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 was then awarded the prize for educational innovation! 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 stems from a co-creation initiative led by Dr. Herrero, with support from Dr. Ferrandis. A multidisciplinary team was assembled, comprising:

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

 

Course outline

Organized and coordinated by the Innovation Accelerator, this is an innovation marathon in the form of a team competition involving groups of about ten people. Creative workshops 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, the appeal of operating room professions, and creating an “Escape Game.”

 The future surgical nurses, 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 directors of the surgical nursing school focused their presentations on hygiene and instrumentation. The Assistant Chief Residents from the hospitals of the University Hospital and theICM , meanwhile, 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 casting techniques with Christophe, the lead cast technician in the CHU’s emergency department. 

 

The objectives of this course  
  • Train students before they begin 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 stress among these students

    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 familiarity in this highly controlled environment.

  • Raise awareness that effective teamwork is a key factor in success

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

  • Encourage people to pursue careers in these fields

    With objective information.

  • Introduce students to the methodology of innovation through project-based learning at an early stage

    Pso that students know how to create, structure, and present projects that align with the ambitions they may have 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 ” 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 multi-professional and multidisciplinary team, this project was particularly well-received by an interested audience composed of students in their thirdyear year of medical school, engineering students from 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 forward with it. The teaching teams in Nîmes, already well-versed in these concepts, are already involved in adapting it, and the PREPABLOC team will share its experience with anyone nationwide who wishes to draw inspiration from it, in accordance with the academy’s wishes. 

 

As discussions about student mental health have resurfaced in the wake of the health crisis and amid reforms to graduate-level education, our faculty teams have developed, in collaboration with students and stakeholders, a one-of-a-kind educational concept. Temporarily named “Interpersonal Skills and Therapeutic Communication,” this empathy-focused curriculum represents a true ethical and educational innovation. To learn more, we spoke with the project 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 proposed reform of the second cycle of medical studies (R2C) was presented to the various academic leaders of the Faculty, prompting a response from Prof. Céline Bourgier. She noted that, following the R2C, student assessment methods would include evaluating students’ interpersonal skills and empathy through the Certificate of Clinical Competence (C3). However, at that time, no course entirely dedicated to developing this skill existed in our curriculum. 

Joined in 2019 by Dr. Amandine Luquiens, a psychiatrist and addiction specialist at Nîmes University Hospital, the two doctors will now team up to lead a project aimed at developing an innovative teaching unit capable of meeting the requirements of the 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, through their literature review, the two researchers discovered that medical students tend to experience a decline in empathy throughout their studies. “This decline begins concurrently with hospital rotations. It appears that the gap between the ‘idealization of the healthcare profession’ and the ‘reality of the healthcare profession’ is a triggering factor,” – explains Amandine Luquiens

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

 

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

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

  • To equip students with the tools and skills needed 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 designed to foster the development of skills centered on empathy toward oneself and toward patients

Stages in the Development of the EU

Such an EU requires a period of development followed by a pilot 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 establishing a steering committee that included students to ensure the course was tailored to their needs as effectively 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.

  • Inventory of current resources and expansion of the steering committee

    With the help of the academic administration staff, Amandine Luquiens and Céline Bourgier are identifying the existing course units and courses within the curriculum, focusing on the patient-physician relationship, the development of the care relationship, and interpersonal skills. This allows them to reach out to the instructors responsible for the existing courses and bring them onto the steering committee for the new course unit.

    STEP 2

  • STEP 3

    Revision of existing courses, development of the EU

    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 parallel with the reorganization of existing courses, new courses are proposed to complement the curriculum, such as the therapeutic communication module, divided into three progressive levels, into which the pre-existing theater workshop will be integrated.

  • Inclusion of the EU in the curriculum of a pilot cohort

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

    STEP 4

  • STEP 5

    A longitudinal study of a cohort of students to evaluate teaching

    To measure the impact of teaching on students, three cohorts are regularly assessed based on criteria related to empathy, as well as well-being and the concept 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 advantage of the various EU modules.

 

An EU program designed to help students learn about emotional management

As Théo Lacoste, Student Vice Dean for the 2021–2022 academic year, 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 almost a cultural component of our way of thinking.” 

But this is precisely a change in cultural attitudes on this subject that this course unit aims to foster: Amandine Luquiens explains: “We are seeking to foster a cultural shift among students, and indeed, within the Faculty as a whole. The Faculty cares for its students, and students must care for one another. We will thus help them acquire tools that go hand in hand with both protecting themselves and curbing ‘emotional suppression’—a management strategy used for many years by doctors to address the patient-caregiver relationship.”

