Dear students, please see the article below for the MMOP admission results from the first round of exams for PASS and LAS students enrolled for the 2021–22 academic year.

 

Results by Program

Students enrolled in… PROVISIONAL Results for the First Group of Events FINAL Results for the First Group of Events
PASS PASS Results PASS Results
Students from outside the EEA Results for Students from Outside the EEA AU2G
LAS 1 (Humanities) LAS 1 Results (Humanities) LAS 1 Results (Humanities)
LAS 1 (Science) LAS 1 Results (Science) LAS 1 Results (Science)
LAS 2-3 (Humanities) LAS Results 2-3 (Humanities) LAS Results 2-3 (Humanities)
LAS 2-3 (Science) LAS Results 2-3 (Science) LAS Results 2-3 (Science)

Understanding the Results

To fully understand the acronyms and analyze your results, see the help section below:

 

A Closer Look at the Abbreviations “AJ, ADAC, ASRP, AU2G” 

You can get different types of results from health training:

  • AJ “Deferred”: You have been deferred from the program and are not eligible to take the second set of exams.
  • ADAC “Admitted Before Selection”: You have been admitted to the corresponding program before the selection process.
  • ASRP “Admitted subject to availability or 2nd group” This result indicates that you have been admitted subject to a spot becoming available in the 1st group and that you are authorized to take the exams in the 2nd group for MMOP. (There is no oral exam for physical therapy.) This result serves as your invitation to the oral exam between June 23 and 30 in the event you are not admitted to the first group of exams (the date and location will be communicated to you at the end of the admission period for the first group).
  • AU2G “Eligible for the 2nd exam group”: You are eligible to take the exams in the 2nd group for this program without any action required on your part. This result serves as your invitation to the oral exam between June 23 and 30 if you are not admitted to the first exam group (the date and location will be communicated to you at the end of the admission period for the first group).

 

 

For the 19thedition edition of “Rendez-vous aux Jardins,” gardeners and botanists invite you to join them across Europe to explore the theme “Gardens in the Face of Climate Change.” The event, organized by the Ministry of Culture, will take place from Friday, June 3, through Sunday, June 5, 2022. And here’s some good news: Montpellier’s Jardin des Plantes will be participating for two days.

 

 What exactly is “Rendez-vous aux jardins”?

 Starting Friday, June 3, nearly 2,200 gardens will open their doors, offering moments of joy and discovery. It’s an opportunity to share with family and friends through a wide range of activities. Throughout the weekend, visitors will be able to interact with experts on nature conservation measures, with the goal of raising awareness about the protection of biodiversity—which is essential to the well-being of all living things. Furthermore, in recent years, thanks to successful European cooperation, many countries have joined the initiative, including Germany, Portugal, Croatia, Italy, Poland, and France. This is an opportunity to discover splendid gardens, such as the Jardin des Plantes at the Montpellier Faculty of Medicine.

 

And what's it like at the Jardin des Plantes?

The Jardin des Plantes at the Montpellier School of Medicine is opening its doors this year for its 19th annual event. In groups of 25, you’ll explore the Garden’s iconic sites through 14 tours centered on recurring themes such as “Bees and Humans in 2022,” “Aromatic Plants and the Five Senses Plots,” or general tours. All passionate about botany, our five gardener-botanists—who will take on the role of guides for the duration of the weekend—will explain how plants are adapting to climate change in their respective areas of expertise. The goal of these two days is to foster interaction between our gardeners-botanists and the general public, as well as to raise awareness among young people and adults alike about the importance of preserving and promoting the Faculty’s Jardin des Plantes. An iconic landmark of Montpellier, come discover it with fresh eyes. We look forward to seeing many of you there! 

 

2022 Tour Schedule for "RDV aux Jardins"

All tours depart from the municipal guards' station on Boulevard Henri IV.

The maximum number of people per visit is limited to 25.

  • Fri, June 3 - 1:00 p.m.

    Bees and Humans in 2022

    by Jeff Fauveau and the APIS SCHOLA association

  • General Tour of the Garden

    by Emmanuel Spicq

    Fri, June 3 - 1:30 p.m.

