{"id":4197,"date":"2025-01-10T15:38:47","date_gmt":"2025-01-10T23:38:47","guid":{"rendered":"https:\/\/pxphub.org\/?p=4197"},"modified":"2025-01-14T14:54:19","modified_gmt":"2025-01-14T22:54:19","slug":"patient-engagement-in-research-workshop-an-initiative-for-researcher-education","status":"publish","type":"post","link":"https:\/\/pxphub.org\/fr\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/","title":{"rendered":"Atelier \u00ab Participation des patients \u00e0 la recherche \u00bb : une initiative pour la formation des chercheur"},"content":{"rendered":"
Par Trudy Flynn, patiente partenaire, et Tianna Magel, analyste de projet et de recherche \u00e0 l\u2019Institut de l\u2019appareil locomoteur et de l\u2019arthrite des IRSC<\/strong><\/em><\/h5>\n
R\u00e9vis\u00e9 par Hetty Mulhall<\/strong><\/em><\/h5>\n

A recent review found that one of the key reasons researchers participate in patient engagement is to do “better research” (Pratte et al., 2023). Yet there is still insufficient awareness of patient engagement in academia which means that the research community is still falling short when it comes to meaningfully integrating patient perspectives. Less than half (36.5%) of the health researchers surveyed in a Canadian study agreed that patients and the public are being meaningfully engaged in research (Crockett et al., 2019). Begging the question: How can we increase awareness on the importance of meaningfully engaging patient partners in research?<\/p>\n

Patient Engagement in research within Canada is not a new phenomenon, and has been defined by the Canadian Institutes of Health Research (CIHR) as patients being “actively engaged in governance, priority setting, developing the research questions, and even performing parts of the research itself” (Canadian Institutes of Health Research, 2019). The value of patient engagement is also not inconsequential and has demonstrated several benefits, including improved clinical and research relevance, continued engagement in care, and facilitation of knowledge translation initiatives (Domecq et al., 2014; Forsythe et al., 2019; McVey et al., 2023; Richards et al., 2024).<\/p>\n

To effectively move the dial on patient engagement best practices, and in turn, do “better research”, increased educational initiatives are needed to raise awareness on the value of involving patients, not as participants (e.g., someone signing up to try a new treatment), but as members of a research team.<\/p>\n

Pour aborder cette question, en collaboration avec des patients partenaires et les instituts des IRSC, nous avons \u00e9labor\u00e9 des ateliers d\u2019introduction virtuels et en personne sur la participation des patients \u00e0 la recherche. Ainsi, l\u2019objectif du pr\u00e9sent blogue est triple : 1) transmettre les le\u00e7ons tir\u00e9es de l\u2019atelier et de l\u2019\u00e9valuation par les pairs afin que d\u2019autres organisations puissent utiliser ces approches; 2) signaler la n\u00e9cessit\u00e9 d\u2019accro\u00eetre la formation sur la participation des patients \u00e0 la recherche; 3) souligner l\u2019importance des patients partenaires en tant que coanimateurs de l\u2019atelier et cocr\u00e9ateurs des documents utilis\u00e9s lors de l\u2019\u00e9valuation par les pairs.<\/p>\n

This is a long blog post, so we have broken it up into sections to make it easier to read. We have displayed each section in its own collapsible text box with a heading, to make it easier to keep track of where you are reading.<\/p>\n\t\t\t\t\t\u00c9valuation par les pairs<\/a>\n\t\t\t\t\t\t\t\t\t\t\tExpand<\/i><\/a>\n\t\t\t\t\t

To gauge researcher interest in the workshop and the value they would extract from engagement in the session, we developed an online form or ‘expression of interest’. This form asked applicants to detail their previous patient partner engagement experiences, how participation in the workshop would strengthen their research skills, and how they intended to amplify their learnings from the workshop.<\/p>\n

Following submission, each application went through a peer review process where it was carefully reviewed and ranked by several peer reviewers. Our peer review process was co-designed by patient partners, as with all steps in this project, and was unique in that it was primarily patient partner led and driven. This is contrary to typical peer review panels which are often made up of individuals from more traditional academic roles. Indeed, our peer review team was composed of a diverse panel of six patient partners from across Canada and three members from CIHR’s Institute of Musculoskeletal Health and Arthritis (IMHA) and Institute of Genetics (IG).<\/p>\n

