CHAQUE ressources
Vous trouverez ci-dessous une liste de ressources qui ont été développées par et/ou en collaboration avec EACH. Cette liste sera continuellement mise à jour avec de nouvelles ressources.
Compétences en communication pour le personnel portant
Vêtements de protection individuelle (EPI)
La pandémie mondiale de COVID 19 a affecté la manière dont les patients et les cliniciens vivent les consultations en face à face.
Cela fournit des conseils sur la communication avec les patients tout en portant un EPI.
Développé par:
Meilleurs conseils pour communiquer
enseignement des compétences en ligne
Pour vous aider en ces temps difficiles, EACH a élaboré une série de guides pratiques visant à aider les enseignants en communication de soins de santé, les patients simulés et les apprenants à réfléchir aux défis et aux adaptations potentielles de l'enseignement des compétences en communication en ligne :
Enseignants | Étudiants | Patients simulés | Cadre ALOBA | Guide complet
Développé par:
Sandra Winterburn, faculté de médecine de Norwich, hôpitaux et cliniques de l'Université d'East Anglia et de l'Université Marcy Rosenbaum de l'Iowa.
S'il te plaît Cliquez ici pour des clips vidéo donnant des exemples d’enseignement des compétences en communication en ligne.
Conseils pour communiquer avec patients par consultation par courrier électronique
La pandémie de Covid-19 a rendu les consultations par courrier électronique plus pertinentes. Cette fiche présente des conseils et des recommandations clés pour l'utilisation des consultations par courrier électronique pour les professionnels de la santé.
Développé par:
Jane Ege Møller, Université d'Aarhus, Helen Atherton, Faculté de médecine de Warwick et Matilde Nisbeth Brøgger, Université d'Aarhus.
Cours e-learning : Compétences en communication pour les consultations téléphoniques
Cours e-learning : Compétences en communication pour les consultations vidéo
Many healthcare staff are now carrying out consultations on the telephone and video. This is often a type of consultation that staff have not encountered prior to COVID-19 and can be an area of anxiety.
Ce cours démontre comment l'application des compétences de base du Guide Calgary-Cambridge aux consultations téléphoniques et vidéo fournit une approche structurée et centrée sur le patient. Nous espérons que ces packages d’apprentissage en ligne vous seront utiles.
Ceux-ci ont été développés par :
Fiche de conseils en télésanté pour les consultations téléphoniques et vidéo
Cette fiche de conseils met l'accent à la fois sur les problèmes de communication et de flux de travail.
Développé par:
Kelly Skelly et Marcy Rosenbaum des hôpitaux et cliniques universitaires de l'Iowa.
Guides Calgary-Cambridge sur les consultations téléphoniques et les conversations difficiles
Ces deux documents visent à soutenir les cliniciens travaillant dans la crise actuelle du COVID-19.
Ils ont été conçus pour bien fonctionner sur mobiles avec une page de contenu interactive afin que vous puissiez rafraîchir vos connaissances juste avant une tâche particulière.
Développé en partenariat avec l'Irish Health Service (HSE)
Resource list – How to teach online
Vous trouverez ci-dessous une liste de ressources classées, que nous avons brièvement résumées pour vous aider à voir d'un coup d'œil celles qui pourraient vous être utiles.
Cette liste sera continuellement mise à jour avec de nouvelles ressources.
Si vous pensez qu'il serait utile de partager une ressource, veuillez la télécharger sur le forum public.
Toutes les ressources seront examinées avant d'être publiées et nous ne partagerons que celles directement liées à la communication sur les soins de santé.
