<< Objectives >>To equip and support teachers in their work and to help students in their learning conditions by improving the academic experience of each.For this, our project promotes the theoretical mastery of the knowledge and exchange methods necessary to address learning disabilities in class with all students in the class. The aim is to improve school inclusion and to support novice and experienced teachers in this work of inclusion.<< Implementation >>A survey of several hundred Belgian and French teachers to determine their needs and prioritiesCreation of 5 self-study and classroom facilitation kits (one per learning disability identified as a priority in the survey. It could be: Dyslexia and Dysorthography, Dyscalculia, Dyspraxia, Dysphasia, ADHD)Dissemination via the partner teachers during the project, via internet and initial and continuing training at the end of the project.<< Results >>Five, at least, free online kits, each with a question for the teacher, two applicable scenarios for the teacher and the students (the target audience is the classes of students aged 10 to 14), resources on learning disabilities, a series of questions and reactions from the students following the tests in the classes and courses of action and answers to extend the constructive discussions with the whole of each class.Exchanges between teachers from both countries.

Initial medical and paramedical training as well as healthcare professionals’ continuing training aim to teach technical and non-technical competences and clinical judgement. To reach those objectives, simulation in healthcare based on the use of low, middle and high fidelity dummies is an efficient educational practice to train healthcare professionals.The project aims to improve professional competences in order to increase the quality of healthcare through the construction of evidence-based validated simulation scenarios and healthcare protocols (Evidence Based Nursing/Medicine) submitted to professionals. Three target groups are involved: students, initial and continuing teachers/trainers, and carers in health services.The project is innovative in its partnership between initial (para) medical training learners and healthcare professionals. Besides, the project aims to develop relevant simulation tools validated by the professional area and supported by convincing EBN/EBM data.The partnership is made up of 5 institutions with expertise in simulation in healthcare (initial and continuing training): HELMo Paramédical (Belgium), project promoter, is a Haute École (non-university college) with a simulation centre since 2014. It is involved among other in the training of nursing and midwifery students as well as in a number of research projects. The University of Medicine and Pharmacy Hatieganu (Romania) is a centre of competences, practices and medical simulation in initial and continuing training. ILumens (France) is a medical university lab of education based on digital and simulation technologies with an initial and continuing training offer. The School of Nursing Care ESEnfC (Portugal) offers the oldest nursing training in the country. It uses simulation and is recognised as a collaborating centre by the WHO for clinical practice and research. It organises initial, advanced, continuing and specialised training. HEG-ISSIG (Belgium) proposes training in nursing care and has a clinical laboratory with an interactive dummy, and the technology for the self-analysis of practices. INFOREF (Belgium), specialised in digital technologies in education has expertise in European project management and coordination. The project is divided in 5 steps, each under the responsibility of one partner: 1. Structuration of the scenarios and development of scenario validation grids2. Identification of real-life problems with professionals and development of relevant and validated scenarios about those topics. 3. Implementation of the scenarios associating learners and professionals, leading to their validation in initial and continuing training and in hospitals. Development of observation and evaluation grids to validate the scenarios. 4. Production of healthcare protocols based on convincing data and their validation by professional areas in relation to the questions raised in collaboration with learners. 5. Formalisation of the project results in the form of a methodological guide translated in all partners’ languages.All those tools are now available for free on the project website and accessible to all institutions that wish to develop simulation in healthcare. All along the project, the website was used to submit outputs and for communication between partners. During the project, partners’ meetings were organised to think together and participate in the construction and validation of the outputs.The conference organised in May 2018 in Brussels gave the opportunity to present the methodological guide, disseminate the project results and to strengthen the communities of exchanges and analysis of practices within the framework of simulation in healthcare.On the long term, the project aims to improve interprofessional cooperation in order to improve the quality of healthcare and patient care, increasing the quality of simulations in healthcare performed in initial and continuing training. It also targets the professional development of carers through the implementation of a discussion platform about simulation practices, and tighter social relationships between healthcare professionals and initial training instructors.Thanks to the project, the partnership was able to identify the main topic of a new project that targets non-technical competences, named CRM (Crisis Resource Management) through a multidisciplinary teamwork in initial medical and paramedical training.