Lors de l\u2019\u00e9valuation par les pairs proprement dite, deux patients partenaires et un membre des IRSC ont \u00e9t\u00e9 assign\u00e9s de mani\u00e8re al\u00e9atoire \u00e0 l\u2019\u00e9valuation et au classement des r\u00e9ponses \u00e9crites fournies dans chaque demande \u00e0 l\u2019aide d\u2019une grille d\u2019\u00e9valuation \u00e0 cinq points. Lorsqu\u2019il \u00e9tait possible de le faire, notre grille d\u2019\u00e9valuation visait \u00e0 appuyer une \u00e9valuation objective et impartiale des r\u00e9ponses \u00e9crites fournies par les candidats. Plusieurs ressources compl\u00e9mentaires ont \u00e9t\u00e9 \u00e9labor\u00e9es, en plus de la grille d\u2019\u00e9valuation, afin d\u2019aider les \u00e9valuateurs durant le processus, notamment un document explicatif d\u00e9taill\u00e9 sur la cotation ainsi qu\u2019un tutoriel vid\u00e9o. Ainsi, nous reconnaissions que fournir de l\u2019information dans divers formats pouvait s\u2019av\u00e9rer utile. \u00c0 l\u2019aide de ces ressources, les \u00e9valuateurs agissant comme patients partenaires ont ensuite attribu\u00e9 des cotes aux r\u00e9ponses \u00e9crites fournies par les candidats qui leur avaient \u00e9t\u00e9 confi\u00e9s. Les cotes finales accord\u00e9es \u00e0 chaque candidat par les \u00e9valuateurs, soit deux cotes attribu\u00e9es par les patients partenaires et une par les membres des IRSC, ont \u00e9t\u00e9 combin\u00e9es pour obtenir une cote moyenne sur 5. La cote de 3,0 a \u00e9t\u00e9 \u00e9tablie comme le seuil \u00e0 d\u00e9passer pour \u00eatre admis \u00e0 l\u2019atelier, et les demandes dont la cote moyenne \u00e9tait inf\u00e9rieure ou \u00e9gale \u00e0 3,0 ont \u00e9t\u00e9 redirig\u00e9es pour une \u00e9valuation compl\u00e8te par un comit\u00e9.<\/p>\n

\u00c0 l\u2019issue de l\u2019\u00e9valuation par les pairs, les \u00e9valuateurs ont particip\u00e9 \u00e0 une r\u00e9union de groupe d\u2019experts afin de discuter des demandes n\u2019ayant pas obtenu la cote de passage et, ainsi, d\u00e9terminer si elles m\u00e9ritaient d\u2019\u00eatre admises \u00e0 l\u2019atelier. Cette discussion \u00e9tait dirig\u00e9e principalement par les patients partenaires, et les membres des IRSC ont apport\u00e9 des commentaires compl\u00e9mentaires au besoin. Il convient de souligner que le taux \u00e9lev\u00e9 de participation \u00e0 l\u2019atelier peut \u00eatre attribuable aux processus obligatoires de d\u00e9claration d\u2019int\u00e9r\u00eat et d\u2019\u00e9valuation par les pairs. On peut supposer que les candidats avaient le sentiment d\u2019avoir m\u00e9rit\u00e9 leur place \u00e0 l\u2019atelier plut\u00f4t que d\u2019avoir \u00e9t\u00e9 accept\u00e9s automatiquement, ce qui pourrait expliquer les niveaux de participation plus \u00e9lev\u00e9s constat\u00e9s.<\/p>\n\t\t\t\t\tAtelier \u00ab Participation des patients \u00e0 la recherche \u00bb<\/a>\n\t\t\t\t\t\t\t\t\t\t\tExpand<\/i><\/a>\n\t\t\t\t\t

The workshop itself was designed in collaboration with IMHA’s Patient Engagement Specialist, Dr. Dawn Richards. This was a 2-hour interactive session offered twice on two consecutive days in Halifax, Nova Scotia, in both hybrid and in-person only formats. Our hybrid session was offered on the first day as a means of facilitating accessible attendance for those who could not attend in person. Additionally, our in-person attendance was also located in an accessible building and classroom, and attendee masking was required.<\/p>\n

Chaque s\u00e9ance a commenc\u00e9 par des pr\u00e9sentations par des patients partenaires, qui ont partag\u00e9 leurs exp\u00e9riences personnelles au sein d\u2019\u00e9quipes de recherche, permettant ainsi de sensibiliser les participants \u00e0 l\u2019expertise et aux r\u00f4les uniques des patients partenaires dans la recherche. Ces t\u00e9moignages servaient \u00e9galement \u00e0 informer les participants sur les principales notions \u00e0 conna\u00eetre sur la mobilisation des patients. Les t\u00e9moignages des patients partenaires ont \u00e9t\u00e9 suivis de discussions en petits groupes compos\u00e9s de quatre ou de cinq participants, sous la supervision d\u2019un patient partenaire responsable de l\u2019animation. Ces groupes de discussion ont \u00e9t\u00e9 constitu\u00e9s pour faciliter des \u00e9changes sur la mobilisation des patients tout au long du cycle de recherche, en s\u2019appuyant sur la science fondamentale et des \u00e9tudes de cas cliniques. Les participants ont tir\u00e9 profit des petits groupes avec des patients partenaires pour poser des questions et obtenir des pr\u00e9cisions sur la participation des patients \u00e0 la recherche. Ces \u00e9changes se sont r\u00e9v\u00e9l\u00e9s particuli\u00e8rement utiles pour les participants \u0153uvrant dans les domaines de recherche o\u00f9 la mobilisation des patients n\u2019est pas encore largement mise \u00e0 profit. Les participants ont \u00e9galement profit\u00e9 de l\u2019occasion pour s\u2019informer sur les sources de recrutement de patients partenaires et la fa\u00e7on de les faire participer \u00e0 la recherche dans leur domaine respectif. Certains groupes ont utilis\u00e9 les \u00e9tudes de cas comme cadre de discussion, tandis que d\u2019autres ont opt\u00e9 pour des p\u00e9riodes de questions plus libres plut\u00f4t que de s\u2019en tenir aux \u00e9tudes de cas. Les deux approches ont re\u00e7u l\u2019approbation des personnes charg\u00e9es de l\u2019animation de l\u2019atelier.<\/p>\n

