<< Background >>Since the population in European countries is either constant or slightly declining, reproduction is in the forefront of social and health policies with the aim to maintain or turn over reproductive rates. Recognising the complexity of this challenge, European countries try to address the problem in different ways ranging from socio-political steps to health-related measures. Concurrently, trends related to (post-)modern lifestyles and recent challenges (obesity, COVID-19) as well as to less “traditional” patient groups (e.g. 40+ pregnancies, pregnancies after egg donation, pregnant patients with autoimmune diseases, etc.) and challenges related to infertility or multiculturalism are increasingly prevalent. As a result, contemporary reproductive medicine needs to deal with complex situations, which often requires an interdisciplinary approach and the active engagement of allied healthcare professionals, such as psychologists and social workers. Also, the circulation of medical staff has become a norm, resulting in the fact that medical staff often works in realities that are culturally and socially completely different compared to the place of their studies or countries of origin.Still, the graduate and resident medical teaching programme fails to put obstetrics and reproductive medicine in the context of social and cultural challenges, as the teaching material focuses on physiological and pathophysiological processes. This leads to the fact that obstetrics and gynecology specialists often face challenges they are not prepared for. To effectively address such situations, both graduate and resident medical doctor training programmes should become more specialised, broadened and inclusive and help students and medical teaching staff develop respective skills to overcome national peculiarities, and to expand the knowledge beside the standardised EU guidelines on medical training in obstetrics and gynecology.Therefore, three higher education institutions from Central Europe, the University of Pécs as a leadpartner from Hungary, together with the Medical University of Vienna, Austria and the George Emil Palade University of Medicine, Pharmacy, Science and Technology of Târgu Mureş, Romania as well as the Hungarian Society of Obstetrics and Gynecology as an associated partner joined forced with the aim to address these complex issues in their project titled “Challenges of human reproductive medicine in a changing Europe: an innovative professional curriculum for graduate medical education” (COHRICE) by developing a set of innovative e-learning materials for the next generation of medical students and medical teaching staff.In this sense, COHRICE will educate the state-of-the-art medical knowledge on key aspects of obstetrics and gynecology in the context of changing societies in Europe and provide an innovative tool into the medical specialisation programs for resident medical doctors working in the field of human reproduction, while also providing expanded learning opportunity for graduate medical students in obstetrics and gynecology. To achieve this goal, the following project results will be developed:1. Graduate level learning material about the challenges of human reproductive medicine in a changing Europe2. Advanced level learning material for resident doctors in the topic of relevant challenges of reproductive medicine in a changing Europe for Obstetrics and Gynecology residents3. Teachers' Guide for facilitating the application of the graduate and advanced e-learning courses4. E-learning platform for the graduate and advanced level e-learning courses<< Objectives >>The framework of the training requirements in Obstetrics and Gynecology (hereinafter: Ob/Gyn) for resident medical doctors is provided by the so-called PACT document (Project for Achieving Consensus in Training) developed by the European Board of College Obstetrics and Gynecology (EBCOG) with the aim to promote the standardisation of teaching and learning for OB/GYN residents in Europe. The PACT proposes a standardised core and elective curriculum for residents to harmonise OB/GYN education in Europe, with the aim to increase the standard of teaching and to support mobility. We intend to promote PACT suggestions and implement a course for resident medical doctors with an additional focus on socio-cultural trends influencing reproductive issues in our changing Europe. This part of the project would fill the gap in the education of OB/GYN residents concerning medical knowledge.COHRICE aims to make a relevant input to the curriculum of medical students to put their knowledge in context and awaken their interest not only for physical processes but to open their eyes to how changes in societies impact health and health care strategies. This kind of knowledge makes students more innovative, curious and motivated. The project team of COHRICE believes that medical students can only become innovative, problem-oriented thinkers, if their education is interdisciplinary and is embedded in the context of culture and society. This aspect challenges the limits of the conventional approaches