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PREPABLOC: An innovation recognized by the Academy of Surgery!

Headlines, Training, MUSE, Research/Innovation, Faculty Life, Student Life

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. 

 

April 15, 2022/by School of Medicine
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EU Soft Skills: An Ethical and Educational Innovation for Our Students

Headlines, Academic Programs, Student Life

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.”

 

April 6, 2022/by School of Medicine
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2023 McLaren Awards | Call for Nominations!

Headlines, Events, Training, Research/Innovation, Student Life

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

    Submission of Applications

    Apply online, exclusively on the Agnes McLaren Association's website.

  • 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!

 

 

March 4, 2022/by School of Medicine
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#ProudOfOurStudents | The ATSM is back for another edition of High School Students’ Week!

Headlines, Events, Training, Student Life

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
February 14, 2022/by School of Medicine
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PASS 2021-22 | Information on the Second Semester, MMOP Admission, and Continuing Studies

Headlines, Academic Programs, Student Life

Here you’ll find the presentation and video recording of the information session on the second semester of the PASS program, admissions to MMOP programs, and continuing your studies.

 

Meeting on January 17, 2022

Below you will find the presentation and video from the meeting on January 17, 2022

Download the presentation from January 17, 2022
Watch the video of the January 17, 2022, meeting

 

January 17, 2022/by School of Medicine
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#ProudOfOurStudents | A science outreach project for our midwives!

Headlines, Academic Programs, Student Life

In September 2020, the Ministry of Solidarity and Health published a report titled “The First 1,000 Days.” This report served as a basis for a project by second-year students in the Midwifery program at our faculty.

A report as a cornerstone

This report, commissioned by Olivier Véran, Minister of Solidarity and Health, is the result of work by several researchers specializing in early childhood: child psychiatrists, psychoanalysts, educators, doctors, and others. It highlights the importance of a child’s first 1,000 days of life.

Since reports of this kind can be lengthy and difficult for families or professionals in the field to understand, the task assigned to the second-year students in the Maieutics program was to simplify the information contained in this report. To do so, their project involved crafting messages that were clear and accessible to everyone and presenting them on a poster for wide distribution.

View the report

Studies that are increasingly relevant to current events

Studies in midwifery are closely tied to current events. In fact, as soon as a new law regarding children or parenting goes into effect, midwives must adapt.

For these reasons, students in the Maieutics program take courses in the humanities and social sciences as part of their curriculum. These courses help students understand current events related to this field and explore the diverse cultures and family situations that our future healthcare professionals may encounter. The goal is to enable them to adapt to each patient and provide the best possible care.

Another goal of this course is to help them realize that they can play an active role in society, particularly by making the information they have more accessible to as many people as possible—which is precisely the purpose of the project they have been entrusted with.

 

The Science Outreach Project

The assignment given to the students was to translate scientific knowledge into clear messages for a socially and culturally diverse audience, while taking into account the many different forms of family. The course instructor, Kristina t’Felt, who holds a Ph.D. in sociology, divided the class into four groups. Each group was to work on a different topic:

  • Group 1

     Interactions between children and parents (Part I A of the report).

  • Group 2

    Lifestyle Factors Affecting Child Development (Part I B of the Report)

  • Group 3

    The “1,000-Day Journey”: Personalized Parent-Child Support (Part II of the Report)

  • Group 4

    Maternity Leave (Part IV A of the report)

Graphic Design Projects

As part of this project, four posters were created in partnership with students from the Montpellier Private Institute of Higher Education in Applied Arts (IPESAA). These posters will be distributed by students in the Maieutics program. Here they are:

Previous Previous Previous Next Next Next
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Open the image in a Lightbox: Parent-Child Interactions 2 1 700x1030 Open the image in a Lightbox: Parent-Child Interactions 2 1 700x1030
Open the image in a Lightbox: Maternity Leave 3 1 739x1030 Open the image in a Lightbox: Maternity Leave 3 1 739x1030
Open the image in a Lightbox: The 1,000-Day Journey 3 1 1 695x1030 Open the image in a Lightbox: The 1,000-Day Journey 3 1 1 695x1030
Open the image in a Lightbox: Le Mode De Vie 4 1 695x1030 Open the image in a Lightbox: Le Mode De Vie 4 1 695x1030

