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Tag Archive for: well-being

Interview | Read our profile of 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 him or her 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 centered on psychotherapy sessions to prevent burnout among medical students. In this context , Dean Mondain appointed me as the liaison for the former CNA (National Support Council) regarding the quality of life for health sciences students, a role that was renewed by the Dean with the new CNA-ES; the position of project manager followed shortly thereafter.

 

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

I believe that my work as a program coordinator and my professional responsibilities complement each other quite well. As part of my area of expertise, I am often 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 be your contributions and goals? 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!

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 proposed reform of the second cycle of medical studies (R2C) was presented to the various academic administrators at the Faculty, prompting Professor Céline Bourgier to take notice. 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 Competencies (C3). However, at that time, our curriculum did not include any courses entirely dedicated to developing this competency. 

Joined in 2019 by Dr. Amandine Luquiens, a psychiatrist specializing in addiction 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 study 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 researchers 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 issues that health science 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 made it a priority to establish 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.

  • 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 reach out to the instructors teaching the existing courses and include them on 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 5-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 training 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 will be the first to take all of the EU’s courses over the course of five years. A few modules are also offered to DFGSM3 students to test the curriculum (Step 6). 

    STEP 4

  • STEP 5

    A cohort-based study of students to evaluate teaching

    To measure the impact of instruction on students, three cohorts are regularly evaluated based on criteria related to empathy, as well as well-being and the concept of the care 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 structured to facilitate students’ learning 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 throughout their years in school. 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 a 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 curb ‘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 organized around four major components, all of which are mandatory: 

  • Introduction to Meditation Mindfulness Meditation
  • Sharing Best Practices among peers: This module encourages open discussion and also helps participants better understand professional communication within a healthcare team
  • Therapeutic Communication : a multi-year module featuring theoretical instruction on communication, theater workshops, and simulation exercises.
  • Stigmatization in Healthcare : a module featuring user testimonials in which individuals share with students their personal experiences with situations they 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 introduced early enough in their academic program to address it in advance 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 school (midwifery, paramedical studies). “Medicine is relatively behind compared to other programs,” admits Dr. Luquiens. “In fact, 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, it will be ‘expanded’ to the other programs, with the goal of fostering 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

ATSM's Pep's Week | January 24–28

Headlines, Events, Student Life

Are you a PASS or LAS student? Check out Pep’s Week, organized by your awesome student organization, Tutorat Santé Montpellier! Dates, program, and registration—find all the info you need in this article!

 

A Week of Wellness for PASS and LAS Students

To wrap up the exams for the first semester and help students better prepare for the second, the Montpellier Health Tutoring Association (ATSM) is organizing the 2022 edition of Pep’s Week for PASS and LAS students!

Winner of the Montpellier Student Initiatives Award for 2018–2020 and highly appreciated by students, Pep’s Week is a project that is very close to our hearts, and we hope to bring it back this year under the name “Pep’s Week.”

This week is dedicated to the well-being and relaxation of PASS and LAS students. To that end, the ATSM is organizing numerous activities in partnership with students from various academic programs to best support first-year students by providing them with psychological and academic support. Promoting this sense of well-being is a primary objective, one that has become essential since the start of the health crisis.

The 2022 event, January 24–28

Pep’s Week will take place from January 24 to 28, 2022. During this week, the ATSM will offer a variety of activities every day at lunchtime at the Montpellier School of Medicine on the ADV Campus (641 Avenue du Doyen Gaston Giraud), featuring qualified speakers and opportunities for students and tutors to interact and share ideas.

For this new edition, the theme is “Japan”; participants will receive a Welcome Pack filled with special goodies related to the ATSM’s partnerships.

