{"id":1266,"date":"2016-05-23T15:24:28","date_gmt":"2016-05-23T14:24:28","guid":{"rendered":"http:\/\/lepcam.fr\/?page_id=1266"},"modified":"2018-05-01T10:28:24","modified_gmt":"2018-05-01T09:28:24","slug":"protocole_quali","status":"publish","type":"page","link":"https:\/\/lepcam.fr\/index.php\/les-etapes\/protocole_quali\/","title":{"rendered":"Elaborer un protocole (4)"},"content":{"rendered":"
\n

VII. En recherche qualitative : les techniques de recueil<\/strong><\/h1>\n

Afin de recueillir vos donn\u00e9es, vous allez devoir\u00a0choisir une m\u00e9thodologie. Vous pouvez vous aider de ce tableau \u00e9laborer par un travail de l’OMS\u00a0<\/span><\/p>\n

\"M\u00e9thodes<\/p>\n

A. Strat\u00e9gies\u00a0d’\u00e9chantillonnage<\/h2>\n

Contrairement \u00e0 la recherche quantitative, on ne recherche pas \u00e0 obtenir un \u00e9chantillon le plus repr\u00e9sentatif possible. On cherche \u00e0 obtenir un petit nombre de sujets \u00ab\u00a0exemplaires\u00a0\u00bb, qui repr\u00e9sentent une perspective plut\u00f4t qu’une population.<\/p>\n

On cherche \u00e0 recruter des participants qui feront ressortir des\u00a0divergences<\/strong> qui existent au sein d’une\u00a0population cibl\u00e9e\u00a0<\/strong>par rapport \u00e0 la\u00a0question de recherche\u00a0<\/strong><\/span>.<\/p>\n

 <\/p>\n

Il existe plusieurs strat\u00e9gies pour recruter des sujets :<\/p>\n

    \n
  • Echantillonnage raisonn\u00e9 <\/strong>:\n
      \n
    • D\u00e9finition <\/span> : proce\u0301dure d\u2019e\u0301chantillonnage non probabiliste consistant a\u0300 se\u0301lectionner des participants conside\u0301re\u0301s comme typiques <\/strong>de la population cible. Cette proce\u0301dure est destine\u0301e a\u0300 garantir la validite\u0301 externe<\/strong> des re\u0301sultats. La me\u0301thode des quotas est une me\u0301thode d\u2019e\u0301chantillonnage raisonne\u0301.<\/li>\n
    • Synonyme : \u00e9chantillonnage orient\u00e9, cibl\u00e9<\/li>\n
    • Anglais : purposive sampling, purposeful sampling<\/em><\/li>\n<\/ul>\n<\/li>\n
    • Technique la boule de neige<\/strong> :\n
        \n
      • D\u00e9finition <\/span> : identification des sujets d\u2019inte\u0301re\u0302t a\u0300 partir de personnes qui connaissent d\u2019autres personnes<\/strong> susceptibles d\u2019e\u0302tre de bons participants a\u0300 une enque\u0302te.<\/li>\n
      • Anglais :\u00a0snowball sampling<\/em><\/li>\n<\/ul>\n<\/li>\n
      • Echantillonnage th\u00e9orique<\/strong> :\n
          \n
        • D\u00e9finition <\/span> : modalite\u0301 d\u2019e\u0301chantillonnage raisonne\u0301 dans une recherche naturaliste consistant a\u0300 se\u0301lectionner les participants selon un rationnel fonde\u0301 sur les concepts qui e\u0301mergent en cours d\u2019e\u0301tude<\/strong>, de sorte que les questions cle\u0301s soient correctement repre\u0301sente\u0301es.<\/li>\n
        • Anglais :\u00a0theoretical sampling<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

          II. Entretien<\/h2>\n

          A. Entretien individuel<\/h3>\n
            \n
              \n
            • D\u00e9finition <\/span> : me\u0301thode d\u2019enque\u0302te qualitative reposant sur une situation individuelle de face a\u0300 face entre un interviewer et un interviewe\u0301<\/strong>.<\/li>\n
            • Anglais :\u00a0interview<\/em><\/li>\n
            • Synonyme : entretien en face \u00e0 face<\/li>\n<\/ul>\n<\/ul>\n

              L\u2019entretien est une simple communication entre 2 personnes.<\/p>\n

              Les principaux types d\u2019entretien individuel sont d\u00e9finis ci-dessous\u00a0:<\/p>\n

                \n
              • Entretien structur\u00e9<\/strong> \u00e0 l\u2019aide d\u2019un guide d\u2019entretien<\/strong> o\u00f9 certaines questions sont pr\u00e9d\u00e9finies.<\/li>\n
              • Entretien semi-structur\u00e9<\/strong> o\u00f9 le chercheur peut s\u2019aider de quelques questions ouvertes<\/strong>.<\/li>\n
              • Entretien compr\u00e9hensif (non structur\u00e9) <\/strong>dans lequel la personne interrog\u00e9e d\u00e9cide<\/strong> du cours et du sujet de l\u2019entretien.<\/li>\n
              • Entretien biographique<\/strong> :\n
                  \n
                • D\u00e9finition <\/span> : entretien en face a\u0300 face au cours duquel l\u2019enque\u0302teur fait raconter a\u0300 la personne enque\u0302te\u0301e une ou plusieurs tranches de vie<\/strong>. Il s\u2019agit d\u2019un entretien non directif, sans guide d\u2019entretien, qui peut durer plusieurs heures.<\/li>\n
                • Anglais :\u00a0biographical interview<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                  Comme le montre le tableau ci-dessus, on comprend qu\u2019il existe une continuit\u00e9<\/strong> entre ces diff\u00e9rents types d\u2019entretien. L\u2019entretien structur\u00e9 permet de ne pas se perdre ni se laisser embarquer dans son entretien tandis que l\u2019entretien non structur\u00e9 n\u00e9cessite une certaine exp\u00e9rience pour en tirer des donn\u00e9es int\u00e9ressantes.<\/p>\n

                   <\/p>\n

                  R\u00e8gles \u00e0 respecter\u00a0:<\/strong><\/p>\n

                    \n
                  • Respecter l\u2019emploi du temps de l\u2019informateur\u00a0:<\/li>\n
                  • Cr\u00e9er une atmosph\u00e8re de bienveillance et de d\u00e9tente.<\/li>\n<\/ul>\n

                     <\/p>\n

                    Les types de questions\u00a0:<\/strong><\/p>\n

                      \n
                    • Questions ouvertes <\/strong><\/span> :\n
                        \n
                      • D\u00e9finition <\/span>\u00a0: question pour laquelle la personne interroge\u0301e re\u0301pond comme elle le de\u0301sire<\/strong>, sans avoir a\u0300 choisir parmi diffe\u0301rentes re\u0301ponses pre\u0301e\u0301tablies. Certaines questions tre\u0300s larges, invitant l\u2019interviewe\u0301 a\u0300 se raconter, sont appele\u0301es \u00ab consignes \u00bb. Ce type de question a pour avantage de donner acce\u0300s a\u0300 une pense\u0301e complexe mais est difficile a\u0300 coder<\/strong>, car ne\u0301cessitant la construction de cate\u0301gories complexes. On les retrouve surtout dans les entretiens ouverts.\n
                          \n
                        • Anglais\u00a0: open-ended question, open question<\/em><\/li>\n
                        • Ex\u00a0: Qu\u2019est ce que vous en pensez\u00a0? Comment avez vous travaill\u00e9 durant vos \u00e9tudes\u00a0?<\/em><\/li>\n<\/ul>\n<\/li>\n
                        • Descriptive<\/strong>. Ex\u00a0: Pourriez vous me d\u00e9crire comment vous apprenez un cours ?<\/em><\/li>\n
                        • Narrative<\/strong>. Ex\u00a0: Pourriez vous me d\u00e9crire comment vous avez r\u00e9ussi \u00e0 valider votre examen\u00a0?<\/em><\/li>\n
                        • Structurale<\/strong>. Ex\u00a0: Quelles sont les principales \u00e9tapes vous permettant de construire votre r\u00e9f\u00e9rentiel p\u00e9dagogique\u00a0?<\/em><\/li>\n
                        • Contraste<\/strong>. Ex\u00a0: Quelles est la diff\u00e9rence entre un bon et un mauvais cours\u00a0?<\/em><\/li>\n
                        • Evaluative<\/strong>. Ex\u00a0: Comment vous sentez vous apr\u00e8s un mauvais cours sur la recherche\u00a0?<\/em><\/li>\n
                        • Circulaire<\/strong>. Ex\u00a0: Comment pensez vous que votre enseignant consid\u00e8re la fa\u00e7on dont vous apprenez ses cours\u00a0?<\/em><\/li>\n
                        • Comparative<\/strong>. Ex\u00a0: Quelles diff\u00e9rences voyez-vous avec l\u2019apprentissage d\u2019autres cours\u00a0?<\/em><\/li>\n
                        • Prompt<\/strong>: question courte, spontan\u00e9e, rebondissant sur le discours de l\u2019informateur. Ex\u00a0: Comment\u00a0? Vous pouvez m\u2019en dire plus\u00a0?<\/em><\/li>\n<\/ul>\n<\/li>\n
                        • Questions ferm\u00e9es\u00a0:<\/strong>\n
                            \n
                          • D\u00e9finition <\/span>\u00a0: question pour laquelle l\u2019individu choisit sa re\u0301ponse (modalite\u0301 de re\u0301ponse) dans une liste pre\u0301e\u0301tablie<\/strong>. Ce type de question a pour avantage d\u2019e\u0302tre simple a\u0300 coder<\/strong>, mais est souvent peu informatif et directif<\/strong>. On les retrouve fr\u00e9quemment dans les entretiens standardis\u00e9s.<\/li>\n
                          • Anglais\u00a0: closed question<\/em><\/li>\n
                          • Ex\u00a0: la question \u00ab\u00a0Avez-vous fait une th\u00e8se en recherche qualitative\u00a0?\u00a0\u00bb attend une r\u00e9ponse de type \u00ab\u00a0oui\/non\u00a0\u00bb<\/em><\/li>\n<\/ul>\n<\/li>\n
                          • Questions \u00e0 \u00e9viter\u00a0<\/strong>:\n
                              \n
                            • Trop<\/strong> empathique<\/strong>. Ex\u00a0: il semble que l\u2019apprentissage de la recherche m\u00e9dicale soit particuli\u00e8rement ennuyeux, non\u00a0?<\/em><\/li>\n
                            • Inductive<\/strong>. Ex\u00a0: j\u2019ai l\u2019impression que les enseignants ne sont pas bien form\u00e9s \u00e0 la p\u00e9dagogie\u2026 Peut-\u00eatre m\u00eame est-ce pire\u00a0?<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                              Comment choisir son informateur\u00a0?<\/strong><\/p>\n

                              Son choix se fait sur des crit\u00e8res qu\u2019aura choisi le chercheur. On retrouve principalement\u00a0:<\/p>\n