 

Illustration credits: 

Parent-Child Interactions – Illustration: Blandin CHAUVET – IPESAA School, Concept Art and Illustration Department

Maternity Leave – Illustration: Yona TANGHE – IPESAA School, Illustration and Concept Art Department

The 1,000-Day Journey – Illustration: Raphaël SUKY – IPESAA School, Illustration and Concept Art Department

Lifestyle – Illustration: Julien LAWRENCE – IPESAA School, Illustration and Concept Art Department

A sustainable initiative

Given its success among students and its educational value, this project will be continued for third-year Maieutics students in Nîmes.

October 28, 2021/by communication
https://facmedecine.umontpellier.fr/wp-content/uploads/2021/10/MAIEUTIC-1.png 526 2000 communication https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png communicationOctober 28, 2021, 8:02:08 AMOctober 26, 2021, 6:26:55 PM#ProudOfOurStudents | A science outreach project for our midwives!

PASS-LAS 2021-22 | Enrollment Capacity in MMOP Programs

Featured, Training

The enrollment capacities for MMOP programs and the associated track groups for students enrolled in PASS and LAS for the 2021–22 academic year were approved during the deliberations of the Commission on Education and University Life (CFVU) on September 30 and October 18, 2021. Find more details in the article below.

Detailed information about the PASS can be found onthis page.

Detailed information about LAS can be found onthis page.

MMOP Capacity

For students enrolled in the 2021–22 academic year, the enrollment capacities for the MMOP program are outlined in the document below.

MMOP Reception Capacity

 

Course Groups

For students enrolled in the 2021–22 academic year, the composition of the MMOP track groups is outlined in the document below.
Course Groups
October 19, 2021/by School of Medicine
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PASS-LAS 2021-22 | MMOP Admission Requirements

Featured, Training

The admission requirements (MAD) for the MMOP program for students enrolled in the PASS and LAS programs for the 2021–22 academic year were approved during the meeting of the Commission for Education and University Life (CFVU) on October 14, 2021. Read more about them in the article below.

 

CFVU Resolution of October 14, 2021

Detailed information about the PASS can be found on this page.

Detailed information about LAS can be found on this page.

Download the MADs in MMOP for the 2021-22 PASS programs
Appendix 1
Appendix 2

 

October 14, 2021/by School of Medicine
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Save the Date | CIPEG 2022

Featured, Events, Training

Students at the School of Gerontology, don’t wait to register for CIPEG. This annual conference on gerontology and geriatrics brings together various healthcare professionals working in this field. 

 

Announcement of the Upcoming CIPEG


The next CIPEG will take place on May 18 and 19, 2022. The School of Gerontology will be represented there by Prof. Claude Jeandel, Myriam Taroudjit, and Marie-Laure Portalez.

Current students and alumni of the Master’s program in Gerontology, please contact Myriam TAROUDJIT to register.

September 21, 2021/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2021/11/Bann-test-Geronto.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineSeptember 21, 2021, 11:36:37 AMFebruary 17, 2022, 11:22:28 a.m.Save the Date | CIPEG 2022

PASS 2021-22 | Back-to-School Meeting on September 6, 2021

Headlines, Academic Programs, Student Life

Welcome to our new students! The orientation meeting for PASS students for the 2021–22 academic year will take place on Monday, September 6, 2021. Find all the details about this meeting, based on your assigned campus, in the article below.

 

Back-to-School Meeting for PASS Students for the 2021–22 Academic Year: Monday, September 6, 2021, starting at 9:00 a.m.

The PASS orientation and information session will take place on Monday, September 6, 2021, from 9:00 a.m. to 12:30 p.m.
The purpose of this orientation session is to inform you about the PASS program for the year and to introduce you to the various people you may interact with during your academic year.

