional practice and education measurement and assessment collection. Journal of Interprofessional Care, 31(3), 277–281. https://doi.org/10.1080/13561820.2017.1286884
- Brault, I., Vanier, M.-C., Dumez, V., Towle, A., Godolphin, W., Pittenger, A. L., … Collins, L. (2016). Partnering with patients in interprofessional education in Canada and in the USA: Challenges and strategies. In D. Forman, M. Jones, & J. Thistlethwaite (Eds.), Leading research and evaluation in interprofessional education and collaborative practice (pp. 329–353). Palgrave Macmillan.
- Brault, I., Lebel, P., Vanier, M.-C., Raynault, A., & Marinier, J.-A. (2017, October 2). Using the competency framework for collaborative practice and patient partnership to transform interprofessional education (IPE) [Presentation]. The 6th Collaborating Across Borders Conference, Banff, Alberta. https://www.cabvibanff.org/uploads/4/6/9/5/4695394/cab.2017brault.competencyframework.final.pdf
- CAIPE. (2002). Interprofessional education: A definition. Auteur.
- Caron, M.-A., & Turcotte, M.-F. (eds.). (2017). La transdisciplinarité et l’opérationnalisation des connaissances scientifiques. Editions JFD.
- Casimiro, L., MacDonald, C. J., Thompson, T. L., & Stodel, E. J. (2009). Grounding theories of W(e)Learn: A framework for online interprofessional education. Journal of Interprofessional Care, 23(4), 390–400. https://doi.org/10.1080/13561820902744098
- Centre hospitalier de l’Université de Montréal. (2020). Je souhaite devenir patient partenaire. https://www.chumontreal.qc.ca/patients/je-souhaite-devenir-patient-partenaire
- Centre hospitalier de l’Université de Montréal Sainte-Justine. (2015). Le patient partenaire au cœur de l’innovation. https://www.chusj.org/fr/Calendrier-salle-presse/calendrier/Evenements/CHUSJ/2015/Le-patient-partenaire-au-coeur-de-l-innovation
- Centre intégré universitaire de santé et services sociaux de l’est-ce-l’île-de-Montréal. (2020). Patients partenaires recherchés. https://www.chusj.org/fr/Calendrier-salle-presse/calendrier/Evenements/CHUSJ/2015/Le-patient-partenaire-au-coeur-de-l-innovation
- Chiocchio, F., & Essiembre, H. (2009). ‘Cohesion and performance: A meta-analytic review of disparities between project teams, production teams, and service teams. Small Group Research, 40(4), 382–420. https://doi.org/10.1177/1046496409335103
- Chiocchio, F., Grenier, S., O’Neill, T. A., Savaria, K., & Willms, J. D. (2012). The effects of collaboration on performance: A multilevel validation in project teams. International Journal of Project Organisation and Management, 4(1), 1–37. https://doi.org/10.1504/IJPOM.2012.045362
- CIHC. (2010). A national interprofessional competency framework. University of British Columbia, Canadian Interprofessional Health Collaborative. https://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf
- Clark, P. G., Weeks, L. E., van Den Bergh, G., & Doucet, S. (2017). Gerontology across the professions and the Atlantic: Development and evaluation of an interprofessional and international course on aging and health. Gerontology & Geriatrics Education, 38(2), 141–157. https://doi.org/10.1080/02701960.2016.1144599
- Courville, K. (2017). How mobile technology impacts interprofessional team-based care in an acute care setting: A realist perspective [Doctoral dissertation]. Texas Woman’s University. https://twu-ir.tdl.org/twu-ir/handle/11274/9326
- Davies, J., Fricker, L., King, S., Onuczko, T., & Hatch, T. (2015, September 30). Flipping the interprofessional classroom: Collaborating in real and virtual space [Presentation]. The 5th Collaborating Across Borders Conference, Roanoke, VA. https://s3-us-west-2.amazonaws.com/nexusipe-resource-exchange/static_sites/cabvroanoke/presentations/CABV269.pdf