Enseignement de la communication pendant le COVID-19
A bibliography from the Association of Standardized Patient Educators (ASPE) of distance and online learning resources for teaching communication with simulated patientsrnrnu003ca class=u0022buttonu0022 href=u0022https://aspehq.memberclicks.net/assets/2020Annual/ASPE%20Resource%20List%2003.17.20.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eASPEu003c/au003ernrnDistance Learning and telehealth teaching resources.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.healthysimulation.com/medical-simulation/covid-19-resources/u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eHealthy Simulationu003c/au003e
University of Minnesota Webinar recording: Zooming with SPs in COVID-19 Response: Using Zoom to train Standardized Patients (SPs) and implement formative Objective Structured Clinical Examination (OSCEs) with health science students.rnrnu003ca class=u0022buttonu0022 href=u0022https://mediaspace.umn.edu/media/t/0_t5dvexu2u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eWebinaru003c/au003ernrnVirtual OSCE guides for students, SPs and monitors from Northwestern University Fineberg School of Medicine.rnrnu003ca class=u0022buttonu0022 href=u0022https://each.international/wp-content/uploads/2020/04/Northwestern-Virtual-OSCE.zipu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003ePDFu003c/au003e
Association of American Medical Colleges resources on Clinical Teaching and Learning Experiences without Physical Patient Contact including teaching about Interpersonal and Communication Skills.rnrnu003ca class=u0022buttonu0022 href=u0022https://icollaborative.aamc.org/collection/covid19-alternative-learning-experiences/u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eAAMCu003c/au003e
Ressource d'information crédible pendant le covid-19
The u003ca href=u0022https://coronavirus.frontiersin.org/?utm_source=emu0026amp;utm_medium=f-nltu0026amp;utm_campaign=ba_cov-cco__hub-announcementu0022 target=u0022blanku0022 rel=u0022noopeneru0022u003eFrontiers Coronavirus Knowledge Hubu003c/au003e provides an up to date source of trusted information and analysis on COVID-19 and coronaviruses, including the latest research articles, information and commentary.rnrnu003ca class=u0022buttonu0022 href=u0022https://coronavirus.frontiersin.org/?utm_source=emu0026amp;utm_medium=f-nltu0026amp;utm_campaign=ba_cov-cco__hub-announcementu0022 target=u0022blanku0022 rel=u0022noopeneru0022u003eFrontiers Coronavirus Knowledge Hubu003c/au003ernrnAn u003ca href=u0022https://catalyst.nejm.org/doi/full/10.1056/CAT.20.0080u0022 target=u0022_blanku0022 rel=u0022noreferrer noopeneru0022u003earticleu003c/au003e published in the New England Journal of Medicine Catalyst (NEJM Catalyst) – u003cemu003eAt the Epicentre of the Covid-19 Pandemic and Humanitarian Crisis in Italy: Changing Perspectives on Preparation and Mitigation, Nacoti et. al.u003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://catalyst.nejm.org/doi/full/10.1056/CAT.20.0080u0022 target=u0022blanku0022 rel=u0022noopeneru0022u003eNEJM Catalyst Articleu003c/au003e
Communiquer avec les patients et les familles pendant la COVID-19
Our sister organisation, u003ca href=u0022https://www.achonline.org/COVID-19u0022 target=u0022_blanku0022 rel=u0022noreferrer noopeneru0022u003eAcademy of Communication in Healthcare (ACH)u003c/au003e has put together a selection of communication tools, member stories u0026amp; support for well-being.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.achonline.org/COVID-19u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eACHu003c/au003ernrnVitalTalk has created a playbook with tips on how to sustainably communicate with honesty, empathy and compassion. u003ca href=u0022https://www.vitaltalk.org/guides/covid-19-communication-skills/u0022 target=u0022_blanku0022 rel=u0022noreferrer noopeneru0022u003eThis linku003c/au003e enables you to view the playbook in different languages.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.vitaltalk.org/guides/covid-19-communication-skills/u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eVitalTalku003c/au003ernrnu003ca href=u0022https://www.globalfamilydoctor.com/u0022 target=u0022_blanku0022 rel=u0022noreferrer noopeneru0022u003eWONCAu003c/au003e have a series of articles relevant to family doctors as well as links to the World Health Organisation and other reputable websites which contain valuable information for family doctors having to deal with COVID-19 cases.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.globalfamilydoctor.com/Resources/COVID19.aspxu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eWONCAu003c/au003ernrnDrawing attention to difficulty of controlling fake news during an epidemic.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.weforum.org/agenda/2020/03/how-experts-are-fighting-the-coronavirus-infodemic/u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eWEForumu003c/au003ernrnHow to communicate with families living in compete isolation. Paper from Giulia Lamiani and Colleagues and approved by the main Italian societies of Intensive Care, Emergency Medicine and Palliative Care (SIAARTI, ANIARTI, SICP and SIMEU).rnrnu003ca class=u0022buttonu0022 href=u0022https://www.aniarti.it/wp-content/uploads/2020/04/CommuniCoViD_eng-18apr20.