Tag archive for: MUSE

After winning MUSE’s Take-Off 3 competition, Drs. Herrero and Bonnel presented the PREPABLOC training program during the “Surgical Research and Innovation 2021” session at the National Academy of Surgery. The program was then awarded the prize for educational innovation! Here’s a look back at this unique training program.

 

 

 

PRÉPABLOC: a training program for the operating room professionals of tomorrow

Construction of the project

The launch of PREPABLOC stems from a co-creation initiative led by Dr. Herrero, with support from Dr. Ferrandis. A multidisciplinary team was assembled, comprising:

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

 

Course outline

Organized and coordinated by the Innovation Accelerator, this is an innovation marathon in the form of a team competition involving groups of about ten people. Creative workshops enable participants to develop useful projects in record time and learn how to pitch them by the end of the week. The five themes were stress, communication, the future of surgical education, the appeal of operating room professions, and creating an “Escape Game.”

 The future surgical nurses, who will serve as mentors to tomorrow’s surgeons, had the opportunity to participate in various theoretical and practical workshops throughout a week-long “conference.” The directors of the surgical nursing school focused their presentations on hygiene and instrumentation. The Assistant Chief Residents from the hospitals of the University Hospital and theICM , meanwhile, led theoretical courses, sharing insights into their work as hospital surgeons, conducting workshops on suturing and surgical knots, and allowing students to test their skills on a laparoscopy simulator.  The LIRMM teams also collaborated at the high-tech university hospital simulation facility on the Arnaud de Villeneuve campus, which Dr. Debien and his teams operate on a daily basis. A workshop was also dedicated to casting techniques with Christophe, the lead cast technician in the CHU’s emergency department. 

 

The objectives of this course  
  • Train students before they begin their internship

    To provide all medical students with a structured training program that is standardized before they begin their clinical rotations in surgical or emergency departments.

  • Reduce stress among these students

    As well as that of the supervisors who welcome them into the operating rooms and who, in addition to the time required to train them on top of their regular workload, were always anxious that they might make mistakes due to a lack of familiarity in this highly controlled environment.

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

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

  • Encourage people to pursue careers in these fields

    With objective information.

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

    Pso that students know how to create, structure, and present projects that align with the ambitions they may have for both their professional and academic futures.

A project supported by MUSE

This project was made possible thanks to financial support from MUSE (Montpellier University of Excellence) through a call for proposals titled “ Take OFF 3 ” won in June 2020 with the active assistance of the innovation facilitator (Dr. Christophe BONNEL and Anaïs CAUSSE). The team at MUSE’s Center for Educational Innovation (CSIP) also contributed to the project by creating an interactive, fun card game and designing an “Escape Game” that will be offered next year.

 

PREPABLOC: A Highly Successful Training Program

The success of the project

The creation of this Open Course Unit was a success among students. Indeed, founded by a multi-professional and multidisciplinary team, this project was particularly well-received by an interested audience composed of students in their thirdyear year of medical school, engineering students from LIRMM (robotics engineers), and IBODE students (Operating Room Nurses).

 

The Future of PREPABLOC

The students particularly appreciated the experience and the winning project on the future of surgical education is currently being evaluated to determine how to move forward with it. The teaching teams in Nîmes, already well-versed in these concepts, are already involved in adapting it, and the PREPABLOC team will share its experience with anyone nationwide who wishes to draw inspiration from it, in accordance with the academy’s wishes. 

 

The Nîmes University Hospital, in partnership with MUSE, is organizing Innov’Action Day! Open to all staff members at the hospital, as well as our students in Nîmes, this event will provide an opportunity to learn about the health innovation sector. Structured around several workshops, participants will be able to learn the basics of starting a business! Check out the day’s program in this article!

What's on

  • 10:00–11:00 a.m.

    Opening Lecture - Salle d’Honneur, Multipurpose Building (CHU)

    • Introduction by the CEO, the CME President, and the event partners
    • Presentation of the innovation support program at Nîmes University Hospital, in collaboration with the Montpellier-Nîmes Innovation Accelerator
    • Innov’action Award: Announcement of the 2021 Winners and Launch of the 2022 Award
  • Workshops - Morning Sessions

    • See below for the workshop schedule and locations
    • All workshops are held at Nîmes University Hospital, with the exception of Workshop 7, which takes place at the university

    11 a.m.–1 p.m.

  • 2:30–4:30 p.m.