- DCPP & CIO-UdeM. (2016a). Référentiel de compétences de la Pratique collaborative et du Partenariat patient en santé et services sociaux [Competency framework for collaborative practice and patient partnership in health and social services]. Université de Montréal, Direction collaboration et partenariat patient (DCPP) and Comité interfacultaire opérationnel – Université de Montréal (CIO-UdeM). https://medfam.umontreal.ca/wp-content/uploads/sites/16/2018/05/Referentiel-pratique_Collaborative-et-partenariatPatient_2016.pdf
- DCPP & CIO-UdeM. (2016b). Terminologie de la Pratique collaborative et du Partenariat patient en santé et services sociaux [Glossary for collaborative practice and patient partnership in health and social services]. Montréal Université de Montréal. Direction collaboration et partenariat patient (DCPP) and Comité interfacultaire opérationnel – Université de Montréal (CIO-UdeM). https://ceppp.ca/wp-content/uploads/ceppp-ecole-terminologie.pdf
- DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151. https://doi.org/10.1007/s10648-015-9356-9
- Dow, A. W., Boling, P. A., Lockeman, K. S., Mazmanian, P. E., Feldman, M., Diazgranados, D., Browning, J., Coe, A., Selby-Penczak, R., Hobgood, S., Abbey, L., Parsons, P., Delafuente, J., & Taylor, S. (2016). Training and assessing interprofessional virtual teams using a web-based case system. Academic Medicine, 91(1), 120–126. https://doi.org/10.1097/ACM.0000000000000912
- Dumez, V., & Boivin, A. (2018). A Canadian take on the international patient engagement revolution. Healthcare Quarterly, 21(SP), 1–6. https://doi.org/10.12927/hcq.2018.25643
- Dziuban, C., Moskal, P., Kramer, L., & Thompson, J. (2013). Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o’-the-wisp. The Internet and Higher Education, 17, 1–8. https://doi.org/10.1016/j.iheduc.2012.08.001
- Ferguson, T. (2007). E-patients: How they can help us heal healthcare. Repéré à https://participatorymedicine.org/e-Patient_White_Paper_with_Afterword.pdf
- Ferguson, T., & Frydman, G. (2004). The first generation of e-patients. BMJ, 328(7449), 1148–1149. https://doi.org/10.1136/bmj.328.7449.1148
- Flora, L. (2012). Le patient formateur: élaboration théorique et pratique d’un nouveau métier de la santé. [Doctoral dissertation in sciences education]. Université Vincennes Saint Denis, 250
- Flora, L. (2015). Les patients peuvent aujourd’hui innover dans le domaine du digital. Blog [Internet]. https://luigiflora.wordpress.com/2015/11/21/les-patients-peuvent-aujourdhui-innover-dans-le-domaine-du-digital/
- Flora, L. (2016). Qu’est-ce que les challenges d’innovation en E-santé peuvent produire? Repéré à https://luigiflora.wordpress.com/2016/04/26/quest-ce-que-les-challenges-dinnovation-en-e-sante-peuvent-produire/
- Flora, L., Berkesse, A., Payot, A., Dumez, V., & Karazivan, P. (2016). L’application d’un modèle intégré de partenariat-patient dans la formation des professionnels de la santé: Vers un nouveau paradigme humaniste et éthique de co-construction des savoirs en santé. Journal International De Bioéthique, 27(1), 59–72. https://doi.org/10.3917/jib.271.0059
- Flora, L., Lebel, P., Dumez, V., Bell, C., Lamoureux, J., & Saint-Laurent, D. (2015). L’expérimentation du Programme partenaires de soins en psychiatrie: Le modèle de Montréal. Santé mentale au Québec, 40(1), 101–117. https://doi.org/10.7202/1032385ar
- Foundation, M. (2015, April 9–12). Conference recommendations. Enhancing health professions education through technology: Building a continuously learning health system. Josiah Macy Jr. Foundation Conference. https://macyfoundation.org/assets/reports/publications/jmf_execsummary_final.pdf
- Gruzd, A., Haythornthwaite, C., Paulin, D., Gilbert, S., & Esteve Del Valle, M. (2018). Uses and gratifications factors for social media use in teaching: Instructors’ perspectives. New Media & Society, 20(2), 475–494. https://doi.org/10.1177%2F1461444816662933
- Guérin, F., & Fernandez, N. (2017). Une vision transdisciplinaire du partenariat patient en santé: Une bioéthique en évolution. In M.-A. Caron & M.-F. Turcotte (Eds.), La transdisciplinarité et l’opérationnalisation des connaissances scientifiques (pp. 105–118). Éditions JFD.
