ContextAdvanced therapy medicinal products (ATMPs) is a class of innovative therapeutics which includes gene, cells and tissue engineered products. ATMPs offer unprecedented promise for the long-term management and even cure of diseases, especially in areas of high unmet medical need, such as cancers and haematological, ocular, neurodegenerative and genetic diseases. However, the translation from research into patient benefit faces many challenges and requires the involvement of many stakeholders (including academic start-ups, biotech industry, regulatory agencies). For ATMPs to fulfil their potential, specific skills and knowledge in four key areas need to be available in the workforce, which are currently lacking: manufacturing, clinical trials, regulatory approval and reimbursement.ObjectivesThe main objective of the project is to support early career researchers in developing currently missing scientific knowledge, transversal skills and competences to meet the key challenge areas existing in the ATMP development cycle. By establishing an innovative and focused learning programme, ADVANCE aims at establishing a strategic partnership between key players from education, research and industry that contribute to innovation of ATMPs to jointly develop curricula for early career biomedical professionals.ParticipantsThe “next generation of ATMP developers” – i.e. early career biomedical academics (PhDs, Postdocs), including doctors in training, clinician scientists and SME-based professionals, who are considered to be an important component of the labour market and the critical intermediaries of the ATMP development pipeline - are the core target group for the three-stage blended learning programme foreseen by ADVANCE. Activities and outputsThe three-stage blended learning programme consists of three complementary and interconnected modules all addressing key challenge areas in ATMP development : (1) online course (for teaching “basic” scientific knowledge); (2) webinars (for in-depth scientific knowledge and skills, combined with career coaching; and (3) face-to-face workshops (for training transversal skills and competences). Both the webinars and the online course will be free of charge and available to a broad audience. The three curricula (IO1-3) will be complemented by digital credentials (IO4) and a sustainability plan (IO5). MethodologyThe project methodology for developing the courses is based on the ADDIE principle – an instructional design model – consisting of 5 interrelated steps that will be implemented in the project accordingly: 1) Analysis; 2) Design; 3) Development; 4) Implementation; and 5) Evaluation.1. During the Analysis phase, learning objectives for the courses will be defined based on a previously established competency profile (within the Erasmus+ funded C-COMEND project) for scientists involved in medicine research and development, including ATMPs, to ensure matching with labour market needs.2. During the Design phase, the consortium will design the curricula of the courses based on the established learning objectives. The curricula will apply multi-competency training and Bloom’s taxonomy will be used to classify educational learning objectives into levels of complexity.3. During the Development phase, the content of the training activities will be designed, including interactive learning methods which promote the transfer of course content into observable competencies and cater for different learning styles. 4. The Implementation phase will consist of the delivery of the online course, the webinars and career coaching sessions as well as the workshop programme.5. In the Evaluation phase, the feedback obtained from participants as well as faculty, organisers and project partners will be used to optimise the second delivery of the online course and workshop cycle.Envisaged results and impact:• Outputs available to a broad audience (aim online course 500, webinars 700 and workshop 60 participants).• Enhanced quality and relevance of competencies and knowledge to the labour market in the biomedical sciences.• Improved course participants' career opportunities and employability in the field.• Fostered interaction between research, education and innovation.• Supported mobility between countries and between public & private sectors.Longer term benefits:• Increased European competitiveness of ATMP development.• Increased number of scientific ideas turned into innovative products bringing growth and jobs to the European economy.• Strengthened public-private strategic partnership and collaborations in the field of ATMPs.• Improvements in public health due to better trained professionals who will drive effective and accelerated ATMP development and offer safer and affordable treatments for patients with high unmet medical needs.

INTEGRITY’s innovative approach aims to empower students in responsible research: using RCR INTEGRITY will build a teaching philosophy that underpins comprehensive research integrity training. RCR will incorporate the conventional concerns of FFP (Fraud, Falsification and Plagiarism) and questionable research practices (QRC), yet use a new orientation, namely the empowerment of students. This is vital and innovative because today’s students will encounter dilemmas that current practice cannot yet foresee but need equipment for. INTEGRITY will develop an interactive curriculum with compelling and effective tools that will be co-created with students, using key values, namely Transparency, Honesty and Responsibility. It will include innovative training and mentoring for influencers and will experiment with nudging techniques for effectiveness. INTEGRITY will build capacity in a scaffolded manner, targeting different student group levels, and will deploy training in formal, non-formal and informal contexts and cover the full range of scholarly disciplines, including computer sciences technical studies, social sciences and humanities.

GRIP on MASH will address the unmet public health need of reducing disease burden and comorbidities associated with Metabolic dysfunction-Associated Steatotic Liver Disease (MASLD). Together with seven medical technology, pharmaceutical and biotechnology companies, we will devise a sustainable and scalable GRIP on MASH Platform that will enable access to at-risk patients developing or having MASLD through the early detection of this condition at the primary care level. This Platform will allow A) the early detection of patients with MASLD: distributed in 12 European Centers of Excellence (CoEs), 10,000 patients at high risk of MASLD - defined as patients with type-2 diabetes mellitus, metabolic syndrome, obesity or arterial hypertension - will be screened and characterized; B) better patients’ stratification: the Platform will comprise artificial intelligence-based decision support tools that will make use of existing and novel biomarkers/biomarker combinations. Their predictive accuracy will be tested at the primary care level; there we will perform multi-OMICs analysis (proteomics, lipidomics, metabolomics, genomics, metagenomics and fluxomics) in fasted blood samples and we will explore imaging biomarkers/organ-on-a-chip to find future non-invasive diagnostic alternatives for the current standard (liver biopsies); and C) personalized lifestyle advice, by exploring evidence-based lifestyle features and the effect of nutritional recommendations: among the cohorts at the CoEs, we will use validated questionnaires to assess physical activity, diet, sleep, smoking, alcohol consumption, and perception of stress. Integrating patients’ perspectives with the participation of two patient organizations, the trustworthiness and sustainability of our GRIP on MASH Platform will be assessed by investigating potential economic, ethical and regulatory barriers to its future adoption. GRIP on MASH will change healthcare practice in MASLD and reduce the disease burden for patients.