\u00c0 l\u2019issue de la discussion sur les \u00e9tudes de cas, un membre de chaque sous-groupe a \u00e9t\u00e9 invit\u00e9 \u00e0 pr\u00e9senter un r\u00e9sum\u00e9 des \u00e9changes au sein de son groupe respectif. L\u2019atelier s\u2019est conclu par une discussion sur diverses questions des participants et par la mise en commun de ressources accessibles par les chercheurs et les stagiaires. Comme il arrive souvent lors d\u2019ateliers hybrides, des difficult\u00e9s techniques ont \u00e9t\u00e9 rencontr\u00e9es avec les discussions virtuelles en petits groupes. Malgr\u00e9 les efforts diligents d\u00e9ploy\u00e9s par la personne responsable de l\u2019animation et les coanimateurs pour assurer l\u2019inclusion des participants en mode virtuel, l\u2019outil technologique n\u2019a pas fonctionn\u00e9 de mani\u00e8re optimale dans l\u2019environnement pr\u00e9vu et avait de la difficult\u00e9 \u00e0 d\u00e9tecter la provenance des sons, ce qui a fait en sorte que les mauvaises personnes apparaissaient \u00e0 l\u2019avant-plan lors des interventions durant la vid\u00e9oconf\u00e9rence. Ces enseignements seront mis \u00e0 profit dans les futures it\u00e9rations hybrides de notre atelier.<\/p>\n

\u00c0 l\u2019issue de l\u2019atelier, les participants et les patients partenaires ont \u00e9t\u00e9 invit\u00e9s \u00e0 r\u00e9pondre \u00e0 un sondage visant \u00e0 recueillir des commentaires sur les aspects r\u00e9ussis et ceux \u00e0 am\u00e9liorer pour les prochaines s\u00e9ances. Les participants ont exprim\u00e9 un niveau \u00e9lev\u00e9 de satisfaction quant au format et \u00e0 la pr\u00e9sentation de l\u2019atelier, et ont manifest\u00e9 une forte conviction quant \u00e0 l\u2019utilit\u00e9 du comit\u00e9 interactif de patients partenaires pour leur apprentissage (voir le tableau 1). Tous les patients ayant pris part \u00e0 l\u2019atelier et \u00e0 l\u2019\u00e9valuation par les pairs ont rapport\u00e9 avoir eu la possibilit\u00e9 d\u2019exprimer librement leur point de vue, et ont per\u00e7u la conception et la pr\u00e9sentation de l\u2019atelier comme une exp\u00e9rience collaborative. En g\u00e9n\u00e9ral, les participants et les patients partenaires ont fait part d\u2019un enthousiasme marqu\u00e9, la majorit\u00e9 ayant manifest\u00e9 le souhait de prolonger la dur\u00e9e de l\u2019atelier afin de permettre une discussion et une exploration plus approfondies de la participation des patients \u00e0 la recherche.<\/p>\n\t\t\t\t\tTableau 1. Donn\u00e9es d\u00e9mographiques des participants et commentaires sur l\u2019atelier<\/a>\n\t\t\t\t\t\t\t\t\t\t\tExpand<\/i><\/a>\n\t\t\t\t\t\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Donn\u00e9es d\u00e9mographiques et r\u00e9troaction<\/strong><\/td>\nParticipants (n=29)a<\/sup><\/strong><\/td>\n<\/tr>\n
Participation <\/strong><\/td>\n<\/td>\n<\/tr>\n
En personne<\/td>\n18 (62%)<\/td>\n<\/tr>\n
Virtuelle<\/td>\n11 (38%)<\/td>\n<\/tr>\n
Perspective pr\u00e9sent\u00e9e \u00e0 l\u2019atelier*<\/strong><\/td>\n<\/td>\n<\/tr>\n
Chercheur<\/td>\n14 (48%)<\/td>\n<\/tr>\n
Stagiaire<\/td>\n14 (48%)<\/td>\n<\/tr>\n
Autre<\/td>\n6 (21%)<\/td>\n<\/tr>\n
“The interactive patient partner panel was helpful to my learning.”<\/strong><\/td>\n<\/td>\n<\/tr>\n
Enti\u00e8rement d\u2019accord<\/td>\n18 (62%)<\/td>\n<\/tr>\n
D\u2019accord<\/td>\n9 (31%)<\/td>\n<\/tr>\n
Ni d\u2019accord ni en d\u00e9saccord<\/td>\n2 (7%)<\/td>\n<\/tr>\n
En d\u00e9saccord<\/td>\n–<\/td>\n<\/tr>\n
Enti\u00e8rement en d\u00e9saccord<\/td>\n–<\/td>\n<\/tr>\n
Je ne sais pas<\/td>\n–<\/td>\n<\/tr>\n
Satisfaction globale \u00e0 l\u2019\u00e9gard de la formule et de la pr\u00e9sentation de l\u2019atelier d\u2019introduction \u00e0 la participation des patients \u00e0 la recherche<\/strong><\/td>\n<\/td>\n<\/tr>\n
Tr\u00e8s satisfait<\/td>\n12 (41%)<\/td>\n<\/tr>\n
Satisfait<\/td>\n13 (45%)<\/td>\n<\/tr>\n
Ni d\u2019accord ni en d\u00e9saccord<\/td>\n4 (14%)<\/td>\n<\/tr>\n
En d\u00e9saccord<\/td>\n–<\/td>\n<\/tr>\n
Enti\u00e8rement en d\u00e9saccord<\/td>\n–<\/td>\n<\/tr>\n
“I learned something new today that will be useful for my future approach in patient partnership or patient engagement.”<\/strong><\/td>\n<\/td>\n<\/tr>\n
Enti\u00e8rement d\u2019accord<\/td>\n16 (55%)<\/td>\n<\/tr>\n
D\u2019accord<\/td>\n11 (38%)<\/td>\n<\/tr>\n
Ni d\u2019accord ni en d\u00e9saccord<\/td>\n2 (7%)<\/td>\n<\/tr>\n
En d\u00e9saccord<\/td>\n–\n <\/td>\n<\/tr>\n
Enti\u00e8rement en d\u00e9saccord<\/td>\n–<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

