« Après cette présentation, je me sens plus confiant pour prendre soin de patients autistes » : l’impact de médecins neurodivergents formant le personnel hospitalier à la neurodiversité

Titre original en anglais : “After this presentation, I feel more confident caring for autistic patients”: The impact of neurodivergent doctors educating hospital staff about neurodiversity

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Bernard, S., Teasdale, N., Harris, C., & Girdler, S. (2025). “After this presentation, I feel more confident caring for autistic patients”: The impact of neurodivergent doctors educating hospital staff about neurodiversity. Neurodiversity, 3. https://doi.org/10.1177/27546330251317807

Date de publication: 20/03/2025 Ajout dans AutiHub: 04/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Sarah Bernard *
  2. Natalie Teasdale
  3. Courtenay Harris
  4. Sonya Girdler

Résumé

Les recommandations destinées aux professionnels exerçant dans des contextes de soins de santé préconisent que les personnes autistes recherchant des soins reçoivent un soutien affirmant la neurodiversité. Cependant, l’enseignement sur la neurodiversité n’est pas largement inclus dans la formation des professionnels de santé en Australie. En mettant l’accent sur l’équité en santé pour les personnes autistes et neurodivergentes, nous avons mené une initiative d’amélioration des soins de santé répondant au besoin d’éducation à la neurodiversité dans un hôpital tertiaire australien au moyen d’un processus de changement. Ce projet a été mené de mai à novembre 2022, sous la direction de médecins neurodivergents et handicapés qui ont élaboré une formation à la neurodiversité pour deux services hospitaliers, affinée au moyen de cycles Planifier-Faire-Étudier-Agir et d’enquêtes de rétroaction. L’enquête de rétroaction, qui comprenait la possibilité de fournir des commentaires, a été remplie par 29 des 44 participants, soit un taux de réponse de 66 %. Les répondants ont convenu que la formation était pertinente pour leur travail (97 %, n = 28) et ont rapporté davantage de confiance (83 %, n = 24) et d’acceptation (90 %, n = 26) envers les patients et collègues autistes. Les thèmes identifiés dans l’analyse des questions ouvertes comprenaient la réduction des attitudes négatives (biais), la reconnaissance de besoins non satisfaits d’apprentissage sur la neurodiversité et un changement de perspective. Des médecins neurodivergents ont dirigé ce projet d’amélioration des soins de santé afin de former les cliniciens hospitaliers à la neurodiversité. Le thème de la réduction des biais a émergé des réponses ouvertes, soulignant l’importance de ce travail, étant donné que les biais contribuent considérablement à l’inéquité en santé. Résumé grand public Les obstacles à l’accès des personnes autistes aux soins de santé comprennent les professionnels de santé ayant des attitudes négatives (biais). Cette étude a créé une formation destinée aux médecins et infirmiers hospitaliers sur la réduction des obstacles aux soins de santé afin que les personnes autistes puissent être incluses. Nous avons enseigné le soutien affirmant la neurodiversité, ce qui signifie accepter et valoriser les personnes neurodivergentes parce qu’elles ont leur place dans notre société diverse. L’équipe comprenait deux médecins neurodivergents et handicapés, ainsi que deux experts en recherche. La formation reposait sur des recommandations concernant des soins hospitaliers de qualité, le soutien aux personnes autistes et les expériences de médecins neurodivergents. Des réunions ont eu lieu avec des responsables de la formation hospitalière afin de déterminer quels types de formation les médecins et infirmiers préféraient. Une enquête de rétroaction a été créée afin de recueillir des informations sur les expériences au sein de la formation. Trois groupes ont reçu la formation. Le premier était constitué de médecins juniors du service des urgences, qui sont des médecins qualifiés se formant pour devenir spécialistes. Le deuxième était constitué de spécialistes et de médecins au dernier stade de leur formation avant de devenir spécialistes dans le service de médecine gériatrique. Le troisième était constitué d’infirmiers du service des urgences. La majorité des réponses à l’enquête indiquaient que la formation était pertinente et qu’elle leur donnait davantage confiance pour soutenir les personnes autistes et les rendait plus acceptants à leur égard. Les thèmes issus des questions à réponse ouverte étaient « biais », « connaissances sur la neurodiversité » et « changements de perspective ». Ils décrivent la prise de conscience des biais et de la stigmatisation, ainsi que leur remise en question ; le souhait d’en savoir davantage sur le soutien aux personnes neurodivergentes ; et le changement de point de vue afin de comprendre les personnes neurodivergentes. Ces résultats peuvent aider d’autres hôpitaux à former leur personnel au soutien affirmant la neurodiversité.

Guidelines for professionals practising in healthcare settings recommend that autistic people seeking care should receive neurodiversity-affirming support. However, education on neurodiversity is not widely included in health professional training in Australia. With a focus on health equity for autistic, neurodivergent people, we conducted a healthcare improvement initiative addressing the need for neurodiversity education in an Australian tertiary hospital through a change process. This project was conducted from May to November 2022, led by neurodivergent, disabled doctors who developed neurodiversity education for two hospital departments, refined through Plan-Do-Study-Act cycles and feedback surveys. The feedback survey, which included an opportunity to provide comments, was completed by 29 of 44 attendees, a response rate of 66%. Respondents agreed the education was relevant to their work (97%, n = 28), and reported more confidence (83%, n = 24) and acceptance (90%, n = 26) of autistic patients and colleagues. Themes identified in the analysis of the open-ended questions included reducing negative attitudes (biases), recognizing unmet neurodiversity learning needs, and a shift in perspective. Neurodivergent doctors led this healthcare improvement project to educate hospital clinicians about neurodiversity. The theme of reducing bias emerged from the open-ended responses, highlighting the importance of this work, given bias contributes significantly to health inequity. Lay abstract Barriers to autistic people accessing healthcare include health professionals with negative attitudes (biases). This study created training for hospital doctors and nurses about reducing healthcare barriers so autistic people can be included. We taught about neurodiversity affirming support, which means accepting and valuing neurodivergent people because they belong in our diverse society. The team included two neurodivergent, disabled doctors, and two research experts. The training was based on guidelines about quality hospital care, supporting autistic people, and the experiences of neurodivergent doctors. Meetings were held with hospital education leaders to find out what kinds of training doctors and nurses preferred. A feedback survey was created to find out about experiences within the training. Three groups received the training. First was Junior Medical Officers in the Emergency Department, who are qualified doctors training to become specialists. The second was specialists and doctors in the final stage of training before becoming specialists in the Geriatric Medicine department. The third was nurses in the Emergency Department. The majority of the survey responses said the training was relevant and made them feel more confident in supporting and more accepting of autistic people. Themes from the open-response questions were “bias,” “neurodiversity knowledge” and “perspective shifts.” These describe becoming aware of biases and stigma and having these challenged; wanting to know more about supporting neurodivergent people; and changing their point of view to understand neurodivergent people. These findings can support other hospitals to train staff about neurodiversity-affirming support.

Bibliographie citée par cette référence

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
56
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
12 / 56 (21,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
28 / 239 (11,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 28 / 110 (25,5 %). Auteurices cité·es distinct·es identifié·es comme autistes : 18 / 206 (8,7 %).
Occurrences citées rattachées à la base AutiHub
110 / 239 (46,0 %)
Auteurices cité·es distinct·es rattaché·es : 80 / 206 (38,8 %)
Occurrences rattachées, non identifiées comme autistes
82 / 110 (74,5 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 82 / 239 (34,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 62 / 80 (77,5 %).
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