Abstracts 2020

The training of future doctors is structured around a first Bachelor's level devoted to teaching fundamental disciplines, clinical skills and the humanities. The second Master's level is dedicated to teaching pathologies and clinical immersion. During the first two years of the Master's degree, students complete work placements in various hospital departments, lasting 1 to 4 weeks.

Between 2018-2020, an increase in the number of students is planned to gradually increase the number of doctors trained. This increase necessitates a rethink of the content and modalities of block courses, in order to accommodate more students, more frequently, and optimise their integration and acquisition of objectives.

The «emergency medicine» block course enables the students to be integrated into the department and to be introduced to emergency medicine over the course of a week. This block course, which is greatly appreciated by the students, is part of the training of future doctors, who will have to spend their first few years in emergency medicine;Its aims are to:

To provide first-line care in emergency situations in hospitals and outpatient clinics. Its objectives are:

1. Understand the organisation and operation of an emergency department (initial triage, sectorisation of care or waiting areas, prioritisation of cases, response rooms, key functions)
2. Understand the specifics of the medical-surgical management of patients·e·s in the emergency department
3. Learn to evaluate a patient according to ABCDE logic
4. Learn to carry out a targeted anamnesis and status according to the reason for consultation and the degree of urgency
5. Learn the basics of clinical diagnosis in order to complete a differential diagnosis, assess the urgency of the situation and initiate appropriate treatment

The CHUV's Emergency Department sees more than 60,000 patients a year, and has a large technical platform in terms of human resources (250 staff), investigation capacity and architectural space. The functional organisation and management of patient flows are highly codified and structured into different care and waiting areas. One of the difficulties for the students is to obtain, over a very short period of time (the block course lasts only 1 week), a good vision and understanding of the organisation and operation of the department, as well as its architectural organisation.

These courses contribute to the learning conditions in the Emergency Department by ensuring a better understanding of the system, greater ease in participating in care activities and collaboration with doctors and nurses, as well as preventing feelings of insecurity induced by arriving in an unfamiliar and stressful environment.

The aim of this project is specifically targeted at objective no. 1, by offering medical students the opportunity to understand the functional organisation of the emergency department at the hospital;functional organisation of the CHUV's Emergency Department through a «serious game» faithfully reproducing the department's architecture, organisation and key functions.

The microbiology taught in the 2nd and 3rd years of a Bachelor's degree in medicine is based on two main areas of learning. Firstly, there are general concepts that need to be understood and understood, such as the notions of virulence, resistance, modes of transmission and infectious risk factors. On the other hand, there are a number of microbes and their characteristics to learn, representing a basic microbiological vocabulary. These two types of knowledge provide future clinicians with the necessary foundations for understanding the pathogenesis and diagnostic and therapeutic approaches to infections.

A large proportion of students see learning this ‘vocabulary’ as ‘rote’ and boring. Faced with this observation, our project proposes an approach based on a card game. The aim of the game is to make it easier to learn about the 50 main microbes of medical importance in a fun context, while at the same time integrating general concepts. What's more, the cartoon-style illustrations provide a visual anchor for these microbes. The game will also be complemented by learning cards based on the illustrations in the game. Together, this system will offer different learning methods to help students discover these microbes and assimilate in-depth knowledge about them.

The main steps identified for this project are:

• determine, in consultation with the teachers involved, which microbes should be included in this game;
• develop a fun gameplay incorporating general concepts such as various modes of transmission and risk factors;
• to establish illustrations that are stylised but scientifically and educationally relevant;
• integrate these illustrations into learning cards.

These developments are made possible by our experience and contacts established during the recent production of Krobs, a game for the general public about microbes.

The project aims to adapt a prototype of the board game, initially intended for the general public, to university teaching. Its aim is to support the Introduction to Computer-Assisted Drug Design courses currently given at doctoral level and probably soon to be given at Master's level in the Faculty of Biology and Medicine at UNIL.

Although these courses are focused on the scientific and technical aspects of the discovery and development of molecules for therapeutic purposes, there is a clear need for a new approach;Until now, there has been a clear need among students to acquire knowledge about the strategy and processes involved in making these molecules available to patients. Until then, space had been allocated to informal, unstructured discussions, which only partially met this need by addressing issues such as accounting, risk management and decision-making criteria. The integration of a dedicated board game would enable these topics to be addressed in an effective, coherent and accessible way, given the limited time available. The student will then be able to link the different aspects of research taught in a realistic and immersive scenario. This format also ensures the sustainability of the tool and its transferability to other courses and institutions.

The diversity of viewpoints on the drug as well as on the complex processes underlying its discovery, development and finally its availability to the patient is undoubtedly an important added value that UNIL can provide to future researchers. To this end, the project will benefit from the foundations laid during the development of a game aimed at the general public and from the experience of those responsible for popularising science. Nevertheless, adapting the game for university use in terms of level, interest, playability and pedagogy requires human and financial resources, which are the subject of this proposal.

The aim of the SimInFo project is to set up an IT tool to simulate all the stages of a forensic investigation, from the crime scene to the presentation of the evidence at trial, via the presentation of the evidence to the court. The aim is to set up a computer tool to simulate all the stages of a forensic investigation, from the crime scene to the presentation of the evidence at trial, via the laboratory analysis of the exhibits seized.