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

  • Introduction to Mindfulness Meditation Mindfulness
  • Sharing Best Practices among peers: this module encourages open communication 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 their experiences with students regarding situations they have encountered during their care journey

 

In short: 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 innovative program 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 
  • who is interested in a genuine social and societal issues facing health students and who intervenes early enough in their academic program to anticipate it 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 developer of 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 is therefore, once this course unit has been refined, to ‘spread’ it to the other programs, with the aim of taking a transdisciplinary approach to these skills.”

 

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

 

LHealth students in Montpellier are joining forces for a meaningful initiative

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 Dislalia), 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 charm 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 cross-disciplinary care program for stuffed animals

The event, which will take place this year from March 28 to April 1, will feature a mini medical clinic for children’s stuffed animals, spread across 12 preschool classrooms. 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 Information 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 Training

 

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

While white coats can sometimes intimidate young children, the goal of this initiative is really to make hospital exams that 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 ISS of ACM Corpo.

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

 

Practical Information

Where: Arnaud de Villeneuve Campus, 2nd floor

When: March 28–April 1, 2022

 

 

Every year, 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 Theo, first of all, who are you? Can you introduce yourself?

My name is Théo Lacoste; I’m a fourth-year medical student at the ADV campus. I’m also a student representative on the Academic Council and president of Ademmoos (the student council for 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 open to other options—I think it’s important to complete internships in various fields to secure your future!

You are the president of Ademmoos: can you tell us what this organization does?

It’s important to note that our Faculty has multiple campuses and academic programs. Student representation on the various councils is therefore provided by elected student representatives. This is a significant 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 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, MAP (Montpellier Artistic Project), which is an arts-focused organization. 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 academic stress. 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’ perspective. This involves regularly attending meetings, but also staying attuned to what’s happening among students and within the faculty environment. I act as a sort of “shuttle” to relay information up and down the chain. I pass this information on 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 distribute key issues among the association’s 40 students: some will handle reforms, others will focus on student well-being or coordination with other associations.

My third priority is really to maintain direct contact with the students. While class representatives may reach out to me for this purpose, 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, allowing me to represent the students’ interests 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 views; ultimately, we have to find common ground despite our differences! 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 duty to live 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 has been 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 issue! So we set our first goal to gather students’ opinions and experiences through surveys. We were able to collect over 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 everyone who responded! The results of this survey are currently being analyzed. Additionally, 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 necessary.

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

Yes, from a practical standpoint, we launched a wellness initiative this year with two project coordinators who are medical students (Ulysse Godin and Maribelle Dossou-Yovo). Their role is to organize awareness-raising events. For example, there was a conference on addiction with Prof. Hélène Donnadieu-Rigole, No Smoking Month, Dry January… In March, we’ll have a conference on psychosocial risks and “workaholism.” These events are quite popular with students.

There are also other practical initiatives beyond the “well-being” theme, such as the Intern Forum, led by former Associate Dean Florian Mary, which aims to connect fifth- and sixth-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 involvement, both with Ademmoos and with the ANEMF (National Association of Medical Students in France), because last year I was deeply engaged 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 conversations with my predecessors also had a strong influence on me. Everything fell into place very naturally after that, as my desire to help the incoming classes guided my decisions. I wanted to see my studies from a different perspective.

That said, yes, it’s very time-consuming. It can sometimes be a bit tough to juggle everything! So it’s important to surround yourself with the right people and know how to delegate. In that regard, I’d especially like to thank Florent Benoist, who is Ademmoos’s General VP and a member of the Pedagogical Council; he really helps me out 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 subject to prior internal discussions within Ademmoos. Once elected, the Vice Dean serves a two-year term, but we often resign after one year to focus on our studies.

Thank you very much for this conversation: do you have any final thoughts?

Yes, regarding one of the priorities of my term: well-being. I’d like to convey the following message: it’s okay not to be doing well. Health students come from a highly selective system where you always have to be the best. Culturally, it’s therefore difficult for us to say when things aren’t going well; we tend to hide our weaknesses. However, it’s not unusual to feel down! 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!

For the second year the Agnes McLaren Association is organizing a medical prize worth €4,000! Applications are open to students at the Montpellier-Nîmes Faculty 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 focusing on the health of women and/or children in precarious or vulnerable situations and funds 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 Faculty of Medicine in Montpellier in 1878. It is in honor of this physician, who dedicated her life to caring for the most disadvantaged women or those excluded from society, that the association wishes to award a medical prize for the first time.

To mark the Faculty’s 800th anniversary in 2020, the association established the Agnès McLaren Prize in Medicine. Every two years, this prize is awarded for a clinical 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 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.

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 assessing knowledge and practices regarding cervical cancer screening among women in prostitution in the Gard and Hérault departments. Justine was featured in an article in Midi Libre on that occasion!

 

 

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 your 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 precariousness 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:

  • by March 15, 2023

  • Pre-selection phase

    Preliminary screening of the theses received by the preliminary screening committee. Five theses were shortlisted.