to medical education that is unfortunately still very much present at many universities. Through our project results, we wish to contribute to generating an attitude-change towards sensitive issues of human reproduction. We wish to put reproductive problems in a social and cultural context and sensitise the next generation of doctors to engage them in a holistic approach towards reproductive problems. We aim to make aware medical professionals of new perspectives in therapies and diagnostic methods in human reproduction. With our three dimensional approach of education (through disseminating our products among medical students and residents/ teaching staff/ and allied professionals), we wish to improve the preparedness of medical professionals and through that decrease the public resistance toward artificial human reproduction, and motivate meaningful lifestyle changes by addressing public health issues. In doing so, graduate students and resident medical doctors will receive a structured, practical, and up-to-date knowledge on specific, relevant, however less discussed elements of the challenging field of human reproduction. The problem-oriented e-learning materials will contribute to developing their medical skills and the quality of their training, which will allow them to become better trained Ob/Gyn specialists. Also, the medical teaching staff and senior supervisors of the residents will benefit from the COHRICE outputs, as they will receive a free, easily accessible and applicable online training tool discussing complex issues in a diverse and interactive way that they can use and integrate in their teaching practice and courses. The project also aims to raise awareness among allied professionals about certain trends in societies which an effect on reproductive health, as these healthcare professionals are in the frontline of medical service and thus have a significant influence on making high-impact changes.<< Implementation >>The project results to be developed are the following: PR 1 Graduate level learning material about the challenges of human reproductive medicine in a changing Europe coordinated by the University of PécsPR 2 Advanced level learning material for resident doctors about relevant challenges of reproductive medicine in a changing Europe for Obstetrics and Gynecology residents coordinated by the George Emil Palade University of Medicine, Pharmacy, Science and Technology of Târgu MureşPR 3 Teachers' Guide for facilitating the application of the graduate and advanced e-learning courses coordinated by the Medical University of ViennaPR 4 E-learning platform for the graduate and advanced level e-learning courses coordinated by the University of PécsThe aim of the curriculum development is to optimise the structure of the e-learning curriculum and its full compliance with academic requirements. Curricula will be developed at two levels, one for graduate students who have already taken the standard curriculum for obstetrics and gynecology (PR 1), and the other to complement the training for resident medical doctors in obstetrics and gynecology (PR 2). Both will consist of interactive e-learning materials and complementary syllabuses. In the early phase of the project, we will assess the knowledge gaps and needs of medical students and resident doctors by an international survey, which will directly feed into PR 1 and PR 2. Parallel to this activity, a background research will be conducted. These steps will enable us to engage in a transnational discussion about Ob/Gyn training in Central Europe and to produce a targeted first draft of the e-learning materials consisting of 14 modules dedicated to separate topics in Ob/Gyn. A detailed description of the syllabuses related to graduate and advanced training, the different and modularized topics with single lectures, the learning outcomes will be created. These project results aim at developing detailed syllabuses for establishing the structure of the e-learning materials and embedding them into the programs of human reproductive medicine in graduate and advanced education. Syllabuses will be prepared only in English, while the study materials and documents (e-learning materials) will be prepared all languages of the partnership. The graduate e-learning material will be provided as an optional for-credit course. The courses will be offered by the participating universities in all their teaching languages, thus it will be available not only for domestic students but also for international ones. The courses will be piloted at each partner university to gather feedback from graduate students as well as Ob/Gyn residents. The developed material will go under a quality control process from the participating universities, the project’s Advisory Board as well as the associated partner, the Hungarian Society of Obstetrics and Gynecology. This step will result in quality-controlled teaching materials at graduate and advanced levels as well as syllabuses, which are standardised for the three participating countries. Courses will be custom-tailored for the training rules of the given university. All activities will be conducted in a collaborative way among partners. A Teachers’ Guide (PR 3) will be developed to facilitate the application of the e-learning courses. The methodological teaching materials will be developed including distance learning guidance for educators. Following the structure of PR 1 and PR 2, 14 topics will be created and translated in four languages.To make project results available, a Moodle-based e-learning platform will be developed (PR 4). The platform will be installed and all produced materials will be added. To reach the widest audience possible, dissemination activities will be continuous throughout the project. All the participants will organize a multiplier event in their home location with a special focus on their own led PRs.