 

The meeting will take place at your work location

PLEASE NOTE: Due to capacity limitations, site-specific information, and the distribution of your student ID cards, you must attend the back-to-school orientation meeting at the campus where you are enrolled:

  • ADV (Arnaud de Villeneuve) location: 641 Avenue du Doyen Gaston Giraud, 34093 Montpellier Cedex 5
  • Flahault Campus (School of Pharmacy): 15 Avenue Charles Flahault, 34093 Montpellier Cedex 5
  • Nîmes location: 186 Chemin du Carreau de Lanes, 30900 Nîmes

As a reminder, wearing a mask and using hand sanitizer are required upon entering the site.

Download the agenda for the PASS 2021-22 Back-to-School Meeting
Watch the video for the start of the 2021–22 school year
Overview: Start of the 2021-22 PASS School Year
PASS Program - Health Major
September 2, 2021/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2021/02/banniere.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineSeptember 2, 2021, 2:22:33 PMOctober 14, 2021, 2:43:50 PMPASS 2021-22 | Back-to-School Meeting on September 6, 2021
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Request for a self-guided tour of the JARDIN des PLANTES

Request for a self-guided tour of the JARDIN des PLANTES

For the group formed

Self-guided tours are only available during public opening hours, specifically:

SUMMER HOURS

April 1 through September 30: 12:00 p.m. to 8:00 p.m., except on Mondays.

WINTER SCHEDULE

October 1 through March 31: 11 a.m. to 6 p.m., except on Mondays.

This form is an informational document used to track group visits to the botanical garden. It also provides us with data needed to compile statistics on visitor numbers.

 


    For children, please indicate their age (maximum of 70 children):

    Marie-Anne BOIVIN

    Marie-Anne GILLAIN was born in 1773 in Montreuil, near Versailles.

    She was sent to boarding school with the Sisters of the Visitation.

    During the Revolution, she took refuge in Etampes with a relative who was the mother superior of the Hospitalières de l’Hôtel-Dieu.

    There she attended the surgeon’s lectures and served for two and a half years, from 1793 to 1796, as a hospital volunteer—that is, as a layperson who volunteered her services to the poor and sick.

    In 1797, she returned to Versailles to marry Louis BOIVIN, deputy head of the National Domains office.

    She became pregnant early on, but was suddenly widowed in 1798 at the age of 25, left without any means of support and with a young daughter to raise.

    She then decided to put to use the knowledge she had gained from the surgeon at the Hôtel-Dieu in Étampes and enrolled in the Midwifery School at the Maternity Hospital in 1799.

    In 1800, she graduated and left for Versailles to be reunited with her daughter and pursue her career.

    In 1801, following the death of her daughter, she obtained permission from Marie-Louise Lachapelle to return to the Maternity Hospice

    In 1803, she was appointed chief supervisor of the breastfeeding section. She held this position for eleven years, until 1814. During this long tenure, she took the opportunity to attend the lectures of her patron, the surgeons at the Maternity Hospital (Baudelocque, then Dubois), and the chief physicians (Andry, and especially Chaussier), from whom she gathered observations and lessons.

    In 1812, she wrote and published *A Treatise on the Art of Childbirth*. The work was approved by the Ministry of the Interior, which included it among the textbooks given to graduates of the Maternity School.

    In 1814, the position of supervisor that she held was eliminated, and she was dismissed with a severance payment equal to her annual salary, or 360 francs.

    Starting in October, she was hired as a storekeeper and steward at the Poissy General Hospital, a position she held until January 1819, when the General Hospital was converted into a prison.

    Little is known about this period of her life: Did she continue her obstetric practice despite her new, more administrative duties? Did she do so at the general hospital? Or with a private clientele? In any case, for a time she appears to have earned a comfortable annual salary of 1,200 francs—almost as much as the head midwife at the Maternity Hospital.

    In 1818, she entered the Paris Medical Society’s competition anonymously, submitting a paper on internal uterine hemorrhages. She was awarded the medal.

    On February1, 1819, she joined the Maison Royale de Santé in Paris as chief supervising midwife, with a modest salary of 350 francs per year.

    In 1821, an opportunity for promotion arose following the death of Marie-Louise Lachapelle.

    According to procedure, the General Council of the Hospices must submit to the Minister of the Interior a list of five female candidates to succeed the renowned midwife.

    On November 14, 1821, the Council voted to approve a list with Marie-Anne Boivin at the top; she received 12 out of 12 votes in the first round of voting to select the top candidate.

