DR. GOUZI Archives - Faculty of Medicine, Montpellier-Nîmes

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

MUSE "Take-Off": What is it?

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

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

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

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

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

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Teachers at the heart of the project

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

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A reorganization plan

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

But then, what is it? :

Active learning
Active learning aims to engage students in their learning process. Instead of simply listening and absorbing information, students think critically, engage hands-on, take notes, and interact with one another as well as with the instructor. This approach requires organizing students into smaller groups. That is why, with the GRESP project, the proportion of lectures has decreased from 77% to 34% to make room for more practical work and guided instruction.
Interdisciplinarity
Interdisciplinarity involves bringing together the work of several disciplines on a single subject. In the case of the GREPS project, this was achieved through a complete reorganization of the various courses in the “Respiratory Systems” course unit. As a result, students no longer study the seven preclinical disciplines separately but rather simultaneously. The courses have been organized by organ, and each discipline is addressed simultaneously through a specific organ.

A long process of implementation

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

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

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

The development of lesson plans for the various topics covered in the "Respiratory System" course.
Thanks to the teachers’ creativity, they were also able to implement digital tools that illustrate various scenarios (e.g., VisibleBody: a digital tool that displays a 3D model of the human body where each body part can be removed, analyzed, and dissected, allowing students to engage in hands-on anatomy practice online for free).
Creating a course on Moodle: a course that follows the structure organized by learning objectives and allows students to work from home on a regular basis.
The use of non-digital tools, such as models, for example, to help students understand more easily than with a diagram.
The use of videos: e.g., a live demonstration of syncope; students must analyze what happened to determine the cause of the syncope. Following this, they test their hypotheses using the software provided to them.

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A meaningful educational transformation

The objectives of this project are to help students develop skills in preclinical sciences by introducing them to scientific reasoning and the experimental method. It also aims to encourage them to think critically and understand concepts in a more dynamic way.
Another goal for the project team was to restore meaning and coherence to pre-clinical science education. They wanted to create a logical learning path from which students could gain a deeper understanding.

But does it actually work?

Usefulness and Acceptability
In collaboration with Professor André Tricot, an educational psychologist and specialist in digital technology in education, Dr. Gouzihas developed assessment methods to measure the usefulness and acceptability of such a project, as well as the effectiveness of digital tools in the learning process. To this end, they developed questionnaires for students, which they administer annually.
Apprenticeship
Next, to assess whether these methods are effective, self-assessment quizzes are made available to students. This allowsGREPSmembers to determine whether the course material has been properly absorbed and understood. Thus, they can identify which approaches help students understand effectively and which ones, on the contrary, hinder learning. Thanks to these self-assessment quizzes, the curriculum can be adjusted over the years.
Practices
Finally, an assessment of changes in students’ learning practices will be conducted in the future. This will allow us to analyze their work habits. The goal is for them to reduce rote memorization and instead focus on sustained, long-term learning.

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A project that has been underway since 2019

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

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