<< Results >>In COHRICE, we will create a complex, novel training material consisting of e-learning courses, syllabuses and a teachers’ guide in four languages that will be available on a Moodle-based platform.The e-learning materials and curricula are expected to meet the needs of resident medical doctors practicing in the field of obstetrics and gynecology providing them with unique and socially useful knowledge via an innovative online, work-based, multi-disciplinary learning model. COHRICE will also provide useful insights for graduate medical students and prepare them for the challenges of modern perinatal medicine. The project will contribute to finding solutions to real-world problems (treating high-risk pregnant women, taking care of patients of certain ethnic groups, dealing with post-modern challenges, e.g. diabetes, infertility, etc.) by increasing the efficiency of medical care and the quality of reproductive health-care services.The presented project will provide open education and innovative practices in a digital area by making the e-learning material available for the next generation resident medical doctors and graduate students. This will contribute to improve the quality of education, in particular support for the use of digital technologies and online education in order to develop pedagogical and evaluation methods. The project will also support higher education institutions and research institutes to contribute to innovation through developing, implementing and testing the effectiveness of e-learning materials in the field of obstetrics and gynecology; and to ensure the reinforcement of education and research, including through partnerships, inter- and transdisciplinary approaches, and strengthening the role of higher education institutions and research institutes in the local, regional and international environment.

<< Objectives >>The goal of this project is to design a course to teach educators in healthcare about simulation. Simulation is an effective way to train healthcare professionals but it is still not widely used due to lack of knowledge and resources. This course will enable HEIs and educators to develop curricula involving simulation by providing a standardized, validated comprehensive training course on simulation in healthcare.<< Implementation >>The project will design and develop the training course, revise the course material thanks to a panel of international experts, deliver the training course as a pilot to 20 educators from 4 different European countries and use the collected feedback to further refine the course. This will all be possible thanks to the cooperation of the 4 partners (3 HEIs, 1 Company) and the 2 associated partners.<< Results >>The course will span around 80 hours, covering all the aspects of simulation in healthcare education providing the theoretical background but also practical exercises. Traditional and new technologies (VR) will be illustrated with an eye for low-cost alternatives and cost-efficient solutions. All of this, summarized in the course Handbook, will be freely available on the project web portal and be a reproducible course that will foster the adoption of simulation in medical education curricula.

In 1988 Dr. Dweck sparked interest in researching mindsets by showing that those who believe their abilities are malleable (i.e. have a “growth mindset”) are more likely to embrace challenges and persist despite failure than those who view their abilities as non-changeable (i.e. “fixed mindset”). Growth mindset (GM) students seek out better feedback, persist for longer, cope better with transitions and develop better self-regulation. GM reduces stress in students, promotes wellbeing and emotional functioning, improves self-esteem, learning orientation, reduces helplessness and is linked with grit and pro-social behaviours. Research supports the idea that educator mindsets may influence the way they respond to students, which in turn has an impact on the students’ outcomes.This project aims at developing GM by university level teaching personnel (university educators) and consequently their students. GM is an evidence-based teaching practice, which improves the quality of teaching regardless the level of education.The objectives of the project are to help:1.improve continuous in-service training opportunities for tertiary educators