                                \n
                              • Le th\u00e8me<\/strong>\n
                                  \n
                                • Ex\u00a0: si on \u00e9tudie les difficult\u00e9s dans les r\u00e9alisation d\u2019une th\u00e8se en recherche qualitative, on choisira pr\u00e9f\u00e9rentiellement des internes de m\u00e9decine g\u00e9n\u00e9rale (plut\u00f4t que des chirurgiens d\u00e9j\u00e0 th\u00e9s\u00e9s et install\u00e9s)<\/em><\/li>\n<\/ul>\n<\/li>\n
                                • Le type d\u2019informations requise<\/strong>\n
                                    \n
                                  • Ex\u00a0: si on \u00e9tudie toujours la r\u00e9alisation d\u2019une th\u00e8se en recherche qualitative, on choisira soit des internes de m\u00e9decine g\u00e9n\u00e9rale, soit des directeurs de th\u00e8se, soit des enseignants-chercheurs en m\u00e9decine g\u00e9n\u00e9rale. Cela d\u00e9pendra de ce qu\u2019on recherche.<\/em><\/li>\n<\/ul>\n<\/li>\n
                                  • L\u2019identit\u00e9 du chercheur<\/strong>\n
                                      \n
                                    • Ex\u00a0: si je suis moi-m\u00eame enseignant en recherche qualitative, il vaut mieux \u00e9viter de choisir des \u00e9tudiants que j\u2019encadre.<\/em><\/li>\n<\/ul>\n<\/li>\n
                                    • Le contexte et ses contraintes\u00a0<\/strong>: disponibilit\u00e9 des informateurs, p\u00e9riode de l\u2019ann\u00e9e, probl\u00e8mes logistiques\u2026\n
                                        \n
                                      • Ex\u00a0: toujours dans la m\u00eame \u00e9tude, travaillant \u00e0 Paris, je vais \u00e9viter de choisir des informateurs habitants dans le sud de la France (trop loin), professeurs universitaire de m\u00e9decine g\u00e9n\u00e9rale (car souvent peu disponibles), avec qui j\u2019ai l\u2019habitude de travailler (risque de biais) <\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                        NB\u00a0: Parfois, on peut s\u00e9lectionner un \u00ab\u00a0informateur-clef\u00a0<\/strong>\u00bb qui correspond \u00e0 un participant ayant une expertise particuli\u00e8re sur le sujet qui nous int\u00e9resse<\/strong>. Cet informateur pourra fournir des informations clefs pour comprendre le sujet.<\/p>\n

                                        \u00a0<\/strong><\/p>\n

                                        D\u00e9roulement d\u2019un entretien type\u00a0<\/strong><\/span> :<\/p>\n

                                          \n
                                        • Pr\u00e9parer un cadre accueillant et bienveillant<\/strong><\/li>\n
                                        • Pr\u00e9sentation du chercheur et du th\u00e8me<\/strong> de l\u2019entretien<\/li>\n
                                        • Demande de consentement<\/strong> pour l\u2019enregistrement de l\u2019entretien<\/li>\n
                                        • Identification de l\u2019informateur<\/strong> (nom, \u00e2ge, sexe, profession)<\/li>\n
                                        • Initiation des questions\u00a0<\/strong>: au d\u00e9but simples, ouvertes et sans controverse<\/li>\n
                                        • Ecoute active\u00a0<\/strong>: essayer d\u2019aller en profondeur des questions et des opinions de l\u2019informateur, tout en restant fluide dans la conversation (ne pas reposer la m\u00eame question, ne pas changer brusquement de sujet). Voici quelques astuces d\u2019\u00e9coute active\u00a0:\n
                                            \n
                                          • Montrez par une r\u00e9action non verbale que vous \u00eates en train d\u2019\u00e9couter<\/strong>. Ex\u00a0: hochement de la t\u00eate, mimique\u2026.<\/em><\/li>\n
                                          • Paraphrasez<\/strong>, r\u00e9p\u00e9tez avec vos termes ce qu\u2019a dit l\u2019informateur pour bien en saisir le sens. Ex\u00a0: Informateur\u00a0: \u00ab\u00a0Moi je pense que les cours \u00e0 la fac, \u00e7a ne sert \u00e0 rien pour apprendre la recherche m\u00e9dicale.\u00a0\u00bb Chercheur\u00a0: \u00ab\u00a0Vous voulez dire que vous pensez que les cours en pr\u00e9sentiel ne sont pas int\u00e9ressant\u00a0?\u00a0\u00bb<\/em><\/li>\n
                                          • Demandez davantage de d\u00e9tails<\/strong>. Ex\u00a0: \u00ab\u00a0Vous dites que les cours \u00e0 la fac ne servent \u00e0 rien, vous avez une mauvaise exp\u00e9rience de cours \u00e0 la fac ?\u00a0\u00bb<\/em><\/li>\n
                                          • Acceptez les pauses<\/strong> pour laisser des temps de r\u00e9flexion \u00e0 l\u2019informateur<\/li>\n
                                          • Cr\u00e9ez, si besoin, des situations hypoth\u00e9tiques<\/strong> pour \u00e9claircir les attitudes de l\u2019informateur. Ex\u00a0: \u00ab\u00a0Et si vous \u00e9tiez le responsable de l\u2019enseignement \u00e0 la facult\u00e9, qu\u2019est ce que vous auriez fait\u2026?\u00a0\u00bb<\/em>\u00a0<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                            1. Entretien structur\u00e9<\/h4>\n
                                              \n
                                            • D\u00e9finition <\/span> : entretien reposant sur l\u2019utilisation d\u2019un questionnaire structure\u0301 du type sondage<\/strong>, administre\u0301 par un enque\u0302teur. Il est souvent utilise\u0301 dans les e\u0301tudes quantitatives et pre\u0301ce\u0301de\u0301 d\u2019une analyse qualitative afin de construire des questions pertinentes.\n
                                                \n
                                              • Anglais :\u00a0structured interview<\/em><\/li>\n
                                              • Synonyme : entretien directif<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                2. Entretien semi-structur\u00e9<\/h4>\n
                                                  \n
                                                • D\u00e9finition <\/span> : entretien en face a\u0300 face comportant des questions ouvertes. L\u2019interviewer utilise un guide d\u2019entretien dont les the\u0300mes ne sont pas ne\u0301cessairement aborde\u0301s dans l\u2019ordre.<\/strong> Son ro\u0302le consiste a\u0300 effectuer les bonnes relances aux moments opportuns afin de balayer tout le guide d\u2019entretien, sans pour autant influencer l\u2019interviewe\u0301 dans ses re\u0301ponses ou lui couper la parole.\n
                                                    \n
                                                  • Anglais :\u00a0semistructured interview<\/em><\/li>\n
                                                  • Synonyme : entretien semi-directif<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                    Dans cet entretien, les th\u00e8mes couverts sont sp\u00e9cifi\u00e9s \u00e0 l\u2019avance<\/strong> mais l\u2019investigateur d\u00e9cide de la s\u00e9quence et de la formulation des questions pendant l\u2019entretien. Il utilisera un guide d\u2019entretien avec des questions pr\u00e9 sp\u00e9cifi\u00e9es.<\/p>\n

                                                    Bien que les r\u00e9ponses demeurent libres, le degr\u00e9 de libert\u00e9 de la discussion est plus restreinte que lors d\u2019un entretien compr\u00e9hensif mais plus libre qu\u2019un entretien structur\u00e9.<\/p>\n

                                                      \n
                                                    • Avantage\u00a0:\n
                                                        \n
                                                      • Syst\u00e9matisation plus facile<\/strong><\/li>\n
                                                      • Rapide<\/strong>, permettant d\u2019entretenir des informateurs redoutant la longueur d\u2019entretiens compr\u00e9hensifs<\/li>\n<\/ul>\n<\/li>\n
                                                      • Inconv\u00e9nients\u00a0:\n
                                                          \n
                                                        • Certains th\u00e8mes peuvent \u00eatre oubli\u00e9s<\/strong> (par rapport \u00e0 l\u2019entretien structur\u00e9)<\/li>\n
                                                        • Caract\u00e8re comparable des r\u00e9ponses limit\u00e9s<\/strong> entre plusieurs informateurs car la s\u00e9quence et la formulation des questions est variable.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                          3. Entretien compr\u00e9hensif<\/h4>\n
                                                            \n
                                                          • D\u00e9finition <\/span> : entretien en face a\u0300 face visant a\u0300 explorer un nombre limite\u0301 de the\u0300mes<\/strong> en de\u0301tail. A\u0300 la diffe\u0301rence de l\u2019entretien classique, l\u2019interviewe\u0301 n\u2019est pas conside\u0301re\u0301 comme un simple informateur, mais comme un partenaire. Il s\u2019agit d\u2019e\u0301viter les \u00ab re\u0301ponses de surface \u00bb et de chercher a\u0300 de\u0301voiler la complexite\u0301. L\u2019entretien se fait sur le mode de la \u00ab conversation<\/strong> \u00bb, en s\u2019appuyant sur des consignes et non sur des questions\/re\u0301ponses.\n
                                                              \n
                                                            • Anglais :\u00a0 in-depth interview<\/em><\/li>\n
                                                            • Synonyme\u00a0: entretien approfondi<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                              Lors de cet entretien, on part du principe que l\u2019informateur est plus aptes \u00e0 expliquer ses pens\u00e9es et ses id\u00e9es que le chercheur<\/strong>. Il doit le laisser parler, l\u2019\u00e9couter attentivement et le motiver pour qu\u2019il continue \u00e0 exprimer ses id\u00e9es.<\/p>\n

                                                              En pratique, l\u2019entretien n\u2019est jamais totalement non directif\u00a0: le chercheur se laisse guider par la spontan\u00e9it\u00e9 de l\u2019informateur mais il doit s\u2019assurer qu\u2019il en s\u2019\u00e9carte pas trop du sujet \u00e9tudi\u00e9 et que tous les \u00e9l\u00e9ments de la question de recherche ont \u00e9t\u00e9 \u00e9tudi\u00e9s.<\/p>\n

                                                               <\/p>\n

                                                              Quand utiliser l\u2019entretien compr\u00e9hensif\u00a0?<\/strong><\/p>\n

                                                                \n
                                                              • Pour obtenir des informations sur les gens difficiles \u00e0 approcher ou les populations marginalis\u00e9es<\/strong>. Ex\u00a0: personnes sans domicile fixe, prostitu\u00e9e<\/em><\/li>\n
                                                              • Pour obtenir des informations approfondies sur un cas<\/strong> (habitude, coutume, pens\u00e9e\u2026). Ex\u00a0: \u00e9tude du cas d\u2019une personne.<\/em><\/li>\n
                                                              • Pour approfondir des informations sur un sujet d\u00e9j\u00e0 \u00ab\u00a0connu\u00a0\u00bb.<\/strong><\/li>\n
                                                              • Pour recueillir des informations sur un \u00e9v\u00e9nement r\u00e9cent ou ancien<\/strong>.<\/li>\n<\/ul>\n

                                                                 <\/p>\n

                                                                Crit\u00e8res de choix d\u2019un informateur\u00a0:<\/strong><\/p>\n

                                                                  \n
                                                                • Disponibilit\u00e9<\/strong> de l\u2019informateur (entretien long)<\/li>\n
                                                                • Disposition d\u2019esprit<\/strong><\/li>\n
                                                                • Int\u00e9r\u00eat<\/strong> pour le sujet de recherche<\/li>\n
                                                                • Ouverture<\/strong> d\u2019esprit sur le sujet<\/li>\n
                                                                • Connaissance<\/strong> du sujet<\/li>\n<\/ul>\n