  • Fri, June 3 - 2:00 p.m.

    To be or not to be in an English garden—that is the question?

    by Ludovic Rioux and Jean-Louis Talavera

  • The Collections of the Jardin des Plantes

    by Didier Morisot

    Fri, June 3 - 2:30 p.m.

  • Fri, June 3 - 3:00 p.m.

    Plant Strategies and Adaptations to Climate Change

    by Denis Nespoulous

  • Herbs and the "Five Senses" Square"

    by Jean-Louis Talavera

    Fri, June 3 - 4:00 p.m.

  • Saturday, June 4 - 1:30 p.m.

    To be or not to be in an English garden—that is the question?

    by Ludovic Rioux and Jean-Louis Talavera

  • A Walk Through History and Ecology

    by Denis Nespoulous

    Sat, June 4 - 2:00 p.m.

  • Sat, June 4 - 2:15 p.m.

    Bees and Humans in 2022

    by Jeff Fauveau and the APIS SCHOLA association

  • The Martins Greenhouse and Its Collection of Succulents

    by Emmanuel SPICQ

    Sat, June 4 - 2:30 p.m.

  • Sat, June 4 - 3:00 p.m.

    Herbs and the "Five Senses" Square"

    by Jean-Louis Talavera

  • Plant Strategies and Adaptations to Climate Change

    by Denis Nespoulous

    Sat, June 4 - 3:30 p.m.

  • Sat, June 4 - 4:00 p.m.

    Bees and Humans in 2022

    by Jeff Fauveau and the APIS SCHOLA association

  • General Tour of the Garden

    by Emmanuel Spicq

    Sat, June 4 - 4:30 p.m.

 

 

Older adults account for more than 20% of the French population (Source: INSEE 2020), yet the aging process remains poorly understood. Thanks to the simulation tools offered in this innovative workshop, participants will be able to take a leap forward in time by several years. This will allow them to hone their skills in supporting older adults through hands-on experience.

Why this workshop?

This workshop, offered by the School of Geriatrics and Gerontology, was created to allow participants to experience the main impairments associated with aging. 

It is led by its administrative manager, Myriam Taroudjit, and Marie-Laure Portalez, a design engineer. 

Special equipment allows participants to experience firsthand the main age-related sensory impairments. This helps them recognize the challenges faced by older adults and better understand their behaviors and specific needs.

“True experiential learning aimed at improving the quality of life for older adults”

The effectiveness of this simulation-based method was the subject of a study conducted by medical students at Julius-Maximilians University in Würzburg (Dr. med. Filz S.A., Dr. med. Swoboda W., et al.).

The research, conducted in the form of practical training sessions that involved wearing a simulation suit, yielded the following results:

  • Ability to empathize with the living conditions of an elderly person after the practicum: 83% of participants.
  • Ability to put oneself in the shoes of an older adult after the practicum: 90% of participants.
  • Understanding of an older adult’s physical condition after the practicum: 95% of participants

 

How?

Using simulation scenarios consisting of several elements, participants put themselves in the shoes of an older adult by experiencing the physical and emotional challenges associated with aging.

Here are a few examples: 

  • SPECIAL GLASSES

    They cause a change in color perception, grainy blurriness, sensitivity to glare, and/or a narrowing of the visual field

  • HEARING AID

    It causes high-frequency hearing loss

  • THE WEIGHT VEST

    This vest allows participants to experience spinal curvature, forward pelvic tilt, postural weakness, restricted mobility, loss of strength, increased physical stress, and/or impaired balance.

  • GLOVES

    They cause restricted hand mobility, reduced dexterity, and diminished tactile sensation

  • ANKLE WEIGHTS

    Ankle weights cause a loss of muscle strength, impaired coordination, and an unsteady gait due to shuffling one's feet

  • THE SOFT INSOLE OF THE OVERBOOT

    This unique insole provides a cushioned feel and reduces the sensation of contact with the ground, creating a feeling of instability.

