Auteur FOURNERET Pierre
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Documents disponibles écrits par cet auteur (4)
Ajouter le résultat dans votre panier Faire une suggestion Affiner la recherche Interroger des sources externesConceptual competences in philosophy of psychiatry: A cross-sectional survey [Compétences conceptuelles et philosophiques rapportées par les psychiatres et étudiants en psychiatrie français : implications pédagogiques pour la philosophie de la psychiatrie, une enquête transversale] / GAULD Christophe in L'encéphale, n°1 (Février 2026 Vol. 52)
Titre : Conceptual competences in philosophy of psychiatry: A cross-sectional survey [Compétences conceptuelles et philosophiques rapportées par les psychiatres et étudiants en psychiatrie français : implications pédagogiques pour la philosophie de la psychiatrie, une enquête transversale] Auteurs : GAULD Christophe, Auteur ; AURIACOMBE Marc, Auteur ; FOURNERET Pierre, Auteur ; ARBUS Christophe, Auteur ; NAUDIN Jean, Auteur ; GIROUX Elodie, Auteur ; CERMOLACCE Michel, Auteur ; GOZE Tudi, Auteur ; MICOULAUD-FRANCHI Jean-Arthur, Auteur ; AFTAB Awais, Auteur Année de publication : 2026 Article en page(s) : 47-55 Note générale : Fig./Tabl./32 réf. bibl. Langues : Anglais (eng) Mots-clés : PEDAGOGIE FRANCE PSYCHIATRIE CONCEPT PHILOSOPHIE EPISTEMOLOGIE ETHIQUE PRATIQUE PROFESSIONNELLE Résumé : Objectives : The complexity of psychiatry requires an integrated approach that combines empirical practice, experiential insight, and theoretical reflection. This study, integrated within a broader international project, aimed to assess self-reported conceptual competences among French psychiatry students and practitioners, underlining the pedagogical necessity of integrating philosophy into psychiatry education to address both clinical and research challenges. Methods : A cross-sectional survey was conducted among French psychiatric residents, practicing psychiatrists, and retired psychiatrists recruited through professional networks and associations. Participants completed an online questionnaire on self-reported conceptual competences in psychiatry consisting of 18 items rated on a 5-point Likert scale, plus a complementary item. The questionnaire was structured into three dimensions: perceived integration of conceptual competences (7 items), perceived execution of conceptual competences (3 items), and declared knowledge of conceptual competences (8 items). A complementary item assessed the declared nature of six psychiatric conditions. Results : A total of 353 participants, primarily women (65.2%) and psychiatry practitioners (53.4%) with an average age of 33.3 years, completed the questionnaire showing varied familiarity with conceptual issues in psychiatry. The mean scores across the three dimensions of conceptual competences were as follows: 3.19 for the perceived integration of conceptual competences dimension, 3.14 for the perceived execution of conceptual competences dimension, and 3.81 for the declared knowledge of conceptual competences dimension. Among participants, 90.1% endorsed the need for including philosophical training in psychiatric curricula, with 80.2% supporting skill development in this area. High agreement was observed on the need for multiple perspectives (94.3%). Confidence in conceptual understanding was moderate (41.9%), while critical evaluation confidence was lower (24.4%). Discussion : The findings support the need for incorporating conceptual competences into psychiatry education and practice. Frequent encounters with philosophical challenges in clinical settings, coupled with noted gaps in current training, highlight the critical importance of structured pedagogical approaches in psychiatry to examine these conceptual issues. Longitudinal studies will be needed to evaluate the potential impact of such educational programs on the evolution of participants’ conceptual competences across the three dimensions of the questionnaire. [Résumé d'auteur] En ligne : https://doi.org/10.1016/j.encep.2025.02.005 Permalink : https://ch-poitiers.fr/opac_css/index.php?lvl=notice_display&id=124007
in L'encéphale > n°1 (Février 2026 Vol. 52) . - 47-55[article]Réservation
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Titre : Representations and knowledge of residents about ADHD in children in two regions in France [Représentations et connaissances des internes sur le TDAH de l’enfant dans deux régions Françaises] Auteurs : THIEBAUT-NOEL Willig, Auteur ; BRUN Louise, Auteur ; PIOLLET Anne, Auteur ; DAJON Marie, Auteur ; THIOLLIER Marie-Claire, Auteur ; ASSATHIANY Rémy, Auteur ; FOURNERET Pierre, Auteur ; OUSTRIC Stéphane, Auteur ; AMOUYAL Michel, Auteur ; MASSE Magali, Auteur ; MONGE Anne, Auteur ; PURPER-OUAKIL Diane, Auteur Année de publication : 2026 Article en page(s) : 38-46 Note générale : Fig./Tabl./33 réf. bibl. Langues : Anglais (eng) Mots-clés : FRANCE REPRESENTATION TROUBLE DEFICITAIRE DE L'ATTENTION HYPERACTIVITE ADOLESCENT ENFANT FORMATION INTERNE HOSPITALIER Résumé : Introduction : In France, knowledge and awareness of childhood ADHD remain insufficient. To guide the development of training programs for medical residents, we assessed the understanding of ADHD among residents in family practice, pediatrics, and psychiatry across two major French regions in 2021. Methods : A SurveyMonkey survey was distributed to residents in two French regions, gathering information about their training experiences on child/adolescent ADHD, as well as their knowledge and perceptions of the disorder. Results : Among the 251 residents who completed the survey (response rate: 28.5%), 53.4% reported receiving no training on ADHD during their