MUSE: A Look Back at Dr. Fares Gouzi’s Award-Winning Project, “Digital Laboratory for Preclinical Sciences”

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In 2018, Dr. Fares Gouzi submitted a proposal to the MUSE call for projects, which aims to support the educational transformation of training programs. His project, titled “Digital Laboratory for Preclinical Sciences,” was selected as a winner.

 

MUSE "Take-Off": What is it?

The MUSE project “ Montpellier University of Excellence brings together 16 institutions toward a shared goal: to establish in Montpellier a research-intensive, thematically focused university, internationally recognized for its impact in fields related to agriculture, the environment, and health, capable of becoming, for all members of the consortium, a close academic partner with which they will be strongly connected and of which they can be proud.

Through these “Take Off” calls for proposals, it supports the educational transformation strategy of the institutions and components of the MUSE consortium. Over the past three years, I-SITE MUSE has raised €6 million to support educational innovations through this program. The “Preclinical Digital Science Lab” project is one of the projects selected for Take-Off #1. Learn more about it in this article!

Dr. Gouzi’s project is in line with MUSE’s objectives

Dr. Gouzi participated in and won MUSE’s Take Off 1 program, which aims to support educational transformation. To better understand Dr. Gouzi’s project, one must first understand what preclinical sciences are. These preclinical disciplines form the foundation of thefirst cycle of health studies. There are seven of them: Anatomy, Histology, Embryology, Biophysics, Physiology, Cell Biology, Biochemistry… and they are studied during thesecond andthird years of health studies.

Before Dr. Gouzi’s project was implemented, preclinical subjects were primarily taught through lectures. These lectures accounted for 77% of the coursework in these subjects.

Watch the video to learn more

 

Teachers at the heart of the project

To carry out his project, Dr. Gouzi, who also teaches physiology, enlisted the help of his fellow doctors and faculty members. Together, they created the Reflection Group for the Teaching of Preclinical Health Sciences (GRESP), bringing together a dozen volunteer faculty members. This GRESP met twice a month for several hours over the course of a year to discuss the project together.

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A reorganization plan

As mentioned earlier, lectures played a significant role in health studies education. The GRESP project aims to reorganize the curriculum and incorporate more practical work and tutorials. To implement the project, the instructors selected the course unit titled “Respiratory Systems,” which is taught in the second year of the health studies program. The ultimate goal is to create a curriculum that combines active learning with a multidisciplinary approach.

 

But then, what is it? :

 

  • Active learning

    Active learning aims to engage students in their learning process. Instead of simply listening and absorbing information, students think critically, engage hands-on, take notes, and interact with one another as well as with the instructor. This approach requires organizing students into smaller groups. That is why, with the GRESP project, the proportion of lectures has decreased from 77% to 34% to make room for more practical work and guided instruction.

  • Interdisciplinarity

    Interdisciplinarity involves bringing together the work of several disciplines on a single subject. In the case of the GREPS project, this was achieved through a complete reorganization of the various courses in the “Respiratory Systems” course unit. As a result, students no longer study the seven preclinical disciplines separately but rather simultaneously. The courses have been organized by organ, and each discipline is addressed simultaneously through a specific organ.

A long process of implementation

 

To implement this project from a technical standpoint, GREPSmembers made numerous changes:

• Asmentionedearlier, they firstadjusted the ratios of the different types of courses, significantly reducing the number of lecture hours and replacing them with lab sessions and tutorials. However, the total number of hours remained unchanged so as not to increase the students’ workload and to comply with the current reform.

• Then they revised the course content to incorporate more active learning and interdisciplinary approaches. To achieve this, several new initiatives were implemented:

  • The development of lesson plans for the various topics covered in the "Respiratory System" course.

  • Thanks to the teachers’ creativity, they were also able to implement digital tools that illustrate various scenarios (e.g., VisibleBody: a digital tool that displays a 3D model of the human body where each body part can be removed, analyzed, and dissected, allowing students to engage in hands-on anatomy practice online for free).

  • Creating a course on Moodle: a course that follows the structure organized by learning objectives and allows students to work from home on a regular basis.

  • The use of non-digital tools, such as models, for example, to help students understand more easily than with a diagram.

  • The use of videos: e.g., a live demonstration of syncope; students must analyze what happened to determine the cause of the syncope. Following this, they test their hypotheses using the software provided to them.

