Abstracts 2018

In the teaching provided to medical students, phospho-calcium homoeasia is particularly difficult to grasp, due to the complexity of the parameters involved and their many interactions. A mathematical model has been developed as part of a joint thesis with UNIL, and can be used to simulate a large number of real clinical situations. However, this model is too complex to be used directly in teaching. We therefore propose to adapt it and make it available for teaching at Bachelor's level, with possible extension to the 3rd cycle.

We propose to present clinical vignettes, based on actual clinical situations, and to stimulate students to perform them using the mathematical model made user-friendly by the development of a web-based application with a simple and intuitive interface. As a first step, the student will be asked to determine, on the basis of the theoretical data acquired, the effects of the change in a parameter;Secondly, to verify the predictions made using the model. Finally, students will be encouraged to vary other parameters of the model themselves. This should enable them to gain an exploratory understanding of the complex interactions of phospho-calcium homoeacasia.

This project concerns the development of a serious game in the quality and safety of care course as part of the Masters of Science in Nursing programme at the Institut universitaire de formation et de recherche en soins (IUFRS). The aim is for students to apply the theoretical foundations of quality development and safety assurance to care situations inspired by clinical reality: For example, communication during a patient transfer, the preparation and distribution of medicines or the process involved in blood transfusions. The game will include real-life situations as well as external interventions and will correspond to a problematic situation in the field of quality and safety in healthcare.

The quantity and complexity of the information needed to make the right decision when caring for a patient is constantly increasing. This decision must be based as far as possible on scientific data, which is then applied to the patient's particular circumstances. Decision support is particularly desirable in situations where decisions have to be taken in real time, as is often the case in medicine but also in other fields such as criminal science. Algorithms are innovative and effective tools for guiding clinicians in this process. It is therefore important that students in medicine, as well as in other relevant faculties, understand the reasoning behind the creation of decision trees that they will need throughout their future professional lives.

The aim of this project is to add a pedagogical interface for teachers and students at UNIL to an electronic application currently being developed as part of a PMU clinical development project. The application, which will be available at all times at the patient's bedside or in the doctor's surgery, will guide clinicians through the consultation process and enable them to learn the diagnostic and therapeutic procedures to be followed. To enable students to understand the strategy for transforming medical reasoning into algorithms for teaching purposes, they need to be able to create and document these decision trees themselves. A specific pedagogical interface will therefore be developed and added to the existing application. The teacher will thus be able to put the students in an authentic situation and ask each of them to create the decision tree that will enable them to solve the problem. The interface will then make it easy to compare the various algorithms developed by the students, group them into a few clusters and select outliers on the basis of the logic used. The teacher will then be able to present and discuss the results with them and select the most relevant algorithm(s). This will also enable them to identify any gaps in knowledge in the area being taught, so that they can then remedy them more specifically.

Doctors are constantly being asked to inform their patients about their illness, the treatment to be implemented, the medication to be taken, the steps to be taken, the recommended indications, etc. But how do they go about it? But how do they go about it? And what impact does this have on the patient? Physicians' communication skills need to be developed during their training years. For example, students in their 5th year of medicine at the FBM are trained in motivational interviewing, an approach designed to boost patients' motivation and change their health-related behaviour. The project described here is part of this teaching, which we hope to adapt in order to improve the ability of future doctors to pass on information to patients. It is also part of an institutional development project aimed at improving the way information is passed on to patients at the CHUV. There are two stages in the implementation of this project: 1) Analysis of a selection of patient complaints collected by the CHUV's Espace Patients & Proches (Patients and Relatives Area) relating to the transmission of information, with the aim of defining profiles of situations that are not well experienced by patients 2) Development of video vignettes illustrating, in a playful way, situations in which information is passed on to patients;on of situations in which information was not passed on, and development of a tool based on the serious game model, giving patients the opportunity to express their views in a playful way; Students can build the interaction and learn about the possible repercussions as they make successive choices of scenarios.

In 2018, the Petit Bochet farm project will get under way in the commune of Gimel, with a staff of six. The aim of the farm will be to create an alternative, community-based living environment with a strong focus on sustainability. The creation of this farm will involve a sustained process of reflection (questioning, values, ends and means, etc.) as well as a set of tools to be used in the development of the project.) as well as a set of practical challenges (setting up crops and infrastructure, access to and management of natural resources, rights and obligations, community organisation, mobility, external economic contributions, etc.) that will develop over the course of its activities.

Such an initiative offers a rich educational framework that we wish to mobilise within the University Masters in Foundations and Practices of Sustainability, whose aim is to train future actors in the transition of our societies towards socially and ecologically sustainable systems. The development of an ambitious collaboration with the Petit Bochet collective represents an unprecedented opportunity to combine theoretical principles with innovative practices capable of responding to the challenges of the transition.