 

Here is the detailed schedule for the week:

 

Registration

Pep’s Week is free, but you must register in advance. It’s easy! Just click the button below to register:

 

Peps Week 2022 Registration
January 13, 2022/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2022/01/Banniere-Semaine-Peps.png 526 2000 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineJanuary 13, 2022, 11:48:00 a.m.January 13, 2022, 11:48:00 a.m.ATSM Pep’s Week | January 24–28
Nutrition - 5 Tips

5 Nutrition Tips During Lockdown

Headlines, Coronavirus, Staff Life, Student Life

During this lockdown, there’s no shortage of temptations when it comes to “snacks” and treats… Should you give in and feel guilty, or resist and feel frustrated? We spoke with Prof. Ariane Sultan, a professor at the Faculty specializing in nutrition, and dietitian Nicolas Sahuc, who teaches at the Faculty. Together with them, we’ve compiled five dietary and nutritional tips to follow during the lockdown… but that’s not all!

 

1 / Listen to your body and its needs!

Lockdown is turning our routines upside down: our schedules are out of sync… and so are our bodies! Sometimes, we don’t feel hungry at the traditional “breakfast, lunch, and dinner” times. Don’t panic! According to Nicolas Sahuc, we need to pay close attention to our body’s rhythm—a rhythm that varies from day to day and isn’t necessarily aligned with “social” schedules: “Don’t worry if you aren’t hungry at ‘mealtimes’; instead, eat when you’re really hungry.” To do this, you need to listen to your body and pay attention to genuine feelings of hunger and fullness. “That doesn’t necessarily mean eating three meals a day…” emphasizes Professor Sultan.

All in all: Think about your body’s natural rhythms and pay attention to your hunger cues before you even think about nutrition! 

 

2 / Don't pick or avoid any foods: think about how long they keep you full! 

“When you’re hungry, any food will satisfy your hunger. However, not all foods keep you feeling full for the same amount of time.”. The dietitian's advice is to opt for foods that will keep you full for longer: choose a banana over a cookie for a snack, or better yet, if you're really hungry, have a proper, balanced meal.

 

3 / Don't feel guilty, but think big!

That said, don’t feel guilty either if you really want that cookie for an afternoon snack. The key is to think about nutrition holistically: “Nutrition is all about overall balance. If you eat balanced meals regularly and at your own pace, there’s no reason to feel guilty.” On the other hand, balanced nutrition isn’t a “one-off”: a single balanced meal every now and then just isn’t enough! Professor Sultan confirms this: “A balanced diet is determined over the course of a week rather than a single day.”

 

4 / Choose balanced meals

“A balanced meal will keep you full for about 5 hours, while an unbalanced meal or a snack will keep you full for only 2 to 2.5 hours.” It’s therefore important to plan your meals with a variety of foods that will keep you full over time. “Contrary to popular belief, a meal without bread or starchy foods won’t help you stay in shape, since you’ll be hungry again in 2 hours.” For a balanced and substantial meal, it’s recommended to include: bread, starchy foods, a source of protein (meat, fish, eggs, or plant-based protein), a dairy product (yogurt or cheese), fruits and vegetables for fiber, and a small amount of fat. Ariane Sultan points out that “this combination should be adjusted based on how hungry you feel”. As for meal variety, the dietitian emphasizes that “the composition of a balanced meal is always the same; you just need to vary the foods according to your tastes!” 

 

An example of a balanced meal: 

  • 1 serving of Basque-style chicken, with vegetables (fresh or frozen), rice, and salad
  • 1 slice of bread
  • 1 yogurt or 1 piece of cheese
  • A few strawberries

 

But don't forget Professor Sultan's advice, which recommends carefully assessing your feelings of hunger: “If you’re not very hungry, there’s no need for all those starchy foods—or just cut back on them!”

5 / Carb-rich snacks for periods of intense work

And because we know that for many of you, exams are coming up, we asked the dietitian for his recommendations on snacks during periods of intense work. According to him, “You should opt for carbohydrate-rich foods, such as cereal bars or fruit compotes, which are nutritious and convenient. Swedish “Havreflarn”-style cookies are also a good alternative: they don’t have too much added sugar and are easy to make at home.” Nevertheless, our dietitian reminds us: “Before you even think about snacks, the most important thing is learning how to manage your stress! Breathing exercises are very effective in helping you do that.” “And don’t forget physical activity!” the professor adds, “You can get some exercise under any circumstances, even during lockdown! You just have to adapt your routine—and adapt yourself!”

