#ProudOfOurStudents | The Med’Trotters are off to Togo!

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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.

 

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 ! 

 

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PREPABLOC: An innovation recognized by the Academy of Surgery!

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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. 

 

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EU Soft Skills: An Ethical and Educational Innovation for Our Students

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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.”

 

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#ProudOfOurStudents | The Teddy Bear Hospital, a cross-disciplinary health awareness initiative for children

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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

 

 

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March 31, 2022 | 6th edition of Printemps de la Médecine

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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.

 

Registration

  • 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!

Registration
Download the program (PDF)
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Mar–Apr 22 | Faculty Council Elections

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April 2022 will see elections held for the three councils of our UFR: the Management Council (or UFR Council), the Academic Council, and the Scientific Council. This article provides the schedule for these elections and details on how to run for office and vote.

 

Election Schedule

  • April 12, 2021

    Elections of Staff Representatives to the Management Council, Scientific Council, and Academic Council

    • Voting takes place at the ballot box
    • For Montpellier: at the ADV Campus in the Excellence in Practice Room from 9 a.m. to 5 p.m.
    • For Nîmes: in Building D, Room D101, from 9 a.m. to 5 p.m.

 

Information Regarding the Election for the Management Board

Download all documents related to this election below:

Middle School A

Middle School B
P Middle School
BIATS Middle School

 

The voter rolls are available for review at the reception desks on the ADV campus and the Nîmes campus, as well as on the university’s intranet.

 

Information Regarding the Election for the Pedagogical Council

Download the announcement of the results below

 

Information Regarding the Election for the Scientific Council

Download all documents related to this election below:

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Théo Lacoste: Well-being at the Heart of Your VDE's Priorities

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Every year, students elect a representative to speak for them on the dean’s office team. This year, Théo Lacoste, a fourth-year medical student at the ADV campus, was chosen to represent you. Learn a little more about him and Ademmoos’s initiatives in this interview! Profile.

Hi, Théo. First of all, who are you? Can you introduce yourself?

My name is Théo Lacoste; I’m a fourth-year medical student on the ADV campus. I’m also a student representative on the Academic Council and president of Ademmoos (a student council representing all programs). I’m planning to become a doctor, of course, but I don’t necessarily have a specific specialty in mind—other than perhaps something interdisciplinary like emergency medicine. But I’m keeping my options open; I think it’s important to complete rotations in various fields to secure your future!

You're the president of Ademmoos: can you tell us about the role of this organization?

It’s important to note that our Faculty has several campuses and several academic programs. Student representation on the various councils is therefore provided by elected student representatives. This is a very substantial undertaking. So in 2016, we decided to create this association to relieve elected student representatives of the administrative workload (particularly everything related to communication, infographics, etc.) but also to develop projects with other student associations. The goal is truly to bring together, unite, and coordinate the associations—and, through them, the students.

The association’s members consist of students elected to the various representative councils, but we also have non-elected members. They often contribute very interesting insights from a different perspective during our monthly meetings.

Can you give us some examples of projects coordinated by Ademmoos and other organizations?

Yes, for example, the MAP (Montpellier Artistic Project), which is an arts-focused nonprofit. Together with them, we organized an art therapy workshop—led by a professional in the field—for students, with the goal of helping them cope with the stress of school. But the projects we lead or coordinate can also take place outside of our organizations. I’m thinking in particular of the“Dry January”challenge (see Instagram post below) that we recently ran in collaboration with the ICM, or“Smoke-Free Month.”

 

View this post on Instagram

 

A post shared by ADEMMOOS (@ademmoos)

In addition to being the president of Ademmoos, you are now the student vice-dean. Can you tell us more about your role in this position?

I have three main responsibilities: First, an academic role, which is very institutional in nature. I work closely with the dean’s office—particularly Dean Isabelle Laffont—as well as the teaching and administrative staff to represent the students’ perspectives. This involves regularly attending meetings, but also staying attuned to what’s happening among students and within the faculty as a whole. I act as a sort of “shuttle” to pass information up and down the chain. I relay this information to the student representatives, who then share it with the various programs, campuses, and graduating classes.

The second task focuses on the Ademmoos association. I need to establish a “guiding principle” for our term’s policy. I’ll come back to this, but the idea is to divide up the key issues among the association’s 40 students: some will handle reforms, others will focus on well-being or coordination with other associations.

My third responsibility is really to maintain direct contact with the students. Class representatives may reach out to me for this purpose, but that’s not enough—information can get lost along the way. So, I make it a point of honor to organize as many in-person meetings as possible with the different classes to discuss issues, “gauge the mood,” and gather feedback directly from students about their needs and feelings. This information is then useful to me in carrying out my primary academic role, so that I can represent the students’ views as accurately as possible.