    Workshops - afternoon sessions

    • See below for the workshop schedule and locations
    • All workshops are held at Nîmes University Hospital, with the exception of Workshop 7, which takes place at the university
  • From Innovative Idea to Market Launch: Keys to Success, Based on Two Success Stories

    featuring: Bertin Nahum, CEO of Quantum Surgical; Prof. Vincent Costalat, Professor of Public Health at Montpellier University Hospital and co-founder of Sim&Cure; and Nicolas Best, Director General of Nîmes University Hospital

    5:30–7:00 p.m.

 

Detailed workshop schedule

  • Workshop 1 - No innovation is too small: Why and how should I protect my ideas or inventions?

    (Moderators: Armelle LEONARD – Intellectual Property Engineer, Regimbeau Law Firm; Valérie GIBERT-CORREAS – Head of the Commercialization and Partnerships Unit, Nîmes University Hospital / Speaker: Prof. Pierre CORBEAU – Department of Immunology, Nîmes University Hospital)

    • 11:00–11:45 a.m.: Head of Human Resources
    • 3:30–4:15 p.m.: Multimedia Room
  • Workshop 2 - My Small Business: How Can I Get Support for My Business Startup Project?

    (Moderators: Antoine HOUSSIN – Director of BIC Innov’up and Head of Industry, Industry Services, and Innovation at the Gard Chamber of Commerce and Industry (CCI), Claire RAVENEAUX – Business Advisor, Gard Chamber of Commerce and Industry (CCI) / Speaker: Dr. Stéphanie HUBERLANT – Department of Gynecology, Obstetrics, and Reproductive Medicine, Nîmes University Hospital)

    • 12:00–12:45 p.m.: Salle d’Honneur
    • 2:30–3:15 p.m.: Salle d’Honneur
  • Workshop 3 - Getting Started on My Innovative Project or Business Venture Without the Headaches: Simple and Effective Tools and Methods Do Exist!

    (Facilitators: Rajaa NOUALI – FabLab Coordinator, Nîmes; Gaspard LEPINE – Partnerships Manager, ISite MUSE; Christophe BONNEL – Innovation Facilitator, Nîmes University Hospital)
    * Workshop 3 will focus primarily on building a business canvas. For this reason, it will be limited to a maximum of 12 participants.

    • 11:00–11:45 a.m.: DRM Auditorium
    • 2:30–3:15 p.m.: DRM Auditorium
  • Workshop 4 - Engaging Talented Young People: Schools and Universities—A Wealth of Resources for Developing My Project!

    (Moderators: Marine ROYER – Lecturer in the Master’s Program in Design and Social Innovation, University of Nîmes; Pierre COUTURIER – Lecturer and Head of the Mechatronics Platform, IMT Mines Alès / Panelists: Christophe REYNAUD – ENT Department, Nîmes University Hospital)

    • 11:00–11:45 a.m.: Multimedia Room
    • 12:00–12:45 p.m.: Multimedia Room
  • Workshop 5 - Finding and Building a Relationship with the Right Company: The Keys to Smart Collaboration for Bringing an Innovative Project to Life

    (Moderators: Virginie COSTE – Partnership and Commercialization Development Officer in Biohealth, iSite MUSE; Tarek RAHMANI – Commercialization Officer, Nîmes University Hospital / Speaker: Prof. Stéphane DROUPY – Department of Urology, Nîmes University Hospital)

    • 12:00–12:45 p.m.: Grand DEFI
    • 2:30–3:15 p.m.: Grand DEFI
  • Workshop 6 - The 10 Mistakes That Can Derail the Launch of Your E-Health App

    (Moderators: Antoine HOUSSIN – Director of BIC Innov’Up and Head of Industry, Industry Services and Innovation at the Gard Chamber of Commerce and Industry (CCI), Thierry CHEVALLIER – Head of the Institute for the Evaluation of Medical Devices (IDIL), Nîmes University Hospital / Panelists: Florent VIANNAY – Innovation Project Manager, BIC Innov’Up, Willy FAGART – Physical Therapist, Center for the Evaluation of Medical Devices and Disabilities (CEDMH), Nîmes University Hospital)

    • 11:00–11:45 a.m.: Hall of Honor
    • 3:30–4:15 p.m.: Salle d’Honneur
  • Workshop 7 - Studying and Starting a Business: It’s Possible to Succeed at Both! A Guide to Entrepreneurship for Students

    (Moderators: Catherine PEYROUX – Director of PEPITE-LR, Amine MOKRI – Entrepreneurship Program Manager, ISite MUSE / Panelists: Christophe BONNEL – Innovation Facilitator, Nîmes University Hospital, Dr. Valentin FAVIER – ENT Department, Montpellier University Hospital)

    • 12:00–12:45 p.m.: School of Medicine
    • 3:30–4:15 p.m.: School of Medicine

 

In 2020, Dr. Favier and Dr. Debourdeau once again submitted a proposal to MUSE. They were selected as winners of the Take Off 4 competition, which recognizes innovations in education.