                                                                  B. Entretien collectif<\/h3>\n
                                                                    \n
                                                                      \n
                                                                    • D\u00e9finition <\/span> : me\u0301thode d\u2019entretien de groupe, habituellement conside\u0301re\u0301e comme une technique d\u2019entretien semi-structure\u0301, reposant explicitement sur l\u2019interaction au sein du groupe pour ge\u0301ne\u0301rer des donne\u0301es<\/strong>.<\/li>\n
                                                                    • Anglais : focus group<\/em><\/li>\n
                                                                    • Synonyme : groupe d’expression<\/li>\n<\/ul>\n<\/ul>\n
                                                                        \n
                                                                      • Avantages\u00a0:\n
                                                                          \n
                                                                        • Collecte de nombreuses information, de mani\u00e8re rapide<\/strong> et peu co\u00fbteuse<\/strong><\/li>\n
                                                                        • Entretien bien accept\u00e9<\/strong> par les participants car ressemble \u00e0 une discussion naturelle<\/li>\n
                                                                        • Int\u00e9r\u00eat dans la phase de recherche exploratoire<\/strong>, notamment si le milieu est peu connu<\/li>\n
                                                                        • Accessible aux non-experts<\/strong> de la recherche qualitative<\/li>\n<\/ul>\n<\/li>\n
                                                                        • Inconv\u00e9nient\u00a0:\n
                                                                            \n
                                                                          • Int\u00e9r\u00eat limit\u00e9 dans l\u2019exploration en profondeur d\u2019un sujet d\u00e9licat<\/strong><\/li>\n
                                                                          • Limite dans la g\u00e9n\u00e9ralisabilit\u00e9<\/strong> des r\u00e9sultats dans la communaut\u00e9<\/li>\n
                                                                          • Un personnage fort risque d\u2019influencer<\/strong> les r\u00e9ponses des autres participants<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                             <\/p>\n

                                                                              \n
                                                                            • R\u00e8gles de bases\u00a0: <\/strong>\n
                                                                                \n
                                                                              • Choisir un lieu adapt\u00e9<\/strong> garantissant un bon d\u00e9roulement de la discussion<\/li>\n
                                                                              • Attention aux relations hi\u00e9rarchiques<\/strong> entre les participants et \u00e0 la pr\u00e9sence d\u2019un personnage fort<\/li>\n
                                                                              • Nombre limit\u00e9 de participants\u00a0<\/strong>: 6 \u00e0 10<\/li>\n
                                                                              • Participation volontaire<\/strong><\/li>\n
                                                                              • Encadrement par un mod\u00e9rateur<\/strong><\/li>\n
                                                                              • L\u2019observateur<\/strong> observe le groupe et prend des notes sans intervenir<\/li>\n
                                                                              • Dur\u00e9e 1 \u00e0 2 heures<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                1. Le mod\u00e9rateur\u00a0:<\/h4>\n
                                                                                  \n
                                                                                • D\u00e9finition\u00a0: dans un entretien collectif, c’est la\u00a0personne charge\u0301e d\u2019animer le groupe\u00a0<\/strong>et dont l\u2019objectif est de faire e\u0301merger les diffe\u0301rents points de vue<\/strong>. Il doit bien mai\u0302triser la technique de conduite de re\u0301union par la reformulation, la clarification, et l\u2019esprit de synthe\u0300se. Il s\u2019appuie sur un guide d\u2019entretien.\n
                                                                                    \n
                                                                                  • Anglais\u00a0: moderator, facilitator<\/em><\/li>\n
                                                                                  • Synonyme\u00a0: animateur<\/li>\n<\/ul>\n<\/li>\n
                                                                                  • Son r\u00f4le<\/strong>\u00a0<\/span>\u00a0<\/strong>:\n
                                                                                      \n
                                                                                    • Accueillir et souhaiter la bienvenue aux participants<\/li>\n
                                                                                    • Introduire le sujet et suivre le guide de question<\/li>\n
                                                                                    • Orienter la discussion autour du sujet tout en permettant une certaine libert\u00e9<\/li>\n
                                                                                    • S\u2019assurer une \u00e9gale distribution de la parole (freiner les plus logorrh\u00e9iques et inciter les plus timides)<\/li>\n
                                                                                    • Ecouter attentivement chaque contribution<\/li>\n
                                                                                    • Approfondir le sujet en faisant office de \u00ab\u00a0miroir\u00a0\u00bb\u00a0: r\u00e9sumer les discussions, comparer les points, demander des explications compl\u00e9mentaires\u2026<\/li>\n<\/ul>\n<\/li>\n
                                                                                    • Les erreurs<\/strong> classiques :\n
                                                                                        \n
                                                                                      • Sugg\u00e9rer des r\u00e9ponses (\u00e9viter les questions par \u00ab\u00a0pourquoi\u00a0? \u00bb)<\/li>\n
                                                                                      • Exposer sa propre opinion (risque d\u2019influencer les participants)<\/li>\n
                                                                                      • Porter un jugement sur les propos des participants<\/li>\n
                                                                                      • Laisser un individu dominer la discussion (sup\u00e9rieur hi\u00e9rarchique, personnalit\u00e9 dominante, \u00ab\u00a0expert\u00a0\u00bb\u2026)<\/li>\n
                                                                                      • Juger les r\u00e9ponses\u00a0: il n\u2019y a pas de r\u00e9ponse \u00ab\u00a0bonne\u00a0\u00bb ou \u00ab\u00a0fausse\u00a0\u00bb, toute r\u00e9ponse doit \u00eatre discut\u00e9e et valoris\u00e9e<\/li>\n
                                                                                      • Ne pas consoler ou r\u00e9conforter un participant qui expose son probl\u00e8me<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                        2. L\u2019observateur\u00a0:<\/h4>\n
                                                                                          \n
                                                                                        • D\u00e9finition\u00a0: Dans un entretien collectif, c’est la personne connaissant la th\u00e9matique de l\u2019enqu\u00eate, charg\u00e9e d\u2019assister l\u2019animateur<\/strong>. Il s\u2019occupe des enregistrements audio (voire vid\u00e9o) des s\u00e9ances et prend des notes sur les aspects non verbaux.<\/strong>\n
                                                                                            \n
                                                                                          • Anglais\u00a0: Assistant moderator<\/em><\/li>\n
                                                                                          • Synonyme\u00a0: secr\u00e9taire<\/li>\n<\/ul>\n<\/li>\n
                                                                                          • Son r\u00f4le\u00a0:\n
                                                                                              \n
                                                                                            • Supervise l\u2019enregistrement<\/strong> audio ou vid\u00e9o<\/li>\n
                                                                                            • Elabore un compte-rendu<\/strong> de la discussion comprenant les sujets trait\u00e9s, les communications non verbales et les attitudes<\/li>\n
                                                                                            • Il peut transmettre des questions suppl\u00e9mentaires au mod\u00e9rateur<\/li>\n
                                                                                            • Fait la transcription<\/strong> de la discussion<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                              3. D\u00e9roulement d\u2019un focus group\u00a0:<\/h4>\n

                                                                                              a.\u00a0Avant<\/strong> la s\u00e9ance\u00a0:<\/h5>\n
                                                                                                \n
                                                                                              • Choisir les participants et convenir d\u2019une date suffisamment \u00e0 l\u2019avance<\/li>\n
                                                                                              • Transmettre le sujet g\u00e9n\u00e9ral du focus group sans indiquer le sujet de la discussion<\/li>\n
                                                                                              • Pr\u00e9parer un guide de questions<\/li>\n
                                                                                              • Choisir un lieu neutre, disponible et tranquille<\/li>\n
                                                                                              • Choisir son mat\u00e9riel d\u2019enregistrement et le tester<\/li>\n
                                                                                              • Pr\u00e9parer une collation pour mettre \u00e0 l\u2019aise les participants (boissons, nourriture\u2026)<\/li>\n<\/ul>\n
                                                                                                b. D\u00e9roulement th\u00e9orique et chronologique d\u2019une s\u00e9ance\u00a0:<\/h5>\n

                                                                                                D\u2019apr\u00e8s schumacher 1995, la discussion peut se d\u00e9rouler selon le sch\u00e9ma suivant\u00a0<\/span> :<\/p>\n