to build their competencies for developing a GM of their students;2.GM faculty classroom culture by increasing the number of educators using GM concept in their practice;3.availability of free hands-on creative and inspiring activities for GM for lecturing at the university level;4.increased self-efficacy by university educators’ regarding their impact on students and on society;5.increased self-efficacy by university students’ regarding their studies and knowing how to transfer their KSAO to employment.The project will directly include university educators and university students as main target groups. Multiplier events will be aimed at teaching personnel (220 participants), webinars will be held for students (as this will be a widely disseminated online content, the number of participants is not known, but will exceed 300). Short-term joint staff training events will be held for around 50 participants. The developed materials will be disseminated for free in five languages, thus additionally reaching a large number of teachers and students. Students will also be indirectly included in activities when teachers-participants of events will carry out new methods.Stakeholders to whom we will disseminate the project results will be indirectly included, e.g. policy makers, NGOs, education associations, education institutes.Our activities:•four intellectual outputs (IO) with a focus on easily available and practice-driven evidence based lecturing methods (a digital collection of tools for educators, a continuous professional development course for tertiary educators, a best practice compendium and GM webinars for students).•Four short-term joint staff training events for project partners (GM tools in motivating students, How to develop a GM in distance teaching, GM and university - industry knowledge transfer and GM in university lecturing).•Four multiplier events titled “GM in university teaching” (one per country).•Two transnational project meetings (kick-off/closing meeting).The methodology used will adapt to each activity and will include all/some of the following: needs outlining; review of literature …; content development and testing; data collection; implementation; content finalization; translations; evaluation; dissemination. In activities we will use flipped and experiential learning, hosting and design thinking methods, blended approaches to learning and other student-centred methods.Project management methodology will be used to ensure a smooth implementation of the project, also using online cooperation and communication tools.Together with the four IO, the tangible project results include more opportunities for continuous professional development; content in 5 languages; new pilot courses; an e-learning platform; educational and promotional materials (e.g. presentations, articles, social media posts, infographics); evaluation reports. Some of the intangible results are an increased quality of teaching, transnational learning/exchange of best practices and collaboration on the project; an increased capacity of project participants to operate in an international environment; international information, guidance, coaching/counselling activities; learning from real life cases; cross-sectoral cooperation (NGOs and universities).Long term benefits and sustainability of the include: the developed IO and content will be publicly available online in five languages, ensuring that interested parties can access them after the project ends. Developed courses and workshops can be carried out in the future, reaching a larger number of teachers and students. Teachers that will be involved in the project will continue to use their gained knowledge for future generations of students, reaching hundreds of students in each country and extending the GM.

<< Objectives >>The TWIN 4.0 main aim is to boost the capacity of manufacturing SMEs for twin transition by equipping them with comprehensive training and thus raise their awareness on the need of this transition.The specific objectives are to:+enable manufacturing SMEs to adopt a sustainable approach towards digitalisation;+create prerequisites for boosting green, digital skills & competencies of manufacturing SMEs’ staff;+strengthen VET–business collaboration with regards to supporting twin transition;<< Implementation >>The project implementation phase is structured in five work packages (WPs): project management; dissemination and exploitation and three WPs focused on the development of the project core results. Each of the result-oriented WPs follows identical stages: 1)Planning stage2)Research and Development stage3)Validation of quality through testing with target groups4)Refinement & Finalization<< Results >>The project objectives are directly linked to the 3 main results that TWIN 4.0 project will aim to produce, as follows:R1: TWIN 4.0 environmental impact audit tool R2: TWIN 4.0 transition training course R3: TWIN 4.0 transition guidelines for VET providersThe expected impact of the TWIN 4.0 results application will be raised awareness and boosted capacity for twin transition of the manufacturing industry.