- Hanna, E., Soren, B., Telner, D., MacNeill, H., Lowe, M., & Reeves, S. (2013). Flying blind: The experience of online interprofessional facilitation. Journal of Interprofessional Care, 27(4), 298–304. https://doi.org/10.3109/13561820.2012.723071
- Hardy Cox, D., Sullivan, M., & Button, P. (2012). Attitudes of undergraduate social work students toward interprofessional health care practice and interprofessional health care education. Intersectionalities, 1, 37–52. https://journals.library.mun.ca/ojs/index.php/IJ/article/view/349
- Iverson, L., Todd, M., Ryan Haddad, A., Packard, K., Begley, K., Doll, J., Hawkins, K., Laughlin, A., Manz, J., & Wichman, C. (2018). The development of an instrument to evaluate interprofessional student team competency. Journal of Interprofessional Care, 32(5), 531–538. https://doi.org/10.1080/13561820.2018.1447552
- Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist, 51(2), 247–265. https://doi.org/10.1080/00461520.2016.1158654
- Karazivan, P., Dumez, V., Flora, L., Pomey, M.-P., Del Grande, C., Ghadiri, D. P., Fernandez, N., Jouet, E., Las Vergnas, O., & Lebel, P. (2015). The patient-as-partner approach in health care: A conceptual framework for a necessary transition. Academic Medicine, 90(4), 437–441. https://doi.org/10.1097/ACM.0000000000000603
- Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003
- L’Écuyer, R. (1990). Méthodologie de l’analyse développementale de contenu: Méthode GPS et concept de soi. Presses de l’Université du Québec.
- Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today, 33(2), 90–102. https://doi.org/10.1016/j.nedt.2011.11.006
- Lawlis, T. R., Anson, J., & Greenfield, D. (2014). Barriers and enablers that influence sustainable interprofessional education: A literature review. Journal of Interprofessional Care, 28(4), 305–310. https://doi.org/10.3109/13561820.2014.895977
- Lo, V., Wu, R., Morra, D., Lee, L., & Reeves, S. (2012). The use of smartphones in general and internal medicine units: A boon or a bane to the promotion of interprofessional collaboration? Journal of Interprofessional Care, 26(6), 276–282. https://doi.org/10.3109/13561820.2015.1021002
- Maubant, P. (2007). L’analyse des pratiques enseignantes: Les ambiguïtés d’un bel objet de recherche. Formation Et Profession, 13 (2), 17–21. http://www.crifpe.ca/download/verify/123
- Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.http://www.tcrecord.org/library/content.asp?contentid=16882
- MEES. (2018). Plan d’action numérique en éducation et en enseignement supérieur. Gouvernement du Québec.
- Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331–336. https://doi.org/10.3109/0142159X.2014.943710
- OECD. (2013). Health at a glance 2013. OECD Indicators. Organisation for Economic Cooperation and Development. https://www.oecd.org/els/health-systems/Health-at-a-Glance-2013.pdf
- Olson, R., & Bialocerkowski, A. (2014). Interprofessional education in allied health: A systematic review. Medical Education, 48(3), 236–246. https://doi.org/10.1111/medu.12290
- Pineault, R., Borgès Da Silva, R., Provost, S., Fournier, M., & Prud’homme, A. (2015). Les nouvelles formes d’organisations de soins de santé primaires (OSSP) sont-elles associées à une meilleure expérience de soins chez les patients atteints de maladies chroniques au Québec? Santé Publique, 1(Suppl 1), 119–128. https://doi.org/10.3917/spub.150.0119
- Pomey, M.-P., Denis, J.-L., & Dumez, V. (2019). Patient engagement: How patient provider partnerships transform healthcare organizations. Springer Nature. https://doi.org/10.1007/978-3-030-14101-1
- Pomey, M.-P., Flora, L., Karazivan, P., Dumez, V., Lebel, P., Vanier, M.-C., … Jouet, E. (2015). Le « Montreal model »: Enjeux du partenariat relationnel entre patients et professionnels de la santé. Santé publique, HS(Suppl 1), 41–50. https://doi.org/http://doi.10.3917/spub.150.0041
- Pomey, M.-P., & Lebel, P. (2016). Patient engagement: The Quebec path. HealthcarePapers, 16(2), 80–85. https://doi.org/10.12927/hcpap.2017.24998
- Raynault, A. (2018). Apprendre à collaborer en équipe interprofessionnelle et à développer les compétences de la pratique collaborative et de partenariat patient en santé et services sociaux dans un cours universitaire hybride à l’ère du numérique [Doctoral dissertation. Université de Montréal.
- Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., McFadyen, A., Rivera, J., & Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide no. 39. Medical Teacher, 38(7), 656–668. https://doi.org/10.3109/0142159X.2016.1173663
- Riesen, E., Morley, M., Clendinneng, D., Ogilvie, S., & Ann Murray, M. (2012). Improving interprofessional competence in undergraduate students using a novel blended learning approach. Journal of Interprofessional Care, 26(4), 312–318. https://doi.org/10.3109/13561820.2012.660286
- Romero, M., & Lille, B. (2017). La créativité, au cœur des apprentissages. In M. Romero, B. Lille, & A. Patiño (Eds.), Usages créatifs du numérique pour l’apprentissage au XXIe siècle (pp. 49–59). Presses de l’Université du Québec.
- Shaffer, K. M. (2014). Enhancing interprofessional education with technology [Doctoral dissertation]. University of Delaware. http://udspace.udel.edu/handle/19716/16821
- Sharma, N., Lau, C. S., Doherty, I., & Harbutt, D. (2015). How we flipped the medical classroom. Medical Teacher, 37(4), 327–330. https://doi.org/10.3109/0142159X.2014.923821
- Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, https://doi.org/10.1016/j.edurev.2020.100314
- Thistlethwaite, J. E. (2012). Interprofessional education: A review of context, learning and the research agenda. Medical Education, 46(1), 58–70. https://doi.org/10.1111/j.1365-2923.2011.04143.x
- Van der Maren, J. M. (2004). Méthodes de recherche pour l’éducation (2e éd ed.). Presses de l’Université de Montréal et de Boeck.
- Vanier, M.-C., Flora, L., & Dumez, V. (2014). Dal paziente “esperto” al “paziente formatore: L’esempio dell’Università di Montreal. In M. S. Padula & G. Aggazzotti (Eds.), Manuale per il docente di medicina generale: Comme insegnare la medicina generale nelle cure primarie (pp. 149–168). Facoltà di Medicina e Chirurgia di Modena.
- Vanier, M.-C., Dumez, V., Drouin, E., Brault, I., MacDonald, S.-A., Boucher, A., … Levert, M.-J. (2014). Université de Montréal case study. Partners in interprofessional education: Integrating patients-as-trainers. In T. Larson (Ed.), Engaging patients, families and communities to link interprofessional practice and education (pp. 73–84). Josiah Macy Jr. Foundation. https://macyfoundation.org/publications/partnering-with-patients-families-and-communities-to-link-interprofessional
- Vanier, M.-C., Flora, L., & Lebel, P. (2016). Un professionnel de santé qui exerce en collaboration: La pratique collaborative en partenariat avec le patient. In T. Pelaccia (Ed.), Comment [mieux] former et évaluer les étudiants en médecine et en sciences de la santé (pp. 74–104). De Boeck Supérieur.
- Vanier, M.-C., Therriault, P.-Y., Lebel, P., Nolin, F., Lefebvre, H., Brault, I., Fernandez, N., & Drouin, E. (2013). Innovating in teaching of collaborative practice with a large student cohort at Université de Montréal. Journal of Allied Health, 42(4), e97–e106. http://docserver.ingentaconnect.com/deliver/connect/asahp/00907421/v42n4/s14.pdf?expires=1592596366&id=0000&titleid=6329&checksum=96B64E83110A49C0FDC0F650AAF1B621
- WHO. (2010). Framework for action on interprofessional education and collaborative practice. World Health Organization, Department of Human Resources for Health, Health Professions Network Nursing and Midwifery Office. http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf
- Xyrichis, A., Reeves, S., & Zwarenstein, M. (2018). Examining the nature of interprofessional practice: An initial framework validation and creation of the interprofessional activity classification tool (InterPACT). Journal of Interprofessional Care, 32(4), 416–425. https://doi.org/10.1080/13561820.2017.1408576