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Interview | Meet Émilie Olié, Student Well-Being Coordinator!

Headlines, Staff Life, Student Life

Every five years, a new dean’s office team—composed of associate deans and special advisors—is appointed by the dean to represent the dean in carrying out specific tasks. This year, Prof. Émilie Olié was appointed Special Advisor for Student Well-Being. Read her interview here: learn about her background and the projects she hopes to implement as part of her role!

 

You were appointed by the Dean, Ms. Isabelle Laffont, to the position of Student Well-Being Coordinator. Could you tell us about your background and your area of expertise?

I am a psychiatrist specializing in mood disorders and suicidal behavior. After completing my medical studies in Paris, I went on to complete my internship and residency in psychiatry in Montpellier.

As for my background, a few years ago I developed a genuine interest in student well-being. We launched a project involving psychotherapy sessions to prevent burnout among medical students. As part of this initiative, Dean Mondain appointed me as the liaison for the former CNA (National Support Council) regarding the quality of life for health sciences students. This role was renewed by the Dean with the new CNA-ES, and the position of project manager followed shortly thereafter.

 

How do you plan to balance your duties as a project manager with your other professional obligations?

I believe that my work as a program coordinator and my professional responsibilities complement each other quite well. As part of my specialty, I am called upon to provide guidance or even support to students who are experiencing psychological difficulties. I intend to use my skills to promote student well-being.

 

You are the Student Well-Being Coordinator. What will your responsibilities and goals be? What projects do you hope to carry out?

The first area of focus concerns mental health: strengthening psychological support within the university—whether through counseling or referral services—raising awareness of the support services currently available, and implementing training programs for students and administrative staff to help them identify and refer individuals in need.

The second area of focus involves implementing measures to combat gender-based and sexual violence (VSS).

 

What motivated you to accept this appointment?

First, because it’s a worthy cause—we want students to thrive in the Faculty and to ensure that their academic experience is filled with positive moments. Second, because this appointment as Student Well-Being Coordinator aligns perfectly with my area of expertise, which focuses on improving the daily lives of people who are suffering.

 

June 21, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/06/Banniere-interview-VD-OLIE.png 667 2,500 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineJune 21, 2022, 2:40:55 PMJune 21, 2022, 2:40:55 PMInterview | Meet Émilie Olié, Student Well-Being Coordinator!

PASS | LAS 2021-22 – Results of the First Round of Exams for Admission to the MMOP Program

Headlines, Academic Programs, Student Life

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

 

Results by Program

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

Understanding the Results

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

Help with Reading Results
PV Threshold Notes

 

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

You can get different types of results from health training:

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

 

 

June 2, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/06/InfosPASSLAS.png 1096 4167 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineJune 2, 2022, 5:00:40 PMJune 13, 2022, 11:47:48 AMPASS | LAS 2021-22 – Results of the First Round of Exams for Admission to the MMOP Program

Rendez-vous aux Jardins: The Jardin des Plantes will be there this weekend!

Headlines, Events, Jardin des Plantes, Heritage, Staff Life, Student Life

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

 

 What exactly is “Rendez-vous aux jardins”?

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

 

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

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

 

2022 Tour Schedule for "RDV aux Jardins"

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

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

  • Fri, June 3 - 1:00 p.m.

    Bees and Humans in 2022

    by Jeff Fauveau and the APIS SCHOLA association

  • General Tour of the Garden

    by Emmanuel Spicq

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

  • Fri, June 3 - 2:00 p.m.

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

    by Ludovic Rioux and Jean-Louis Talavera

  • The Collections of the Jardin des Plantes

    by Didier Morisot

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

  • Fri, June 3 - 3:00 p.m.

    Plant Strategies and Adaptations to Climate Change

    by Denis Nespoulous

  • Herbs and the "Five Senses" Square"

    by Jean-Louis Talavera

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

  • Saturday, June 4 - 1:30 p.m.

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

    by Ludovic Rioux and Jean-Louis Talavera

  • A Walk Through History and Ecology

    by Denis Nespoulous

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

  • Sat, June 4 - 2:15 p.m.

    Bees and Humans in 2022

    by Jeff Fauveau and the APIS SCHOLA association

  • The Martins Greenhouse and Its Collection of Succulents

    by Emmanuel SPICQ

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

  • Sat, June 4 - 3:00 p.m.