a. Les r\u00e9ponses proviennent des participants ayant assist\u00e9 \u00e0 au moins un des ateliers organis\u00e9s sur deux jours. * Les participants peuvent s\u00e9lectionner plusieurs perspectives<\/p>\n\t\t\t\t\tRegard vers l\u2019avenir et le\u00e7ons apprise<\/a>\n\t\t\t\t\t\t\t\t\t\t\tExpand<\/i><\/a>\n\t\t\t\t\t

L\u2019inclusion des patients partenaires dans la recherche non seulement enrichit les travaux qui en tirent parti, mais garantit aussi que les patients partenaires ont une voix influente dans l\u2019\u00e9laboration des recherches qui ont une incidence directe sur leur vie. La participation des patients \u00e0 la recherche offre des occasions d\u2019apprentissage, de d\u00e9veloppement des comp\u00e9tences et de r\u00e9seautage. En outre, certains patients partenaires ont manifest\u00e9 leur satisfaction personnelle \u00e0 l\u2019\u00e9gard de leur contribution significative au processus de recherche. Cette participation garantit que leurs exp\u00e9riences concr\u00e8tes sont repr\u00e9sent\u00e9es, ce qui favorise des r\u00e9sultats davantage ax\u00e9s sur les patients.<\/p>\n

Or, les \u00e9changes avec les chercheurs lors des ateliers ont mis en \u00e9vidence des lacunes persistantes au sein des milieux universitaire et scientifique en ce qui concerne les connaissances et la compr\u00e9hension de la mobilisation des patients partenaires. Ces lacunes sont particuli\u00e8rement notables sur le plan de la distinction entre la mobilisation des patients et la simple participation \u00e0 une \u00e9tude. Ce sentiment a \u00e9t\u00e9 partag\u00e9 par plusieurs des patients partenaires et a \u00e9t\u00e9 mis en \u00e9vidence par Trudy Flynn, patiente partenaire agissant comme \u00e9valuatrice et animatrice de l\u2019atelier, qui a d\u00e9clar\u00e9 :<\/p>\n

“Everyone seems to assume that patient partner engagement is common knowledge, but the reality is that many are still unaware of its importance and impact in healthcare. We need to break this assumption and foster a more inclusive understanding with workshops like this one. If we can educate just one researcher about the importance of patient partner engagement, it can create a snowball effect, leading to broader awareness and more meaningful collaboration in the research community.”<\/p><\/blockquote>\n

Pour un nombre significatif de stagiaires et de chercheurs, cet atelier constituait souvent leur premi\u00e8re exposition \u00e0 une forme d\u2019initiative de formation officielle ou de diss\u00e9mination des connaissances sur la participation des patients \u00e0 la recherche. Il faut continuer de mettre l\u2019accent sur les initiatives de formation si nous voulons assurer la compr\u00e9hension et l\u2019inclusion appropri\u00e9es des patients partenaires dans le continuum de la recherche.<\/p>\n

L\u2019atelier a mis en lumi\u00e8re l\u2019importance de la contribution des patients \u00e0 l\u2019orientation de la recherche pour r\u00e9pondre aux besoins r\u00e9els. La communication efficace entre les chercheurs et les patients partenaires est devenue un \u00e9l\u00e9ment crucial pour favoriser la collaboration. De plus, l\u2019atelier a soulign\u00e9 la valeur des diverses perspectives pour enrichir les discussions et l\u2019importance des ateliers hybrides lorsqu\u2019ils ne sont offerts qu\u2019une seule fois. Il pourrait \u00e9galement \u00eatre avantageux de pr\u00e9senter dans certains milieux le contenu en format virtuel ou en personne seulement, \u00e9tant donn\u00e9 que nous ne sommes jamais vraiment parvenus \u00e0 att\u00e9nuer le risque de probl\u00e8mes li\u00e9s \u00e0 la technologie hybride. Dans l\u2019ensemble, les le\u00e7ons apprises aideront \u00e0 am\u00e9liorer les ateliers \u00e0 venir ainsi que la collaboration entre les chercheurs et les patients partenaires.<\/p>\n