    April 15, 2023

  • May 15, 2023

    Selection Notice

    Notification of selection sent to the five shortlisted candidates.

  • Final selection phase

    Review of the five theses shortlisted by the jury. Candidates must submit their theses and post-thesis 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 Form

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

 

 

The Montpellier Health Tutoring Association is bringing back 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, designed for all high school students (10th, 11th, and 12th graders) as well as their parents and teachers, will feature 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).

Attendance at this event is completely free, but requires prior registration using the form below:

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 introducing 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 available to them throughout the year. By the end of the week, high school students will be familiar with the new system established under the Health Studies Admission Reform and the respective operations of the PASS and LAS programs. The various subjects covered during the year will also be detailed.
  • Wednesday, February 23 – 2:00 p.m.: A session has been scheduled for 10th and 11th graders to help them choose their elective courses for their senior year.
  • 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 explain how it works, as well as the tutoring program.
  •  Thursday, February 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 session.
  •  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 students in the medical and health sciences track. 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.

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 competition

Every year, the PlasmaCup is organized by the EFS (French Blood Establishment) 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 the place to go. 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, winner 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 of the ACM’s ISS (Health and Social Innovation)division, respectively. “The EFS Solidarity Trophy will join the 2017 one 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.

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

 

Plasma Donation: One 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 eligible to donate plasma. Then, for about 45 minutes, I went through the donation process, which is essentially like 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 spend much more time interacting with the healthcare professionals overseeing the donation, and it’s a great opportunity to talk with them. The equipment used is also impressive. It really helps tie things back to what we’re learning in class,” says Esteban.

When asked if the donation was tiring, Carlota is quick to reassure: “Not at all! Unlike blood donation, the red blood cells are transfused back 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 again!” 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 AM–4:30 PM
    • First and third Saturday of the month: 8:30 a.m. – 4:30 p.m.

 

 

On January 30, 2022, the France 3 program *Ô la belle vie* featured the Montpellier Faculty of Medicine in a special episode. Available on demand, you can learn about the history of this renowned center of learning, which has been in existence for 800 years, and its latest developments.

Join Professor Gérald Chanques and Sophie Jovillard as they take you on a tour of our Faculty’s treasures!

As part of the program *Ô la Belle Vie*, join Professor Gérald Chanques as he takes you on a journey to explore the inner workings of the world’s oldest medical school still in operation. Rabelais, Rondelet, and the school’s iconic landmarks will hold no more secrets for you. Combining art and technological innovation, the program will explore topics such as robotics and the work of ceramicist Isabelle Doblas Coutaud, who depicts anatomy through her art. Plus, you’ll get to take a quick trip to the Jardin des Plantes with Cédric Matet, creator of the exhibition“L’Humain dans son Jardin.” 

 

 

Ô la Belle Vie – Medicine in Montpellier: A True Art, produced by Grand Angle Production and France Télévisions.

Hosted by Sophie Jovillard. Aired on Sunday, January 30, 2022, and available to watch on demand here

 

The Dean of the School of Medicine and all the administrative and academic staff at our institution extend their best wishes to you for 2022. To mark the occasion, watch our Dean, Isabelle Laffont, share her New Year’s greetings in this video.

 

“I would like to take this opportunity to commend the exceptional dedication of our teams and the adaptability you have all demonstrated in dealing with these challenging circumstances.”

“2021 was a busy year, a positive year, and a successful year, even though it unfolded against the backdrop of a challenging pandemic. I would like to take this opportunity to commend the exceptional dedication of our teams and the adaptability you have all demonstrated in dealing with these difficult circumstances.”

 

“We are kicking off 2022, a year I hope will be marked by reconciliation, progress, and responsibility.”

“I wish for us all—and for each of you—a peaceful 2022, one that brings a sense of calm back to the COVID front, with the end of this pandemic and its health and societal consequences. I wish you a peaceful 2022, one that also sees the stabilization of the many reforms to medical education that have taken place in recent years. It is time to take a step back and focus on all the programs offered by this faculty. »

“I wish for us all a productive 2022. Productive, first and foremost, in the area of medical education reform, with the implementation of thepostgraduate reform, which will require our time and energy over the next two years. We will also be developing and finalizing the Faculty of Medicine’s health-related master’s programs. And finally, still in the realm of education, the rollout and organization of health simulation, which will play an increasingly significant role in our faculty organizations.”

“Finally, I hope that 2022 will be a year of responsibility. I’ve spoken about social responsibility in the context of territoriality, but I’m also referring to institutional responsibility: the university must continue to take care of itself and its community. It must further strengthen the sense of belonging that staff members feel toward university initiatives.”

 

“I also hope you’ll continue to maintain the enthusiasm and creativity that define you.”

 

Here you will find the presentation and video recording of the information session on the second semester of the PASS program, admissions to MMOP programs, and continuing education.

 

Meeting on January 17, 2022

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