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eEnglishu003c/au003e u003ca class=u0022buttonu0022 href=u0022https://www.aniarti.it/u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eItalianu003c/au003ernrnCommunicating Covid-19 issues to people with Intellectual Disability and/or Autism resource.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.sidin.org/wp-content/uploads/2020/03/scudo-al-COVID-19-per-PcDI_A_SIDiN_v-1_5.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eItalianu003c/au003e u003ca class=u0022buttonu0022 href=u0022https://each.international/wp-content/uploads/2020/04/Italienische-Empfehlung-zum-Umgang-mit-COVID-19-bei-IM.pdf.pagespeed.ce.oGQUgez2qV.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eGermanu003c/au003e u003ca class=u0022buttonu0022 href=u0022https://each.international/wp-content/uploads/2020/04/Tips-voor-het-omgaan-met-de-psychologische-effecten-bij-mensen-met-een-verstandelijke-beperking-of-autisme-van-de-maatregelen-tegen-de-verspreiding-van-het-coronavirus.pdf.pagespeed.ce.7FuswNd7fd.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eDutchu003c/au003ernrnA book with explanation of Covid19 for children. A nice way to explain it.rnrnu003ca class=u0022buttonu0022 href=u0022https://interagencystandingcommittee.org/system/files/2020-04/My%20Hero%20is%20You%2C%20Storybook%20for%20Children%20on%20COVID-19.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eBooku003c/au003ernrnWHO Social media cards are meant for for healthworkers: for sharing on their social media channels.rnrnu003ca class=u0022buttonu0022 href=u0022https://drive.google.com/drive/folders/1qlbtlwpbnNDSdLC6jnko0_-th0SKZhi0u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eSocial media cardsu003c/au003e
Recherche en communication sur la COVID-19
To help find publications about COVID-19 and communication between patients and healthcare professionals, including information for patients / public from healthcare professionals.rnrnAuthors: Arwen H Pieterse (rEACH) and Jan Schoones (librarian Leiden University Medical Center, The Netherlands)rnrnu003ca class=u0022buttonu0022 href=u0022https://each.international/wp-content/uploads/2020/05/Search-strategy-resource-May-20.docxu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003ePubMed search strategyu003c/au003e
Improving Communication about COVID-19 and Other Emerging Infectious Diseases. u003cemu003eJacobsen KH u0026amp; Vraga EKu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32294248u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eEur J Clin Investu003c/au003ernrnMisinformation of COVID-19 on the Internet: Infodemiology Study. u003cemu003eCuan-Baltazar JY, Muñoz-Perez MJ, Robledo-Vega C, Pérez-Zepeda MF, Soto-Vega Eu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32250960u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJMIR Public Health Surveillu003c/au003ernrnCoronavirus: the spread of misinformation. u003cemu003eMilan A u0026amp; Khan Su003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32188445u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eBMC Medu003c/au003e
Data Mining and Content Analysis of Chinese Social Media Platform Weibo During Early COVID-19 Outbreak: A Retrospective Observational Infoveillance Study. u003cemu003eLi J, XuQ, Cuomo R, Purushothaman V, Mackey Tu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32293582u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJMIR Public Health Surveillu003c/au003ernrnUnpacking the black box: How to promote citizen engagement through government social media during the COVID-19 crisis. u003cemu003eChen Q, Min C, Zhang W, Wang G, Ma X, Evans Ru003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32292239u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eComput Human Behavu003c/au003ernrnSocial Media Spread During COVID-19: The Pros and Cons of Likes and Shares. u003cemu003eO’Brien M, Moore K, McNicholas Fu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32268046u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eIr Med Ju003c/au003ernrnPreventative Behaviours Conveyed on YouTube to Mitigate Transmission of COVID-19: Cross-Sectional Study. u003cemu003eBasch CH, Hillyer GC, Meleo-Erwin ZC, Jaime C, Mohlman J,, Basch CEu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32240096u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJMIR Public Health Surveillu003c/au003e
Use of Handheld Transceiver for Hospital Healthcare Workers-Caregiver Communication During the COVID-19 Outbreak in Pediatric Emergency Department. u003cemu003eCuratola A, Ferretti S, Gatto A, Chiaretti Au003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32287053u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003ePediatr Infect Dis Ju003c/au003ernrnMaintaining Our Humanity Through the Mask: Mindful Communication During COVID-19. u003cemu003eSchögl M, Jones Cu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32282056u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJ Am Geriatr Socu003c/au003ernrnCrisis Symptom Management and Patient Communication Protocols Are Important Tools for All Clinicians Responding to COVID-19. u003cemu003eBowman BA, Esch AE, Back AL, Marshall Nu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32276102u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJ Pain Symptom Manageu003c/au003ernrnCommunity pharmacists and communication in the time of COVID-19: Applying the health belief model. u003cemu003eCarico RR, Sheppard J, Thomas CBu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32247680u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eRes Social Adm Pharmu003c/au003ernrnProtecting the psychological health of children through effective communication about COVID-19. u003cemu003eDalton L, Rapa E, Stein Au003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32243784u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eLancet Child Adolesc Healthu003c/au003ernrnApplying Palliative Care Principles to Communicate with Children about COVID-19. u003cemu003eWeaver MS u0026amp; Wiener Lu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32240751u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJ Pain Symptom Manageu003c/au003e