En s\u2019appuyant sur les premiers commentaires re\u00e7us, nous avons accord\u00e9 la priorit\u00e9, lors des plus r\u00e9centes it\u00e9rations de notre atelier, \u00e0 offrir une p\u00e9riode de questions en compl\u00e9ment ou au lieu d\u2019un examen d\u2019\u00e9tudes de cas, o\u00f9 les participants peuvent utiliser la derni\u00e8re partie de l\u2019atelier pour poser des questions sur la participation des patients partenaires \u00e0 la recherche dans leur domaine respectif. En effet, lors de notre plus r\u00e9cent atelier d\u2019octobre 2024, nous avons mis en \u0153uvre ces changements et re\u00e7u des commentaires tr\u00e8s positifs. Il est \u00e9galement important de noter que les origines et exp\u00e9riences diversifi\u00e9es des patients partenaires peuvent servir \u00e0 enrichir le processus d\u2019\u00e9valuation par les pairs et l\u2019atelier en mettant en \u00e9vidence les lacunes et les domaines \u00e0 explorer davantage. Les exp\u00e9riences diversifi\u00e9es de nos patients partenaires (y compris plusieurs jeunes membres) a fait ressortir des lacunes dans les connaissances et a soulev\u00e9 d\u2019autres questions sur les plans de l\u2019\u00e9quit\u00e9 et de l\u2019inclusion. De plus, au cours de l\u2019inscription, un grand nombre de chercheurs et de stagiaires ont manifest\u00e9 un int\u00e9r\u00eat pour la participation virtuelle. Les s\u00e9ances \u00e0 venir de notre atelier sont maintenant offertes virtuellement afin de faciliter l\u2019acc\u00e8s \u00e0 l\u2019atelier pour les patients partenaires et les chercheurs dans l\u2019ensemble du Canada<\/p>\n

Pour ce qui est de l\u2019avenir, nous visons \u00e0 continuer d\u2019offrir des ateliers sur la mobilisation des patients et, au bout du compte, \u00e0 faire avancer la participation des patients \u00e0 la recherche. Toutefois, pour atteindre cet objectif, il faut que l\u2019ensemble du milieu de la recherche d\u00e9ploie des efforts soutenus pour \u00e9tablir une base solide de sensibilisation et de formation au sujet de l\u2019importance de la participation des patients \u00e0 la recherche.<\/p>\n

Si vous avez des questions au sujet de notre atelier sur la participation des patients \u00e0 la recherche ou souhaitez avoir acc\u00e8s aux documents utilis\u00e9s lors de l\u2019\u00e9valuation par les pairs, veuillez \u00e9crire \u00e0 contact@pxphub.org<\/a> ou \u00e0 imha-iala@cihr-irsc.gc.ca<\/a><\/p>\n\t\t\t\t\tR\u00e9f\u00e9rences<\/a>\n\t\t\t\t\t\t\t\t\t\t\tExpand<\/i><\/a>\n\t\t\t\t\t

INSTITUTS DE RECHERCHE EN SANT\u00c9 DU CANADA. Engagement des patients, [En ligne], 2019. [https:\/\/cihr-irsc.gc.ca\/f\/45851.html]<\/p>\n

CROCKETT, L. K., et collab. \u00ab Engaging patients and the public in Health Research: experiences, perceptions and training needs among Manitoba health researchers \u00bb, Research Involvement and Engagement, vol. 5, no 28, 2019. doi : 10.1186\/s40900-019-0162-<\/p>\n

Domecq, J. P., Prutsky, G., Elraiyah, T., Wang, Z., Nabhan, M., Shippee, N., Brito, J. P., Boehmer, K., Hasan, R., Firwana, B., Erwin, P., Eton, D., Sloan, J., Montori, V., Asi, N., Dabrh, A. M. A., & Murad, M. H. (2014). Patient engagement in research: A systematic review. BMC Health Services Research, 14(89), 1-9. https:\/\/doi.org\/10.1186\/1472-6963-14-89\/FIGURES\/3<\/p>\n

Forsythe, L. P., Carman, K. L., Szydlowski, V., Fayish, L., Davidson, L., Hickam, D. H., Hall, C., Bhat, G., Neu, D., Stewart, L., Jalowsky, M., Aronson, N., & Anyanwu, C. U. (2019). Patient Engagement In Research: Early Findings From The Patient-Centered Outcomes Research Institute. Health Affairs (Project Hope), 38(3), 359-367. https:\/\/doi.org\/10.1377\/HLTHAFF.2018.05067<\/p>\n

MCVEY, L., et collab. \u00ab Working together: reflections on how to make public involvement in research work \u00bb, Research Involvement and Engagement, vol. 9, no 1 2023. doi : 10.1186\/S40900-023-00427-4<\/p>\n

Pratte, M. M., Audette-Chapdelaine, S., Auger, A. M., Wilhelmy, C., & Brodeur, M. (2023). Researchers’ experiences with patient engagement in health research: a scoping review and thematic synthesis. Research Involvement and Engagement, 9(1), 22. https:\/\/doi.org\/10.1186\/S40900-023-00431-8<\/p>\n

RICHARDS, D. P., et collab. \u00ab Patient engagement in a Canadian health research funding institute: implementation and impact \u00bb, BMJ Open, vol. 14, no 7, e082502, 2024. doi : 10.1136\/BMJOPEN-2023-082502<\/p>\n\t\t\t\t\t\u00c9laboration de la grille d\u2019\u00e9valuation pour l\u2019atelier d\u2019introduction \u00e0 la participation des patients \u00e0 la recherche<\/a>\n\t\t\t\t\t\t\t\t\t\t\tExpand<\/i><\/a>\n\t\t\t\t\t