What are the priorities of your term in office?

There are several priority areas. First, there is a somewhat more academic and administrative aspect, which mainly involves continuing the work of my predecessors: Salomé Duteurtre and Florian Mary. They both worked on what I callthe “Pedagogical Alliance.” That is, the collaborative shaping of our student experience, together with all stakeholders: faculty, students, and the Faculty’s administrative staff.

It seems simple from the outside, but it’s actually quite complex, because we have to reconcile everyone’s opinions; ultimately, we have to succeed in reaching agreements based on our disagreements! Nevertheless, this is achieved through everyone’s goodwill and mutual understanding. We must work together and view the issues to be resolved through each person’s perspective, so that the solutions we adopt benefit everyone. This commitment to living together is truly essential, and we regularly emphasize this to the entire team—most recently to the newly elected student representatives on the Administrative Council and the Academic Council.

Then there are all the discussions surrounding student well-being. This is a relatively new issue—one that wasn’t talked about much a few years ago and that was brought to light by the health crisis. Today more than ever, this topic has become our top priority.

But we can’t take action without understanding the full scope of the problem! So we set our first goal to gather students’ opinions and experiences through surveys. We were able to collect more than 1,000 responses to our first questionnaire on mental health, which was distributed over the winter— and I’d like to take this opportunity to thank all the respondents! The results of this survey are currently being analyzed. In addition, a few weeks ago we began distributing a new survey regarding gender-based and sexual violence that students may experience at the university, at parties, or at their workplace or internship, in order to define the scope of the problem and thus identify corrective actions to limit such incidents or even impose sanctions where appropriate.

In practice, do you implement any initiatives to promote student well-being?

Yes, from a practical standpoint, this year we created a wellness center staffed by two project coordinators who are medical students (Ulysse Godin and Maribelle Dossou-Yovo). Their mission is to organize awareness-raising events. For example, we held a conference on addiction with Professor Hélène Donnadieu-Rigole, as well as Tobacco-Free Month and Dry January… In March, we’ll host a conference on psychosocial risks and “workaholism.” These events are quite popular with students.

There are also other practical projects outside the “well-being” theme, such as the Intern Forum, which is led by former Vice Dean Florian Mary and aims to connect 5th- and 6th-year students with interns so they can share their experiences.

What motivated you to take on this role as an elected official and Vice Dean?

My motivation grew out of my previous commitments, both with Ademmoos and with the ANEMF (National Association of Medical Students of France), because last year I was very involved in issues surrounding the R2C (reform of the second cycle of medical studies) at the national level. This made me want to get even more involved at the local level, addressing the issues we face on a daily basis.

Of course, my discussions with my predecessors also had a strong influence on me. Everything fell into place very naturally after that, with my desire to help the incoming classes guiding my decisions. I wanted to look at my studies from a different perspective.

That said, yes, it’s very time-consuming. It can sometimes be a little hard to juggle everything! So it’s important to surround yourself with the right people and know how to delegate. In that regard, I’d like to give special thanks to Florent Benoist, who is Ademmoos’s Executive Vice President and a representative on the Pedagogical Council; he really helps me a lot and enables me to stay organized.

How is someone elected as Vice Dean?

The Vice Dean is nominated by the student representatives on the Management Council. He or she is often part of the list of elected students. The Council then votes in favor of or against the nominated student. This nomination is discussed internally within Ademmoos beforehand. Once elected, the Vice Dean serves a two-year term, but we often resign after one year so that we can focus fully on our studies.

Thank you so much for this conversation: do you have any closing remarks?

Yes, regarding one of the priorities of my term: well-being. I’d like to get this message across: it’s okay not to feel well. Health sciences students come from a highly selective system where you’re expected to always be the best. Culturally, it’s therefore difficult for us to admit when we’re not doing well—we tend to hide our weaknesses. But that doesn’t mean it’s abnormal to feel bad! There are support resources available on the Faculty’s website. We need to break the silence surrounding this taboo and take advantage of the resources developed jointly by students and the faculty to feel better. Alone, we go faster, but together, we go further!

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2023 McLaren Awards | Call for Nominations!

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For the second year the Agnes McLaren Association is organizing a medical award worth €4,000! Applications are open to students at the Montpellier-Nîmes School of Medicine who will defend their clinical thesis between September 2021 and March 2023. See below for registration details and the eligibility criteria for your thesis.

 

This award recognizes a doctoral dissertation in medicine that focuses on the health of women and/or children in precarious or vulnerable situations and provides funding for research based on that dissertation.