  • SPECIAL GLOVES

    These other gloves allow for the simulation of tremors, which are realistically reproduced through electrical muscle stimulation and a continuously adjustable control module

Feedback from Our Students

Every year, this innovative workshop is offered to the School’s students to complement their curriculum and deepen their understanding of older adults. The feedback has been overwhelmingly positive:

Stéphanie: “This workshop was very interesting, and everyone who works with older adults should have the opportunity to participate in this simulation workshop. Losing one’s senses is very unsettling.

Mariam: “This afternoon, I experienced firsthand what the older adults I care for go through every day: muscle pain, hearing and vision problems, and slowed movements—all caused by an environment that is no longer safe for them to navigate.”

Maïlys: “In a professional setting, I will pay even closer attention to these ‘pains’ and how people experience and cope with them in their daily lives, so that I can best tailor my responses to their needs.”

 

More photos: 

What is Karab’s? It’s a pocket guide listing local spots and hidden gems around town for local and international students. Created by students fromthe ACM student union, their project was launched on April 27, 2022, after three years of hard work and dedication.

3 Great Reasons to Get the Karab’s!

 

  • 1 - A PRACTICAL GUIDE BASED ON SIZE AND FORMAT

    Choosing Karab’s means choosing convenience! As small as a paperback, this little guide will easily slip into your bag so you can take it with you everywhere you go through the streets of Montpellier.

    Convenient not only because of its size but also its format! The Karab’s is divided into 6 chapters to guide you through your daily student life: eating, studying, getting some fresh air, going out, cultural activities, and drinking (in moderation, let’s not forget…!). The guide is clear and easy to understand; it features photos of various spots (handy for newcomers to Montpellier!) along with information such as hours, prices, locations, and much more…

  • 2 - A MUST-HAVE FOR DISCOVERING NEW PLACES

    Whether you’re a local student or an international student, Le Karab’s is a quick and effective way to find great spots or discover new ones, both in downtown Montpellier and the surrounding area! From Montpellier’s upscale restaurants to budget-friendly bars, you’ll find all kinds of places listed here.

  • 3 - SUPPORT A STUDENT INITIATIVE

    After three years of hard work, the students atACM Corpo finally saw their project come to fruition! By purchasing this guide, you’re also supporting their work.

    Whether you’re a fan of great deals or just curious, this guide is for you! The best part? Karab’s is 100% free and available at the Medicine Student Union in Montpellier, so go get your copy!

 

Karab’s Makes the Front Page of the Local Press!

And since such a wonderful initiative was bound to catch the attention of the local press, Karab’s has already been featured twice! Coming soon to Radio Campus Montpellier and Fun Radio, this little guide has a bright future ahead of it!

Inspired by the Jardin des Plantes and its historic herbarium, discover the “Botanica” exhibition curated by Christelle Boulé as part of the Boutographie Festival. From Saturday, May 7, through Sunday, May 29, enjoy a floral stroll right in the heart of the Orangerie.

Outreach Programming

Each year, the Boutographie festival offers a parallel program that creates a circuit through various cultural venues in Montpellier. Originally scheduled for 2019 but canceled due to the health crisis, the Jardin des Plantes is hosting the Botanica project this year—a series of 15 paintings paying tribute to its botanical collections. To learn more about the project’s origins and inspirations, we spoke with artist Christelle Boullé.

What is your background?

I grew up in Montreal and studied art. I later decided to switch to graphic design and earned a bachelor’s degree in 2009. After moving to Lausanne, Switzerland, I worked for four years as a graphic designer at an agency. Following that experience, I decided to resume my studies and enrolled in the Master’s program in photography at ECAN, a world-renowned school, from 2014 to 2016. That’s when I began approaching photography the way I do today—in an experimental manner, particularly through a series I created on the theme of perfume. It involves working in a darkroom, much like with film photography, but in this case, the photos are developed in color. I love it when a photo is unique, and this technique provides a playground for creativity.

Tell us about the Les Boutographies project  

In 2017, I submitted my graduation project to exhibit at the Pavillon Populaire. I was contacted again in late 2019 for an “Hors les Murs” exhibition, which showcases various photo series throughout Montpellier. They reached out to me because I work with materials. I really like the Boutographies project because it helps showcase emerging artists; it’s very refreshing and gives us the chance to discover projects that don’t get as much exposure.