    A month and a half later, the Minister of the Interior endorsed the Council’s decision.

    But the winner declined the position (or rather, resigned), forcing the board to propose another list. Why the refusal? All contemporary biographers attribute this decision to a public promise Marie-Anne Boivin is said to have made to her former patron never to replace her, even after her death. If that is the case, she kept her word, and another midwife, Madeleine Catherine Legrand, was appointed in 1822.

    Marie-Anne Boivin therefore continued to practice at the Maison Royale de Santé, where she accumulated observations, publications, and honors.

    In 1828, she presented a paper on spontaneous abortions, which was awarded a prize by the Bordeaux Medical Society.

    In September 1835, at the age of 62, worn out and exhausted, she retired and urged the hospice board to grant her a pension. Finally, after suffering a first stroke that left her hemiplegic, she died in May 1841.

    In 1902, one of the rooms in the renovated maternity ward was named after Marie-Anne Boivin.

    Louise BOURGEOIS

    She was born in 1563 on Boulevard Saint-Germain or in Mons to a family of doctors.

    In 1594, she married Martin BOURSIER, a master surgeon and student of Ambroise PARÉ.

    She finds herself without any means of support when her husband is enlisted in the king's army.

    She quickly gained a reputation among the ladies of the court and delivered the queen's children six times.

    She is paid 500 crowns for the birth of a boy and 300 for the birth of a girl.

    It lost its prominence following the death of Marie de Bourbon-Montpensier, wife of Gaston d’Orléans, at the time of the birth of the Grande Mademoiselle.

    According to the surgeons who performed the autopsy on the woman who had given birth, her death was attributed to placental debris remaining in the uterus, and Louise Bourgeois was subsequently accused of negligence.

    At that time, there were few male obstetricians practicing, and they were trying to gain the upper hand over the midwives' guild.

    Louise questions their competence by harshly criticizing the autopsy findings and the skills of the obstetricians; however, her response has the opposite effect of what she intended, as it ends up giving them publicity.

    She was the first midwife to write a book on obstetrics, *Various Observations on Infertility, Miscarriage, Fertility, Childbirth, and Diseases of Women and Newborns*, published in 1609.

    In this book, she points out that infertility in a couple can be caused by the man, even though—like the doctors of that era—she confuses the ability to procreate with sexual vigor.

    She identified the role of malnutrition in fetal health, and she was the first to prescribe iron supplements to treat anemia.

    She emphasizes the importance of anatomical knowledge for midwives and urges doctors to allow them to attend lectures and dissection sessions.

    In 1636, the Parisian midwives submitted a petition to the Faculty of Medicine requesting that Louise Bourgeois be allowed to teach them obstetrics, but their request was denied.

    Subsequently, however, one of her students, Marguerite du Tertre de la Marche, was appointed head of the midwives at the Hôtel-Dieu and succeeded in overhauling their training program.

    She died on December 20, 1636, on Boulevard Saint-Germain at the age of 73.

    Jean-Louis BAUDELOCQUE

    He was born on November 30, 1745, in Heilly, Picardy.

    He was the son of Jean Baptiste BAUDELOCQUE, a surgeon, and Anne Marguerite LEVASSEUR. His brothers Félix Honoré (1744–1794) and Jean Baptiste (1749–1800) were both doctors. He was the third of ten children.

    It was his father who introduced him to surgery in the countryside of Picardy.

    He completed his studies in Paris at the Hôpital de la Charité, where a renowned professor of obstetrics, Solayrès de Renhac (1737–1772), was on staff.

    In 1772, following Solayrès’s untimely death at the age of 35, he collected the manuscripts of his lectures and succeeded him as professor of obstetrics at the Hôpital de la Charité. Thanks to Baudelocque, Solayrès’s work was saved from oblivion.

    In 1775, at the initiative of Augier du FOT, a surgeon and childbirth instructor in Soissons, he published—based on manuscripts bequeathed by Solayrès de RENHAC—the first edition of a manual intended for the training of midwives. This work was later republished under his name alone, under the title“Principles of the Art of Childbirth: Questions and Answers for Student Midwives.” It was reprinted three times during Baudelocque’s lifetime and three more times posthumously.