                                                                                                \"D\u00e9roulement<\/p>\n

                                                                                                  \n
                                                                                                1. Approfondissement<\/strong> du th\u00e8me\u00a0: une fois le groupe arriv\u00e9 \u00e0 la th\u00e9matique d\u2019int\u00e9r\u00eat, le mod\u00e9rateur incite tous les participants \u00e0 exposer leur opinion et leur point de vue. Selon le principe de \u00ab\u00a0l\u2019\u00e9coute active\u00a0\u00bb, il va proposer aux participants d\u2019expliquer leurs opinions (raisons, circonstances, influence, sentiments\u2026) afin de ne pas rester sur des d\u00e9clarations superficielles.<\/li>\n
                                                                                                2. Focalisation<\/strong> : d\u00e9butant par des questions g\u00e9n\u00e9rales, le mod\u00e9rateur va orienter la discussion vers le th\u00e8me de focalisation en posant des questions de plus en plus orient\u00e9es. Il n\u2019est pas n\u00e9cessaire de poser toutes les questions pr\u00e9par\u00e9es sur le guide, il faut garder une souplesse afin que la discussion s\u2019oriente naturellement vers le th\u00e8me d\u00e9sir\u00e9.<\/li>\n
                                                                                                3. Initiation<\/strong> de la discussion\u00a0<\/strong>: le mod\u00e9rateur expose le sujet de la discussion et se pr\u00e9sente.\n
                                                                                                    \n
                                                                                                  • Ex\u00a0: \u00ab\u00a0Je m\u2019appelle Nicolas, j\u2019ai 29 ans et je suis interne en m\u00e9decine g\u00e9n\u00e9rale. Lors de mes \u00e9tudes m\u00e9dicales, j\u2019ai \u00e9t\u00e9 confront\u00e9 \u00e0 des difficult\u00e9s pour comprendre et acqu\u00e9rir des comp\u00e9tences en recherche m\u00e9dicale\u2026\u00a0\u00bb<\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                  • Pr\u00e9sentation\u00a0<\/strong>: le mod\u00e9rateur initie le premier tour de table pour que chaque participant se pr\u00e9sente. Cette phase permet aux intervenants de faire connaissance et de s\u2019exprimer en groupes dans un environnement serein.\n
                                                                                                      \n
                                                                                                    • Ex\u00a0:\u00ab\u00a0<\/em>Comme nous allons passer un peu de temps ensemble, je propose qu\u2019on se pr\u00e9sente chacun son tour afin de faire connaissance.\u00a0\u00bb<\/em><\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                    • Consentement\u00a0<\/strong>: expliquer l\u2019int\u00e9r\u00eat de l\u2019enregistrement de la s\u00e9ance et demander l\u2019autorisation des participants.\n
                                                                                                        \n
                                                                                                      • Ex\u00a0:\u00ab<\/em>\u00a0Afin de garantir la\u00a0validit\u00e9 scientifique et la\u00a0reproductibilit\u00e9 de cette \u00e9tude, avec votre autorisation, nous allons enregistrer votre propos tout en garantissant votre anonymat.\u00a0\u00bb<\/em><\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                      • Attitude bienveillante<\/strong> et mise \u00e0 l\u2019aise des participants en leur expliquant la th\u00e9matique g\u00e9n\u00e9rale et les modalit\u00e9s de d\u00e9roulement du focus group\n
                                                                                                          \n
                                                                                                        • Ex\u00a0:\u00ab<\/em>\u00a0Bienvenue \u00e0 tous, merci de nous donner un peu de votre temps pour discuter de la p\u00e9dagogie en recherche m\u00e9dicale. Nous allons discuter ensemble pendant 1 \u00e0 2 heures sur cette th\u00e9matique.\u00a0\u00bb<\/em><\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                        • \"Mod\u00e8leLe mod\u00e9rateur vise \u00e0 d\u00e9velopper un flux d\u2019\u00e9change entre les participants sans avoir besoin d\u2018intervenir sur le mod\u00e8le du \u00ab\u00a0jeux de billard\u00a0\u00bb\u00a0<\/strong><\/span><\/li>\n
                                                                                                        • Encourager la discussion<\/strong> et les interactions entre les participants en rebondissant sur les opinions ou en comparant des affirmations qui s\u2019opposent.\n
                                                                                                            \n
                                                                                                          • Ex\u00a0: \u00ab\u00a0L\u2019un d\u2019entre vous a dit que l\u2019apprentissage de la recherche m\u00e9dicale par des groupes de tutorat n\u2019\u00e9tait pas efficace\u00a0; selon un autre point de vue, cette m\u00e9thode est largement utilis\u00e9e et incit\u00e9e dans les facult\u00e9s fran\u00e7aises… Qu\u2019en pensent les autres\u00a0?\u00a0\u00bb<\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                          • Conclusion<\/strong> de la discussion\u00a0:\n
                                                                                                              \n
                                                                                                            • R\u00e9sum\u00e9<\/strong>\u00a0des opinions\u00a0: pour \u00eatre s\u00fbr d\u2019avoir bien compris les id\u00e9es, le mod\u00e9rateur les r\u00e9sume \u00e0 la fin de la discussion.<\/li>\n
                                                                                                            • Rectification\u00a0<\/strong>: afin d\u2019\u00e9viter toute mauvaise interpr\u00e9tation, le mod\u00e9rateur propose aux participants de rectifier certains propos mal compris.<\/li>\n
                                                                                                            • Remerciement\u00a0<\/strong>de participants et mise en valeur de l\u2019importance des donn\u00e9es collect\u00e9es pour la question de recherche.<\/li>\n
                                                                                                            • Ex\u00a0: \u00ab\u00a0Si j\u2019ai bien compris, les principales opinions soulev\u00e9es durant cette discussion \u00e9taient\u2026 Certains ont soulign\u00e9 que\u2026 d\u2019autres pensaient plut\u00f4t que\u2026 Mais vous \u00e9tiez tous d\u2019accord sur \u2026 Ai-je bien r\u00e9sum\u00e9 vos id\u00e9es\u00a0? Avez-vous des rectifications \u00e0 faire ou des choses \u00e0 ajouter\u00a0?… Alors merci de votre participation et du temps que vous nous avez accord\u00e9.\u00a0\u00bb<\/em><\/em><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                                                                                                              III. Observation<\/h2>\n
                                                                                                                \n
                                                                                                              • D\u00e9finition <\/span> : me\u0301thode de recueil de donne\u0301es a\u0300 partir du regard porte\u0301 sur une situation<\/strong>. L\u2019objectif est d\u2019observer au plus pre\u0300s les pratiques<\/strong>, avec le minimum de filtres et sans que la situation soit modifie\u0301e du fait de l\u2019observation.<\/li>\n
                                                                                                              • Anglais :\u00a0observation<\/em><\/li>\n<\/ul>\n

                                                                                                                On en peut pas d\u00e9crire sans interpr\u00e9ter <\/strong>une observation. La transmission d\u2019une observation passe \u00e0 travers un certains nombres de filtres\u00a0d\u2019interpr\u00e9tation<\/strong> <\/span> :<\/p>\n

                                                                                                                  \n
                                                                                                                • Filtre personnel<\/strong> qui d\u00e9pend de l\u2019observateur (sa sensibilit\u00e9, son ouverture\u2026), de ses exp\u00e9riences ant\u00e9rieurs (son v\u00e9cut, ses traumatismes\u2026), de sa formation (m\u00e9decin, g\u00e9n\u00e9raliste\u2026), son \u00e9ducation\u2026<\/li>\n
                                                                                                                • Filtre linguistique\u00a0<\/strong>: la traduction de pens\u00e9es pourra \u00eatre formul\u00e9e par des mots et des concepts diff\u00e9rents<\/li>\n
                                                                                                                • Filtre culturel\u00a0<\/strong>: en fonction de sa culture\n
                                                                                                                    \n
                                                                                                                  • Ex\u00a0: il existe de nombreuses fa\u00e7on de d\u00e9crire la neige et la glace pour un esquimo. Si on essaie de traduire par le mot fran\u00e7ais \u00ab\u00a0neige\u00a0\u00bb, on perd un grand nombre de concepts.<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                    \"Filtre<\/p>\n

                                                                                                                    Diff\u00e9rence entretien \u2013 observation\u00a0:<\/strong><\/p>\n

                                                                                                                    Les entretiens produisent des donn\u00e9es sur le comportement rapport\u00e9 tandis que les observations produisent des donn\u00e9es sur le comportement actuel. Il existe une diff\u00e9rence entre ce que les gens d\u00e9clarent et la fa\u00e7on dont ils agissent.<\/p>\n

                                                                                                                    En combinant ces 2 m\u00e9thodes (observation \u2013 entretien), on r\u00e9alise une triangulation des donn\u00e9es<\/strong>, ce qui permet une augmentation de la qualit\u00e9 interne de l\u2019\u00e9tude.<\/p>\n

                                                                                                                     <\/p>\n

                                                                                                                    Objectifs de l\u2019observation\u00a0<\/strong>:<\/p>\n

                                                                                                                      \n
                                                                                                                    • Evaluer les capacit\u00e9s d\u2019une personne<\/li>\n
                                                                                                                    • Evaluer le r\u00f4le et les statuts des acteurs<\/li>\n
                                                                                                                    • Etudier les relations entre les acteurs<\/li>\n
                                                                                                                    • Recueillir les donn\u00e9es sur un ph\u00e9nom\u00e8ne<\/li>\n
                                                                                                                    • Etudier un comportement dans une situation donn\u00e9e<\/li>\n
                                                                                                                    • Etudier des crit\u00e8res non explicites (tabous\u00a0?)<\/li>\n<\/ul>\n

                                                                                                                       <\/p>\n

                                                                                                                      On distingue 2 type d\u2019approches\u00a0<\/strong>en fonction de la question de recherche\u00a0:<\/p>\n

                                                                                                                        \n
                                                                                                                      • Soit on r\u00e9alise une observation directe<\/strong> avec une approche plus inductive<\/strong>. Elle permet une approche globale<\/strong> syst\u00e9matique des interactions entre les acteurs, de leur r\u00f4le ou de leur comportement dans une situation donn\u00e9e.\n
                                                                                                                          \n
                                                                                                                        • Ex\u00a0: \u00e9valuation de la relation entre le m\u00e9decin et le patient lors de la prise de tension art\u00e9rielle.<\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                                        • Soit on r\u00e9alise une observation indirecte<\/strong> de documents ou d\u2019enregistrement avec une approche d\u00e9ductive<\/strong>. Elle permet une \u00e9valuation en fonction de crit\u00e8res pr\u00e9d\u00e9termin\u00e9s.\n
                                                                                                                            \n
                                                                                                                          • Ex\u00a0: \u00e9valuation de la prise de tension art\u00e9rielle par l\u2019observation de vid\u00e9o filmant un m\u00e9decin prenant la tension \u00e0 un patient.<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                             <\/p>\n

                                                                                                                            Avantages et inconv\u00e9nients :<\/strong><\/p>\n

                                                                                                                              \n
                                                                                                                            • Avantages\u00a0:\n
                                                                                                                                \n
                                                                                                                              • Permet de capter des comportements au moment o\u00f9 ils se produisent<\/strong> (pas d\u2019interm\u00e9diaires)<\/li>\n
                                                                                                                              • Permet de recueillir des donn\u00e9es concr\u00e8tes<\/strong> parfois quantifiables<\/strong><\/li>\n
                                                                                                                              • Assure une authenticit\u00e9<\/strong> des comportements<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
                                                                                                                                  \n
                                                                                                                                • Inconv\u00e9nients\u00a0:\n
                                                                                                                                    \n
                                                                                                                                  • La pr\u00e9sence de l\u2019observateur peut modifier le comportement<\/strong> du sujet observ\u00e9<\/li>\n
                                                                                                                                  • Limite du caract\u00e8re objectif de l\u2019observation<\/li>\n
                                                                                                                                  • Risque d\u2019interpr\u00e9tation des donn\u00e9es<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                    A.\u00a0 Observation directe<\/h3>\n

                                                                                                                                    D\u00e9finition <\/span>\u00a0: mode d\u2019observation ou\u0300 l\u2019observateur est pre\u0301sent sans intervenir<\/strong> et essaye d\u2019e\u0302tre le moins visible possible.<\/p>\n

                                                                                                                                    Anglais :\u00a0direct observation<\/em><\/p>\n

                                                                                                                                    1. Observation participante<\/h4>\n
                                                                                                                                      \n
                                                                                                                                    • D\u00e9finition <\/span> : mode d\u2019observation ou\u0300 l\u2019observateur occupe un ro\u0302le pre\u0301cis et participe a\u0300 l\u2019action<\/strong>. Cette m\u00e9thode permet au chercheur de devenir le membre actif de la culture \u00e9tudi\u00e9e, il s\u2019immerge afin de penser et d\u2019agir de la m\u00eame mani\u00e8re que les membres du groupe.\n
                                                                                                                                        \n
                                                                                                                                      • Anglais : participant observation, participant-based observation<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                         <\/p>\n

                                                                                                                                        Avantages et inconv\u00e9nients :<\/strong><\/p>\n

                                                                                                                                          \n
                                                                                                                                        • Avantage\u00a0:\n
                                                                                                                                            \n
                                                                                                                                          • Facilitation du recueil<\/strong> de donn\u00e9es gr\u00e2ce \u00e0 la cr\u00e9ation d\u2019une relation et la diminution de la r\u00e9activit\u00e9<\/li>\n
                                                                                                                                          • Aide \u00e0 formuler des questions pertinentes<\/strong><\/li>\n
                                                                                                                                          • Permet de comprendre<\/strong> les processus, les \u00e9v\u00e9nements et les relations dans leur contexte social<\/strong><\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                          • Inconv\u00e9nient\u00a0:\n
                                                                                                                                              \n
                                                                                                                                            • Chronophage<\/strong><\/li>\n
                                                                                                                                            • Difficult\u00e9 d\u2019int\u00e9gration<\/strong> dans la communaut\u00e9<\/li>\n
                                                                                                                                            • Capacit\u00e9 \u00e0 \u00eatre un bon observateur et un bon rapporteur<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                              2. Observation non participante<\/h4>\n
                                                                                                                                                \n
                                                                                                                                              • D\u00e9finition\u00a0: l\u2019observateur a un point de vue ext\u00e9rieur<\/strong>. Il ne participe pas et doit \u00eatre le plus \u00ab\u00a0invisible\u00a0\u00bb possible.\n
                                                                                                                                                  \n
                                                                                                                                                • Anglais\u00a0: non-participant observation<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                  Observation structur\u00e9e\u00a0<\/strong>:<\/p>\n