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A meaningful educational transformation

  • The objectives of this project are to help students develop skills in preclinical sciences by introducing them to scientific reasoning and the experimental method. It also aims to encourage them to think critically and understand concepts in a more dynamic way.

  • Another goal for the project team was to restore meaning and coherence to pre-clinical science education. They wanted to create a logical learning path from which students could gain a deeper understanding.

But does it actually work?

 

 

A project that has been underway since 2019

This project, which has been underway since 2019 at theMontpellier-NîmesSchool of Medicine, has made it possible to achieve many other things:

  • First, this project is a pilot program for hybrid learning. Although this was not the primary objective at the outset, the courses offered in this teaching unit are delivered bothremotelyand in person. In light of the current health crisis, it serves as an example of how to redesign courses to be hybrid.
  • At the same time, this project serves as a pilot for the new reform. In fact, the new reform regarding admission to health studies (PASS/LAS)has led to changes in the second and third years. If the effectiveness of active learning and interdisciplinary approaches can be demonstrated, this model could be replicated in other academic units, other faculties, or even other programs.
  • Finally, from a scientific perspective, the evaluations that have been or will be conducted will demonstrate the educational value of such a project.

 

Dr. Gouzi's First Publication on Education

Dr. Gouzi's Second Publication on Education

Contact Dr. Gouzi

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Apprenticeship Tax

Visit to the CNRS and presentation by the LIRMM

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On Friday, March 19, 2021, we were pleased to welcome Antoine Petit, Director General of the CNRS (National Center for Scientific Research), to the Arnaud de Villeneuve campus for the signing of a partnership agreement with the University of Montpellier. We also welcomed Philippe Poignet, director of the LIRMM (Montpellier Laboratory of Computer Science, Robotics, and Microelectronics), who presented the surgical robotics projects being conducted at the Faculty of Medicine.

 

Remarks by Philippe Poignet, Director of the LIRMM

 

During this event, we were visited by Philippe Poignet, director of the Montpellier Laboratory of Computer Science, Robotics, and Microelectronics. He took this opportunity to present the surgical robotics projects being conducted by the School of Medicine at the Arnaud de Villeneuve campus. These projects are led by a team at the LIRMM called DEXTER, whose goal is to design, build, and control high-performance robots capable of performing fine, rapid, and/or precise movements.

 

SEE DEXTER'S SEARCHES

Presentation of three surgical robotics projects

 

  • A maxillofacial surgery case:

Project leaders: Dr. Marie de Boutray (Senior Physician, Department of Maxillofacial Surgery and Stomatology at Montpellier University Hospital and Research Associate in the LIRMM Surgical Robotics Team), Dr. Nabil Zemiti (Assistant Professor at the University of Montpellier), and Prof. Philippe Poignet (Full Professor at the University of Montpellier) from the LIRMM Surgical Robotics Team.

Funding: Fondation des Gueules Cassées, Labex CAMI, Labex Numev.

Project Description: Currently, when faced with mandibular bone loss, the gold standard is to perform autologous bone reconstruction using a free fibular flap (fibular bone graft) revascularized via the cervical vessels. The main difficulty of this surgery lies in transforming the long, straight fibular bone into an angled flap in all three spatial planes to adapt to the shape of the mandible to be reconstructed. Currently, tools exist to help the surgical team achieve this 3D reshaping optimally, such as custom-made cutting guides and plates or 3D-printed models. However, these techniques remain very costly and extremely time-consuming, which limits their use in daily practice. The project leaders therefore sought to improve this fibular shaping by using a collaborative robot to guide the surgical procedure. To this end, they developed a robot-assisted fibular shaping technique coupled with virtual modeling of the osteotomies. This project is currently undergoing preclinical validation on cadaveric models at the Montpellier Faculty of Medicine.

  • An orthopedic shoulder surgery case:

Project leaders: Dr. Pierre-Emmanuel Chammas (Orthopedic Surgery, Montpellier University Hospital), Dr. Nabil Zemiti (Assistant Professor at the University of Montpellier), and Prof. Philippe Poignet (Full Professor at the University of Montpellier) from the LIRMM surgical robotics team.

