Tag Archive for: well-being

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.

 

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.”

 

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 information 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 in 2018–2020 and highly appreciated by students, “Semaine Pep’s” 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 this end, the ATSM is organizing numerous activities in partnership with students from various programs to best support first-year students by providing them with psychological and academic support. Promoting this sense of well-being is a key objective that has become essential since the start of the health crisis.

The 2022 edition, January 24–28

Pep’s Week will take place from January 24 to 28, 2022. During the event, 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 lots of 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:

 

Nutrition - 5 Tips

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 who specializes in nutrition, and dietitian Nicolas Sahuc, a lecturer 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, dinner” times. Don’t panic! According to Nicolas Sahuc, we need to pay close attention to our body’s rhythm, which varies from day to day and isn’t necessarily aligned with “social” schedules: Don’t worry if you’re not 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”: just one balanced meal every now and then 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 two hours later.” 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 hunger: If you’re not very hungry, there’s no need for all those starchy foods—or just cut back on them!”

5 / Carbohydrate-rich snacks for periods of intense work

And because we know that exams are coming up for many of you, 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 contain too much added sugar and are easy to make at home.” However, as our dietitian points out: “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 stay active no matter the circumstances—even during lockdown! You just have to adapt your routine and adjust to the situation!”

 

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

Recipe 1 Recipe 2 Recipe 3

…and apps to help you manage stress:

 

We'll be back in the next few days with more on 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

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 in nutrition and diabetology at the Faculty of Medicine.

Nicolas Sahuc

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.