What about the Botanica project?

This invitation is a wonderful gift. I had been working for two or three years on ways to represent fragrance when the Boutographies came up with this idea in collaboration with the Jardin des Plantes in Montpellier. So I began researching this place and was immediately inspired. It’s a fantastic spot. I watched documentaries and news reports to discover the richness of the herbariums, which immediately caught my interest. I wanted to connect with the material and pay homage to nature, scents, and forms. So I set out to create a timeless garden—one we could have in our own homes or that might have existed 300 years ago—to bridge the past and the future.

What was your creative process for the Jardin des Plantes?

I didn’t go to the Jardin des Plantes; I decided to imagine it and let myself be inspired. So I turned to my friends who had traveled to places like Japan or Canada and taken photos of plants. My work was based on my research and, above all, on my interpretation of what the Jardin might be like.

 

Launched in 2020, the Botanica photography series is not yet complete, and Christelle Boulé is continuing to work on it.

To experience an explosion of color, visit the Orangerie throughout the month of May!

Did you know? This year, the ACM’s Exchange Division is organizing an international solidarity mission to Togo! Thirteen students will have the opportunity to fly there in July to join an organization working to renovate a school. Interview.

Who are you?

We are Anouk Evrard and Claire Boin. We are currently DFGSM3 students at the Faculty, and we also hold elected positions within the ACM. Our role as Vice Presidents for Exchange is to facilitate international exchanges (for both incoming and outgoing students) and inter-CHU exchanges (exchanges between university hospitals during the summer internship). 

New this year is this international solidarity project we’ve named “Med’Trotter”! 

Can you tell us more about the Med’Trotter project?

Med’Trotter is a project that was conceived by Camille Borne, our former VP of Exchange, in 2019. Unfortunately, due to the health crisis, the project couldn’t come to fruition, which is why we decided to revive it this year!

Specifically, this is a project in partnership with“Espace Hotsi.” It is a Togolese nonprofit organization that carries out renovation projects to improve residents’ quality of life.

This year, the goal is to spend a month helping this organization with the renovation of a school in Wli, near Tsévié.

How will you help Espace Hotsi? 

With some hard work! We’ll be helping the association’s members for a month to renovate four classrooms and the restrooms. This is very important because the school serves students from preschool through elementary school, so it will benefit many children.

Since it gets very hot in Togo, we’ll only be able to work on the construction site in the mornings. So we’ve planned to lead workshops with the children and villagers in the afternoons. We’ve come up with several themes centered on art, drawing, sculpture, sports, singing, dancing, and even gardening! Of course, we’ll also help by providing academic support and conducting awareness-raising activities. To do this, we’ve drawn inspiration from the initiatives we carry out during our medical missions. We’ve also reached out to Médecins du Monde to get their guidance on the most effective way to raise awareness. We’re really committed to doing things right.

And then in the evening, it’ll be time for evening gatherings. We want to spend time with the locals and share our stories, cultures, and traditions.

 

How can we help you bring this wonderful project to life?

This project requires 24,000 euros in funding. These expenses cover not only the construction project itself and the school and gardening supplies we need for the workshops, but also, of course, all costs related to transportation, lodging, and medical expenses for the 13 medical students who are about to set off!

To raise these funds, we have already applied for and received a grant from the FSDIE. This grant will cover the travel expenses for 5 of the 13 students who are going. We have also applied for grants from the CROUS, the JSI (Jeunesse Solidarité Internationale, funded by the Fonjep), and the department. We are currently awaiting the results.

Our final strategy is self-funding. To that end, we’ve set up the “Stand TOGO,” which we set up once a month at the university. Our goal is to sell snacks and, above all, secondhand clothing to fund our trip.

 

So you can help us by donating clothes you no longer want at the student union office and/or by buying clothes you like when the booth is set up! Nothing goes to waste: clothes that aren’t too worn are donated during outreach drives organized by the ACM’s ISS division! 