Understanding COVID-19 risk perceptions among the public to enhance risk communication efforts: a practical approach for outbreaks, Finland. u003cemu003eLohiniva AL, Sane J, Sibenberg K, Puumalainen T, Salminen Mu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32265008u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eEuro Surveillu003c/au003ernrnUse of Rapid Online Surveys to Assess People’s Perceptions During Infectious Disease Outbreaks: A Cross-sectional Survey on COVID-19. u003cemu003eGeldsetzer Pu003c/emu003ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32240094u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJ Med Internet Resu003c/au003e
COVID-19: Peer Support and Crisis Communication Strategies to Promote Institutional Resilience. Wu AW, Connors C, Everly GS Jrrnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32251512u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eAnn Intern Medu003c/au003ernrnA Mobile Health Platform to Disseminate Validated Institutional Measurements During the COVID-19 Outbreak: Utilization-Focused Evaluation Study. Zamberg I, Manzano S, Posfay-Barbe K, Windisch O, Agoritsas T, Schiffer Ernrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32250958u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJMIR Public Health Surveillu003c/au003ernrnStrategies for Disseminating and Implementing COVID-19 Public Health Prevention Practices in Rural Areas. Prusaczyk Brnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32246497u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eJ Rural Healthu003c/au003ernrnEffective Risk Communication for Public Health Emergency: Reflection on the COVID-19 Outbreak in Wuhan, China. Zhan L, Li H, Chen Krnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32245157u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eHealthcare (Basel)u003c/au003ernrnLimited early warnings and public attention to COVID-19 in China, January – February 2020: a longitudinal cohort of randomly sampled Weibo users. Zhu Y, Fu KW, Grépin KA, Liang H, Fung ICrnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32241328u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eDisaster Med Public Health Prepu003c/au003ernrnBlocking information on COVID-19 can fuel the spread of misinformation. Larson HJrnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32231320u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eNatureu003c/au003ernrnEvidence informing the UK’s COVID-19 public health response must be transparent. Alwan NA et. al.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32197104u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eLancetu003c/au003ernrnApplications of google search trends for risk communication in infectious disease management: A case study of COVID-19 outbreak in Taiwan. Husnayain A, Fuad A, Su ECrnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32173572u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eInt J Infect Disu003c/au003ernrnCOVID-19: Real-time dissemination of scientific information to fight a public health emergency of international concern. Song P, Karako Trnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32092748u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eBiosci Trendsu003c/au003ernrnStatement in support of the scientists, public health professionals, and medical professionals of China combatting COVID-19. Calisher C et. al.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.ncbi.nlm.nih.gov/pubmed/32087122u0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eLancetu003c/au003ernrnA paper about improving risk communication to family physicians during public health crises.rnrnu003ca class=u0022buttonu0022 href=u0022https://www.cfp.ca/content/cfp/66/3/e99.full.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eCan Fam Phy Covid 19u003c/au003e
This is a database of worldwide funding opportunities for research and development that is compiled by Science|Business and is updated on a daily basis.rnrnu003ca class=u0022buttonu0022 href=u0022https://sciencebusiness.net/sciencebusiness-database-coronavirus-funding-opportunitiesu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003eScience|Businessu003c/au003e
Leçons apprises
A viewpoint from Italy showing that in order to avoid collapse, healthcare systems need to have collaborative emergency networks, as simply increasing ICU capacity is not enough.rnrnu003ca class=u0022buttonu0022 href=u0022https://each.international/wp-content/uploads/2020/04/Grasselli-2020-JAMA.pdf.pagespeed.ce.1f71rIwLNw.pdfu0022 target=u0022_blanku0022 rel=u0022noopeneru0022u003ePDFu003c/au003e
CHAQUE base de données de ressources consultables
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