-Background: The professional frames of physiotherapists specify palpatory skills. This is a real challenge for professionals and explains why it is crucial that physiotherapy students learn and benefit from top-quality palpatory training. Objective: To assess if the hypothesis demonstrated that an educational tool using the interactive modelling/imitation (IMI) model influences undergraduates' body movement abilities. Method: 124 undergraduate students studying at the IFMK (institute of physiotherapy training) institute were split equally and randomly into two groups. During the three-year study (2010)(2011)(2012)(2013), students from three classes received the same amount of training time. Students of GE (experimental group) group are the only ones that benefited from 57 hours of training with the IMI pedagogical tool. An evaluation chart was developed using works on haptics. Based on Cohen's Kappa coefficient replicability between two evaluators is described as "good". The statistical results are significant and confirm the initial hypothesis. The proposed educational tool has an impact on the use of five palpatory procedures out of six. The lateral friction procedure is the only one that was not confirmed. Conclusion: The IMI pedagogical tool helped acquire palpatory skills and develop consistency.

This paper has three objectives: first, to examine the historical foundations of the social representation of French physiotherapy; second, to explore the holistic dimension of physiotherapy care addressed by physiotherapists in our survey; third, to disseminate the research design in social science. A literary text by a founder of French physiotherapy was transcribed and examined by lexicometry. The analysis revealed the avant-garde philosophy of care developed by Dolto in the 70s: a merged model of care and a unique evidence of systems thinking that distinguishes the empirical practice of professionals working according to a functional rehabilitation logic. We argue that the introduction of systems theory into the initial or continuing education of these practitioners could make its bio-psycho-social application more effective. This calls for further research on rehabilitation practices in other cultural contexts and provides a theoretical basis and argument for the development of lexicometry in the social sciences.

En France, le référentiel de formation en soins infirmiers n’intègre pas les compétences collaboratives interprofessionnelles dans sa stratégie pédagogique. Plébiscitée par la littérature, l’éducation interprofessionnelle permet pourtant d’optimiser le travail collaboratif. Le but de cette étude quantitative prospective est d’explorer le développement de trois compétences collaboratives interprofessionnelles d’étudiants infirmiers en fin de formation initiale. Les résultats de notre étude montrent que seul un profil particulier d’étudiants infirmiers a développé ces trois compétences durant la formation initiale. Il nous semble nécessaire de déployer la perspective interprofessionnelle dans les formations initiales en santé. La stratégie de diplomation en silo devrait laisser place à une approche transversale de l’apprentissage.

L’objectif de cet article est de montrer que la performance pédagogique est à l’origine de modifications des pratiques professionnelles massothérapiques dans la prise en charge de la douleur fibromyalgique. Deux méthodologies quantitatives retracent le versant pédagogique. D’une part, un questionnaire montre de façon statistiquement significatif une déficience d’habiletés lors du démarrage palpatoire et lors de la palpation d’un élément précis et profond ; d’autre part, une étude expérimentale montre qu’une pédagogie par imitation modélisation-interactive est plus performante qu’un apprentissage behavioriste sur l’appropriation d’habiletés palpatoires. Un tel résultat est significatif (p < 1 %) dans l’acquisition de cinq habiletés sur six, et ce, indépendamment du genre et des connaissances théoriques anatomiques préalables. En conclusion, cette pédagogique est contributive à la performance d’un massage, base du traitement non médicamenteux de la douleur chronique de patients fibromyalgiques.The goal is to demonstrate that modifications of professional massage therapy practices in the pain management caused by fibromyalgia are directly related to teaching performances. Two quantitative methods outline the educational process: A questionnaire reveals a statistically significant deficiency in the first palpatory step and during the palpation of a deep and precise element; An experimental study indicates that a teaching method following interactive imitation modeling is more efficient than behaviorist learning when it comes to mastering the palpatory skills. This result is significant (p < 1 %) in the acquisition of the five skills out of six, all of which attained independently of the genre (standards) and preliminary theoretical anatomic knowledge. Do massage performances – basic non-medical treatment in chronic pain care of fibromyalgia patients – benefit from this teaching method.El objetivo de nuestro artículo consiste en poner de manifiesto que el desempeño pedagógico se encuentra en la base de ciertas modificaciones en el ejercicio profesional de la masoterapia en el tratamiento del dolor debido a la fibromialgia. Dos metodologías de tipo cuantitativas describen el aspecto pedagógico : un cuestionario muestra de forma estadísticamente significativa una deficiencia en las habilidades al comienzo y durante la palpación de un elemento preciso y profundo. un estudio experimental muestra que una pedagogía por imitación modelización-interactiva es más eficaz que un aprendizaje behaviorista de la apropiación de las habilidades de la palpación. Este resultado es significativo (p < 1%) en la adquisición de cinco habilidades entre seis, además de ser independiente del tipo y de los conocimientos teóricos anatómicos previos. Esta pedagogía contribuye al desempeño en el masaje, base del tratamiento no medicamentoso del dolor crónico en pacientes con fibromialgia

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