Explorer comment les diplômés en médecine perçoivent et mettent en œuvre la responsabilité sociale au cours de leurs cinq premières années de pratique
DOI :
https://doi.org/10.36834/sf39zn08Résumé
Contexte : La responsabilité sociale (RS) constitue un principe directeur de nombreuses facultés de médecine, mais on sait peu comment elle se traduit dans la pratique clinique en début de carrière. Cette étude explore comment les diplômés d’une faculté de médecine ayant un mandat de RS perçoivent et mettent en œuvre la RS au cours de leurs cinq premières années de pratique autonome.
Méthodes : Nous avons utilisé une approche explicative séquentielle à méthodes mixtes. Dans la phase quantitative, un questionnaire inspiré du cadre d’élaboration d’échelles de DeVellis a été administré à de récents diplômés en médecine au cours de leurs cinq premières années de pratique. Six entrevues individuelles semi-structurées ont été menées auprès de diplômés de trois sites de formation d’une faculté de médecine du Québec. Les transcriptions des entrevues ont été codées par deux chercheurs et les données ont été analysées thématiquement.
Résultats : Les résultats du questionnaire ont indiqué que la plupart des répondants reconnaissent l’importance de la RS, mais font état d’une préparation inégale à sa mise en pratique. Les résultats qualitatifs s’articulent autour de cinq thèmes : 1) définir et s’approprier la RS à travers des valeurs fondamentales; (2) actualiser la RS dans la pratique quotidienne; (3) gérer les tensions systémiques et morales; (4) l’influence de la formation et des modèles de rôle; et (5) une orientation plus large vers le plaidoyer, la prévention et le leadership collectif.
Conclusions : Bien que les participants aient exprimé un fort engagement envers l’équité et la justice sociale, ils ont été confrontés à des contraintes dans la mise en pratique de ces valeurs. Les résultats suggèrent que la RS est vécue moins comme une compétence fixe que comme une orientation dynamique que les diplômés négocient continuellement dans les réalités de la pratique clinique en début de carrière. Ces résultats soulignent l’importance d’arrimer la formation, le mentorat et les structures du système de santé aux aspirations de la formation médicale socialement responsable.
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© Annabelle Cumyn, Mariem Fourati, Ève-Reine Gagné, Sharon Hatcher, Pierre Sigouin, Claire Johnson, Tim Dubé 2026
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