"<< Background >>The “Hospital of the Future” will bring a shift away from the traditional inpatient facilities and processes, and health care providers have made substantial research in how to create the best outpatient structures and processes. This leads to a situation where patients stay only a few days in the hospital, being rapidly released, followed up by remote monitoring and the responsibility of care transferred to other local health care providers, being closer to the individual citizen. This situation makes it increasingly difficult for the university hospitals to embrace the high number of health care students that need practical internships while studying in university or university of applied science. Internships are a very important part of the health care educations, as they prepare the students for the big responsibility they will have after graduation, where they will be working directly with patients. It is therefore of outmost importance that internships are of high quality, building trust within the students, preparing them for the transition from theory to practice, and ensuring that the students do not experience a “practice chock” when the start working in the clinic.As explained above, this situation with little and short inpatient processes, is becoming a concrete challenge for the European hospitals, as they have a huge responsibility for the education and training of future health care professionals, such as medical doctors and nurse students. The education programs for health care professionals are built around theoretical teaching, at the same time as the students must have a close connection to practice via internships. It is important for the students that they receive substantial ""hands on"" knowledge, competencies and skills while studying, so that they do not, after graduation, get into the “real world and experience a sudden ""practice shock"". This situation will also have a heavy influence on the third factor in the sustainability reflections, as too little practice learning while studying, risk to challenge the quality of care as well as patient safety.<< Objectives >>Based on this situation, the overall aim of the HEAL project is to contribute to the European Health Policy and protect the health of European citizens, through the maintenance of a sustainable European health care, by developing high quality teaching of future medical doctors and nurses, making the “Future Hospitals”, and their staff, apt to provide high quality care and maximum patient safety in the future.The specific objective of the HEAL project is to develop, test and propose an innovative framework for high quality internship, that shows the direction for how traditional internships in hospitals can be combined with other innovative learning and teaching methods, that uses e.g. blended learning, peer learning, group work, simulation, online teaching, video training, covert mentoring etc.In an attempt to change the medicine education programme at the University of Southern Denmark, it became clear that the students lack faith that other forms of learning in an internship than the traditional internships together with an experienced doctor or nurse, can give them the learning and knowledge they need. But as explained above, there is an urgent need to find new solutions, and thus the challenge is to find solutions that the students will trust, and experience that they get an equally good education as before - if not better. The HEAL project will work with these challenges and thus the needs of the students to receive high-quality education, including internships, will be met by the introduction of the innovative framework that the project proposes, which will bring the students into the planning of their own internships in order to improve the faith of the students towards the educational programs, and their engagement in new kinds of internships.<< Implementation >>The HEAL Project has 5 concrete activity phases1)Setting the sceneIn the first phase of the project, a needs assessment and a scoping review will be developed. The needs assessment will determine the concrete needs, opportunities, anxieties, promoting factors and barriers related to the introduction of new learning methods that can be a supplement to the traditional physical internship in the future hospitals.The scoping review will collect and systemise existing knowledge about innovative methods in medical education in internships, identifying the barriers and promoting factors2)DevelopmentBased on the needs assessment and the scoping review, this phase will be the development phase, the HEAL project partners will develop the Innovative Framework, which will be a generic process model, which will guide the end users (students, teaching staff and coordinators of internships) through an internship process from planning, implementation, assessment and evaluation. The model will motivate and promote collaboration, dialogue and co-creation among the end users to ensure high quality internships.3)TestingAfter having developed a prototype of the Innovative Framework for high quality learning in internships, a testing period will follow, where concrete internships are organized and executed through the use of the Innovative Framework. A minimum of 60 students will participate in the testing from each country.A concrete testing plan will be developed for each hospital in close collaboration with the target groups.4)EvaluationAt the same time as implementing the testing phase, the evaluation phase will be implemented. As part of the testing phase for each hospital, a concrete set of success criteria and indicators will be listed and evaluated through questionnaires and focus group interviews.5)ConceptualisationIn this last phase of the project, the innovate framework for high quality learning in internships will be fine-tuned, adapted and finalized based on the input from the evaluation phase, and the following aspects will be added to the prototype; policy and implementation.<< Results >>The HEAL project develops 5 concrete project results;1.Needs assessment The needs assessment, hass been elaborated through co-creation workshops between the main end users of the project, being medical doctor- and nurses students, teaching staff in the hospitals and internship coordinators. The needs assessment will provide a solid base of knowledge, which will feed into the development of the Innovative Framework (IF). Being based on input from the end users, we will ensure, from the very beginning of the project, that the IF corresponds to the expressed needs of end users. A very important factor is to work with the confidence of the students, which will be expressed clearly through this exercise and be dealt with concretely in the development of the IF.2.Scoping ReviewThe scoping review will present a systematic overview of relevant innovative teaching and learning methods, and a description of the barriers and promoting factors related to these methods, in case they should be used in blended learning situations as we imagine the future high-quality internships in hospitals.It will provide a solid base of knowledge and information, which will feed into the development of the IF, as the framework will include and present a limited selection of learning and teaching methods, that seems to be relevant and useful, to complement traditional internships as blended learning programs.3.Innovative framework for high quality teaching in hospital internshipThe Innovative Framework is a process model that can be used to co-create together with medical students, teaching staff in hospitals and internship coordinators, high-quality internships for the students while studying in university or university colleges.The process model will be used as a foundation to plan and execute the implementation and testing phase in the project. The innovative framework will be tested within all participating countries engaging a minimum of 60 students in each country, in a double loop learning process, and will, by the end of the project, stand out as a tested and evaluated innovative process framework to organize and execute high quality internships in hospitals based on blended learning solutions.4.Implementation and Evaluation ReportThe implementation and evaluation report will document the implementation and testing phase in each participating country. The report will include; a) a description of the concrete implementation process, b) a quality assessment of the innovative framework and c) an assessment of the students learning outcome. Within each country, 2 times 4 internships will have been organized, executed, documented and evaluated. A minimum of 60 students in each country will have carried through an internship that has been organized and executed using the IF. The report will feed into the development of the policy and implementation recommendations.5.Policy and Implementation RecommendationsA set of national policy and implementation recommendations for each participating country will be developed giving recommendations on how to include the IF as an official part of national health education programs. On European level, the policy recommendations will describe how the experiences from the project can be included in and make a qualified contribution to the Sector Skills Strategy and the Skills Pact for the Health care sector in Europe."