We have also set up a fundraising page for anyone who would like to make a donation.

 

 

Finally, we’re holding a raffle in April! All you have to do is buy a ticket at the student union. The drawing will take place at our Togo booth on April 21! Pins will also be on sale for the occasion, so don’t forget to come see us and follow us on Instagram: @med_trotter !

 

In a nutshell

  • The International Solidarity Project

    • Help Restore a School 
    • Enjoy a unique international experience based on cultural exchange
    • 13 medical students are taking part in this adventure
    • A project requiring 24,000 euros in funding
  • How can I help?

    • Donate clothes you no longer want to the student union office
    • Buy secondhand clothes at the booths
    • Enter the Raffle
    • Donate to the fundraiser
    • Follow and share @med_trotter

 

After winning MUSE’s Take-Off 3 competition, Drs. Herrero and Bonnel presented the PREPABLOC training program during the “Surgical Research and Innovation 2021” session at the National Academy of Surgery. The program went on to win the Educational Innovation Award! Here’s a look back at this unique training program.

 

 

 

PRÉPABLOC: A training program for the operating room professionals of tomorrow

Construction of the Project

The launch of PREPABLOC stemmed from a co-creation initiative led by Dr. Herrero, with support from Dr. Ferrandis. A multidisciplinary, multi-professional team was assembled, comprising:

  • The teaching staff at the CHU’s IBODE School,
  •  Assistant Chief Residents at the CHU and ICM hospitals,
  •   the LIRMM teams,
  • Physical therapist in the Emergency Department at the University Hospital

 

Training Agenda

Organized and coordinated by the Innovation Accelerator, this is an innovation marathon in the form of a team competition with teams of about ten people. Creativity sessions enable participants to develop useful projects in record time and learn how to “pitch” them by the end of the week. The five themes were stress, communication, the future of surgical education, making operating room careers more appealing, and creating an “Escape Game.”

 The future IBODEs—who will serve as mentors to tomorrow’s surgeons—had the opportunity to participate in various theoretical and practical workshops throughout a week-long “conference.” The IBODE school’s administrators focused their presentations on hygiene and instrumentation. The Assistant Chief Residents from the hospitals of the University Hospital and theICM led theoretical courses, sharing insights into their work as hospital surgeons, conducting workshops on suturing and surgical knots, and allowing students to test their skills on a laparoscopy simulator.  The LIRMM teams also collaborated at the high-tech university hospital simulation facility on the Arnaud de Villeneuve campus, which Dr. Debien and his teams operate on a daily basis. A workshop was also dedicated to applying casts, led by Christophe, the lead cast technician in the CHU’s emergency department. 

 

The Objectives of This Course  
  • Train students before they arrive for their internship

    To provide all medical students with a structured training program that is standardized before they begin their clinical rotations in surgical or emergency departments.

  • Reduce these students' stress

    As well as that of the supervisors who welcome them into the operating rooms and who, in addition to the time required to train them on top of their regular workload, were always anxious that they might make mistakes due to a lack of knowledge in this highly controlled environment.

  • Raise awareness that harmonious teamwork is a key to success

    This will benefit not only the patient but also foster a sense of calm in a demanding work environment.

  • Encourage people to pursue these careers

    With objective information.

  • Introduce students to the "project-based" approach to innovation at a very early stage

    Pso that students learn how to create, structure, and present projects that align with their aspirations for both their professional and academic futures.

A project supported by MUSE

This project was made possible thanks to financial support from MUSE (Montpellier University of Excellence) through a call for proposals titled “ Take OFF 3 ” call for proposals, which we won in June 2020 with the active assistance of the innovation facilitator (Dr. Christophe BONNEL and Anaïs CAUSSE). The team at MUSE’s Center for Educational Innovation (CSIP) also contributed to the project by creating an interactive, fun card game and designing an “Escape Game” that will be offered next year.