"<< Background >>Several studies suggest the next decade will be critical for immediate action to avoid ""long-lasting and irreversible"" risks to humans and ecosystems. According to WHO predictions, due to climate change's multifactorial health impacts, 250,000 additional deaths are estimated per year between 2030 – 2050. Moreover, the increased incidence of the recent infectious and chronic diseases and new ones' emergence is also expected. Consequently, climate change presents unprecedented health risks and requires urgent attention to address them. In addition, reducing climate change-related health risks contributes to achieving Goal 3 of the UN Sustainable Development Goals, namely to ensure healthy lives and promote well-being for all ages. There is a general agreement that improving climate awareness and the knowledge related to climate change's health impacts are essential among medical students. In 2015, in the Health Educators Climate Commitment declaration, representatives of 118 universities from 15 countries expressed their commitment to ensuring the conditions that help future health professionals acquire the knowledge needed to control the health risks of climate change. In 2018, the Standing Committee of European Doctors, an organisation of European national health organisations, made a professional case to EU decision-makers to add “knowledge on the impacts of climate change” in the training of health professionals. Currently, in the curricula of most medical schools, the health-related impacts of climate change represent a peripheral part: according to a 2019 survey, only 15% of the 2,817 medical schools globally have a course that teaches climate change and health topics. In contrast, there is a growing demand from medical students that medical schools integrate climate change and health issues into curricula. Considering climate-change medicine is expected to emerge as a specialised medical activity shortly, it is necessary to begin preparing current medical students as soon as possible.Climate change and all its impacts, including health impacts, are felt around the world. Consequently, it is a pressing challenge for all medical schools to tackle teaching on the health impacts of climate change. Clinicians accept that climate change increases health risks by placing extraordinary stresses on human health. People remain vulnerable to massive natural disasters that weaken individuals' and communities' resilience and adaptive capacity. Consequently, it is expected that the number of patients in national health systems will increase significantly due to the adverse effects of climate change.The CLIMATEMED project, with its learning material development and training design activities, can strengthen the medical universities' capacities to ensure up-to-date knowledge of how climate change can endanger human health and how physicians can deal with these novel health challenges.<< Objectives >>The purpose of the CLIMATEMED project is to: (1) create a new curriculum on climate change's health impacts for medical schools, with particular attention to the preventative measures of these impacts; (2) promote climate change and health as a horizontal priority in the curriculum of medical schools across Europe, ensuring academic staff are aware and trained in the concept, and thus securing its place at the forefront of medical school teaching; (3) support practising medical doctors to increase their knowledge of the health effects of climate change, with particular attention to the possible preventative measures against these impacts. By achieving all these objectives, we want to emphasise the relevance of climate change-related health challenges and promote the introduction of education on the health effects of climate change in as many medical schools in the European Union as possible. The English, Hungarian and Romanian language versions will contribute to achieving this goal. Due to the language similarities, the Serbian version will contribute to supporting this aim in the Balkan region of Europe. In addition, the CLIMATEMED project also aims to contribute to the attitude formation of current and future doctors. Doctors and other health professionals have a crucial role in shaping the public's attitudes to various health risks. We, therefore, aim to help professionals understand the importance of ever-changing environmental risk factors and communicate this to the public. All these tasks require medical students, as future doctors, to acquire adequate knowledge of the health impacts of climate change as part of their undergraduate training. To this end, medical school curricula should be developed to include climate change and its impact on health. It is also essential for practising doctors to be equipped with knowledge about climate change and health to improve the knowledge they have already acquired. The CLIMATEMED project intends to contribute to achieving these objectives.Current academic staff also play a significant role in ensuring climate change-related health problems are integrated into medical schools' curricula. Therefore, we also want to achieve an attitude change among professors and lecturers. To this end, we are developing a training programme that will help put climate change and health into the focus of academic staff's attention and thus into the medical curricula as a horizontal priority.All in all, our overall aim is to help fill the gap between the predicted demand for healthcare due to climate change and the current knowledge taught at medical school. In addition, developing our outputs will directly assist the universities participating in the CLIMATEMED project (UP, UCC, UMFST) to address this challenge and provide the material for all universities in the European Union and beyond to continue to deliver this much needed education in their medical curricula upon completion of CLIMATEMED.