TheAgnes McLaren Association, founded in 2018, works to preserve the memory ofAgnes McLaren, a Scottish woman and the first female doctor to graduate from the Montpellier School of Medicine in 1878. In honor of this physician, who dedicated her life to caring for the most disadvantaged women and those excluded from society, the association wishes to award a medical prize for the first time.

Learn more about this organization

Thus, to mark the Faculty’s 8th centennial in 2020, the association established the Agnès McLaren Prize in Medicine. Every two years, this prize is awarded for a thesis and a post-thesis project, focusing on the health of women in precarious or vulnerable situations or the health of children exposed to precariousness and/or vulnerable situations. It also funds a research project based on this thesis. The prize, in the amount of €4,000, will be awarded in June 2023 following a preliminary selection by a committee and review by a jury composed of healthcare professionals.

Learn more about the 2021 ceremony

In the first edition, Justine Allouche won an award for her knowledge and expertise in cervical cancer screening.

In 2021, the award was won by Justine Allouche for her work focused on assessing knowledge and practices regarding cervical cancer screening among women engaged in prostitution in the Gard and Hérault departments. Justine was featured in an article in Midi Libre on that occasion!

Article - Justine Allouche, First Recipient of the McLaren Prize

 

 

Eligibility Criteria

To be eligible for this medical award, candidates must meet several eligibility criteria:

 

  • Open to our students

    Criterion 1: Be a student at the Montpellier-Nîmes School of Medicine

  • Year 2021-22-23

    Criterion 2: Defend one’s thesis between September 2021 and March 2023

  • Thesis Topic

    Criterion 3: Support a dissertation whose topic addresses the health of the most disadvantaged or even marginalized women, or the health of children exposed to precarious circumstances and/or situations of vulnerability

  • Post-doctoral project

    Criterion 4: Thesis Leading to an Operational Project

What are the steps to enter the contest?

The second edition of the McLaren Medical Award will take place in five phases, as follows:

  • before March 15, 2023

  • Pre-selection phase

    Pre-selection phase for the dissertations received by the pre-selection committee. 5 dissertations were pre-selected.

    April 15, 2023

  • May 15, 2023

    Selection Notice

    Notification of selection sent to the 5 shortlisted candidates.

  • Final Selection Phase

    Review of the five dissertations preselected by the jury. Candidates must submit their dissertations and post-dissertation work by January 24, 2021.

    June 2023

  • Sept. 2023

    Award Ceremony

    Presentation of the Agnes McLaren Award at the official ceremony.

Award Rules Pre-Application Package Application Package

We hope many of you will enter this new contest! So get writing, and good luck on your theses!

 

 

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#ProudOfOurStudents | The ATSM is back for another edition of High School Students’ Week!

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The Montpellier Health Tutoring Association is once again hosting its High School Students’ Week, from February 21 to 25, 2022! This week is dedicated to all high school students, their parents, and teachers, with the aim of addressing any questions they may have about the REES (Reform of Admission to Health Studies), better known as the PASS-LAS program.

 

An event hosted on Zoom, so that as many people as possible can participate

This week, intended for all high school students (10th, 11th, and 12th graders) as well as their parents and teachers, will consist of various sessions dedicated to explaining the REES program, thePASS/LAS tracks, and the upper-level years. The sessions will take place on Zoom from February 21 to 25, 2022, except for those on the morning of Wednesday, February 23, which will be held at the Arnaud de Villeneuve Campus of the Faculty of Medicine (641 Avenue du Doyen Gaston Giraud, 34090 Montpellier).

Participation in this event is completely free, and requires prior registration using the form below:

Free Registration

A program packed with lectures, tutorials, and Q&A sessions

See below for the full schedule for the week:

  • Monday, February 21 – 4:00 p.m.: The first session will be dedicated to presenting the Tutoring Program and the ATSM association. The role of the Tutoring Program within the reform and the free services provided by the ATSM will be explained in detail to reassure students about the academic and psychological support they will receive throughout the year. By the end of the week, high school students will be familiar with the new system established under the Reform of Admission to Health Studies and how the PASS and LAS programs operate. The various subjects covered during the academic year will also be explained in detail.
  • Wednesday, February 23 – 2:00 p.m.: A session has been scheduled for 10th and 11th graders to help them choose their specializations for their final year of high school.
  • Wednesday, February 23 – 2:00 p.m. and Thursday, February 24 – 7:00 p.m.: Two sessions will be held specifically for parents and teachers to involve them in the Health Studies Introductory Reform and to explain how it works, as well as the tutoring program.
  •  Thursday, Feb. 24 – 4:00 p.m.: The tutors will lead a study skills workshop to help students get a good grasp of the year ahead and plan accordingly, while also including a short wellness break.
  •  New this year:The ATSM is organizing an in-person morning session at the university for high school seniors who wish to observe a tutoring session for PASS students. They will first be welcomed at the ADV campus and then taken to attend a session in a lecture hall.
  • Students in their senior year will have the opportunity to attend five Tuto Lycée sessions, which will cover some of the course material they will encounter during the first semester of the PASS/LAS program.
  • The week will finally conclude with a discussion session, during which the tutors will be available to everyone to review the week and answer any remaining questions.
A week you won't want to miss! Sign up here
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#ProudOfOurStudents | Plasma Cup 2021: First Place for the School of Medicine!