 Project Description: The significantaging of Western populations is leading to an increase in the incidence of osteoporosis-related fractures as well as osteoarthritic conditions. Arthroplasty, or joint replacement surgery, is a common treatment for these conditions in the shoulder (in 2010, 10,831 procedures were performed in France). The medical and economic stakes are high, with the need to operate on more patients while ensuring ever-greater safety, precision, and speed.

These conditions are necessary to ensure a return to the patient’s previous quality of life as quickly as possible and to maintain the patient’s independence, which is directly linked to life expectancy in older adults.

Optimal positioning of joint prostheses is one of the most important factors in achieving the best possible functional outcome after surgery, minimizing complications, and extending the prosthesis’s lifespan by reducing the risk of wear and tear in the medium and long term.

In this context, and more specifically in total shoulder arthroplasty, proper positioning of the glenoid implant is a key factor in determining functional outcomes and long-term durability. It depends on the initial positioning of a guide pin. Conventional instrumentation is characterized by significant variability in positioning, even when performed by expert clinicians. Computer-assisted surgery solutions allow for precise and reproducible positioning, albeit with certain limitations. The project leaders proposed implementing robotic assistance for precise and reproducible positioning of the glenoid pin compared to the use of conventional instrumentation. In a preclinical study conducted at the Montpellier Faculty of Medicine, they demonstrated that this solution allows for more precise and reproducible angular positioning of the glenoid pin, regardless of the operator’s level of expertise.

  • An ENT surgery procedure: 

Project leaders: Dr. Fréderic Venail (Full Professor of ENT Surgery at Montpellier University Hospital) and Dr. Nabil Zemiti (Associate Professor at the University of Montpellier), Prof. Philippe Poignet (Full Professor at the University of Montpellier), and Lucas Lavenir (Ph.D. student at the University of Montpellier) from the LIRMM surgical robotics team.

Funding: Agir pour l’audition Foundation, Labex CAMI, Occitanie Region.

 

Project Description: Cochlear implants are the first functional neuroprostheses to have been developed for human use. They restore hearing in individuals with severe to profound hearing loss. Implantation of these devices requires the insertion of an electrode array into the cochlea, thereby enabling electrical stimulation of the tips of the auditory nerve fibers.

Today, the insertion of this electrode array is a critical step in the surgical procedure because it requires advancing this network of electrodes, each 1 mm in diameter, through a small opening (~2 mm) in the cochlea (round window). This insertion is performed in the clinic manually, “blindly,” and without the ability to monitor or correct the trajectory inside the cochlea.

The lack of visual control and the poor maneuverability of the electrode array are responsible for much of the damage caused to cochlear structures and the resulting loss of residual hearing. This risk prevents the implantation of cochlear implants in individuals with milder hearing loss.

To address these challenges, the project leaders are currently working (as part of Lucas Lavenir’s thesis) on the development of navigation software designed to guide surgical procedures for the implantation of auditory neuroprostheses using a specialized ultrasound probe….

This probe is part of Collin Medical’s RobOtol system, which enables automatic tracking of the insertion path and electrode guidance.

The successful completion of this project will pave the way for safer therapeutic interventions for inner ear disorders, such as the in situ administration of drugs or gene therapy, which cannot be performed safely using the tools currently available to ENT surgeons.

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A partnership agreement for the 2021–2026 period

The CNRS andthe University of Montpellier are renewing their partnership for a second five-year term. This agreement, which brings together the CNRS, the University of Montpellier, Paul Valéry University, the National School of Chemistry of Montpellier, and the Occitanie Academic Region, aims to define the elements of a shared scientific policy, implemented through the management of joint units and their operational execution, by formalizing fundamental agreements on their administration and operations.

 

The partnership's five major scientific areas

 

 

  • Agriculture-Environment-Biodiversity

    This fieldisa key strength of the University of Montpellier, which conducts research on biodiversity and examines a wide range of organisms and environments. The University is rankedfirst in Franceandsecond worldwide in the 2020 Shanghai Ranking for ecology.

  • Biology and Health:

    In the field of biology, Montpellier is one of the most attractive and prominent centers in the country.

  • Chemistry

    With a global presence and strong appeal, Montpellier’s chemistry sector is a center of excellence in three key areas that address major societal challenges: energy, materials, and transport; the sustainable use of natural resources and sustainable chemical processes; and human health and safety. 