The objective of the Central African engineering schools of the CITAC project is to raise significantly quality standards of their engineering training, implicating actors from society and companies in the conception of adapted curricula to local labour markets.After a first Erasmus+ project called MOSE-FIC on which UCAC was an active member, the CITAC project shifts the leadership to Africa: UCAC will lead the change and brings in three new public and private HEIs from Cameroon and the DRC. As European Quality Standards were chosen as the cornerstone, European experts will provide their experience and insights to the actions decided on from African realities.The activities will lean on the competence-based approach putting the student in the centre of the process (8 curricula reengineered - min. 6 partners of the industrial environment providing insights).Students (3000 directly involved) will benefit from innovative learning methods such as Problem Based Learning, flipped classrooms… Virtual mobility will be supported by the creation of common distance learning activities (200h of e-learning created).Teaching staff (50 concerned-half of them will benefit from mobility) will acquire new know-how in defining learning outcomes and the way to align assessment and course content with them.The governance of the HEIs will be modernised by new rules of continuous enhancement such as assessment of the learning activities by the stakeholders and quality reviews.The local economies will benefit from engineers educated on a strong foundation of scientific and technical skills, combined with personal development work, including engineering ethics and experiences of responsibility in a social context. Thus, these engineers will be able to become leaders for the society, with greater freedom and personal charisma.Finally, for cross-fertilization purposes, the consortium members create and animate a contact cell with all HEIs in the fields of engineering in Central Africa

According to the WHO, one patient out of 300 is at risk of a “wound” or even death while undergoing healthcare, and 70% of medical errors are related to human factors. In order to reduce those risks, European and ministerial requirements recommend integrating non-technical skill learning in the initial and continuing training of all healthcare professionals.Non-technical skills, also called Crisis Resource Management (CRM), are defined in eleven key points: knowing one’s environment, anticipating and planning, calling for help, leadership, assigning workload, gathering available resources, communicating efficiently, using all available information, dedicating attention judiciously, assigning clear roles, using cognitive helps. The European partnership of the SimuCarePro-CRM project has developed an e-learning platform about CRM concepts https://simucarepro-crm.eu/plateforme/. This tool is dedicated to learners’ prior preparation simulation activities. The learning of these concepts using the digital tool and the latter’s impact on initial training are tested and validated by different target groups: last year nursing care, midwifery and specialisation students as well as assistant doctors. This test could only be carried out by the Belgian partners as all in-presence activities were forbidden in Portugal and in Romania during the health crisis. The platform ergonomics and the interest of the modules are evaluated by those target groups with an online questionnaire. The project results are varied: the partnership between paramedical bachelor colleges and universities created academic bridges based on technical/non-technical knowledge learning while working on clinical judgement and simulation methods. The cooperation between the different health training institutions and the development of an interprofessional cooperation to test the scenarios based on the study of CRM helped learn different components of team management during a crisis and improved the quality of learners’ training. The online platform helps (future) health professionals understand CRM concepts before transferring them in simulation activities. During the Covid-19 pandemic, most training activities in numerous European countries turned into virtual sessions. The “SimuCarePro-CRM” e-learning platform anticipates these new challenges and offers an alternative solution to maintain online training opportunities accessible to all in a digital age.Initially planned for two years but extended by six months due to the Covid-19 crisis, the project was developed in six steps related to the above-mentioned activities: preparation, online learning of CRM concepts, CRM concepts identification by each partner, CRM concepts validation during debriefings, analysis and synthesis and, finally, results formalisation.The project has had several significant impacts: learners’ training has been completed with a simulation training that included multidisciplinary team management, which increases their capability to respond in a suitable way to problems encountered in the field. Thanks to the project, instructors could prepare the multidisciplinary approach wished by the partnership between academic poles. Free access to the online platform makes it easier to transfer to other training institutions. SimuCarePro-CRM also contributes to improving practices in team management during an emergency/complex situation and gives hospitals the possibility to call to the training area to develop a reflection on their practice and face problems.On the long term, the project will contribute to: establishing the practice based on CRM as a transversal skill, fostering permanent learning exchanges between health professional training institutions (through the e-learning platform), promoting simulation scenarios focussed on validated CRM concepts, developing the simulation skills of simulation instructors and learners (through the platform), improving interprofessional collaboration in initial training and supporting health professionals’ lifelong learning.