                                                                                                                                                    \n
                                                                                                                                                  • D\u00e9finition <\/span> : le chercheur est en \u00ab dehors \u00bb, non participant<\/strong>. Il observe et fait le compte rendu de mani\u00e8re pr\u00e9d\u00e9termin\u00e9e. Une grille d\u2019observation<\/strong> formalis\u00e9e est \u00e9tablie dans laquelle sont enregistre\u0301s syste\u0301matiquement les e\u0301le\u0301ments pre\u0301vus dans la grille.<\/li>\n
                                                                                                                                                  • Synonyme\u00a0: observation m\u00e9thodique<\/li>\n
                                                                                                                                                  • Avantage\u00a0:\n
                                                                                                                                                      \n
                                                                                                                                                    • D\u00e9gage des donn\u00e9es pr\u00e9cises et num\u00e9riques<\/strong> se pr\u00eatant \u00e0 l\u2019analyse statistique<\/li>\n
                                                                                                                                                    • Peut \u00eatre r\u00e9p\u00e9t\u00e9e<\/strong> pour suivre le changement de comportement dans le temps.<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                    • Inconv\u00e9nient\u00a0:\n
                                                                                                                                                        \n
                                                                                                                                                      • Le probl\u00e8me<\/strong> devant \u00eatre \u00e9tudi\u00e9 doit \u00eatre bien d\u00e9fini<\/strong>.<\/li>\n
                                                                                                                                                      • La formation des observateurs est intense et prend du temps.<\/strong><\/li>\n
                                                                                                                                                      • La structure pr\u00e9d\u00e9termin\u00e9e<\/strong> des observations limite la d\u00e9couverte<\/strong> d\u2019autres comportements pertinents.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                         <\/p>\n

                                                                                                                                                        Observation non structur\u00e9e\u00a0<\/strong>:<\/p>\n

                                                                                                                                                          \n
                                                                                                                                                        • D\u00e9finition <\/span> : l\u2019observateur est \u00ab dehors \u00bb, non participant. Ce qui est observ\u00e9 est d\u00e9fini en termes g\u00e9n\u00e9raux<\/strong>. Il vise \u00e0 observer le comportement dans un contexte global.<\/li>\n
                                                                                                                                                        • Synonyme\u00a0: observation libre<\/li>\n
                                                                                                                                                        • Avantages\u00a0:\n
                                                                                                                                                            \n
                                                                                                                                                          • Permet de d\u00e9couvrir les aspects inconnus<\/strong> d\u2019un probl\u00e8me.<\/li>\n
                                                                                                                                                          • Permet l\u2019exploration<\/strong> et la d\u00e9couverte de \u00ab\u00a0nouveaut\u00e9s\u00a0\u00bb.<\/li>\n
                                                                                                                                                          • Permet de comprendre des comportements<\/strong> dans leur contexte physique et social.<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                          • Inconv\u00e9nients\u00a0:\n
                                                                                                                                                              \n
                                                                                                                                                            • Ne fournit pas de mesures<\/strong> pr\u00e9cises du comportement<\/li>\n
                                                                                                                                                            • Ne peut pas \u00eatre utilis\u00e9e pour suivre<\/strong> les changements du comportement.<\/li>\n
                                                                                                                                                            • Observation non syst\u00e9matique<\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                              B. Observation indirecte<\/h3>\n

                                                                                                                                                              1. Analyse documentaire<\/h4>\n

                                                                                                                                                              Le chercheur analyse diff\u00e9rents comptes rendus (r\u00e9unions, documents\u2026).<\/p>\n

                                                                                                                                                              Cette m\u00e9thode n\u00e9cessite la r\u00e9alisation d\u2019une recherche documentaire exhaustive<\/strong>.<\/p>\n

                                                                                                                                                              2.\u00a0\u00a0 Analyse de transcription<\/h4>\n

                                                                                                                                                              Le chercheur analyse la transcription d\u2019enregistrements audio ou vid\u00e9o<\/strong>.<\/p>\n

                                                                                                                                                              IV. M\u00e9thodes de consensus<\/h2>\n
                                                                                                                                                                \n
                                                                                                                                                              • D\u00e9finition <\/span> : me\u0301thodes de synthe\u0300se<\/strong> de l\u2019information et de gestion des discordances<\/strong> scientifiques, destine\u0301es a\u0300 de\u0301terminer le niveau d\u2019accord au sein d\u2019un groupe<\/strong> donne\u0301.\n
                                                                                                                                                                  \n
                                                                                                                                                                • Anglais : consensus methods<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                                  \u00a0<\/em><\/p>\n

                                                                                                                                                                  Dans la recherche m\u00e9dicale, lorsqu\u2019on s\u2019int\u00e9resse \u00e0 un sujet de recherche, on peut \u00eatre confront\u00e9 \u00e0 2 situations\u00a0<\/strong>:<\/p>\n

                                                                                                                                                                    \n
                                                                                                                                                                  • Soit le sujet est bien connu<\/strong> et a d\u00e9j\u00e0 \u00e9t\u00e9 \u00e9tudi\u00e9 par des \u00e9tudes de qualit\u00e9 satisfaisante, alors on peut r\u00e9aliser une synth\u00e8se<\/strong> des connaissances, plus facilement utilisable pour la pratique. Les principales m\u00e9thodologies de synth\u00e8se sont la m\u00e9ta-analyse<\/strong> en recherche quantitative et la m\u00e9ta-ethnographie<\/strong> en recherche qualitative.<\/li>\n
                                                                                                                                                                  • Soit le sujet est mal connu<\/strong> et la publication le concernant insuffisante ou de mauvaise qualit\u00e9. Il faudra alors r\u00e9aliser une synth\u00e8se qualitative<\/strong> reposant sur la m\u00e9thode de consensus<\/strong>. A partir de cette approche, on pourra obtenir\u00a0:\n
                                                                                                                                                                      \n
                                                                                                                                                                    • Des estimations quantitatives<\/strong> (elles sont aussi appel\u00e9es \u00e9tudes semi-quantitatives<\/strong>), \u00e0 savoir\u00a0:\n
                                                                                                                                                                        \n
                                                                                                                                                                      • La proc\u00e9dure Delphi<\/strong><\/li>\n
                                                                                                                                                                      • La technique du groupe nominal<\/strong><\/li>\n
                                                                                                                                                                      • La m\u00e9thode RAND\/UCLA<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                      • Des estimations qualitatives<\/strong> comme la conf\u00e9rence de consensus<\/strong>, les entretiens collectifs et les remue-m\u00e9ninges.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                                         <\/p>\n

                                                                                                                                                                        Quels points communs\u00a0?<\/strong><\/p>\n

                                                                                                                                                                          \n
                                                                                                                                                                        • Approche syst\u00e9matique<\/strong> et structur\u00e9e<\/strong><\/li>\n
                                                                                                                                                                        • Proc\u00e9dure it\u00e9ratives<\/strong> (questions pour le Delphi et r\u00e9union pour le groupe nominal)<\/li>\n
                                                                                                                                                                        • Relativement rapide<\/strong><\/li>\n
                                                                                                                                                                        • Peu co\u00fbteuse<\/strong><\/li>\n
                                                                                                                                                                        • Limite<\/strong> la pr\u00e9dominance d\u2019une personnalit\u00e9 influente<\/strong> (personnalit\u00e9 forte, leader d\u2019opinion ou sup\u00e9rieur hi\u00e9rarchique)<\/li>\n
                                                                                                                                                                        • Limite les conflits d\u2019int\u00e9r\u00eat<\/strong><\/li>\n<\/ul>\n

                                                                                                                                                                           <\/p>\n

                                                                                                                                                                          Quelles diff\u00e9rences<\/strong>\u00a0<\/span> ?<\/strong><\/p>\n

                                                                                                                                                                          \"Tableau

                                                                                                                                                                          Caract\u00e9ristiques compar\u00e9es de la technique Delphi et de la proc\u00e9dure du groupe nominal<\/p><\/div>\n

                                                                                                                                                                           <\/p>\n

                                                                                                                                                                          Objectifs\u00a0:<\/strong><\/p>\n

                                                                                                                                                                            \n
                                                                                                                                                                          • Exploration\u00a0<\/strong>: comprendre un champ de connaissance mal connu gr\u00e2ce \u00e0 un panel d\u2019experts<\/li>\n
                                                                                                                                                                          • Evaluation\u00a0<\/strong>: mesurer un consensus<\/li>\n
                                                                                                                                                                          • Interventionnel\u00a0: d\u00e9velopper un consensus<\/strong><\/li>\n<\/ul>\n

                                                                                                                                                                             <\/p>\n

                                                                                                                                                                            \u00a0Validit\u00e9 des m\u00e9thodes de consensus\u00a0:<\/strong><\/p>\n

                                                                                                                                                                            Afin de s\u2019assurer d\u2019une validit\u00e9<\/strong> de ces 2 m\u00e9thodes de recherche, un certain nombre de points doivent \u00eatre v\u00e9rifi\u00e9s\u00a0:<\/p>\n

                                                                                                                                                                              \n
                                                                                                                                                                            • Qualit\u00e9 des participants\u00a0<\/strong>: le chercheur doit bien conna\u00eetre la question de recherche pour obtenir des points suffisamment diversifi\u00e9s lors du recrutement.\n
                                                                                                                                                                                \n
                                                                                                                                                                              • Si experts professionnels\u00a0: avis et l\u00e9gitimit\u00e9 reconnus<\/li>\n
                                                                                                                                                                              • Si patients\u00a0: capacit\u00e9 suffisante d\u2019id\u00e9ation et de verbalisation<\/li>\n
                                                                                                                                                                              • L\u2019animateur\u00a0: comp\u00e9tence d\u2019animation, connaissance de la question et capacit\u00e9 \u00e0 stimuler les participants et les accompagner dans leur r\u00e9flexion<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                              • Qualit\u00e9 de(s) la(les) question<\/strong>(s)\u00a0: la formulation doit permettre d\u2019explorer tous les aspects de la question de recherche tout en permettant une bonne compr\u00e9hension par les participants (parfois de niveau diff\u00e9rent).<\/li>\n
                                                                                                                                                                              • Qualit\u00e9 de l\u2019analyse\u00a0<\/strong>: qu\u2019elle soit qualitative et\/ou quantitative, l\u2019analyse doit suivre une m\u00e9thodologie pr\u00e9d\u00e9finie avec une exploration et une justification des r\u00e9sultats.<\/li>\n<\/ul>\n

                                                                                                                                                                                A. M\u00e9thode Delphi<\/h3>\n
                                                                                                                                                                                  \n
                                                                                                                                                                                • D\u00e9finition <\/span> : me\u0301thode de consensus reposant sur une se\u0301rie de questionnaires structure\u0301s<\/strong> visant habituellement a\u0300 e\u0301laborer des de\u0301cisions.\u00a0A partir d\u2019un groupe d\u2019experts, cette m\u00e9thode permet d\u2019obtenir un avis final et consensuel.\n
                                                                                                                                                                                    \n
                                                                                                                                                                                  • Anglais : Delphi method<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                                                     <\/p>\n