    In 1776, following the defense of his dissertation on symphysotomy, titled“An in partu propter angustiam pelvis impossibili, symphysis ossium secanda?”, he was appointed surgeon at the Hôpital de la Charité in Paris and was awarded the title of Master of Surgery by the Paris College of Surgery.

    On April 5 or 6, 1777, in Paris, he married Andrée DERULLIER (née de Vulier, de Voulier, de Rullie, or de Rouillier), whose family made mannequins of pregnant women for demonstrations in childbirth classes; she died on January 4, 1787, childless.

    In 1781 and 1789, he published the first two editions of his scholarly treatise*The Art of Childbirth* in two volumes. He became famous for his forceps, his practice of cesarean sections, and the invention of the pelvimeter, which measures the external anteroposterior diameter to identify patients who might experience difficulties during childbirth.

    On September 14, 1788, in Amiens, he married Marie Catherine Rose Laurent; the couple had five children (three daughters and two sons).

    During the French Revolution, the guilds and faculties were abolished. Hospitals lost some of their staff and funding. Baudelocque, however, managed to build a reputation as an obstetrician thanks to a clientele in the city and private obstetrics classes.

    In 1794, the former Faculty of Medicine was replaced by the École centrale de Santé de Paris, where he was responsible for teaching medical students and midwives.

    In October 1795, the Hospice de la Maternité took in poor women and unwed mothers to assist them during childbirth and provided clinical training for midwives and doctors from the École de Santé.

    In addition, this facility also takes in abandoned children.

    In 1798, Baudelocque, in addition to his position as professor of obstetrics at the Paris School of Public Health, became chief surgeon at the Maternity Hospital.

    In 1802, the Hospice de la Maternité school was founded, where Baudelocque put his teaching skills to use, employing mannequins to allow students to practice examinations and obstetric procedures. He emphasized observation over active intervention, preferring to let nature take its course and using instruments as little as possible.

    Busy with his many responsibilities, he delegated part of his authority to the head midwife of the Maternity Ward, Marie-Louise Lachapelle (1769–1821), who took on part of the training of the midwifery students and was authorized to use forceps on her own in the event of a difficult delivery.

    He was involved in a high-profile lawsuit brought against him by an obstetrician, Jean François SACOMBE, a fierce opponent of cesarean sections and a defender of traditional midwifery practices. Sacombe, who had set himself up as a defender of midwives and accused Baudelocque of infanticide, ultimately lost his case in 1804 and, in the process, any sense of proportion.

    In 1806, Napoleon appointed Jean-Louis Baudelocque to the chair of obstetrics, the first medical specialty chair in France.

    He became the obstetrician to the queens of Spain, Holland, and Naples, as well as to all the ladies of the court.

    He had been chosen and selected in advance to deliver the heir awaited by Napoleon and Empress Marie-Louise of Austria. But, struck down by a cerebral hemorrhage, he would not live to see the birth of the King of Rome.

    He died on May 2 or 3, 1810, at 16 Rue Jacob in Paris (6th arrondissement), where he lived, at the age of 65.

    He was buried at the Vaugirard West Cemetery, then exhumed due to land acquisition for the construction of what is now Boulevard Pasteur.

    He was then buried on August 17, 1839, at Père-Lachaise Cemetery (45thdivision).

    He was the most famous obstetrician of his time.

    A physician at the Hôpital des Enfants Malades, he would lend his name to the Baudelocque Clinic in 1890.

    In 1966, the Port-Royal Maternity Hospital was built. The two facilities merged in 1993 (14th arrondissement of Paris).

    There is now a midwifery school on Avenue Denfert-Rochereau that bears her name.

    François CHAUSSIER

    He was born on July 2, 1746, in Dijon, in the parish of Saint Pierre.

    His father was a master glazier.

    After completing his training at the Dijon hospital, his mother sent him to Paris to continue his medical studies, and he enrolled at the Royal College of Surgery, where he attended classes regularly from 1765 to 1767 and took anatomy courses taught by Raphaël SABATIER and Jean-Joseph SUE.