Lors de l\u2019\u00e9laboration de notre grille d\u2019\u00e9valuation pour l\u2019atelier d\u2019introduction \u00e0 la participation des patients \u00e0 la recherche, nous nous sommes appuy\u00e9s sur des donn\u00e9es probantes issues de la documentation et avons int\u00e9gr\u00e9 plusieurs questions relatives \u00e0 la conception afin de garantir une r\u00e9troaction claire, fiable et pr\u00e9cise. La grille d\u2019\u00e9valuation que nous proposons a \u00e9t\u00e9 con\u00e7ue selon le mod\u00e8le de la grille analytique, dont la fiabilit\u00e9 sup\u00e9rieure a \u00e9t\u00e9 d\u00e9montr\u00e9e comparativement aux autres formats de grille (Brookhart, 2015; Jonsson et Svingby, 2007). Ce type de grille d\u2019\u00e9valuation favorise une r\u00e9troaction plus pr\u00e9cise en permettant l\u2019attribution de cotes pour les diff\u00e9rents niveaux de rendement. Pour \u00e9valuer les niveaux de rendement, nous avons utilis\u00e9 un bar\u00e8me \u00e0 six niveaux (de 0 \u00e0 5 [excellent, bon, mauvais, etc.]) (Brookhart, 2015; Brookhart, 2018; Perlman, 2002). Chaque niveau de la grille est associ\u00e9 \u00e0 une cote en nombre entier (5, 4, 3, etc.) plut\u00f4t qu\u2019\u00e0 une plage de cotes (p. ex. de 8 \u00e0 10) ou \u00e0 une cote en nombre d\u00e9cimal (p. ex. 3,2). Cette approche vise \u00e0 assurer une cotation uniforme entre les \u00e9valuateurs pour chaque niveau de la grille, et \u00e0 mettre en \u00e9vidence les diff\u00e9rences significatives entre les cotes attribu\u00e9es. Il est difficile lorsque des cotes en nombre d\u00e9cimal sont utilis\u00e9es d\u2019\u00e9tablir une diff\u00e9rence significative entre, par exemple, une cote de 3,2 et une de 3,3. De m\u00eame, le fait de proposer une plage de cotes pour chaque niveau de la grille peut introduire une certaine subjectivit\u00e9 et r\u00e9duire la fiabilit\u00e9 des cotes attribu\u00e9es par les \u00e9valuateurs, \u00e9tant donn\u00e9 que plusieurs cotes peuvent \u00eatre attribu\u00e9es \u00e0 un m\u00eame rendement (p. ex. si \u00ab Excellent \u00bb repr\u00e9sente une cote de 8 \u00e0 10) (Perlman, 2002; Vercellotti et McCormick, 2021). Dans cette optique, chaque cote de notre grille d\u2019\u00e9valuation est accompagn\u00e9e d\u2019une description tr\u00e8s claire du type de rendement qui est associ\u00e9 \u00e0 la cote. M\u00eame si l\u2019\u00e9laboration de votre propre grille d\u2019\u00e9valuation peut s\u2019av\u00e9rer fastidieuse, nous estimons que cette approche rendra les normes d\u2019\u00e9valuation explicites et mettra \u00e0 la disposition des \u00e9valuateurs un outil simple et accessible pour \u00e9valuer le rendement des candidats participant \u00e0 l\u2019atelier.<\/p>\n

 <\/p>\n

BROOKHART, S. How to Create and Use Rubrics for Formative Assessment and Grading, L. Bova \u00e9d., ASCD, 2015.<\/p>\n

BROOKHART, S. \u00ab Appropriate Criteria: Key to Effective Rubrics \u00bb, Frontiers in Education, vol. 3, 359715, 2018. doi : 10.3389\/FEDUC.2018.00022\/BIBTEX<\/p>\n

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144. https:\/\/doi.org\/10.1016\/j.edurev.2007.05.002<\/p>\n

Perlman, C. (2002). An introduction to performance assessment scoring rubrics. In C. Boston (Ed.), Understanding Scoring Rubrics (pp. 5-13). ERIC Clearinghouse on Assessment and Evaluation.<\/p>\n

Vercellotti, M. Lou, & McCormick, D. E. (2021). Constructing Analytic Rubrics for Assessing Open-Ended Tasks in the Language Classroom. Teaching English as a Second or Foreign Language, 24(4), 1-19. https:\/\/www.tesl-ej.org\/pdf\/ej96\/a2.pdf<\/p>","protected":false},"excerpt":{"rendered":"