    Herbs and the "Five Senses" Square"

    by Jean-Louis Talavera

  • Plant Strategies and Adaptations to Climate Change

    by Denis Nespoulous

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

  • Sat, June 4 - 4:00 p.m.

    Bees and Humans in 2022

    by Jeff Fauveau and the APIS SCHOLA association

  • General Tour of the Garden

    by Emmanuel Spicq

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

 

 

May 30, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/05/RDV-JARDINS.png 1096 4167 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineMay 30, 2022, 6:01:30 PMMay 30, 2022, 6:01:58 PMRendez-vous aux Jardins: The Jardin des Plantes will be there this weekend!

#ProudOfOurStudents | Top 3 Reasons to Get Your Copy of "Karab’s," the Free Student Guide by ACM!

Featured, Student Life

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

3 Great Reasons to Get the Karab’s!

 

  • 1 - A PRACTICAL GUIDE BASED ON SIZE AND FORMAT

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

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

  • 2 - A MUST-HAVE FOR DISCOVERING NEW PLACES

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

  • 3 - SUPPORT A STUDENT INITIATIVE

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

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

 

 

View this post on Instagram

 

A post shared by Karab’s: Student Guide (@karabs.mtp)

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

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

Le Karabs in Midi Libre
"Le Karabs" on France 3 Occitanie
May 12, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/05/BANNIERES_KARABS.png 1096 4167 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineMay 12, 2022, 11:20:17 a.m.May 12, 2022, 11:38:22 AM#ProudOfOurStudents | Top 3 reasons to get your copy of Karab’s, the free student guide by ACM!

Jardin des Plantes: Don't miss the "Boutographies" exhibition through May 29!

Headlines, Jardin des Plantes, Staff Life, Student Life

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

Outreach Programming

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

What is your background?

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

Tell us about the Les Boutographies project  

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

What about the Botanica project?

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

What was your creative process for the Jardin des Plantes?

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

 

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

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

May 9, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/05/Illustration-article-boutographies-1.png 1462 5556 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineMay 9, 2022, 5:36:10 PMMay 9, 2022, 5:36:10 PMJardin des Plantes: Don’t miss the “Boutographies” exhibition through May 29!

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

Headlines, International, Student Life

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

Who are you?

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

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

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

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

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

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

How will you help Espace Hotsi? 

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

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

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

 

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

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

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

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

 

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

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

 

Make a donation

 

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

 

In a nutshell

  • The International Solidarity Project

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

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

 

April 20, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/04/MEDTROTTER.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineApril 20, 2022, 4:05:00 PMApril 24, 2022, 8:43:56 PM#ProudOfOurStudents | The Med’Trotters, on their way to Togo!

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
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/04/PREPABLOC-ok.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineApril 15, 2022, 4:28:53 PMApril 15, 2022, 4:38:21 PMPREPABLOC: An innovation recognized by the Academy of Surgery!

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
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/04/UE-SAVOIR-ETRE.png 1096 4167 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineApril 6, 2022, 6:37:08 PMApril 6, 2022, 6:37:08 PMSoft Skills Course: An Ethical and Pedagogical Innovation for Our Students

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

Headlines, Events, Student Life

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

 

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

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

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

 

A Mini Transdisciplinary Care Program for Stuffed Animals

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

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

 

Booths run by medical students (ACM)

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

 

Booth run by the maieutics students (AMESF)

  • Vaccination Booth

 

Booth run by speech-language pathology students (DISLALIA)

  • Booth on sign language, hearing, and attention

 

Booths run by students from other health-related programs: 

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

 

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

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

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

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

 

Practical Information

Where: Arnaud de Villeneuve Campus, 2nd floor

When: March 28–April 1, 2022

 

 

March 25, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/03/Hopital-des-Nounours.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineMarch 25, 2022, 12:33:28 PMMarch 25, 2022, 12:33:28 PM#ProudOfOurStudents | The Teddy Bear Hospital, a cross-disciplinary health awareness initiative for children

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

Featured, Student Life

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

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

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

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

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

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

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

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

 

View this post on Instagram

 

A post shared by ADEMMOOS (@ademmoos)

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

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

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

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

What are the priorities of your term in office?

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

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

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

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

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

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

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

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

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

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

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

How is someone elected as Vice Dean?

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

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

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

March 14, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/03/Bann-Article-Theo.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineMarch 14, 2022, 12:42:22 PMMarch 14, 2022, 3:10:32 PMThéo Lacoste: Well-being at the Heart of Your VDE’s Priorities
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    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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