    At the same time, he was learning the basics of surgery at Lafaye’s clinics and, in the afternoons, at those of Isaac GOURSAUD.

    His years of surgical training came to an end in 1768, when he earned the title of Master of Surgery; he then settled in Dijon as a surgeon

    He married Jeanne CARRE, the daughter and granddaughter of a master surgeon, on July 27, 1767, in Quetigny, Côte d’Or. Together they had a son, Bernard François Hector (1769–1837).

    In 1769, he began teaching a free course in human and comparative anatomy, which was attended by many students for more than ten years.

    In 1774, the Estates of Burgundy established a chemistry program with Louis-Bernard GUYTON de MORVEAU as the full professor and Hugues MARET and François CHAUSSIER as assistant professors. Upon MARET’s death in 1786, he was promoted to second professor of chemistry.

    In Dijon, his professional qualities earned him the favor of his patients, and his reputation quickly spread beyond Burgundy; he distinguished himself at the Academy of Surgery through several presentations, and as a result, he was awarded the Academy’s Gold Medal at the public session on April 10, 1777.

    He received his Doctor of Medicine degree from the University of Besançon on January 14, 1780, and in 1784, he became a corresponding member of the Royal Society of Medicine. That same year, he was admitted to the Academy of Sciences, Arts, and Literature in Dijon, where he became secretary-general following the retirement of Guyton de Morveau.

    In 1785, at the request of the Estates of Burgundy, he published a popular guide on the treatment of bites from rabid animals: “Method for Treating Bites from Rabid Animals and Vipers; Followed by a Summary on the Malignant Pustule” (with Joseph Enaux, 1726–1798).

    In 1789, he published a study on the muscles of the human body, in which he proposed a more rational classification than the one taught up to that point: “A Brief Overview of the Muscles of the Human Body According to the Methodical Classification and Nomenclature Adopted in the Public Anatomy Course at Dijon”; this work was reprinted in 1797.

    On December 20, 1789, he read a paper titled “Surgical-Forensic Observations on an Important Point of Criminal Jurisprudence” at the Academy of Dijon, in which he demonstrated the role that a physician could play in assisting the justice system; this work attracted attention, and the following year he launched a course in forensic medicine in Dijon.

    On 3 Nivôse, Year III (December 23, 1794), he married Angélique LABOREY in Dijon (Crébillon District); they also had a son, Franck Bernard Simon (1804–1866).

    In 1794, Antoine-François Fourcroy was tasked by the National Convention with reorganizing medical education and sought out a figure who could provide him with the details of this reorganization. Claude-Antoine Prieur-Duvernois, from the Côte-d’Or, who headed the Department of Science and the Arts on the Committee of Public Safety, recommended François Chaussier, who thus joined the Committee of Public Instruction: he drafted a report and a proposed decree, which he read from the rostrum of the Convention on 7 Frimaire, Year III (November 27, 1794); In it, he proposed the creation of a single “Central School of Health” in Paris; the members of the Convention, who were broadly in favor of decentralization, called for the creation of other similar schools in Montpellier and Strasbourg, and it was on this basis that the report was adopted on 14 Frimaire (December 4).

    Chaussier returned to Dijon, where he resumed his lectures and studies as well as the duties entrusted to him: he had been appointed physician of the Dijon Hospices in April 1793 and Prison Surgeon; he did not remain there long, however, as he was recalled to Paris to occupy the chair of anatomy and physiology at the School of Health. Chaussier was, in the words of Joseph-Henri Réveillé-Parise, the most famous professor of physiology at the École de Paris: he argued that vitalism was the foundation of all studies in physiology.

    A decree dated 7 Vendémiaire, Year III (September 28, 1794) officially established the École Centrale des Travaux Publics, which would later become the École Polytechnique, the Board of Directors proposed, less than a month after the school opened, to establish an infirmary there and to appoint a “health officer” (the revolutionary term for doctors) to care for sick students and also to teach lessons on “the art of preventing and alleviating diseases.” The roster of École Polytechnique staff for the following year lists him as an assistant to Claude Louis Berthollet, “simultaneously responsible for the courses in Zootechnics and Public Health, and School Physician”: in fact, he taught Berthollet’s course during the latter’s absence in Italy in 1796–1797. After the formalization of chemistry instruction, Chaussier appears to have abandoned teaching this science and confined himself almost entirely to his duties as a physician.