An educational innovation for safety

Physicians and surgeons are required to perform invasive procedures for the diagnosis and treatment of medical conditions. These procedures require extensive and rigorous training, which is primarily carried out during residency (beginning in the seventh year of medical school, when students begin their specialization).

The quality of medical-technical and surgical procedures must be a central focus of training, as it directly impacts patient health and safety. Technical training for medical and surgical residents must therefore include preliminary instruction to ensure the safety of patients, trainees, and supervisors alike.

Drivers of change

 The use of anatomical specimens for training has been widely adopted, but this training method is limited by the availability of specimens. Another limiting factor is the difficulty in maintaining the realistic appearance of the digestive and respiratory tracts on these biological models.

The simulator as a solution

Simulator-based training helps meet safety requirements, since students do not come into direct contact with patients during their initial practice sessions, mistakes are allowed, and instructors can give students greater freedom to practice while providing educational feedback during dedicated training sessions that are more frequent because they are easier to organize. This learning method also eliminates the biological risks associated with the use of anatomical specimens.

The specific areas involved

Since simulation is a very expensive and time-consuming process to set up, Drs. Favier and Debourdeau conducted preliminary studies to determine in which areas it could be most useful.

According to their research, simulation-based training is necessary for the following procedures:

Proven effectiveness

These procedural simulators have been scientifically validated for initial training and have proven their effectiveness. In total, these programs involve 220 residents in the Montpellier-Nîmes area (20 gastroenterologists, 18 ENT specialists, 6 neurosurgeons, 6 maxillofacial surgeons, 15 pulmonologists, 125 anesthesiologists and intensivists, and 20 oncologists).

A project that builds on the previous one

Remember, we previously mentioned, in one of our articles, Drs. Favier and Debourdeau, who were winners of a previous MUSE Take Off competition. That project involved the development of an app called SPART APP, designed to assess the technical skills of medical residents.

This project builds on the work of Spart-APP. In fact, this app, which can track residents’ technical progress, could eventually be integrated with a simulation platform. This platform will enhance real-time learning for students who are struggling, through an active and dynamic teaching approach.

In 2020, Dr. Valentin FAVIER, in collaboration with Dr. Antoine Debourdeau, once again submitted a proposal to the MUSE call for projects, which aims to support the pedagogical transformation of educational programs. His project, titled “Application for Monitoring Learning Progress and the Execution of Technical Procedures in Medicine,” was selected as a winner.

The origins of the project

The quality of medical training is a public health issue that is essential to provide the population as effectively as possible for years to come. Medical competence takes a long time to acquire, during which students must master theoretical and technical skills. Medical residents must learn the skills and procedures that will form the foundation of their medical practice during the 4 to 6 years of their residency. Their theoretical knowledge is frequently assessed through written exams. 

Currently, medical residents complete their clinical rotations according to a predefined educational curriculum, divided into semesters, and receive their residency degree upon completion of their program after defending a thesis. 

Nevertheless, during their residency, medical students work full-time at the hospital, and their university-based training on campus is reduced to just a few days a year. 

However, the medical curriculum does not take into account the technical skills of medical residents, and there are few tools available to track their acquisition and monitor the learner’s progress throughout their rotations.

It was against this backdrop that Drs. Favier and Debourdeau decided to develop an app to track the progress of healthcare students in terms of their technical skills.

The Birth of SPART APP

SPART-App is a project that aims to provide medical residents, their trainers, and the educational coordinator with a mobile app to record every procedure performed throughout their residency (e-logbook). This pilot project covers the specialties of anesthesiology and critical care, gastroenterology, otolaryngology, and maxillofacial surgery. Here are its objectives:

 

  • For the learnerFor the learner, this digital notebook will allow them to track their progress in real time (success rate, learning curve), identify areas for improvement, and alert their instructor if their practice is insufficient.

  •  For the instructor, this tool will help identify the challenges faced by the learner, clarify and find solutions to roadblocks, and facilitate a debriefing. 

  • For the academic supervisor, it will enable them to tailor educational objectives on a case-by-case basis according to the challenges students face, identify training gaps (particularly in the number of procedures performed) so that supervisors can be alerted, and propose concrete, personalized solutions to the student and their supervising team. 

The app: a strategic choice

The digital, via an app that can operate offline, eliminates the need for procedure logs that are not regularly updated. The resident will be able to evaluate their procedure immediately after performing it, on their smartphone.