residency. Substantial differences were observed across specialties: 75% of psychiatry residents reported receiving training, compared to only 38% of family practice residents. Even brief training sessions (e.g., one hour) significantly improved knowledge and perceptions of ADHD, with greater effectiveness observed as the duration of training increased. Conclusions : Residency training on ADHD shows potential for improving access to care as post-training knowledge and perceptions align with those of trained practitioners actively managing ADHD in the same regions. Action plans are recommended to enhance training for family practice residents, with follow-up assessments planned using the same methodology. [Résumé d'auteur] En ligne : https://doi.org/10.1016/j.encep.2025.02.002 Permalink : https://ch-poitiers.fr/opac_css/index.php?lvl=notice_display&id=124006
in L'encéphale > n°1 (Février 2026 Vol. 52) . - 38-46[article]Réservation
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Titre : Régulation émotionnelle, alexithymie et dissociation chez les adolescents hospitalisés : un modèle de médiation par équation structurelle Auteurs : CHERGUI Saïda, Auteur ; FOURNERET Pierre, Auteur ; ESPI Pauline, Auteur ; GAULD Christophe, Auteur Année de publication : 2025 Article en page(s) : 44-52 Note générale : 4 Tabl./ 1 Fig. Langues : Français (fre) Mots-clés : PEDOPSYCHIATRIE ALEXITHYMIE DISSOCIATION REGULATION EMOTIONNELLE ADOLESCENT Résumé : La dissociation est un phénomène majeur en psychiatrie de l’enfant et adolescent. Elle implique une altération involontaire dans l’intégration adéquate des fonctions psychologiques, en lien avec différents mécanismes neuropsychologiques. Cette étude vise à examiner les relations entre la dissociation, la régulation émotionnelle et l’alexithymie chez les adolescents. Les résultats soulignent l’importance de l’alexithymie dans l’expérience dissociative des adolescents, indépendamment des difficultés de régulation émotionnelle. L’absence d’effet médiateur via la régulation émotionnelle suggère que la dissociation et l’alexithymie pourraient être directement reliées sans passer par une telle régulation émotionnelle. Cette étude ouvre des perspectives pour des interventions thérapeutiques ciblées sur l’alexithymie afin d’améliorer les symptômes dissociatifs. [D'après le résumé des auteurs] En ligne : https://doi.org/10.1016/j.neurenf.2024.11.002 Permalink : https://ch-poitiers.fr/opac_css/index.php?lvl=notice_display&id=121909
in Neuropsychiatrie de l'enfance et de l'adolescence > n°1 (Janvier 2025 - Vol. 73) . - 44-52[article]Réservation
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Code-barres Cote Support Localisation Section Disponibilité P0000354 NEUROPSY/1 Périodique CDMA Documentaire Disponible
Titre : Healthcare pathways and practitioners’ knowledge about ADHD in children [Organisation des soins et connaissances des médecins français sur le TDAH de l’enfant] Auteurs : WILLIG Thiébaut-Noël, Auteur ; DAJON Marie, Auteur ; ASSATHIANY Rémy, Auteur ; BRUN Louise, Auteur ; FOURNERET Pierre, Auteur ; MASSE Magali, Auteur ; MONGE Anne, Auteur ; PIOLLET Anne, Auteur ; CORTESE Samuele, Auteur ; PURPER-OUAKIL Diane, Auteur Année de publication : 2024 Article en page(s) : 363-372 Note générale : 34 réf. bibliogr./Fig./Tabl. Langues : Anglais (eng) Mots-clés : FRANCE TROUBLE DEFICITAIRE DE L'ATTENTION HYPERACTIVITE PARCOURS DE SANTE PRATIQUE PROFESSIONNELLE FORMATION MEDECIN Résumé : Introduction : Access to care for children and adolescents affected by ADHD in France remains below the levels attained in most industrialised countries. To contribute to improving ADHD care in France, we assessed existing ADHD knowledge among medical doctors (MDs) and described associated care pathways in two large French regions in 2021. We produced tools to evaluate the regional impact of implementing a stepped-care pathway for ADHD. Methods : A SurveyMonkey® study was sent to professionals from two regions in France accounting for 14 million inhabitants, allowing them to describe their role in child/adolescent ADHD, as well as their representations and knowledge about the disorder. Results : Around 9.4% of all MDs potentially involved with children took part in the study; 34.9% considered themselves untrained, 40.5% were involved in ADHD care at a first-tier level, and 19.6% at a second-tier level. Access to a second or third-tier service for ADHD was associated with mean waiting times of 5.7 and 8.5 months, respectively. Initiation of stimulant therapy remained mainly restricted to second or third-tier MDs, and adaptation of dosage or change in the galenic formulation was rarely performed by first-tier MDs (27.2% and 18%, respectively). Training in neurodevelopmental disorders and tier-level were the strongest determinants of knowledge, attitudes and self-assessed expertise about ADHD. Conclusions : This study provides insight into training needs for MDs regarding healthcare pathways in ADHD and should support the implementation of health policies, such as a stepped healthcare access for ADHD. The study design and dissemination have been validated and will be available in France and other countries facing similar obstacles in care pathways for ADHD. Official recommendations on ADHD in children and adults are being updated in France, and our data and the survey design will be a starting point for their implementation. [Résumé d'auteur] En ligne : https://www.em-premium.com/article/1681091 Permalink : https://ch-poitiers.fr/opac_css/index.php?lvl=notice_display&id=121540
in L'encéphale > n°4 (Août 2024 Vol.50) . - 363-372[article]Réservation
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