    In 1799, *Les tables synoptiques* was published to great acclaim. It provides a summary of the physiology, pathology, and treatment of the various anatomical systems of the human body.

    On May 9, 1804, he was appointed Physician of the Maternity Hospitals and entrusted with the chairmanship of the medical examination boards for the examinations to become a Public Health Officer, Pharmacist, and Midwife for the district of the Paris Faculty of Medicine.

    He was a member of the commission appointed by the Minister of the Interior in October 1810 to study “secret remedies”; there he worked alongside André Marie Constant Duméril, Jean-Joseph Menuret, and Nicolas Deyeux.

    In 1815, after the fall of the First Empire, he was replaced as physician at the École Polytechnique, but he retained his chair at the Faculty until November 21, 1822, when the Restoration reorganized the Faculty: he was appointed honorary professor and his chair was revoked. He was deeply embittered by this, and the next day, he suffered a stroke that temporarily left him unable to speak or walk. He recovered, however, though he remained hemiplegic—a condition that did not prevent him from continuing his work at the Maternity Hospital.

    On May 6, 1823, he was admitted tothe Academy of Sciences.

    Between 1824 and 1827, he published several works on forensic medicine: “Forensic Manual of Poisons, Preceded by Considerations on Poisoning”14, “Collection of Papers, Consultations, and Reports on Various Topics in Forensic Medicine”15, “A Forensic Medical Treatise on the Viability of the Newborn, Presented toHis Excellency the Keeper of the Seals, Minister of Justice”16

    François Chaussier died at his home in Paris on June 19, 1828, at the age of 81, from a stroke.

    He was buried at Père-Lachaise Cemetery (18th division) on June 21: Nicolas-Philibert Adelon delivered a speech on behalf of the Academy; Marie-Alexandre Désormaux, representing the Faculty, did the same; and Duméril, on behalf of the Royal Academy of Sciences, read a lengthy eulogy.

    Franck CHAUSSIER, thesecond son, followed in his father's footsteps and defended his doctoral dissertation in 1827 in Montpellier.

    He is a French physician, a professor at the Paris Faculty of Medicine, and a member of the Royal Academy of Medicine and the Academy of Sciences.

    Chaussier was the chief editor of the articles on pharmacy inthe *Encyclopédie méthodique*13.

    Angélique Marguerite Le BOURSIER du COUDRAY

    She was born in 1712 in Clermont-Ferrand to a family of doctors.

    For the first three years, she studied under Anne BAIRSIN, a midwife.

    On September 26, 1739, she received her diploma and shortly thereafter became a licensed midwife.

    She worked as a master midwife at Châtelet in Paris for sixteen years.

    In 1752, to put theory into practice, she published a book titled *A Summary of the Art of Childbirth*.

    In 1754, she returned to Auvergne and began giving free lessons.

    In 1758, she designed her famous demonstration “machine” (made of wood, cardboard, fabric, and cotton), which was approved on December1 by the Academy of Surgery.

    During the two-month training course, the students were encouraged to practice on the mannequin.

    • In 1759 (or 1757 or 1767), Louis XV granted her a pension and issued her a royal charter authorizing her to teach throughout the kingdom; she embarked on an obstetric tour of France that would last 25 years and continue until 1783, during the reign of Louis XVI, training more than 5,000 women and surgeons.
    • In 1768, she enlisted the help of her niece, Mlle Marguerite GUILLOMANCE.
    • In 1769, asecond edition of her book was published, which she had illustrated with 26 charming color engravings.
    • In 1770, she hired a young surgeon in Bordeaux, Mr. COUTANCEAU, who married her niece shortly thereafter.
    • In 1789, she was staying with her niece.

    She died on April 16, 1794, at the age of 79, in Bordeaux, in poverty and solitude, with her niece and her husband absent. There is a Rue Angélique du Coudray in Thorigné-Fouillard and also a Rue Madame-du-Coudray in Clermont-Ferrand, her hometown. The maternity ward at the Melun Hospital (77) is also named after her.

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