Each resident will be provided with a student account specific to their specialty. In this account, the resident can record every procedure performed over time, detailing the procedure itself, whether it was successful or unsuccessful, and any difficulties encountered. Using the data entered into the application, it is possible to track their learning curve.

The supervisor of the procedure may, if they wish, approve the intern’s assessment of the procedure and use it as a basis for a technical debriefing . The instructor will have access to the data for each of the residents they supervise. This will allow the head of education (department head) to ensure that each resident performs a sufficient number of procedures and to identify residents who are struggling so they can provide them with additional support. 

The Impact of START APP

Through this project, Dr. Favier hopes to advance the development of technical skills and generate short-, medium-, and long-term impacts.

  • In the short term, SPART-app will provide an overview of the current state of technical training in medicine and surgery. At present, this training is subjective and varies depending on the instructors. This project would serve as a tool to standardize and streamline the monitoring of students.

  • In the medium term, this program will enable students to track their progress and tailor their course of study based on their areas of weakness and strengths. The project could also be expanded to include programs other than those mentioned above. This educational innovation could then be rolled out nationwide under the leadership of the University of Montpellier.

    From a scientific perspective, the data collected through this app will be used to conduct educational studies in each of the relevant specialties, with the aim of evaluating the impact of interventions (including simulation, a component also studied by Dr. Favier) on the acquisition of technical skills to guide changes in teaching practices in a rational manner. 

  • In the long term,this educational transformation will lead to improved practices at the local and national levels, with a tangible impact on enhancing patient safety by reducing the risk of technical errors.

Currently, the project led by Dr. Favier and Dr. Debourdeau is moving forward and is expected to be launched soon.

In 2018, Dr. Valentin FAVIER submitted a proposal to the MUSE call for projects, which aims to support educational reform in training programs. His project, titled “Learning Anatomy and Surgery Through Simulation and 3D Printing,” 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 “Learning Anatomy and Surgery through Simulation and 3D Printing” project is one of the projects selected for Take-Off #1. Learn more about it in this article!

 

Enhancing Learning Through Simulation: Dr. Favier’s Challenge

Healthcare simulation is a key focus of medical education in the 21st century. To improve the safety of clinical practice and education, the French National Authority for Health (HAS) released a report in 2012 outlining the prospects for the development of healthcare simulation in France.

So what exactly are surgical simulators?

Surgical simulators are educational tools that are an integral part of this concept. They enable the training of young surgeons, helping them to familiarize themselves with surgical equipment, anatomy, and surgical techniques, but they are also useful throughout continuing medical education for refresher training. Another major benefit lies in the ability to develop new surgical techniques, allowing more experienced surgeons to perform innovative approaches or test new instruments.

The project's objectives

The project is intended for surgical residents, who will have the opportunity to practice on these simulators. The work currently underway is now focused on several objectives:

  • Improving the segmentation of bone structures and pathological processes from CT images to generate 3D objects.

  • Improving the biomechanical characterization of human skull base bone using innovative mechanical tests designed specifically for this purpose. A better understanding of biomechanics will enhance the realism of the materials used in simulation.

  • Conduct large-scale simulator testing with the target audience (ENT surgery residents) using the simulation facility at the School of Medicine, in collaboration with the Nancy-Lorraine School of Surgery.

A project made possible by MUSE

As the winner of the project, Dr. FAVIER received a €10,000 grant from MUSE. This grant was used to advance his project on surgical simulators. Specifically, it was used to:

  • Compensation for a Master’s 2 intern in computer science for research and algorithm development to implement the simulation.
  • Perform mechanical testing of the simulation platform.
  • The purchase of materials needed to conduct the simulation and produce 3D prints.

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 thefirst cycle of health studies. There are seven of them: Anatomy, Histology, Embryology, Biophysics, Physiology, Cell Biology, Biochemistry… and they are studied during thesecond andthird 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.

 

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.

 

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.

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?

 

 

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.

 

MUSE, Montpellier University of Excellence, is hosting a contest for students to test their knowledge of the university.

The CONNECT competition will take place from March 29 to April 9, 2021, and is open only to students who are members of the MUSE consortium during the 2020–2021 academic year.

Students must answer 10 multiple-choice questions on MUSE-related topics.

After completing this survey, students will have the chance to win one of 100 prizes:

  •  15€500 gift cards for the Odysseum shopping center
  • 20 €250 gift cards for the Odysseum shopping center
  • 40 €100 gift cards for the Odysseum shopping center
  • 25 Montpellier University of Excellence sweatshirts

The drawing will take place between April 26 and 30, 2021.

 

 

 

Good luck, everyone!