To achieve this, we want to give ourselves the means to create a lasting synergy so that we can pass on tools for analysis and critical reflection, together with know-how that flows directly from our students's in-depth, proactive and interactive involvement in the genesis of this agri-ecological project. In concrete terms, the cooperation will take the form of (1) a series of lectures given by members of the farm (introductory courses on specific themes such as permaculture design, sustainable consumption and production and related issues, sustainable development, etc.), and (2) a series of workshops led by the students themselves; linked consumption and production, energy planning, reflection on the collectivisation of goods, spaces, risks, labour and internal/external working time); (2) as well as on-site monitoring of the work by groups of students.These groups will be set up according to themes of their choice (observation-participation, followed by an oral and written assessment as part of the teaching of sustainability tools and practices).

The project « Mobilité durable : pratiques, aménagements, stratégies » (MoPAS) proposes to transform the master's block course « Mobilité durable et aménagements urbains » based on the following pedagogical objectives:

• Teach the basics of the debates on the transition to sustainable mobility (key figures, scenarios, levers for action) and encourage their critical discussion;
• Strengthen training in the social sciences (understanding modal choices, and more particularly the utilitarian practices of cycling, through discussion of different theoretical and conceptual approaches) through ex cathedra courses but also reading and fieldwork;
• Reinforce training in urban planning through a field exercise (observation, inventory of developments, diagnosis);
• Prepare future urban planners for professional practice (simulating an assignment, using technical tools, working as part of a team, producing a report, giving an oral presentation in front of representatives);

The teaching scenario includes 5 stages: Mobility transition, Modal practices, Arrangements, Situations and Feedback. While the first are based on ex cathedra lectures coupled with discussion sessions, the following give increasing feedback to students to enable learning in an authentic situation (simulated terms of reference on the practice of cycling, as well as improvements and strategies to promote its development).

The aim of this project is to implement a pedagogical approach to the intersection between the flipped classroom and Productive Failure (PF) in a large classroom.

PF aims to get students to come up with solutions to problems related to topics covered later. As these problems relate to concepts they have not yet learnt, students are free to formulate or represent incorrect solutions of varying forms. This upstream reflection allows the student to feel concerned by the concept (and therefore by the solution that follows) and the process of generating solutions leads to the activation of a part of the brain often linked to abstract reasoning that prepares for later learning.

The implementation of the PF approach in the Statistics I class at HEC Lausanne is motivated by several factors: 1. Learning through one’s own mistakes (and those of others) is intuitively easy to conceive, but it’s not often put into practice in the classroom. 2. The effectiveness of PF in the development of deep conceptual knowledge and its transfer has been demonstrated. 3. Once implemented for a class, the approach can be extended to other faculty or university courses.

Concretely, the implementation of the project requires an appropriate digital infrastructure for a large class size. For each concept, the students produce several solutions in class that are automatically transferred to a platform so that significant indicators can be extracted, such as the number and type of solutions produced (graphic or numerical), the words or symbols with the highest frequency, etc. An automatic synthesis of these indicators using Machine learning techniques will enable the teacher to optimally adjust his or her teaching of the concept in question.

The qualitative research tool « Focus group » is one of the tools explored and taught as part of the qualitative methods courses for Bachelor's and Master's students in psychology.

Learning to use this tool is an important skill for future psychologists, as they will regularly have the opportunity to work in teams and/or working groups, whether in the health clinic, in health research or even at institutional or public health level.

There are many books explaining the theoretical and practical bases, but there are few examples of focus group videos that can be used to illustrate practical experience and techniques for analysing the data obtained using this tool.

The aim of this project is to fill these gaps by proposing the production/creation of educational video clips on the Focus group theme that are of good quality and usable in an educational way (analysis of both interactions and content).

In the fourth century BC, when Aristotle was teaching at the Lyceum of Athens, he used to walk with his pupils. This practice, which was a pillar of his teaching, was so important that the Greek word, περιπατειv, which means walking, gave rise to the péripatétic school. Today, as we live in a society that is facing up to the problems associated with old age, we are proposing that walking should once again become a central part of the learning process. The technology offered by smartphones and the exceptionally beautiful campus of the Université de Lausanne provide the essential elements for this experiment.Indeed, as part of the Adapted and Obsolete Physical Activities course, we are proposing to develop an application that contains various educational courses requiring a foot to complete them.

Our aim is to create, through an application, a pedagogical tool offering experiential learning in motion. The application would offer a number of routes around the campus, each punctuated by workstations where students can acquire and mobilise knowledge. Teachers would be able to take advantage of this structure and adapt it to their lessons (inserting content linked to their teaching into the stations) and learners would have an innovative and fun tool combining learning and movement. We want to develop this new tool as part of the Adapted and Obstructed Physical Activity course, whose content is particularly well suited to exercise, as it deals in particular with issues of movement and combating obesity.

As part of a new Research Workshop for the Masters in Social Sciences (Culture and Communication) given every two years, we offer a course in the sociology of artistic work. We use the 112 hours of teaching to create a show with the students and organise meetings with stage professionals, administrators and programmers in order to find out what the students have to say.We use the teaching to create a show with the students and organise meetings with professionals from the stage, administration and programming so that the students have as complete a picture as possible of the issues involved in working on and around the stage. Our aim is to take the projects and professional futures of these students, many of whom are destined for cultural intermediation, seriously.