<< Implementation >>The project includes four main work phases: the first phase focuses on the preparatory work for the development of outputs. The activities include collecting data and information from members of the target groups on what they know about climate change and health issues, what their needs and suggestions are for integrating this issue into the curriculum of a medical school. The second phase will be devoted to the development of outputs such as (1) New curriculum and learning materials for medical students on climate change's health impacts – will be led by UCC with the inputs and review of UMFST, CHESS, NPHC and UP. This output will include a detailed curriculum for a lecture series, the modularised topics of the lectures, and associated learning materials. The Curriculum will be prepared in English and translated to Hungarian, Romanian and Serbian. The learning materials and documents and e-learning version will be created jointly. (2) Training and education materials for academic staff of medical schools – will be led by UMFST with the inputs and review of UP, CHESS, NPHC and UCC. This output will contain a detailed guideline of the education and training programme for academic staff, including an action plan, methodological support, training objectives, exercises, multimedia contents and assessment tools. All will be prepared in English and translated to Hungarian, Romanian and Serbian; the associated materials and e-learning materials version will be created jointly.(3) Teachers' guide on how climate change-related health topics can be integrated into the curricula – will be led by UP & UMFST with inputs and review by UCC, CHESS and NPHC. The Teacher' guide will include distance learning guidance for educators and will be prepared in English and translated to Hungarian, Romanian and Serbian; the associated materials and e-learning materials version will be created jointly. (4) Training materials for medical doctors' postgraduate learning programmes – will be led by CHESS & NPHC with inputs and review by UP, UMFST and UCC. The training materials for medical doctors' will be developed, including distance learning guidance for educators, and will be prepared in English and translated to Hungarian, Romanian and Serbian; the associated materials and e-learning materials version will be created jointly.In the third phase, the outputs will be piloted. The volunteers from the contributing universities and other universities will be involved in this pilot testing. At the end of this pilot phase, we will invite the volunteers to assess the outputs they were involved in. The fourth phase is the finalisation of the outputs based on the participant's opinions and evaluations. After that comes the development of e-learning materials.In addition to these phases, dissemination and communication activities will be carried out throughout the project. News on the project will be supported by regular press releases on the progress of the project. Dissemination will include publication of papers in scientific journals, presentations at conferences and other professional events. The CLIMATEMED project's website and the dedicated social media channels will also be used to provide up-to-date information on the project. All these activities are planned to be implemented during the project period.<< Results >>The CLIMATEMED project aims to create four outputs. Outputs will target the project's target groups. The target groups of the CLIMATEMED project are medical students, academic staff and practising medical doctors. The outputs by target groups are as follows: (1) for students: is a semester-long lecture series and the associated learning materials on climate change's health impacts with particular attention to the possible preventative measures against them. It will be available in English, Hungarian, Romanian and Serbian languages. (2) for academic staff: a training programme and the associated training materials. The main objective of the training is to raise academics' awareness of the phenomenon of climate change. The training consists of two training days, one week apart. (3) also for academic staff: a Teachers' guide to help academic staff integrate climate change and health into their current curricula. (4) for practising medical doctors: postgraduate training material including a curriculum and exercises that can be delivered twice in a 90 minutes long lecture/seminar. This output will help practising medical doctors update and expand their knowledge on the health impacts of climate change and the possible preventative measures against them. The developed outputs will also be available digitally and as e-learning materials on an internet-based site for interested health professionals. This open-source knowledge material can strengthen the competency of various health professionals to address new challenges related to climate change.The new course could help improve the training of medical students and encourage them to become specialists in climate health. Furthermore, future doctors will be better prepared to tackle the health challenges associated with climate change. An additional impact could be raising medical students' awareness of the multifaceted nature of climate change's effects and emphasising that addressing the associated problems requires a holistic approach. We aim to strengthen collaboration between partner universities and promote future cooperation on climate change and health and related issues.As a result of the training, academic staff will become more open to the health implications of climate change. This will make this issue part of the curriculum in medical schools. Medical students can therefore learn more and more about the different aspects of climate change in the mandatory lectures and seminars. It may encourage and motivate students to identify this knowledge and pay more attention to the further development of this professional position during their studies and hopefully future work.The transfer of knowledge through postgraduate training may result in practitioners becoming more open to the health impacts of climate change. It will enable them to identify and address climate change-related health problems more effectively and treat their patients more efficiently. The knowledge gained during postgraduate training can also help practitioners provide their patients with advice that will help individuals increase their resilience and protect themselves against climate-related health risks. In addition, practitioners will be encouraged and motivated to recognise and detect signs and symptoms of the health effects of climate change in their future work and be prepared to treat them.In addition, the outputs of the CLIMATEMED project will make it easier for medical universities in the European Union to integrate climate change and health issues in their curricula and support it as a horizontal priority act."