                                                                                                                                                                                    Objectif\u00a0:<\/strong><\/p>\n

                                                                                                                                                                                      \n
                                                                                                                                                                                    • Mettre en \u00e9vidence des convergences et des consensus<\/strong>, elle est fr\u00e9quemment utilis\u00e9e dans le cadre de recommandations de bonnes pratiques.<\/li>\n
                                                                                                                                                                                    • G\u00e9n\u00e9rer des solutions et des id\u00e9es<\/strong> \u00e0 partir d\u2019un probl\u00e8me complexe<\/li>\n<\/ul>\n

                                                                                                                                                                                       <\/p>\n

                                                                                                                                                                                      Quelques exemples issus de la revue Exercer\u00a0<\/span> :<\/em><\/p>\n

                                                                                                                                                                                        \n
                                                                                                                                                                                      • Elaboration de crit\u00e8res d’\u00e9valuation de la prise en charge des consultations motiv\u00e9es par des plaintes abdominales chroniques en m\u00e9decine g\u00e9n\u00e9rale. Ces crit\u00e8res \u00e9taient ensuite utilis\u00e9s pour \u00e9valuer les pratiques <\/span>.<\/em><\/li>\n
                                                                                                                                                                                      • D\u00e9veloppement d’un dossier m\u00e9dical d\u00e9tenu par les patients ayant un cancer du sein et destin\u00e9 \u00e0 \u00eatre partag\u00e9 avec les professionnels de sant\u00e9. Cette \u00e9tude incluait des patients atteints de cancer, des m\u00e9decins g\u00e9n\u00e9ralistes et des oncologues <\/span>.<\/em><\/li>\n
                                                                                                                                                                                      • Elaboration d’un programme d’enseignement sur le psoriasis dans le cadre de la formation initiale pour les \u00e9tudiants de 2\u00e8me cycles, r\u00e9unissant g\u00e9n\u00e9ralistes, dermatologues et patients <\/span>.<\/em><\/li>\n
                                                                                                                                                                                      • Elaboration d’un protocole diagnostique dans le cadre de la prise en charge des vertiges chez les patients \u00e2g\u00e9s en m\u00e9decine g\u00e9n\u00e9rale <\/span>.<\/em><\/li>\n<\/ul>\n

                                                                                                                                                                                         <\/p>\n

                                                                                                                                                                                        Avantages et inconv\u00e9nients<\/strong><\/p>\n

                                                                                                                                                                                          \n
                                                                                                                                                                                        • Avantages\u00a0:\n
                                                                                                                                                                                            \n
                                                                                                                                                                                          • Anonymat<\/strong> permettant d\u2019\u00e9viter l\u2019influence d\u2019un personnage fort (sup\u00e9rieur hi\u00e9rarchique, personnalit\u00e9 imposante)<\/li>\n
                                                                                                                                                                                          • Pas de contrainte g\u00e9ographique<\/strong><\/li>\n
                                                                                                                                                                                          • Temps de r\u00e9flexion<\/strong> laiss\u00e9 aux experts pour r\u00e9pondre et faire m\u00fbrir leur r\u00e9flexion<\/li>\n
                                                                                                                                                                                          • Peu co\u00fbteux<\/strong><\/li>\n
                                                                                                                                                                                          • Bonne acceptabilit\u00e9<\/strong> des r\u00e9sultats<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                                          • Inconv\u00e9nients\u00a0:\n
                                                                                                                                                                                              \n
                                                                                                                                                                                            • Technique longue<\/strong> dans le temps (il faut\u00a0que tout le monde r\u00e9ponde\u2026)<\/li>\n
                                                                                                                                                                                            • Ne retient pas les id\u00e9es extr\u00eames<\/strong> bien que parfois novatrices et originales<\/li>\n
                                                                                                                                                                                            • Biais de s\u00e9lection <\/strong>dans la constitution du panel d\u2019experts<\/li>\n
                                                                                                                                                                                            • Absence de d\u00e9bat<\/strong> entre les participants.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                                                              1.\u00a0M\u00e9thodologie, les p<\/strong>rincipales \u00e9tapes<\/strong> <\/span> :<\/h4>\n
                                                                                                                                                                                                \n
                                                                                                                                                                                              1. Question de recherche\u00a0<\/strong>: d\u00e9finition de la question de recherche et \u00e9laboration d\u2019un 1er<\/sup> questionnaire \u00e0 partir d\u2019une synth\u00e8se de la litt\u00e9rature.<\/li>\n
                                                                                                                                                                                              2. S\u00e9lection des experts\u00a0<\/strong>:\n
                                                                                                                                                                                                  \n
                                                                                                                                                                                                • D\u00e9finition des crit\u00e8res de s\u00e9lection<\/strong> des experts\u00a0:\n
                                                                                                                                                                                                    \n
                                                                                                                                                                                                  • Inclusion\u00a0: auteur ou coauteur d\u2019articles scientifiques dans le domaine\u00a0?<\/em><\/li>\n
                                                                                                                                                                                                  • Exclusion\u00a0: conflit d\u2019int\u00e9r\u00eat, ind\u00e9pendance pharmaceutique\u00a0?<\/em><\/li>\n
                                                                                                                                                                                                  • NB\u00a0: le terme \u00ab\u00a0expert\u00a0\u00bb correspond \u00e0 toute personne ayant une bonne connaissance (clinique, pratique, politique, administrative\u2026) du sujet \u00e9tudi\u00e9 et non pas seulement ceux ayant une autorit\u00e9 scientifique de haut rang.<\/em><\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                                                  • Elaboration d\u2019une liste d\u2019experts<\/strong> (15 \u00e0 60)\u00a0: recueil des caract\u00e9ristiques des experts inclus et anonymisation des donn\u00e9es.<\/li>\n
                                                                                                                                                                                                  • Contact avec les experts<\/strong> par email en leur proposant de participer \u00e0 l\u2019\u00e9tude, et sollicitation de ces experts pour recommander d\u2019autres experts.<\/li>\n
                                                                                                                                                                                                  • Invitation<\/strong> \u00e0 participer \u00e0 l\u2019\u00e9tude en expliquant l\u2019objectif, la proc\u00e9dure \u00e0 suivre et ce qui leur sera demand\u00e9.<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                                                  • Administration du questionnaire\u00a0<\/strong>:\n
                                                                                                                                                                                                      \n
                                                                                                                                                                                                    • 1er<\/sup> tour ouvert<\/strong> et exploratoire\u00a0<\/strong>: envoi d\u2019un questionnaire initial \u00e9labor\u00e9 \u00e0 partir des connaissances des participants (via une enqu\u00eate pilote), d\u2019une revue de la litt\u00e9rature ou des opinions des chercheurs. Les r\u00e9ponses sont analys\u00e9es puis le questionnaire est remani\u00e9 et am\u00e9lior\u00e9 gr\u00e2ce aux suggestions des participants. Ce 1er<\/sup> tour doit permettre d\u2019avoir une id\u00e9e g\u00e9n\u00e9rale de l\u2019opinion des experts.<\/li>\n
                                                                                                                                                                                                    • 2\u00e8me<\/sup> tour\u00a0: envoi des principales id\u00e9es propos\u00e9es par le groupe<\/strong> (r\u00e9sultats quantitatif associ\u00e9s aux commentaires anonymes). Apr\u00e8s leur avoir rappel\u00e9 leurs propres r\u00e9ponses, les experts devront choisir les principaux items, les classer par ordre d\u2019importance et justifier leur opinion (surtout si l’id\u00e9e est originale).<\/li>\n
                                                                                                                                                                                                    • X\u00e8me<\/sup> tour\u00a0: envoi de cette nouvelle s\u00e9lection class\u00e9e par ordre d\u2019importance avec les commentaires. Il est demand\u00e9 aux experts de commenter les opinions les plus divergentes puis de s\u2019exprimer \u00e0 nouveaux sur les principaux items ainsi que de les classer. Cette m\u00e9thode est r\u00e9p\u00e9t\u00e9e jusqu\u2019\u00e0 obtenir un consensus<\/strong> (convergence des opinions des experts) qui sera atteint si obtient des r\u00e9ponses stables entre les 2 tours<\/strong> ou si le nombre de r\u00e9ponses diminue<\/strong>.<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                                                    • Pr\u00e9sentation des r\u00e9sultats\u00a0<\/strong>: les r\u00e9sultats consensuels sont pr\u00e9sent\u00e9s au groupe.<\/li>\n<\/ol>\n

                                                                                                                                                                                                      2. Analyse des donn\u00e9es<\/h4>\n
                                                                                                                                                                                                        \n
                                                                                                                                                                                                      • Mesure du consensus<\/strong>. La fondation RAND propose d\u2019utiliser une \u00e9chelle ordonn\u00e9e entre 1 et 9, o\u00f9 l\u2019accord le plus faible est 1 et le plus fort est 9. Il va permettre de mesurer le :\n
                                                                                                                                                                                                          \n
                                                                                                                                                                                                        • Degr\u00e9 d\u2019accord individu<\/strong> : chaque expert note<\/strong> de 1 \u00e0 9 s\u2019il est d\u2019accord avec la proposition.<\/strong><\/li>\n
                                                                                                                                                                                                        • Degr\u00e9 d\u2019accord global\u00a0<\/strong>: analyse statistique<\/strong> des notes donn\u00e9es \u00e0 l\u2019aide de param\u00e8tres de position (moyenne\u2026) et de dispersion (\u00e9cart-type\u2026).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                                                                           <\/p>\n

                                                                                                                                                                                                            \n
                                                                                                                                                                                                          • Interpr\u00e9tation des r\u00e9sultats<\/strong>. Il n\u2019existe pas de m\u00e9thode consensuelle pour interpr\u00e9ter les r\u00e9sultats. On cherche \u00e0 obtenir un accord sans avoir de d\u00e9saccord.\n
                                                                                                                                                                                                              \n
                                                                                                                                                                                                            • Accord\u00a0:\n
                                                                                                                                                                                                                \n
                                                                                                                                                                                                              • Score global compris entre 51% et 80% (souvent >70%)<\/li>\n
                                                                                                                                                                                                              • Score global stable sur plusieurs tours<\/li>\n<\/ul>\n<\/li>\n
                                                                                                                                                                                                              • D\u00e9saccord si\u00a0:\n
                                                                                                                                                                                                                  \n
                                                                                                                                                                                                                • > 30% des scores individuels sont r\u00e9partis entre 1 et 3<\/li>\n
                                                                                                                                                                                                                • > 30% des scores individuels sont r\u00e9partis entre 6 et 9<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                                                                                                                                                   <\/p>\n

                                                                                                                                                                                                                  Exemple issu de la revue Exercer\u00a0<\/span> :<\/em><\/p>\n

                                                                                                                                                                                                                  \"Exemple<\/p>\n

                                                                                                                                                                                                                  B. M\u00e9thode du groupe nominal<\/h3>\n
                                                                                                                                                                                                                    \n
                                                                                                                                                                                                                      \n
                                                                                                                                                                                                                    • D\u00e9finition <\/span> : me\u0301thode de consensus reposant sur une se\u0301rie de re\u0301unions structure\u0301es<\/strong>, visant habituellement a\u0300 ge\u0301ne\u0301rer des ide\u0301es selon une de\u0301marche inductive<\/strong> et a\u0300 les ordonner par ordre de priorite\u0301<\/strong>.<\/li>\n
                                                                                                                                                                                                                    • anglais :\u00a0nominal group method<\/em><\/li>\n<\/ul>\n<\/ul>\n