The 2018 research workshop “sociology of artistic work“ will consist of à creating a contemporary dance and music show with the students. The project will take place in the same venues as the artistic work (partnerships and provision of premises and equipment by the Arsenic Theater Sévelin 36, Vidy Theater and the Grange de Dorigny). The aim of this immersive project is to help students learn about artistic work through a real-life learning-by-doing approach.

Use of video: in a scenic creation, filming work in progress is a procedure that is both common and very important since'It makes it possible to record events and come back to them with performers who would never have seen them if they hadn't been filmed. But for us, in addition to the importance of the walk in the creative process, it's also a question of providing material for ethnographic observation. Finally, we would like to offer the students the opportunity to keep a video blog during the semester, reporting week by week on their experiences, both aesthetic and sociological. Flexibility is a central issue in ethnographic practice, and one that sometimes seemed to be a problem for students in the first year. Using video, we hope to develop students' real ability to objectify their own relationship with the object.

The evaluation of oral productions is a very common practice in university contexts, but students are not always prepared for it in an appropriate way. For training and performing oral tasks (oral presentation in a language course, term paper, oral exam, etc.), recording audio files can be a useful solution in many types of teaching situation. However, it currently poses a number of technical problems in terms of recording, file exchange and format compatibility. In addition, for practical reasons, feedback on these oral productions is usually provided by crit. In order to remedy these problems and to value the spoken word through the spoken word, we propose to develop a resource that allows audio files to be recorded from all types of media (including televisions, faxes, etc.);We are proposing to develop a resource enabling audio files to be recorded from all types of media (including television), annotated orally and by crit (using configurable tags) and this feedback to be easily consulted by the student. This FIP project will make it easier to roll over existing activities and to envisage new teaching scenarios in the various faculties at Unil.

LexicArt is a pedagogical lexicon project being created for use by students of introductory course and placed on Catima, a database generator created in partnership between the Faculty of Arts and the Faculty of Geosciences and Environment.

The aim is to create a disciplinary lexicon not only for the use of art history students, but also for the general public;all students and teachers interested in art history and the specific vocabulary related to this discipline.

The project responds to a clear educational need. As art history is not a core subject in secondary education, new students are often lacking in the vocabulary and basic concepts needed to acquire a broad visual and cultural knowledge (from the Middle Ages to the present day). These deficiencies are compounded in exam tests, especially oral ones, which require lexical knowledge. In fact, what is judged to be a lack of basic knowledge of history and the arts at the time of validation of their bachelor's degree course (especially in the field of ethics) is often the result of lexical and conceptual shortcomings. This is particularly the case for the final exam in introductory course, the reading of works, which is based on the recognition, description and analysis of a selection of works. This examination requires the student to establish a discursive imaginary museum that will enable him/her to relate the image he/she has before him/her to the work of art; he/she has in front of him/her with other known images, and on the other hand a lexical mastery which will give him/her the necessary tools for a precise description of these images.

Of the platforms currently available to students and teachers, there is only one image bank, DILPS. LexicArt not only provides a lexical complement to DILPS, but also enables a dialogue with this image bank and reactivates it through links: from the word to the image, and from the image to the word. In effect, this dialogue offers each individual the possibility of creating an imaginary museum, and therefore of building a personal base of resources that is both polymorphous and rhizomic, adapting to the individual needs of the students. DILPS allows the creation of a basket of images, but does not allow them to be linked to a lexicon. This is why some further development is needed to link the two tools.

In the judicial context, scientific investigation is a complex process in which information management is key. Numerous dimensions need to be taken into account, in particular by identifying the role of those involved in the investigation and the constraints in the field. Cooperation and communication are vital to ensure the success of the investigation.

Taught as part of the Bachelor in Forensic Science at ESC, certain dimensions of scientific investigation are mainly experienced by students during placements in forensic identification departments. They compare their theoretical approach with the reality of the field, which is shaped by numerous influences and demands, including interactions with partners in the investigation (prosecutors, medical examiners, etc.). This first experience under real conditions has left its mark. Students tend to experience a disconnect, or even frustration, between their initial training and their practical experience.

At another level, the use of group work is increasingly common, both as part of the academic curriculum and in professional practice. There is still little support for this use, leaving users poorly equipped to optimise this group experience.

The « Meetings on forensic investigative practice » project proposes to question novice students about their investigative method and réflexions on the premises, during and after their university training. A series of modular activities based on authentic situations has been devised, combining teamwork, feedback, video analysis and a feedback session at the end of their Bachelor's degree.

The course is designed to provide students with an insight into their method and reflections on where they have been during and after their university studies.

By encouraging a critical, self-assessing approach, while at the same time allowing students to learn how to work as part of a team, students are encouraged to deepen their understanding and practice of research;hension and investigative practice, while at the same time developing tools to facilitate more flexible immersion in a professional world shaped by the reality of a demanding field.