  • Mathematics, Computer Science, Physics, and Systems

    This scientific field addresses and applies a range of fundamental research topics, particularly in mathematics, computer science, mechanics, physics, and astrophysics.

  • Humanities and Social Sciences

    The University of Montpellier focuses its research in this field on a variety of topics: 

    • geography
    • environmental sciences
    • economics
    • political science
    • areas of law

 

A Steering and Monitoring Committee

To ensure the partnership is monitored at both the strategic and operational levels, the agreement provides for the establishment of a steering and monitoring committee. The signatories agree to share progress reports on a regular basis. The terms of this agreement were established following negotiations guided by the goal of achieving balance and taking into account the specific characteristics of the shared units.

 

We would like to thank Nabil Zemiti, the lead researcher on the three surgical robotics projects, for his invaluable assistance in writing this article.

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Innovative educational projects supported by the Faculty

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The MUSE project (“Montpellier University of Excellence”) brings together 19 institutions committed to educational progress and innovation. Today, several projects led by faculty members have been selected and will receive funding from the foundation. 

Toward New Training Programs: TakeOff #3

The MUSE Foundation has launched a call for proposals to promote educational innovation, particularly in the redesign and creation of new training programs. The goal is simple: to align as closely as possible with current labor market demands and societal needs, and even to anticipate future needs in light of societal changes. 

Of the 30 selected projects, three are from the School of Medicine and will therefore receive funding to carry them out. 

  • The project “ Development of educational tools to support the training of advanced practice nurses specializing in onco-hematology " led by Nadine Houede.
  • The " Rabelais Health and Science Dual Degree Program " led by Stephan Matecki
  • The “ Montpellier Introductory Surgical Summer School ” led by Astrid Herrero.

Funded for three academic years, these projects will enable us to train our students even more effectively!

And tailored educational tools: TakeOff #4

In addition to these new training programs, the Muse Foundation also supports projects involving innovative educational resources. To ensure educational continuity, the work environment must also be adapted. 

As a result, three other projects from the Faculty—this time involving innovative new equipment—have been selected:

  • A “ Educational app for tracking learning and mastering technical procedures in medicine ” led by Antoine Debourdeau and Valentin Favier.
  • A “ An immersive audio-visual experience in a health simulation training session " led by Blaise Debien.
  • A project on “ The Benefits of Acquiring a Digital Surgical Simulator for Implementing the 2021–2023 Medical Education Reform: Learning and Certification for a Non-Operating Room Surgery Degree ” led by Astrid Herrero and François Régis Souche.

We can therefore expect to see many educational innovations emerge over the next few years at the School of Medicine, both in terms of curriculum and teaching tools!

A commitment to innovation already in action: TakeOff#1 and TakeOff#2

Two other calls for proposals launched by I-Site Muse had already taken place previously. These were TakeOff#1 and TakeOff2.

Once again, the Faculty responded quickly, and some of its proposals were selected. First, during the initial call for proposals, TakeOff#1: 

  • The creation of the " International DIU: Emerging Infections ", proposed by Éric Delaporte. 
  •  The creation of a “Digital Laboratory for Preclinical Sciences”, led by Fares Gouzi. 
  • A proposal “Learning Anatomy and Surgery Through Simulation and 3D Printing”, led by Valentin Favier.
  • A “Surgical Education in Extended Reality”, defended by Nicolas Lonjona.
  • A project on “Artisanal Expertise in the Service of Innovation in Medical Simulation”, Led by Astrid Herrero. 

Then, in a second phase, during the TakeOff#2 call for proposals: 

  • The “International Master’s in One Health and Infectious Diseases”, which follows the International DIU created through TakeOff#1. 
  • The creation of an “Interdisciplinary Educational Escape Game in a Simulation Center: Mystery at SimHU Nîmes”, which fosters cohesion, communication, and collaboration among future healthcare professionals. 
  • The development of a tool for “VESALE 3D: Dynamic 3D Virtual Dissection for Teaching Surgical Anatomy”, which is part of a commitment to never perform a procedure on a patient for the first time. 
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Library article

Biology and Health Videos – Unlimited Access Through April 30

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A platform featuring scientific videos focused on health and biology is available to students with unlimited access through April 30.