                                                                                                                                                                                                                      Introduite dans les ann\u00e9es 70, ce processus pilote permet de pr\u00e9parer des enqu\u00eates en permettant de cerner toutes les dimensions d\u2019un probl\u00e8me \u00e0 explorer avant de formuler une question de recherche. Cette m\u00e9thode sert \u00e0 produire des connaissances ou formaliser un consensus.<\/p>\n

                                                                                                                                                                                                                       <\/p>\n

                                                                                                                                                                                                                      Quelques exemples issus de la revue Exercer <\/span>\u00a0:<\/em><\/p>\n

                                                                                                                                                                                                                        \n
                                                                                                                                                                                                                      • Des enseignants belges et n\u00e9erlandais de m\u00e9decine g\u00e9n\u00e9rale ont d\u00e9fini un programme de recherche sur l\u2019intuition du m\u00e9decin confront\u00e9 \u00e0 des probl\u00e8mes cliniques mal d\u00e9finis (gut feelings).<\/em><\/li>\n
                                                                                                                                                                                                                      • Identifier les facteurs psychologiques qui influencent la dur\u00e9e de l\u2019allaitement dans des conditions difficiles\u00a0<\/span>.<\/em><\/li>\n
                                                                                                                                                                                                                      • Les obstacles \u00e0 l\u2019utilisation du dossier m\u00e9dical \u00e9lectronique chez les m\u00e9decins g\u00e9n\u00e9ralistes\u00a0<\/span>.<\/em><\/li>\n
                                                                                                                                                                                                                      • Evaluation de la variabilit\u00e9, de la faisabilit\u00e9 et de la pertinence des indicateurs de qualit\u00e9 des soins \u00e0 domicile\u00a0<\/span>.<\/em><\/li>\n
                                                                                                                                                                                                                      • D\u00e9veloppement et validation de recommandation de bonne pratique ou de la prise en charge de l\u2019anaphylaxie en soins primaires\u00a0<\/span>.<\/em><\/li>\n<\/ul>\n

                                                                                                                                                                                                                        1. M\u00e9thodologie<\/h4>\n

                                                                                                                                                                                                                        S\u00e9lection<\/strong> des experts\u00a0:<\/p>\n

                                                                                                                                                                                                                          \n
                                                                                                                                                                                                                        • 6 \u00e0 10 participants<\/li>\n
                                                                                                                                                                                                                        • Crit\u00e8re\u00a0: \u00ab\u00a0expert\u00a0\u00bb s\u2019entend au sens d\u2019un individu ayant une exp\u00e9rience dans le domaine \u00e9tudi\u00e9.<\/li>\n
                                                                                                                                                                                                                        • Si plusieurs points de vue existent, il faut constituer des groupes homog\u00e8nes (ex\u00a0: m\u00e9decin sp\u00e9cialiste en m\u00e9decine g\u00e9n\u00e9rale vs pharmacien d\u2019officine<\/em>)<\/li>\n<\/ul>\n

                                                                                                                                                                                                                           <\/p>\n

                                                                                                                                                                                                                          D\u00e9roulement du groupe nominal issu en partie de Exercer<\/strong>\u00a0<\/span> :<\/p>\n\n\n\n\n\n\n\n\n\n
                                                                                                                                                                                                                          Etape<\/td>\nM\u00e9thode<\/td>\nObjectif<\/td>\nRemarques<\/td>\n<\/tr>\n
                                                                                                                                                                                                                          1\u00a0: \u00e9nonc\u00e9 de la question<\/strong><\/td>\nL\u2019animateur situe le contexte de la recherche, \u00e9nonce les r\u00e8gles de fonctionnement du groupe, puis lit la question.<\/td>\nMise en situation des participants<\/td>\nUn pr\u00e9test de la question (hors groupe nominal) peut \u00eatre utile afin de v\u00e9rifier sa pertinence.<\/p>\n

                                                                                                                                                                                                                          La question doit permettre aux sujets de s\u2019exprimer sur toutes les facettes du probl\u00e8me int\u00e9ressant le chercheur.<\/p>\n

                                                                                                                                                                                                                          En cas de recherche de consensus, une liste pr\u00e9\u00e9tablie de propositions issue d\u2019une recherche pr\u00e9liminaire peut \u00eatre propos\u00e9e.<\/td>\n<\/tr>\n

                                                                                                                                                                                                                          2\u00a0: r\u00e9ponses \u00e0 la question<\/strong><\/td>\nChaque participant note toutes ses propositions par \u00e9crit et en silence.<\/td>\nProduction d\u2019un grand nombre de propositions pertinentes.<\/td>\nLes phases 1 et 2 peuvent \u00eatre r\u00e9alis\u00e9es par correspondance.<\/td>\n<\/tr>\n
                                                                                                                                                                                                                          3\u00a0: \u00e9nonc\u00e9 des r\u00e9ponses<\/strong><\/td>\nTours de table it\u00e9ratifs o\u00f9 chaque participant ne donne qu\u2019une seule proposition \u00e0 la fois. L\u2019animateur v\u00e9rifie que chaque proposition ne contient qu\u2019une seule id\u00e9e.<\/td>\nVisualisation par le groupe des propositions (num\u00e9rot\u00e9es) au tableau.<\/td>\n<\/td>\n<\/tr>\n
                                                                                                                                                                                                                          4\u00a0: clarification<\/strong><\/td>\nL\u2019animateur a une vue d\u2019ensemble des propositions et veille \u00e0 faire s\u00e9parer distinctement par le groupe les propositions diff\u00e9rentes et regrouper les propositions similaires.\u2028 Des reformulations sont souvent n\u00e9cessaires.<\/td>\nFormulation univoque de chaque proposition par le groupe.<\/td>\nCertaines auteurs r\u00e9alisent une analyse qualitative sur la discussion pour compl\u00e9ter leurs r\u00e9sultats.<\/td>\n<\/tr>\n
                                                                                                                                                                                                                          5\u00a0: vote individuel<\/strong><\/p>\n

                                                                                                                                                                                                                           <\/td>\n

                                                                                                                                                                                                                          		Vote \u00e9crit et anonyme. Classement d\u00e9gressif d\u2019un nombre pr\u00e9d\u00e9fini de propositions (de 5 \u00e0 10).<\/td>\nHi\u00e9rarchisation des propositions du groupe.<\/td>\nEn cas de recherche de consensus, un 2\u00e8me<\/sup> tour de vote peut \u00eatre r\u00e9aliser pour renforcer le consensus.<\/td>\n<\/tr>\n
                                                                                                                                                                                                                          6\u00a0: compilation des r\u00e9sultats<\/strong><\/td>\nNoter et totaliser les points obtenus par chaque proposition au tableau. Noter la fr\u00e9quence des votes.<\/td>\nProduction du r\u00e9sultat. Restitution aux participants.<\/td>\nDur\u00e9e totale du processus\u00a0: max 2h<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                                                                                                                                                                                                                          2. Analyse des donn\u00e9es<\/h4>\n

                                                                                                                                                                                                                          On peut r\u00e9aliser une analyse quantitative et qualitative des donn\u00e9es.<\/p>\n

                                                                                                                                                                                                                           <\/p>\n

                                                                                                                                                                                                                          1\/ Analyse quantitative\u00a0:<\/strong><\/p>\n

                                                                                                                                                                                                                          Pour chaque groupe, on peut \u00e9tablir 2 classements\u00a0:<\/p>\n

                                                                                                                                                                                                                            \n
                                                                                                                                                                                                                          • Priorit\u00e9\u00a0<\/strong>: nombre de points attribu\u00e9s aux propositions<\/li>\n
                                                                                                                                                                                                                          • Popularit\u00e9\u00a0<\/strong>: nombre de votes exprim\u00e9s pour chaque proposition<\/li>\n<\/ul>\n

                                                                                                                                                                                                                             <\/p>\n

                                                                                                                                                                                                                            Ces 2 m\u00e9thodes ne sont pas superposables mais il peut \u00eatre int\u00e9ressant de les analyser simultan\u00e9ment (proposition prioritaire mais peu populaire et vice versa).<\/p>\n

                                                                                                                                                                                                                            Les r\u00e9sultats peuvent ensuite \u00eatre r\u00e9sum\u00e9s par des param\u00e8tre (moyenne, \u00e9cart-type) permettant de se prononcer sur le degr\u00e9 d\u2019accord\u00a0<\/strong>:<\/p>\n

                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                            • 1 \u00e0 3\u00a0: rejet du consensus<\/li>\n
                                                                                                                                                                                                                            • 4 \u00e0 6\u00a0: ambigu\u00eft\u00e9<\/li>\n
                                                                                                                                                                                                                            • 7 \u00e0 10\u00a0: consensus<\/li>\n<\/ul>\n

                                                                                                                                                                                                                               <\/p>\n

                                                                                                                                                                                                                              2\/ Analyse qualitative\u00a0:<\/strong><\/p>\n

                                                                                                                                                                                                                              Les propositions brutes peuvent permettre de r\u00e9aliser une analyse qualitative sans regarder l\u2019ordre de priorit\u00e9 et la popularit\u00e9.<\/p>\n