 

PREPABLOC: A Highly Successful Training Program

The Success of the Project

The creation of this Open Course Unit was a success among students. Indeed, founded by a multidisciplinary and multi-professional team, this project attracted particular interest from an engaged audience consisting of students in their thirdyear year of medical school, engineering students from the LIRMM (robotics engineers), and IBODE students (Operating Room Nurses).

 

The Future of PREPABLOC

The students particularly appreciated the experience and the winning project on the future of surgical education is currently being evaluated to determine how to move it forward. The teaching teams in Nîmes, who are already well-versed in these concepts, are already involved in adapting it, and the PREPABLOC team will share its experience with anyone nationwide who wishes to draw inspiration from it, in accordance with the academy’s wishes. 

 

As discussions about student mental health have resurfaced in the wake of the health crisis and amid reforms to graduate-level programs, our faculty teams have developed—in collaboration with students and service users—a one-of-a-kind educational concept. Temporarily titled “Interpersonal Skills and Therapeutic Communication,” this empathy-focused curriculum represents a true ethical and pedagogical innovation. To learn more, we spoke with the project’s leaders: Dr. Amandine Luquiens and Prof. Céline Bourgier, as well as Théo Lacoste, a student member of the steering committee.

 

The Origins of a Project Centered on Empathy

A need for evaluation arising from the R2C evaluation procedures

In 2018, the reform proposal for the second cycle of medical studies (R2C) was presented to the various academic leaders at the Faculty, prompting a response from Prof. Céline Bourgier. She noted that, under the R2C, student assessment would focus, among other things, on evaluating students’ interpersonal skills and empathy through the Certificate of Clinical Competence (C3). However, at that time, our curriculum did not include any courses entirely dedicated to developing this skill. 

Joined in 2019 by Dr. Amandine Luquiens, a psychiatrist specializing in addiction medicine at the Nîmes University Hospital, the two doctors will therefore team up to lead the project to develop an innovative teaching unit capable of meeting the requirements of R2C. Their first step is to assess the current level of empathy among medical students.

 

A striking finding: medical students’ empathy declines as they progress through their studies

Their initial findings are surprising. In fact, as they conducted their literature review, the two practitioners discovered that medical students tend to experience a decline in empathy throughout their studies. “This decline begins at the same time as hospital rotations. It appears that the gap between the ‘idealized view of the healthcare profession’ and the ‘reality of the healthcare profession’ is a triggering factor,” – explains Amandine Luquiens

Another observation: this decline is very strongly correlated with the burnout and depression that healthcare students may experience.

 

A structured educational program to halt this decline and ensure higher-quality care in the future

These findings have motivated the project leaders to create a new, innovative teaching unit (UE) with a twofold objective: 

  • To provide students with the tools and skills necessary to improve the quality of careby instilling in them a person-centered approach rather than focusing solely on symptoms or medical conditions
  • Preventing psychosocial risks—not only for patients, but also for students—future healthcare professionals.

These two complementary elements will therefore be developed jointly by a dedicated committee composed of faculty, students, and users.

 

An EU built collaboratively to foster skills related to empathy toward oneself and toward patients

Stages in the Development of the EU

Such an EU requires a period of development followed by a trial phase, which will be implemented within the Faculty in five major stages: 

  • STEP 1

    Establishment of a cross-functional steering committee

    Since this was a course developed collaboratively, the instructors were committed to creating a steering committee that included students so that the course would be tailored to their needs as much as possible. The committee is also supported by the Faculty’s Academic Council (then chaired by Prof. Denis Morin) and is composed of instructors from diverse backgrounds and specialties to ensure a comprehensive view of the project.

  • Assessment of the Current Situation and Expansion of the Steering Committee

    With the help of the academic administration staff, Amandine Luquiens and Céline Bourgier are compiling a list of the existing course units and courses within the program, focusing on the patient-physician relationship, the development of the care relationship, and interpersonal skills. This allows them to connect with the instructors teaching the existing courses and to include them on the steering committee for the new course unit.

    STEP 2

  • STEP 3

    Revision of existing courses, development of the UE

    The steering committee proposes a new structure for the existing courses over a five-year period. This involves reorganizing them into a more logical sequence, with a more gradual implementation that aligns with students’ entry into hospital internships. In addition to restructuring the existing curriculum, new courses are being proposed to round out the program, such as the therapeutic communication module, which is divided into three progressive levels and will incorporate the pre-existing theater workshop.