 

Of course, we weren't going to leave you hanging: we've picked out a few Swedish pancake recipes for you… : 

Recipe 1 Recipe 2 Recipe 3

…and apps to help you manage stress:

COVID-19 Support

 

We'll be in touch in the next few days with more about physical activity, so stay tuned! And in the meantime: get cooking 😉!

 

Healthcare Professionals:

We would like to thank them for their assistance in writing this article.

Ariane Sultan
https://twitter.com/SultanAriane

Ariane Sultan

Professor of Nutrition

Ariane Sultan is a professor of nutrition on the nutrition and diabetes team at the Montpellier University Hospital (CHU), Lapeyronie Hospital. As chair of the CLAN (Food and Nutrition Liaison Committee) at the Montpellier University Hospital, she teaches several courses on nutrition and diabetology at the School of Medicine.

Montpellier-Nîmes School of Medicine
Nicolas Sahuc
https://twitter.com/nicolassahuc

Nicolas Sahuc

Dietitian

Nicolas Sahuc has been a certified dietitian since 2003 and specializes in eating disorders. He regularly gives seminars to medical residents at our faculty on eating disorders and childhood obesity.

Montpellier-Nîmes School of Medicine

April 10, 2020/by School of Medicine
https://facmedecine.umontpellier.fr/wp-content/uploads/2020/04/element5-digital-acrBf9BlfvE-unsplash-scaled.jpg 1707 2560 School of Medicine https://facmedecine.umontpellier.fr/wp-content/uploads/2024/06/LOGO-CLASSIQUE-H-300x135.png School of MedicineApril 10, 2020, 4:43:52 PMMay 11, 2020, 4:50:56 PM5 Nutrition Tips During Lockdown

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

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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, at the home of 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 office manager at the National Domains.

    She became pregnant early on, but in 1798, at the age of 25, she was suddenly widowed, left destitute, 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 d’Étampes and enrolled in the Midwifery School at the Maternité 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 unit. She held this position for eleven years, until 1814. During this long tenure, she took the opportunity to attend lectures given by her patron, the surgeons at the Maternity Hospital (Baudelocque, then Dubois), and the chief physicians (Andry, and especially Chaussier), from whom she gathered insights 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 gratuity 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, it appears that for a time she received 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 patroness never to replace her, even after her death. If this is true, 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 amassed a body of 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 with hemiplegia, 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 fame following the death of Marie de Bourbon-Montpensier, wife of Gaston d’Orléans, during 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 male partner, 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 instructor of childbirth 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 on the Art of Childbirth: Questions and Answers for Midwifery Students.” It underwent three reprints during Baudelocque’s lifetime and three more 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 models of pregnant women for demonstrations in childbirth classes; she died on January 4, 1787, without children.

    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 courses to 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 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 help students practice examinations and obstetric procedures. He emphasized observation over 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 sensational 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 moderation.

    In 1806, Napoleon appointed Jean-Louis Baudelocque to the chair of obstetrics, the first chair in a medical specialty 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 in 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 doctor 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 hospital in Dijon, 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 tenured professor and Hugues MARET and François CHAUSSIER as assistants. 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 Brief Treatise 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 Summary Exposition 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 physicians could play in informing the judicial 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 prominent 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 within 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 largely 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 the 14th of Frimaire (December 4).

    Chaussier returned to Dijon, where he resumed his lectures and studies as well as the duties that had been 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 treat sick students and also to give 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 Hospices 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 altered the Faculty’s organization: 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.

    Thesecond son, Franck CHAUSSIER, 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 principal editor of the articles on pharmacy inthe *Encyclopédie méthodique*13.

    Angélique Marguerite Le BOURSIER du COUDRAY

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

    She first studied for three years under Anne BAIRSIN, a midwife.

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

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

    In 1752, to combine theory with 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 program, 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 hospital in Melun (77) also bears her name.

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