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After finishing in second place in 2017, our students are back in full force this year and took first place in the PlasmaCup, an intercollegiate challenge organized by the EFS to raise awareness about the importance of plasma donation. Here’s a look back at the challenge and the experience of our student coordinators for the Faculty of Medicine—Esteban, Pauline, and Carlota, members of the ACM association.

 

The PlasmaCup, an inter-school challenge

Every year, the PlasmaCup is organized by the EFS (Etablissement Français du Sang) in several university towns across France. What is the goal of this challenge? To raise awareness among as many students as possible about the importance of plasma donation.

In Montpellier, the Maison du Don is where it all happens. Located in the Euromédecine neighborhood and accessible by tram (Line 1), the Maison du Don welcomes donors of blood, plasma, and platelets.

As part of the PlasmaCup, a box was set up so that each student donor could indicate their home institution. Each donation earned the institution 1 point.

 

The School of Medicine, champion in the Grandes Écoles category!

With a total of 17 donations, the Faculty of Medicine has taken the top spot in the “Grandes Écoles” category. This ranking is a source of great pride for Esteban, Pauline, and Carlota, who serve as President and Vice Presidents, respectively, of the ACM’s ISS (Health and Social Innovation)division. “The EFS Solidarity Trophy will join the 2017 trophy in the student union office!” says Esteban. In fact, the ACM had previously coordinated the Faculty of Medicine’s participation as well. That year, we took second place.

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To reward our students, Emilie Moral, the EFS promotions coordinator, presented the trophy to Esteban on Friday, February 4, along with tickets to an escape game, tickets to the MHR vs. Stade Français rugby match, and other goodies. “The prizes will be redistributed to the donors,” Carlota emphasizes.

 

Plasma Donation: 1 Hour to Save Lives—A Painless and Informative Experience for Healthcare Students

Esteban and Carlota wanted to share their experience with us. ““After confirming my participation in the PlasmaCup by placing my ballot in the box, I met with the EFS doctor to verify that I was indeed eligible to donate plasma. Then, for about 45 minutes, I went through the donation process, which is essentially the same as donating blood, except for the machine that separates the blood from the plasma,” explains Carlota.

“As a healthcare student, I found the process really interesting. Compared to a typical blood donation, you interact with the healthcare professionals overseeing the donation for much longer, and it’s a real opportunity to talk with them. The equipment used is also impressive. It really helps us connect what we’re learning in class to real-world practice,” says Esteban.

When asked if donating was tiring, Carlota is quick to reassure: “Not at all! Unlike donating blood, the red blood cells are reinfused into us. There’s no anemia, so there’s no fatigue.”

 

PlasmaCup 2022: The Faculty will be out in full force!

With all this in mind, there’s no reason to be afraid of donating plasma! Emilie Moral tells us that the PlasmaCup will return in the fall of 2022.

“The ACM will be back!” says Esteban. But that’s not all: The Plasma Cup is open to all members of the university community. So we’re counting on our students, as well as faculty and staff, to contribute to the 2022 challenge! Stay tuned for more updates 🙂

 

Focus: Where and how can you donate blood, plasma, or platelets in Montpellier?

In addition to the blood drives organized on our campuses by student associations (in Montpellier by the ACM in October, February, and April), you can donate blood, plasma, or platelets at the Maison du Don in Montpellier: 

  • Address : Parc Euromédecine, 392 Av. du Professeur Jean Louis Viala (Parc Euromédecine)
  • Directions : Tram 1 (Euromédecine)
  • Hours :
    • Monday / Thursday: 11:00 a.m. – 6:30 p.m.
    • Tuesday / Wednesday / Friday: 8:30 a.m.–4:30 p.m.
    • First and third Saturday of the month: 8:30 a.m. – 4:30 p.m.
Schedule an appointment to donate

 

 

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