  • Incorporating the EU into the curriculum of a pilot class

    The 2021–22 DFGSM2 class is the pilot class and marks the launch of all EU courses over the 5-year program. In addition, a few modules are offered to DFGSM3 students to test the courses (Step 6). 

    STEP 4

  • STEP 5

    A cohort-based study of students to evaluate teaching

    To measure the impact of teaching on students, three cohorts are regularly evaluated based on criteria related to empathy, as well as well-being and their understanding of the therapeutic relationship. The DFGSM2 21-22 cohort will be compared to the DFGSM3 21-22 cohort, which will have benefited from a reduced course load, and to the DFASM1 21-22 cohort, which will not have been able to take the various EU modules.

 

An EU program designed to help students learn about emotion management

As Théo Lacoste, Student Vice-Dean for 21-22, points out, medical students are “perfectionists”: “They are selected because they are the best. And this selection process continues over the years. The need to be—or at least to appear—‘flawless’ at every level—whether professionally or emotionally—persists until it becomes an almost cultural component of our way of thinking.” 

However, it is precisely an process of acculturation on this subject that this course unit is intended to foster: Amandine Luquiens explains: “We are seeking to foster this awareness among students—and even within the Faculty as a whole. The Faculty takes care of its students, and students must take care of themselves. We will thus help them acquire tools that enable them both to protect themselves and to combat ‘emotional suppression’—a management strategy that doctors have been using for many years to address the patient-caregiver relationship.”

 PTo achieve this goal, the EU is structured around four major modules, all of which are mandatory: 

  • Introduction to Meditation Mindfulness
  • Exchange of Best Practices among peers: this module encourages open discussion and helps participants better understand professional communication within a healthcare team
  • Therapeutic Communication : a multi-year module featuring theoretical instruction on announcements, the integration of theater workshops, and simulation workshops.
  • Stigmatization in Healthcare : a module featuring user testimonials in which individuals share with students their personal experiences with situations they may have encountered during their care journey

 

In summary: an innovative initiative in more ways than one

Humanism is a core value of the Faculty. It is an integral part of its history, but it also serves as a guiding principle for its future, as evidenced by this program, which is innovative in more ways than one. Indeed, this is an ethical and pedagogical innovation

  • co-created with students, faculty, users, and administrative staff: a true example of cross-functional collaboration among the women and men of our community 
  • that focuses on a genuine social for health science students and that is addressed early enough in their academic program to address it proactively and long enough to address it in depth
  • which includes theoretical modules but also, and above all, highly practical modules, centered on a human-centered approach to the patient-caregiver relationship, particularly through simulation workshops
  • Skills Developer key skills centered on empathy and interpersonal skills: essential tools for a more humane approach to medicine
  • carrying a message for both students and their future patients

 

Opportunities for other degree programs

The introduction of this course unit into the medical curriculum inevitably raises questions about the other programs offered by the faculty (midwifery, paramedicine). “Medicine is relatively behind compared to other programs,” admits Dr. Luquiens. “Indeed, there are already course units in the other programs, but not in such a structured, phased manner. The idea, therefore, is that once this course unit has been refined, we will ‘spread’ it to the other programs, with the aim of taking a transdisciplinary approach to these skills.”

 

The Teddy Bear Hospital is back in 2022! To learn all about this meaningful and heartwarming awareness campaign, read this article!

 

THealthcare students in Montpellier are joining forces for a campaign that raises awareness

As we have done every year since 2002, our students in the medicine, midwifery, and speech-language pathology programs (through the student associations ACM, AMESF and Dislalie) are teaming up with students in the pharmacy, dentistry, physical therapy, and occupational therapy programs to organize an event that is as unique for its warmth as it is for its usefulness: The Teddy Bear Hospital.

The concept? Healthcare students welcome preschoolers from underprivileged neighborhoods to introduce them to the hospital environment and health checkups through a fun role-playing activity: their stuffed animals will be the “patients” for the day!