Written by Trudy Flynn, Patient Partner and Tianna Magel, Project and Research Analyst at CIHR-IMHA Edited by Hetty Mulhall A […]<\/p>\n","protected":false},"author":5,"featured_media":4227,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"default","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[30,1],"tags":[],"class_list":["post-4197","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-uncategorized"],"yoast_head":"\nPatient Engagement in Research Workshop: An initiative for Researcher education - PxP<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/pxphub.org\/fr\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Patient Engagement in Research Workshop: An initiative for Researcher education - PxP\" \/>\n<meta property=\"og:description\" content=\"Written by Trudy Flynn, Patient Partner and Tianna Magel, Project and Research Analyst at CIHR-IMHA Edited by Hetty Mulhall A […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/pxphub.org\/fr\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/\" \/>\n<meta property=\"og:site_name\" content=\"PxP\" \/>\n<meta property=\"article:published_time\" content=\"2025-01-10T23:38:47+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-01-14T22:54:19+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/pxphub.org\/wp-content\/uploads\/2025\/01\/PE-Workshop-Blog-Banner-1.png\" \/>\n\t<meta property=\"og:image:width\" content=\"6912\" \/>\n\t<meta property=\"og:image:height\" content=\"3456\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Hetty Mulhall\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@PxPHub\" \/>\n<meta name=\"twitter:site\" content=\"@PxPHub\" \/>\n<meta name=\"twitter:label1\" content=\"\u00c9crit par\" \/>\n\t<meta name=\"twitter:data1\" content=\"Hetty Mulhall\" \/>\n\t<meta name=\"twitter:label2\" content=\"Dur\u00e9e de lecture estim\u00e9e\" \/>\n\t<meta name=\"twitter:data2\" content=\"12 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/\"},\"author\":{\"name\":\"Hetty Mulhall\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/#\\\/schema\\\/person\\\/60e81b31e080c8d8f1919ec3077cf58e\"},\"headline\":\"Patient Engagement in Research Workshop: An initiative for Researcher education\",\"datePublished\":\"2025-01-10T23:38:47+00:00\",\"dateModified\":\"2025-01-14T22:54:19+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/\"},\"wordCount\":2774,\"publisher\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/pxphub.org\\\/wp-content\\\/uploads\\\/2025\\\/01\\\/PE-Workshop-Blog-Banner-1.png\",\"articleSection\":[\"Blog\",\"Uncategorized\"],\"inLanguage\":\"fr-FR\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/\",\"url\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/\",\"name\":\"Patient Engagement in Research Workshop: An initiative for Researcher education - PxP\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/pxphub.org\\\/wp-content\\\/uploads\\\/2025\\\/01\\\/PE-Workshop-Blog-Banner-1.png\",\"datePublished\":\"2025-01-10T23:38:47+00:00\",\"dateModified\":\"2025-01-14T22:54:19+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#breadcrumb\"},\"inLanguage\":\"fr-FR\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"fr-FR\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#primaryimage\",\"url\":\"https:\\\/\\\/pxphub.org\\\/wp-content\\\/uploads\\\/2025\\\/01\\\/PE-Workshop-Blog-Banner-1.png\",\"contentUrl\":\"https:\\\/\\\/pxphub.org\\\/wp-content\\\/uploads\\\/2025\\\/01\\\/PE-Workshop-Blog-Banner-1.png\",\"width\":6912,\"height\":3456},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/pxphub.org\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Patient Engagement in Research Workshop: An initiative for Researcher education\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/#website\",\"url\":\"https:\\\/\\\/pxphub.org\\\/\",\"name\":\"PxP\",\"description\":\"For Patients, By Patients | pour les patients, par les patients\",\"publisher\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/pxphub.org\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"fr-FR\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/#organization\",\"name\":\"PxP\",\"url\":\"https:\\\/\\\/pxphub.org\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"fr-FR\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/pxphub.org\\\/wp-content\\\/uploads\\\/2023\\\/06\\\/PxP-Logo-PS900.png\",\"contentUrl\":\"https:\\\/\\\/pxphub.org\\\/wp-content\\\/uploads\\\/2023\\\/06\\\/PxP-Logo-PS900.png\",\"width\":900,\"height\":355,\"caption\":\"PxP\"},\"image\":{\"@id\":\"https:\\\/\\\/pxphub.org\\\/#\\\/schema\\\/logo\\\/image\\\/\"},\"sameAs\":[\"https:\\\/\\\/x.com\\\/PxPHub\",\"https:\\\/\\\/www.instagram.com\\\/PxPHub\\\/\",\"http:\\\/\\\/www.linkedin.com\\\/company\\\/pxphub\"]},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/pxphub.org\\\/#\\\/schema\\\/person\\\/60e81b31e080c8d8f1919ec3077cf58e\",\"name\":\"Hetty Mulhall\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"fr-FR\",\"@id\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/cc94fa65a6371873af659a89fc9403b1ed134781b32cc52105fb679616cf625e?s=96&d=mm&r=g\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/cc94fa65a6371873af659a89fc9403b1ed134781b32cc52105fb679616cf625e?s=96&d=mm&r=g\",\"contentUrl\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/cc94fa65a6371873af659a89fc9403b1ed134781b32cc52105fb679616cf625e?s=96&d=mm&r=g\",\"caption\":\"Hetty Mulhall\"},\"url\":\"https:\\\/\\\/pxphub.org\\\/fr\\\/author\\\/hetty\\\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Patient Engagement in Research Workshop: An initiative for Researcher education - PxP","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/pxphub.org\/fr\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/","og_locale":"fr_FR","og_type":"article","og_title":"Patient Engagement in Research Workshop: An initiative for Researcher education - PxP","og_description":"Written by Trudy Flynn, Patient Partner and Tianna Magel, Project and Research Analyst at CIHR-IMHA Edited by Hetty Mulhall A […]","og_url":"https:\/\/pxphub.org\/fr\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/","og_site_name":"PxP","article_published_time":"2025-01-10T23:38:47+00:00","article_modified_time":"2025-01-14T22:54:19+00:00","og_image":[{"width":6912,"height":3456,"url":"https:\/\/pxphub.org\/wp-content\/uploads\/2025\/01\/PE-Workshop-Blog-Banner-1.png","type":"image\/png"}],"author":"Hetty Mulhall","twitter_card":"summary_large_image","twitter_creator":"@PxPHub","twitter_site":"@PxPHub","twitter_misc":{"\u00c9crit par":"Hetty Mulhall","Dur\u00e9e de lecture estim\u00e9e":"12 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#article","isPartOf":{"@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/"},"author":{"name":"Hetty Mulhall","@id":"https:\/\/pxphub.org\/#\/schema\/person\/60e81b31e080c8d8f1919ec3077cf58e"},"headline":"Patient Engagement in Research Workshop: An initiative for Researcher education","datePublished":"2025-01-10T23:38:47+00:00","dateModified":"2025-01-14T22:54:19+00:00","mainEntityOfPage":{"@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/"},"wordCount":2774,"publisher":{"@id":"https:\/\/pxphub.org\/#organization"},"image":{"@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#primaryimage"},"thumbnailUrl":"https:\/\/pxphub.org\/wp-content\/uploads\/2025\/01\/PE-Workshop-Blog-Banner-1.png","articleSection":["Blog","Uncategorized"],"inLanguage":"fr-FR"},{"@type":"WebPage","@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/","url":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/","name":"Patient Engagement in Research Workshop: An initiative for Researcher education - PxP","isPartOf":{"@id":"https:\/\/pxphub.org\/#website"},"primaryImageOfPage":{"@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#primaryimage"},"image":{"@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#primaryimage"},"thumbnailUrl":"https:\/\/pxphub.org\/wp-content\/uploads\/2025\/01\/PE-Workshop-Blog-Banner-1.png","datePublished":"2025-01-10T23:38:47+00:00","dateModified":"2025-01-14T22:54:19+00:00","breadcrumb":{"@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#breadcrumb"},"inLanguage":"fr-FR","potentialAction":[{"@type":"ReadAction","target":["https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/"]}]},{"@type":"ImageObject","inLanguage":"fr-FR","@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#primaryimage","url":"https:\/\/pxphub.org\/wp-content\/uploads\/2025\/01\/PE-Workshop-Blog-Banner-1.png","contentUrl":"https:\/\/pxphub.org\/wp-content\/uploads\/2025\/01\/PE-Workshop-Blog-Banner-1.png","width":6912,"height":3456},{"@type":"BreadcrumbList","@id":"https:\/\/pxphub.org\/patient-engagement-in-research-workshop-an-initiative-for-researcher-education\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/pxphub.org\/"},{"@type":"ListItem","position":2,"name":"Patient Engagement in Research Workshop: An initiative for Researcher education"}]},{"@type":"WebSite","@id":"https:\/\/pxphub.org\/#website","url":"https:\/\/pxphub.org\/","name":"PxP :","description":"For Patients, By Patients | pour les patients, par les patients","publisher":{"@id":"https:\/\/pxphub.org\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/pxphub.org\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"fr-FR"},{"@type":"Organization","@id":"https:\/\/pxphub.org\/#organization","name":"PxP :","url":"https:\/\/pxphub.org\/","logo":{"@type":"ImageObject","inLanguage":"fr-FR","@id":"https:\/\/pxphub.org\/#\/schema\/logo\/image\/","url":"https:\/\/pxphub.org\/wp-content\/uploads\/2023\/06\/PxP-Logo-PS900.png","contentUrl":"https:\/\/pxphub.org\/wp-content\/uploads\/2023\/06\/PxP-Logo-PS900.png","width":900,"height":355,"caption":"PxP"},"image":{"@id":"https:\/\/pxphub.org\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/x.com\/PxPHub","https:\/\/www.instagram.com\/PxPHub\/","http:\/\/www.linkedin.com\/company\/pxphub"]},{"@type":"Person","@id":"https:\/\/pxphub.org\/#\/schema\/person\/60e81b31e080c8d8f1919ec3077cf58e","name":"Hetty Mulhall","image":{"@type":"ImageObject","inLanguage":"fr-FR","@id":"https:\/\/secure.gravatar.com\/avatar\/cc94fa65a6371873af659a89fc9403b1ed134781b32cc52105fb679616cf625e?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/cc94fa65a6371873af659a89fc9403b1ed134781b32cc52105fb679616cf625e?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/cc94fa65a6371873af659a89fc9403b1ed134781b32cc52105fb679616cf625e?s=96&d=mm&r=g","caption":"Hetty Mulhall"},"url":"https:\/\/pxphub.org\/fr\/author\/hetty\/"}]}},"_links":{"self":[{"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/posts\/4197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/comments?post=4197"}],"version-history":[{"count":5,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/posts\/4197\/revisions"}],"predecessor-version":[{"id":4278,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/posts\/4197\/revisions\/4278"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/media\/4227"}],"wp:attachment":[{"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/media?parent=4197"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/categories?post=4197"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pxphub.org\/fr\/wp-json\/wp\/v2\/tags?post=4197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}