The tool will enable students of the TP «forensic practice», taking on criminalist roles, to move through successive stages of an investigation, via different types of tasks, such as; advice to magistrates (exercise in reflection and argumentation), analysis of evidence (practical exercise in the laboratory), or exploitation of results from the laboratory (exercise in processing and interpreting results). The tool will be developed in such a way that it can be used to:

• A tool for visualising locations (e.g. via photogrammetry or 360° photography), pièces-&à-convictions, results (e.g. traces and prints) and reports (e.g. state of the scene or autopsy reports) that will allow immersion in the case,
• An interaction tool that allows students to progress through the various stages of an investigation, rather like serious games,
• An interaction tool that allows students to progress through the various stages of an investigation, rather like serious games,
• A tool for monitoring the operational choices and reflections of students, which will enable supervisors to follow the progress of students as they learn. This information will also make it easy to compare students' answers/proposals with one another and will therefore provide interesting material for generating discussions with them.

The main objective of the pedagogical innovation fund will be to set up the IT tool, either by using available software or by developing it. Secondly, a first case will be created. This will involve creating a scenario and collecting the various documents required, including, but not limited to, a visualisation of the crime scene, illustrations of exhibits, photographs of traces and fingerprints and forensic reports. As far as possible, these documents will come from a selection made from the numerous reports made by the students during the practical work. From the outset, the tool will be designed in such a way as to enable it to be enriched from year to year by the addition of new cases, the creation of a new database, and the development of new tools adding new cases, created from work produced by students during other practical sessions or by documents from actual cases.

ARCHAS is the new teaching structure of the reinforcement programme (30 ECTS) launched by UNIL from the autumn semester 2020 to meet the needs of the MA SPEC Dramaturgie et histoire du théâtre» programme in French-speaking Switzerland. It will offer annual training in applied research and writing in the history of theatre. Its aim is to provide an understanding of the concrete conditions of the old representations and to use them to propose creative interpretations that are adapted to the present day.

The workshop will open with a talk by an invited researcher or director, who will present a test play, a problem or an idea;In this test piece, a practical interpretation problem is posed by the history of the theme and by the changing conditions of play and performance in the past and today. After the lecture, research sessions will be devoted to collecting and analysing documents that will provide a historical context for the problem and the play that serves as the basis for its study: Old editions, images from the period, testimonies from spectators. They could also be used as the basis for a visit to a heritage institution (libraries, archives, museums, etc.). The results of the survey will feed into the creative workshop. The participants will try out various staging hypotheses to solve the problem posed. Their work on the set will be supported by tests in an immersive virtual reality programme. This will enable them to experiment with some of the special features of ancient plays, such as the space available for the actors, the lighting and voice effects, and the more or less invasive presence of the audience. The resulting production will be captured on video during the final sequences.

Video, podcast of the conference and working documents will be posted online on a digital platform. The platform will make ARCHAS's work accessible and may eventually provide teaching resources for universities specialising in the performing arts.

As linguistics becomes a more mature and empirical science, the need to obtain quality experimental data to validate or disprove theories increases.

It is more difficult today to be a linguist without an experiential background. It is therefore necessary to train students at our university in this methodological shift and enable them to supplement their theoretical teaching with training in the collection and analysis of data using questionnaires. With this in mind, we are proposing to develop, with the help of the Fonds d’innovation pédagogique, an online platform for developing and administering language questionnaires. The aim is twofold. The platform could be used in teaching to test hypotheses on the basis of students' answers, thus giving students a concrete example of how a theory is developed and tested. Secondly, the students would take the tool in hand themselves to test their own hypotheses, by administering questionnaires to the target audience.

Our project arose from the observation that there is currently no online platform that is free, adapted to the specific needs of linguists and easy to use for both teachers and students. To make up for this shortcoming, our project proposes to add to an existing platform (LimeSurvey) a set of functionalities specific to the needs of linguists in the digital age. To make it easier to get started, interactive tutorials will be created to guide students step-by-step through basic experimental scenarios, which they can then adapt for their own research once they are familiar with the tool. The LimeSurvey platform has the advantage of being free and open source and of being supported by an active community. Students who learn to use this tool will not only benefit from it at university, but will also be able to continue using it in their future careers.

This FIP project proposes to use the process of producing a short film as a teaching, learning and assessment tool in the context of MA social science teaching. The film is used as a tool to encourage student creativity and the acquisition of theoretical knowledge and analytical, transversal and technical skills.

The aims of the project are as follows: to facilitate the autonomous acquisition of theoretical and empirical knowledge through the production of a video; to develop practical skills in the field of analysis and visual production; and to practise the transposition of this knowledge into other registers for a wide audience. The teaching scenario includes the development, production, analysis and presentation of a film production. It includes sessions for reading and analysing visual productions, film workshops and technical support for video production, talks by experts in the social sciences, the humanities and the humanities;o production in the social sciences, the development and presentation of films in groups, a study day on film production in the social sciences and a reflection phase on the learning process. The added value of the project lies in the fact that it encourages optimum acquisition of theoretical and empirical knowledge and technical tools in the context of transposing a specialised message to a general audience; to develop a critical approach to visual productions; to encourage collective work and creativity; and to enable participation in a process of reflection on learning through film. The script also includes several forms and moments of feedback.

With this training à their assets the étudiants·e·s are well équiacute;·e·s for the fields of communication, journalism, teaching, diplomacy and the associative – fields privilegedégi;s by the étudiants·e·s in international relations. To ensure the sustainability of the project, it is planned to develop the educational scenario of producing short films in the context of an MA course and to set up a one-off collaboration with the Maîtres de la Caverne. Thanks to the development of pedagogical tools and a scientific article that presents the pedagogical rationale behind the project, we are now in a position to present the results of our research;marche pédagogique, le scénario pédagogique de production filmique pourrait &eecircu;ealement adopter&e in d’autres enseignements.