Publications

@article{Laroche2026,

title = {Quand cesse-t-on d'être un enfant en danger ? Plaidoyer pour une sémantique éthique non déterminante},

author = {Sophie Laroche and Mylène Gouriot and Guillaume Grandazzi and Martine Balençon},

url = {https://www.em-consulte.com/article/1834653/quand-cesse-t-on-d-etre-un-enfant-en-danger-plaido},

doi = {10.1016/j. perped.2026.07.009},

year  = {2026},

date = {2026-08-14},

journal = {Perfectionnement en Pédiatrie},

keywords = {Formation médicale},

pubstate = {published},

tppubtype = {article}

}

@article{Pouget-Abadie2021,

title = {Le serment d’Hippocrate : source vive de l’éthique médicale},

author = {Jean-François Pouget-Abadie},

url = {https://hal.science/hal-03325231/document},

year  = {2021},

date = {2021-08-05},

urldate = {2021-08-05},

journal = {Revue de bioéthique de Nouvelle-Aquitaine},

number = {8},

pages = {51-54},

abstract = {Le Serment d’Hippocrate, prononcé par tout nouveau médecin, est un engagement responsable dont le sérieux et l’enjeu ne sauraient échapper. Le texte vénérable n’est en rien trahi par la version actuelle plus concise. Le même souffle, une inspiration éthique aussi forte, portent des mots qui défendent la confraternité, la qualité de la nécessaire transmission du savoir, le respect du secret, la recherche primordiale du bien pour tout malade, le respect indéfectible de la vie, la probité et le rejet de toute corruption.},

keywords = {Formation médicale, Place de l'éthique dans le soin},

pubstate = {published},

tppubtype = {article}

}

@article{Tenenbaum2020,

title = {Implementation of a medical ethics course in undergraduate dental education and assessment of knowledge and attitudes},

author = {Annabelle Tenenbaum and Grégoire Moutel and Maryse Wolikow and Amandine Vial-Dupuy and Sylvie Azogui-Levy},

url = {https://pubmed.ncbi.nlm.nih.gov/33282765/},

doi = {10.4103/jispcd.JISPCD_364_19},

year  = {2020},

date = {2020-08-31},

urldate = {2020-08-31},

journal = {Journal of International Society of Preventive & Community Dentistry},

volume = {10},

number = {5},

pages = {569-578},

abstract = {Objectives: A medical ethics course was launched in 2012 in a French University Dental School. We compared knowledge and attitudes, before and after implementation of that course. The aim of this study was to compare students who received an ethics course (third year) to those who did not have such training, however, most of them did have some clinical traineeship.



Materials and methods: An anonymous questionnaire was sent to the second-, third-, and sixth-year students. It comprised questions with Likert item format answers and clinical vignettes with open responses. The results were analyzed by two approaches: a statistical analysis (chi-square or Fischer exact tests) and a content analysis using a predefined grid.



Results: A total of 299 respondents replied (75% students) the questionnaire. The analysis showed a statistically significant association between knowledge of the law and information procedures (P < 0.0001), access to medical files (P = 0.004), and recording consent (P = 0.049). It was also significant between knowledge of the law and the principles of biomedical ethics (P < 0.0001 for autonomy and beneficence). The third-year students could state the principles of medical ethics with their percentage always greater than the sixth-year students. After the third year, the students' attitudes switched from a social to a medical emphasis, and their point of view regarding patient's autonomy evolved. Patient's refusal of care raised potential conflicts between autonomy, professional judgment, information, and consent.



Conclusion: Ethics teaching could offer a way to turn positive attitudes into real competencies and should be considered at an early stage.},

keywords = {Formation médicale},

pubstate = {published},

tppubtype = {article}

}

@article{Lechopier2018,

title = {Health professionals prepared for the future. Why Social Sciences and Humanities teaching in Medical Faculties matter},

author = {Nicolas Lechopier and Gilles Moutot and Céline Lefève and Maria Teixeira and Roberto Poma and Guillaume Grandazzi and Anne Rasmussen},

url = {https://halshs.archives-ouvertes.fr/halshs-01908641},

doi = {https://doi.org/10.15694/mep.2018.0000195.1},

year  = {2018},

date = {2018-09-05},

urldate = {2018-09-05},

journal = {MedEdPublish},

abstract = {A public debate took place place in France in 2018 concerning ethical and social issues of biomedicine and life science and technologies. As faculty members of French medical schools and scholars in Social Sciences and Humanities, we contributed to introduce the central theme of health professionals education. What roles and what place should we assign to the social sciences and Humanities in preparing health professionals who will work in a transforming and largely unpredictable context? In this paper, we list 4 crucial issues for the present and the future of healthcare profession, concerning changes of medical roles; new biomedical concepts and innovations; long term consequences on health social contract; ethical issues in health care daily life settings. Then, we list 4 kinds of resources that are brought to students by Social Sciences and Humanities courses. They concern the connection to patients's experiences the social and cultural construction of these experiences; the social responsibility of medical doctors; and the independence of their professional judgments. This is a plea for the development of reflexivity and critical thought backed up by well identified, well integrated and sufficiently developed Social Sciences and Humanities courses in French medical schools.},

keywords = {Formation médicale},

pubstate = {published},

tppubtype = {article}

}