A video platform for research and teaching

JoVE is a publisher of scientific articles in video format. The articles are peer-reviewed, meaning they are reviewed and approved by scientists before publication. They are indexed in PubMed and Medline, and feature experiments and protocols filmed at the world’s most prestigious universities and leading research laboratories.

To watch the videos

Simply log in to the University's digital campus portal => Click on the "Libraries" tile => Enter "JOVE" in the search bar

Your feedback will help us assess the value of this resource for the University. Please feel free to share your thoughts by emailing scd-docelec@umontpellier.fr

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C3 Certification Exam

The Certificate of Clinical Competence: A Test of Excellence

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The Certificate of Clinical Competence, known as "C3" or "C-cube," is an exam designed to assess students on the skills they have acquired through clinical rotations and simulation-based training.

What is C3?

Our students receive a comprehensive education designed to help them acquire knowledge and skills. To validate the acquisition of the skills necessary for the future medical profession, the Montpellier-Nîmes Faculty of Medicine has established the C3. This exam assesses the skills that fifth- and sixth-year medical students (DFASM 2 and 3) have acquired during clinical rotations and in simulation labs.

How are students evaluated?

C3 Simulation

During this assessment, students are evaluated on their ability to provide an accurate diagnosis, their clinical techniques, and theircommunication skillswith patients. Delivering news of a serious illness or examining an infant requires specific knowledge and precise procedures. The C3 allows for the observation of all these aspects using high-fidelity simulation manikins, examiners playing the role of patients, and even with the collaboration of practicing nurses.

In addition to serving as an assessment for students, this exam is also a means of learning and improving. Rather than answering questions on paper, students have the opportunity to discuss and debrief with the examiners. This feedback gives them a clear picture of their skill level, strengths, and weaknesses, with the goal of continuous improvement. The School of Medicine is the only school to have implemented both a mock exam and a certification exam.

How does it work? 

This exam places significant demands on the Faculty of Medicine in terms of both material and human resources. On the one hand, the facilities must be specially adapted to accommodate the exam, both on the Montpellier campus and the Nîmes campus. On the other hand, a large number of supervisors and examiners are needed to ensure that the exam runs smoothly.

Some medical schools that need to implement this innovative type of exam as part of the reform ofgraduate medical education have already visited us to observe how we operate. This type of exam has also been implemented in Toulouse, and the rollout of the C3 at the Montpellier-Nîmes medical school is being carried out with a view to standardizing the system across the Occitanie region.

To get a clear idea of how the C3 works, watch the video below.

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ENA-2020

Nîmes-Alès 2020 Interviews: Discover SimHu!

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It’s the must-attend event for research and innovation in the Gard region: Les Entretiens Nîmes-Alès! Every year, the Nîmes-Alès Metropolitan Cluster organizes a series of unique conferences at higher education institutions, in partnership with local businesses. The Faculty of Medicine is proud to be a partner of these events!

 

Science todayis paving the way fortomorrow’s innovations.

The goal of the Nîmes-Alès Talks is to raise public awareness of the region’s strengths in higher education, research, and innovation.

Through a series of events open to everyone—symposia, lectures, roundtables, workshops, exhibitions, and tours—held over the course of a single week.

Come discover the latest innovations in the fields of digital technology, healthcare, the environment, risk management, and more…

The 2020 event will take place from February 4 to 8.

Program for #ENTRETIENSNA 2020 Registration #ENTRETIENSNA

Our Press Release

ENA 2020 Poster

 

 

Visit the SimHu platform on our Nîmes website!

For the 2020 edition of the Entretiens Nîmes-Alès, the Faculty of Medicine at its Nîmes campus is opening the doors to its simulation platform, SimHu, in partnership with Nîmes University Hospital. Our teams will introduce you to the latest technologies used in medical education, particularly simulation manikins. High-fidelity simulation workshops will be offered to the public, giving participants the chance to step into the shoes of future healthcare professionals!

Learn more about this event Learn more about our SimHU

 

Download the Tour Itinerary

 

 

How do I get there?

We’ll see you on Saturday, February 8, 2020, starting at 9 a.m. at our Carreau Campus in Lanes!

Address: 186 Chemin du Carreau de Lanes, 30000 Nîmes

Bus: “Trambus” line T2 or “Bus” line 5 toward CHU Carémeau

Directions:A9 Highway, Exit 25 Nîmes Ouest – On-site parking available.

 

We hope to see many of you there!

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