Francophone University Association

BackgroundArtificial intelligence (AI) is increasingly integrated into education and health care, raising questions about how students use these technologies and how AI influences their learning. In health education, understanding these trends is particularly important because student learning directly impacts future clinical skills.ObjectiveThis study aimed to explore the use of AI tools by health sciences students at the University of Ottawa. More specifically, it sought to identify the most frequently used AI tools, describe students’ usage habits, determine which tools support knowledge acquisition and skill development, and gather students’ recommendations for effective strategies to raise awareness and train their peers on the responsible use of AI.MethodsA qualitative approach was used with students from 10 health professions who reported using AI in their studies. Data were collected through semistructured interviews and an open-ended qualitative online survey. Inductive thematic analysis within an interpretive paradigm was applied to capture patterns, perceptions, and emergent themes.ResultsA total of 51 health professions students participated in the study. Most were women between the ages of 20 and 29 years. ChatGPT (OpenAI) emerged as the most frequently used AI tool. Students perceived AI as a complementary tool that facilitated knowledge acquisition, skill development, writing, and problem-solving. AI adoption was driven by curiosity, peer influence, and the desire to improve work efficiency. Students critically evaluated AI results, integrated the tools into their learning processes, and emphasized the importance of technical skills, critical thinking, and digital literacy. Peer learning, hands-on demonstrations, and access to online resources were recommended for effective AI training.ConclusionsThis research demonstrates that health professions students actively use AI tools, particularly ChatGPT, to support learning, skill development, and academic tasks. Although AI is valuable as an educational aid and its use varies by student and context, this highlights the need for structured guidance, critical evaluation skills, and peer-supported training. These findings highlight the importance of thoughtfully integrating AI into educational programs to enhance learning outcomes, foster skill acquisition, and ensure responsible and effective adoption.

Health education programs present a wide variety of anatomy educators’ profiles in human anatomy. Anatomy is an essential component of healthcare professional training. However, few studies have examined the professional profile of anatomy teachers and its links to the content taught, the teaching strategies employed, and the assessment methods used. This study aimed to explore the academic backgrounds of these teachers, the health professions in which they teach, the content delivered, and the teaching strategies employed. This work followed the steps outlined by Arksey and O’Malley, as well as the PRISMA-ScR guidelines. Data were sourced from major academic databases, such as Embase, MEDLINE, CINAHL, etc. Five reviewers used Covidence to analyze the articles. Data on teachers and their strategies were extracted and then narratively synthesized. Of the 6,779 studies analyzed, 42 were selected. Teachers held a variety of degrees, including PhDs in anatomy and medicine. Most were full-time faculty members, including professors, lecturers and assistant professors with over twenty years of experience. Teaching strategies combined traditional and modern approaches, and assessments included written, practical, and continuous examinations. This study demonstrated that anatomy teachers do not share a single profile. Teaching strategies need to be adapted to regional and institutional contexts. It is therefore necessary to support these teachers to better meet the contemporary demands of anatomy education.

BackgroundIn July 2025, the WHO African Regional Committee adopted an ambitious strategy to address the 63% rehabilitation access gap through a comprehensive five-pillar framework. However, systematic educational exclusion of rehabilitation in African medical curricula may undermine implementation across all strategic pillars.MethodsAnalysis of the WHO AFRO 2025–2035 strategy implementation framework, complemented by systematic curriculum assessment across Central African medical schools and ethnographic observations from Cameroon documenting current access barriers and workforce knowledge gaps.ResultsMedical schools across Central Africa systematically exclude rehabilitation from curricula, with the University of Dschang representing a rare exception (4 h annually). This educational vacuum generates cascading failures: policymakers cannot prioritize services they don’t understand (Pillar 1: Governance), physicians cannot refer to specialists they’ve never encountered (Pillar 2: Workforce), evidence-based interventions are dismissed in favor of pharmaceuticals (Pillar 3: Service Delivery), rehabilitation needs remain invisible in data systems (Pillar 4: Information), and financing mechanisms struggle to support undervalued services (Pillar 5: Resources). Field evidence reveals patients traveling over 1,000 km for rare rehabilitation expertise, reflecting profound system-level educational failures.ConclusionWithout urgent educational reform, the WHO strategy risks replicating historical implementation failures despite comprehensive policy architecture. Educational exclusion represents not a peripheral concern but a foundational threat to strategy success. Medical curriculum integration offers a cost-effective, scalable intervention that amplifies all five strategic pillars. African health leaders must prioritize educational reform as essential infrastructure, not optional enhancement.

Leukemia, a heterogeneous group of blood cancers, poses significant challenges to global health due to its complexity, diverse risk factors, and variable outcomes. Accurate and early diagnosis is critical but remains a significant hurdle, particularly in low-resource settings. Recent advancements in artificial intelligence (AI) and image processing offer transformative solutions to improve leukemia detection and classification, addressing limitations in traditional diagnostic methods. This study systematically reviewed over 25,000 scientific articles sourced from Scopus, employing a PRISMA-guided methodology to ensure a comprehensive and rigorous analysis. The analysis focused on the application of AI, particularly convolutional neural networks (CNNs), in diagnosing four primary leukemia types: acute lymphoblastic leukemia (ALL), acute myeloid leukemia (AML), chronic lymphocytic leukemia (CLL), and chronic myeloid leukemia (CML). It also examined global epidemiological trends, risk factors, and disparities in healthcare access. Key risk factors for leukemia include genetic syndromes like Down syndrome, environmental exposures to toxins such as benzene, ionizing radiation, and viral infections. Socio-economic disparities and geographical differences significantly impact leukemia incidence and outcomes. AI-based models, especially CNNs, demonstrated enhanced accuracy, speed, and reliability in diagnosing leukemia compared to traditional methods. However, challenges such as data variability, model scalability, and unequal access to AI technologies continue to hinder widespread adoption. AI and image processing technologies hold immense potential to revolutionize leukemia diagnostics by enabling early detection, precise classification, and personalized treatment planning. Addressing critical challenges, including data standardization and equitable access to these technologies, will be vital for global application. This review highlights the transformative role of AI in improving leukemia outcomes and advancing precision medicine worldwide.