                                                                                                                                                                                                                              \n\n
                                                                                                                                                                                                                              \r\n\t\t{1093634:M3FBI5CK};{1093634:9JT9C9HC};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:9JT9C9HC};{1093634:ZIU8JTME};{1093634:ZIU8JTME};{1093634:M3FBI5CK};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:ISWS7NB5};{1093634:M3FBI5CK};{1093634:M3FBI5CK};{1093634:M3FBI5CK};{1093634:ZIU8JTME};{1093634:M3FBI5CK};{1093634:ZIU8JTME};{1093634:ZIU8JTME};{1093634:M3FBI5CK};{1093634:M3FBI5CK};{1093634:UKBZBUZX},{1093634:ZIU8JTME};{1093634:UKBZBUZX};{1093634:ISWS7NB5};{1093634:UKBZBUZX};{1093634:ZFBIRXEJ};{1093634:GE9JHNZA};{1093634:PDHPG5TU};{1093634:RM9DPUQX};{1093634:J9I4BIHG};{1093634:UKBZBUZX};{1093634:ISWS7NB5};{1093634:UKBZBUZX};{1093634:7H8K7CII};{1093634:FQGKXNM4};{1093634:X8JN23G8};{1093634:XENDIWXJ};{1093634:UKBZBUZX}<\/span>\r\n\t\tvancouver<\/span>\r\n\t\tdefault<\/span>\r\n\t\tasc<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t0<\/span>\r\n\t\t<\/span>\r\n\t\t1266<\/span>
                                                                                                                                                                                                                              \n
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quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B1.%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3BRENALGO-EXPERT%20algorithm%20identified%204.5%25%20of%20the%20volunteers%20in%20the%20CONSTANCES%20as%20CKD.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22parentItem%22%3A%22DR2DXIYR%22%2C%22itemType%22%3A%22annotation%22%2C%22annotationType%22%3A%22highlight%22%2C%22annotationText%22%3A%22RENALGO-EXPERT%20algorithm%20identified%204.5%25%20of%20the%20volunteers%20in%20the%20CONSTANCES%20as%20CKD%22%2C%22annotationComment%22%3A%22%22%2C%22annotationColor%22%3A%22%23ffd400%22%2C%22annotationPageLabel%22%3A%222%22%2C%22annotationSortIndex%22%3A%2200001%7C000102%7C00075%22%2C%22annotationPosition%22%3A%22%7B%5C%22pageIndex%5C%22%3A1%2C%5C%22rects%5C%22%3A%5B%5B64.527%2C707.091%2C417.572%2C714.923%5D%5D%7D%22%2C%22dateModified%22%3A%222025-09-24T08%3A41%3A55Z%22%7D%7D%2C%7B%22key%22%3A%226KVQUSUJ%22%2C%22library%22%3A%7B%22id%22%3A1093634%7D%2C%22meta%22%3A%7B%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B1.%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3Bthe%20estimated%20prevalence%20in%20the%20SNDS%20increased%20from%208.1%25%20to%2010.5%25.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22parentItem%22%3A%22DR2DXIYR%22%2C%22itemType%22%3A%22annotation%22%2C%22annotationType%22%3A%22highlight%22%2C%22annotationText%22%3A%22the%20estimated%20prevalence%20in%20the%20SNDS%20increased%20from%208.1%25%20to%2010.5%25%22%2C%22annotationComment%22%3A%22%22%2C%22annotationColor%22%3A%22%23ffd400%22%2C%22annotationPageLabel%22%3A%222%22%2C%22annotationSortIndex%22%3A%2200001%7C000043%7C00064%22%2C%22annotationPosition%22%3A%22%7B%5C%22pageIndex%5C%22%3A1%2C%5C%22rects%5C%22%3A%5B%5B195.097%2C718.053%2C459.714%2C725.885%5D%5D%7D%22%2C%22dateModified%22%3A%222025-09-24T08%3A41%3A40Z%22%7D%7D%2C%7B%22key%22%3A%227PEZ4939%22%2C%22library%22%3A%7B%22id%22%3A1093634%7D%2C%22meta%22%3A%7B%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B1.%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3BCONSTANCES.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22parentItem%22%3A%22DR2DXIYR%22%2C%22itemType%22%3A%22annotation%22%2C%22annotationType%22%3A%22highlight%22%2C%22annotationText%22%3A%22CONSTANCES%22%2C%22annotationComment%22%3A%22%22%2C%22annotationColor%22%3A%22%23ffd400%22%2C%22annotationPageLabel%22%3A%221%22%2C%22annotationSortIndex%22%3A%2200000%7C002208%7C00649%22%2C%22annotationPosition%22%3A%22%7B%5C%22pageIndex%5C%22%3A0%2C%5C%22rects%5C%22%3A%5B%5B365.924%2C133.053%2C420.325%2C141.189%5D%5D%7D%22%2C%22dateModified%22%3A%222025-09-24T08%3A41%3A33Z%22%7D%7D%2C%7B%22key%22%3A%22XJRBALW5%22%2C%22library%22%3A%7B%22id%22%3A1093634%7D%2C%22meta%22%3A%7B%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B1.%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3BSNDS.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22parentItem%22%3A%22DR2DXIYR%22%2C%22itemType%22%3A%22annotation%22%2C%22annotationType%22%3A%22highlight%22%2C%22annotationText%22%3A%22SNDS%22%2C%22annotationComment%22%3A%22%22%2C%22annotationColor%22%3A%22%23ffd400%22%2C%22annotationPageLabel%22%3A%221%22%2C%22annotationSortIndex%22%3A%2200000%7C002106%7C00639%22%2C%22annotationPosition%22%3A%22%7B%5C%22pageIndex%5C%22%3A0%2C%5C%22rects%5C%22%3A%5B%5B359.939%2C144.006%2C381.872%2C151.838%5D%5D%7D%22%2C%22dateModified%22%3A%222025-09-24T08%3A41%3A30Z%22%7D%7D%5D%7D<\/span>\n\n\t\t\t\t
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                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              3.7\u2013.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              13.4% of participants fell within the KDIGO 2012 moderate risk CKD, 0.9\u20135.6% within the high-risk group and 0.3\u20134.8% within the very high-risk group.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Orlandi PF, Huang J, Fukagawa M, et al. A collaborative, individual-level analysis compared longitudinal outcomes across the International Network of Chronic Kidney Disease (iNETCKD) cohorts. Kidney Int. 2019;96:1217\u201333.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              Fig. 3 Prevalence of each KDIGO 2012 category in general population samples.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Applying KDIGO criteria, 450 (50%) were defined as moderate risk, 86 (10%) high risk and 69 (8%) very high risk. 33% did not have a uACR recorded to determine risk.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              905 patients met the inclusion criteria (6% of the population).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              14,525 patients.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Primary Care software to extract data.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              Introducing a Cardiovascular Renal Metabolic Service to Optimise the\u00a0 Management of Chronic Kidney Disease in Primary Care. An Interface\u00a0 Project.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Linden P, Leonard N, Conlan J. Introducing a Cardiovascular Renal Metabolic Service to Optimise the Management of Chronic Kidney Disease in Primary Care. An Interface Project. | International Journal of Integrated Care. 2025 Apr 9 [cited 2025 Sept 24]; Available from: https:\/\/ijic.org\/articles\/10.5334\/ijic.ICIC24496<\/a><\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              public and private facilities.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              Risk profile, quality of life and care of patients with moderate\u00a0 and advanced CKD: The French CKD-REIN Cohort Study.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              Overall distribution according to KDIGO 2012 risk groups showed 7.4% at low or moderate, 15.8% at high and 65.5% at very high risk, while 11.2% were unclassified due to missing albuminuria (Figure 1.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              23. Stengel B, Metzger M, Combe C, et al. Risk profile, quality of life and care of patients with moderate and advanced CKD: the French CKD-REIN Cohort Study. Nephrol Dial Transplant. 2019;34:277\u201386.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              participants fell within the KDIGO 2012 lowrisk group, 3.7\u201313.4% within the moderately increased risk group, 0.9\u20135.6% within the highrisk group and 0.3\u20134.8% within the very highrisk group.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              ost fell within the KDIGO 2012 low-risk or moderate-risk groups, with 0.9\u20135.6% in the high-risk and 0.3\u20134.8% in the very high-risk groups.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              revalence of CKD (GFR categories G3\u20135), ranging from 2% to 17%.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Adv Ther (2021).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Burden of Chronic Kidney Disease by KDIGO Categories of Glomerular Filtration Rate and Albuminuria: A Systematic Review.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              1.1).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              6.5.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              23.8.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              68.6.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              CKD stage at first qualifying eGFR measurement.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              testing within 6 months of CKD diagnosis.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              6529 patients with CKD (18.4%) received follow-up urine albumin to creatinine ratio (UACR.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              With Diabetes and Hypertension (n = 14 859 [32.2%]).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              With Diabetes (n = 6770 [14.7%]).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              6770 (14.7%) had diabetes without\u00a0 hypertension, 16 930 (36.7%) had hypertension only, and 14 859 (32.2%) had both diabetes and\u00a0 hypertension.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              56.0).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              69.2 (14.0).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              6 162 patients (mean [SD] age, 69.2 [14.0] years; 25 855\u00a0 [56.0%] female) from primary care practices.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Only 6529 patients (18.4%) with CKD received a urine albumin test within 6\u00a0 months of CKD diagnosis,.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              with stage 3 to 5 CKD.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              46 162 patients (mean [SD] age, 69.2 [14.0].<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              2019.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Quality of Chronic Kidney Disease Management\u00a0 in Canadian Primary Care.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              Electronic medical\u00a0 record.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              \u2022 The estimated prevalence of CKD in France at 8%\u201310% is close to that expected.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              n France, the MONALISA study using three representative cross-sectional surveys in subjects aged 35\u201374.9 years estimated the CKD prevalence at 8.2% (95% CI, 7.4\u20138.9%).<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              18% of individuals treated for diabetes.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              54% women.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              in the \u2018likely\u2019 group.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              in the \u2018certain\u2019 group, 68 years.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              The median age was 67 years.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              n 2021, representing an estimated prevalence in the general population increasing from 8.1% to 10.5%.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              RENALGO-EXPERT algorithm identified 4.5% of the volunteers in the CONSTANCES as CKD.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              the estimated prevalence in the SNDS increased from 8.1% to 10.5%.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              CONSTANCES.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              \n
                                                                                                                                                                                                                              1.<\/div>
                                                                                                                                                                                                                              SNDS.<\/div>\n <\/div>\n<\/div>\n\t\t\t\t<\/div><\/div>\n<\/div><\/div>\n\n\n","protected":false},"excerpt":{"rendered":"

                                                                                                                                                                                                                              VII. En recherche qualitative : les techniques de recueil Afin de recueillir vos donn\u00e9es, vous allez devoir\u00a0choisir une m\u00e9thodologie. Vous pouvez vous aider de ce tableau \u00e9laborer par un travail de l’OMS\u00a0 A. Strat\u00e9gies\u00a0d’\u00e9chantillonnage Contrairement \u00e0 la recherche quantitative, on ne recherche pas \u00e0 obtenir un \u00e9chantillon le plus repr\u00e9sentatif possible. On cherche \u00e0 obtenir […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":147,"menu_order":23,"comment_status":"open","ping_status":"closed","template":"","meta":[],"yoast_head":"\nRecueil de donn\u00e9es en recherche qualitative - LEPCAM<\/title>\n<meta name=\"description\" content=\"Description des principales m\u00e9thodes de recueil en recherche qualitative lors de l'\u00e9laboration du protocole: entretien, observation, m\u00e9thode de consensus...\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/lepcam.fr\/index.php\/les-etapes\/protocole_quali\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Recueil de donn\u00e9es en recherche qualitative - LEPCAM\" \/>\n<meta property=\"og:description\" content=\"Description des principales m\u00e9thodes de recueil en recherche qualitative lors de l'\u00e9laboration du protocole: entretien, observation, m\u00e9thode de consensus...\" \/>\n<meta property=\"og:url\" content=\"https:\/\/lepcam.fr\/index.php\/les-etapes\/protocole_quali\/\" \/>\n<meta property=\"og:site_name\" content=\"LEPCAM\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/lepcam.fr\/\" \/>\n<meta property=\"article:modified_time\" content=\"2018-05-01T09:28:24+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/lepcam.fr\/wp-content\/uploads\/2016\/05\/Capture-d’e\u0301cran-2016-05-10-a\u0300-23.37.11-1024x802.png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:site\" content=\"@Lepcam_site\" \/>\n<meta name=\"twitter:label1\" content=\"Dur\u00e9e de lecture estim\u00e9e\" \/>\n\t<meta name=\"twitter:data1\" content=\"31 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/lepcam.fr\/index.php\/les-etapes\/protocole_quali\/\",\"url\":\"https:\/\/lepcam.fr\/index.php\/les-etapes\/protocole_quali\/\",\"name\":\"Recueil de donn\u00e9es en recherche qualitative - 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