Lumière University Lyon 2

The purpose of this study is to estimate the prevalence and factors associated with fear of cancer recurrence (FCR) in post-menopausal women 5years after the diagnosis of breast cancer (BC). Using data from the VICAN-5 survey, we included women with non-metastatic BC, aged 55years or more at diagnosis, who had not experienced disease progression in the 5years post-diagnosis. Multinomial logistic regression was used to identify factors associated with FCR, characterized using a three-level indicator: no, mild, and moderate/severe FCR derived from a single item. Among the 382 women included, the mean age was 66years at diagnosis. Five years later, 38% of women were still receiving adjuvant endocrine therapy (AET), and 27% were no longer on AET. Overall, 34.8% reported mild FCR, and 14.2% reported moderate/severe FCR. Cancer-related sequelae, anxiety, and a decrease in physical activity were associated with mild or moderate/severe FCR. Moderate/severe FCR was also more often reported by women still on AET experiencing significant side effects and those who had never taken AET. Mild FCR was more frequent in the two-thirds of women consulting a GP for the management of their cancer. Moderate/severe FCR affected one out of seven post-menopausal BC survivors 5years after diagnosis, particularly those with anxiety, cancer sequelae, physical limitations, significant side effects of AET, but also among those who had never taken AET. BC survivors should be informed of long-term side effects of treatments, in particular AET, to help them cope with ongoing symptoms and related FCR.

<p><strong>Context and relevance. </strong>Recent diagnostic shifts in defining autism, especially in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, have increased sensitivity but blurred boundaries between autism as a neurobiological condition and as a socially constructed identity. This ambiguity raises questions about how diagnosis shapes social labeling, access to support, and the framing of cognitive differences. <strong>Objective. </strong>This study aims to interrogate dominant deficit-based definitions of autism and to explore alternative historical and sociocultural frameworks that highlight cognitive strengths and non-pathological forms of alterity. <strong>Hypothesis. </strong>Current diagnostic models insufficiently capture the complexity of autism and reinforce reductive, medicalized paradigms. Re-examining neglected prototypes and sociocultural insights may help construct more inclusive and strength-based conceptions. <strong>Methods and Materials. </strong>This theoretical, interdisciplinary analysis draws from psychiatric classification systems, early clinical texts, contemporary autism studies, and phenomenological observations in educational contexts. It adopts constructivist epistemology, critical realism, and epistemological pluralism to question the ideo- logical underpinnings of diagnostic norms. <strong>Results. </strong>The analysis reveals a conceptual divide between “neurobiological autism” and “social autism.” It also identifies the diagnostic consequences of erasing early models such as Grunya Sukhareva’s, which offer explanations for gender differences and cognitive diversity often missed by current frame- works. <strong>Conclusions. </strong>Dominant classifications pathologize difference and neglect cognitive strengths. Rethinking the boundary between diagnosis, cognition, and social recognition can foster anti-discriminatory practices in education and healthcare policies.</p>

Purpose Objective Structured Clinical Examination (OSCE) is a stressful exam assessing medical competencies. Stress coping strategies are expected to enhance students’ performance during OSCE. The objective was to determine the effect of short preventive coping interventions on performance of medical students. Materials and methods Double-blinded, randomized controlled trial with multiple arms and a superiority hypothesis. Enrolment was proposed to each fourth-year undergraduate medical student convened to the Lyon Est University OSCE in 2022. There was no exclusion criterion. Students were randomized to one of four groups: standardized breathing with cardiac biofeedback (BFB), mindfulness-based intervention (MBI), positive psychology intervention (PPI), or control (CTRL). Each intervention was video-guided, lasted six minutes, and occurred just before starting the OSCE. The primary outcome was the academic OSCE score, assessed through specific grids by university examiners blinded to the interventions. Secondary outcomes included specific performance scores, and student perception of the influence of the intervention on their performance. Results A total of 482 students were included. No difference was found between BFB (−0.17 [95%CI, −1.20 to 0.86], p = .749), MBI (0.32 [95%CI, −0.71 to 1.36], p = .540), or PPI groups (−0.25 [95%CI, −1.29 to 0.79], p = .637) on the academic OSCE score compared to the control group, nor regarding the specific performance scores. Compared to the control group, the students perceived that the intervention influenced more positively their performance (BFB +3 [95%CI, 0–8]), p < .001; MBI +4 [95%CI, 1–9], p = .040; PPI +1 [95%CI, 0–4], p = .040]). Conclusions A single six-minute cardiac biofeedback, mindfulness, or positive psychology intervention performed by fourth-year medical students just before an OSCE did not improve their following academic performance. Still, students reported that the interventions helped them to enhance their performance. Future research should aim to further explore the perception of intervention on performance and potential long-term effects for students. Trial Registration The study protocol was registered on ClinicalTrials.gov Identifier: NCT05393219.

L’instruction en famille (IEF) suscite communément des interrogations au sujet de la « socialisation des enfants ». L’expression véhicule des objets ou préoccupations différents, qui ne recouvrent que partiellement les usages, eux-mêmes multiples, du concept de socialisation en sciences sociales – i. e. la « façon dont la société forme et transforme les individus » (Darmon, 2010, p. 6). Ce texte distingue trois approches de la « socialisation » qui, interdépendantes, renv

Cet article propose une analyse approfondie des réflexions de Friedrich Nietzsche sur les notions de vérité et de mensonge en lien avec le mythe et d’autres formes symboliques, à la lumière de la théorie de la véridiction. Il s’attache d’abord à mieux cerner les problématiques soulevées par Nietzsche concernant le rôle du mythe dans la culture. Ensuite, il met à profit les observations de Nietzsche et les recherches sémiotiques contemporaines sur le mythe afin d’explorer l’enjeu de la problématique sémiotique de la véridiction. Cette dernière s’inscrit dans le cadre plus large des modalités épistémiques et est à lire en relation avec les problématiques épistémiques de la philosophie du langage et de la philosophie générale.