 

A Mini Transdisciplinary Care Program for Stuffed Animals

The event, which will take place this year from March 28 to April 1, will feature a mini medical care station for children’s stuffed animals, spread across 12 preschool classes. A real “mini-hospital”!

The program features no fewer than 15 multidisciplinary care booths! To prepare for working with children, the students running the booths received special training from a child psychiatrist at the Montpellier University Hospital.

 

Booths run by medical students (ACM)

  • Pulmonology – Cardiology
  • Radiology
  • Ophthalmology
  • Dermatology
  • Gastroenterology
  • General Medicine
  • Anesthesia and Surgery
  • Emergencies
  • Nutrition – Sports Medicine – Environmental Medicine

 

Booth run by the maieutics students (AMESF)

  • Vaccination Booth

 

Booth run by speech-language pathology students (DISLALIA)

  • Booth on sign language, hearing, and attention

 

Booths run by students from other health-related programs: 

  • Pharmacy: Medications and Lice
  • Dental: dental care
  • Occupational Therapy: Raising Awareness About Disabilities
  • Physical Therapy: Balance Exercises

 

Goal: To make the hospital environment seem less intimidating and to promote health education

While white coats can sometimes intimidate young children, the goal of this initiative is really to make hospital exams—which children may have to undergo in the future—seem less daunting,” explains Carlota, ISS Vice President of ACM Corpo. 

To round out the picture and make it feel more real, the students even prepared mini health insurance cards and mock health records !” explains Pauline, second VP of ISS at ACM Corpo.

With a setup like this, there’s no doubt that our little guests’ teddy bears will come out in great shape!

 

Practical Information

Where: Arnaud de Villeneuve Campus, 2nd floor

When: March 28–April 1, 2022

 

 

Every year, the Faculty organizes "Printemps de la Médecine," an event for general practitioners. Find all the details in this article!

An event for general practitioners

These events provide an opportunity to review all the major medical developments of the year in the morning and to explore best practices in areas of routine medical practice through workshops in the afternoon. This event, like previous ones, will be submitted to the ANDPC website for certification, and the Faculty will handle registrations for physicians wishing to participate. In the meantime, mark this date on your calendar!

For any additional information, particularly regarding the program and registration procedures, please feel free to contact the office in charge of CPD administration at the Faculty at the following address:  med-fmc-dpc@umontpellier.fr.

 

  • 8:30 a.m.

    Overview of the Day

  • New for 2022

    with Dr. Camille Roubille (8:40 a.m. – 9:10 a.m.), Prof. Hubert Blain (9:10 a.m. – 9:40 a.m.), and Dr. David Costa (9:40 a.m. – 10:10 a.m.)

    8:40 a.m.

  • 10:10 a.m.

    Use and Cost of Diabetes Medications

    Dr. Laurence Papinaud

  • The Role of the Endocrinologist

    Prof. Éric Renard

    10:30 a.m.

  • 11:00 a.m.

    The Role of the Nephrologist

    Prof. Moglie Le Quintrec

  • The Role of the Cardiologist

    Prof. François Roubille

    11:30 a.m.

  • 12:00 p.m.

    End of the morning session

    A Message from the Dean
    A Message from the Board of the Hérault Departmental Medical Association (News from the Association by Dr. Philippe Cathala)

  • 2 workshops (2 hours each) from among the 5 workshops offered

    • Workshop 1 – 2:00–4:00 p.m. (General Practice): Management of Sleep Complaints in General Practice
    • Workshop 2 (MG): Behavioral Disorders in Older Adults
    • Workshop 3 (MG): Pre-Exposure Prophylaxis (PrEP)
    • Workshop 4 (Residents and Interns): Medical Confidentiality When the Patient Is at Risk: The Case of Violence Against Women
    • Workshop 5 (Residents and Interns): Practical Management of Wounds and Pressure Ulcers

    WORKSHOPS TO CHOOSE FROM

 

To register, click the link below! The Office of Continuing Medical Education and CPD looks forward to seeing many of you there!