ABSTRACTFeminist science education is not a new endeavor but part of a long‐standing intergenerational struggle against exclusion, marginalization, and epistemic violence within science and science education institutions and practices. Despite decades of critical feminist scholarship and activism, science and science education continue to operate through patriarchal, colonial, and neoliberal structures that uphold cisheteronormativity, racism, and ableism, often under the guise of objectivity, neutrality, or equity. This special theme calls for a radical reimagining of science education through feminist praxis that is intersectional, transdisciplinary, and transnational. Drawing on foundational feminist scholars and feminist and critical science education researchers, we center practices grounded in care, collectivity, community, relations, dissensual engagement, and the co‐construction of knowledge that challenges dominant norms. We advocate for science education that foregrounds relational ethics, joy, and critical consciousness, and that supports students and educators in becoming agents of collective social transformation. This theme emerges from a geographically and generationally diverse, interdisciplinary community of feminist scholars committed to confronting the limitations of diversity rhetoric and pushing beyond representational politics. We critique extractive and damage‐based research paradigms and instead invite contributions that make visible “little justices,” resist neoliberal resilience discourses, and imagine feminist kin‐making across borders. We aim to create brave, caring spaces that resist censorship and silencing, especially of scholars whose work engages explicitly with questions of power and oppression. In doing so, we continue the legacy of feminist science education as a field that not only questions how science is taught and by whom, but that redefines what science education can be—politically, pedagogically, and imaginatively. Inspired by bell hook's thoughts, this special theme is an invitation to rethink how we think, teach, write, and speak about science and science education, and to collaboratively construct more just and inclusive futures in and through science.

La Revue Internationale des Francophonies cherche à promouvoir le français comme langue-culture à l’attention (comme lecteurs et auteurs) de ces différentes couches de locuteurs « au nom de la diversité des langues et des cultures » (Hagège, 2006) avec les visions du monde et les ontologies que cette langue structure différemment de l’anglais notamment. Ainsi, la revue promeut l’idée que l’on se fait d’une langue (une culture, une histoire, une vision du monde…) plutôt qu’une langue arrachée de son substrat comme l’anglo-américain quand il devient langue de seule communication. En défendant le français comme culture, histoire… on défend toutes les langues... dont l’anglais.

The Gospel according to Amlie: the apocryphal autobiography of a Personal Jesus) Jesus has never attracted as much interest as he does today, his understanding and portrayal in religious consciousness and literary works making him a central historical figure in Western culture.The search for the "real" Jesus has led to the creation of a Jesus who is a prophet, a hippy, a revolutionary, a feminist and a philosopher, even a Hegelian, a proto-communist and a positivist.In the face of such diversity, it is difficult to discern which is the most faithful.Its mystery remains two thousand years later.But the challenge, particularly for historians, is to present a Jesus who is conceivable, even possible, a Jesus whose portrait has been scrupulously verified by an in-depth analysis of the sources, going beyond the dogma of the "Christ of faith".To create a creative, original and captivating work, contemporary writers must free Jesus Christ from his role as an "antitype", linking him to two major figures, Moses and Elijah, and position him as a conceptual figure or a problematic hero.Contemporary authors are endeavouring to separate morality from theology, with the aim of distinguishing the "historical Jesus" from the "dogmatic Christ", by exploring the unexplained areas of the Gospels, not from a hagiographic but rather from an apocryphal perspective.Their writings focus on the man Jesus in order to question, through an exegetical approach, the multiple roles traditionally associated with his figure.The protagonist of their stories is therefore not Christ, but Jesus, often a "personal Jesus", as evoked in the Depeche Mode song.To illustrate the significance of this syntagm, which seems to encompass the contemporary trend, we aim to study the biblical transposition of the Passion of the Christ in the interior monologue of Jesus in Amlie Nothomb's novel Thirst (2019).

Art and cultural activities have been associated with health benefits. The effects of a physician-prescribed museum visit on the mental health of patients remain to unclear. This study aims to examine the effects of a single visit at the Montreal Museum of Fine Arts (MMFA, Montreal, Quebec, Canada), prescribed by a physician, on the wellbeing and quality of life of patients living in Montreal (Quebec, Canada). The study used a pre-post intervention, non-randomized single-arm, experimental design with prospective data collection. A total of 86 patients (mean age 51.5 ± 17.6, 82.6% female) completed the study. The intervention consisted in a single MMFA visit prescribed by a primary or secondary care physician. Well-being and quality of life were assessed before and after the MMFA visit using validated self-questionnaires completed on a web-based platform including the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and the EuroQol-5D (EQ-5D), respectively. Participants' baseline characteristics were also recorded. There was a significant improvement of both WEMWBS (≤0.001) and EQ-5D (p ≤ 0.002) scores between after and before the MMFA visit. The increase in WEMWBS score was positively associated with self-reported unhappiness (coefficient of regression beta (ß) = 15.15 with 95% confident interval (CI) = [4.30,25.99] and p = 0.007) and the presence an acute disease (ß = 10.76 with 95% CI = [3.15,18.37] and p = 0.006). A physician-prescribed visit to the MMFA was associated with improved mental health. These results suggest that museums could play a valuable role as partners in care pathways for patients in primary and secondary healthcare settings. https://clinicaltrials.gov/study/NCT05445453, identifier NCT05445453.