The megatrends are clear: people living in Europe will be older, more stressed and unhealthy, living in urban areas, and threatened by climate change effects with ever increasing immigration from developing nations. Agriculture, Forestry, Urban Planning and Environmental (AFUE) HEIs need to embed increasing health and social needs into their paradigms, teaching and business models. The health and social sectors also need to avoid the silos approach and adopt holistic thinking in achieving social and health challenges. Green infrastructures, social agriculture and forestry, rural tourism and wellness are some of the emerging business and research sectors that are providing cost-effective solutions to these emerging trends that are having a considerable impact on European policies and economy. The GREEN4C alliance aims at increasing Europe’s innovation capacity among universities and businesses by promoting green and natural approaches to health and social care. It will do so by: • facilitating the exchange, flow and co-creation of knowledge among universities and business coming from two key sectors that often fail to cooperate: the social-health and environmental sectors.• promoting a new, innovative and multidisciplinary global blended training course to embed health and social challenges into Agriculture, Forestry, Urban Planning and Environmental universities. • stimulating an entrepreneurial skills and attitude among students, researchers and young entrepreneurs to provide the public and private sectors with innovative and cost-effective solutions to health and social care by using natural resources. The project will focus on the countries of Italy, Romania, The Netherlands, Ireland and Austria. Results will have a strong EU-global dimension and transferability potential, capitalizing on existing wide university-business networks, the partnership with the University of British Columbia, and the European Forestry Institute an international research and

Research misconduct compromises scientific integrity and diminishes public trust in science. Universities worldwide are increasingly aware of the need for safeguarding responsible conduct in research, as appears from the fact that many universities have endorsed a code of conduct, such as the European ALLEA Code.Codes of conduct are helpful to inform students and researchers about responsible research practices, but without an implementation strategy, they are unlikely to change behaviour. Moreover, incentivising proper behaviour takes more than issuing rules and regulations. What is also needed, is an educational pathway for students on all levels of studies (Ba, Ma, PhD), to raise awareness of what codes of conduct and integrity in research entail. We have taken a positive approach towards responsible conduct in research, focusing on doing things right and on empowering students to act proactively and responsibly. They should learn to recognize problematic situations, discuss them with peers and supervisors, and devise strategies for dealing with them. Utrecht University, Charles University Prague, and Ljubljana University participated as representatives of academic stakeholders in different geographical areas in Europe, Elevate Health as a specialist in online education design, and Academic Integrity Consulting as a specialist in communication on research integrity.The project aimed:1. to develop an educational pathway for students on all levels of study, to raise their awareness of what a code of conduct and responsible conduct of research entail, and to empower them to deal effectively with integrity issues.To this end, several SPOCs (small private online courses with moderation) and a MOOC (massive online open course) for students at the Ba, Ma, and PhD levels were created. A baseline tool for measuring the level of knowledge with respect to research integrity has been developed, as well as a competency profile for research integrity. The competency profile was used by the INTEGRITY team as the conceptual starting point for the development of the project’s courses. 2. to instruct teachers how to teach and moderate the courses. A teacher-training course for teaching responsible conduct of research has been created, tailored to online training. Elevate Health offers an online training course for moderating SPOCS.3. to implement the courses in the curriculum of the partners, and possibly on a wider scale.The courses have been implemented by the partners, and the MOOC has been published online. All courses are available on the Lifelong Learning Platform of Utrecht University.- Ljubljana University developed a competency profile for teaching and learning research integrity. It was published as a handbook presenting the key competencies that students from Ba to Ma to PhD level need to acquire to act with integrity. The handbook is freely available. - Ljubljana University developed a BA SPOC on academic writing. It was run three times and is intended to be implemented as an elective course at LU. The Utrecht Humanities Faculty is considering its implementation as an elective.- Charles University created a questionnaire to measure basic knowledge regarding research integrity on all three levels of study. This output will be implemented into special soft skill seminars for new students at CU. - A Master-level SPOC on research integrity was developed by Charles University. It was run three times and its contents are available to any faculty for inclusion into their curricula. - The PhD SPOC will be included into several study programs at Charles University. The MOOC was presented to the Rector Council, Academic Senate and faculties of CU and will be available for teaching research integrity at CU.- At Utrecht University, a four-year educational pathway for all PhD students was created, with a SPOC as the first stage of this pathway. The SPOC was piloted and run three times. A programme for stages 2-4 of the pathway was developed in collaboration with the H2020 project ‘Integrity, Empowering Good Practice in Science’. The four-year pathway has been endorsed by the Board of Utrecht University. It will be taught, on a mandatory basis, to all 2400 PhD students.- A MOOC was developed and made available online for students worldwide.- The international peer-reviewed educational journal CEPS will publish a special issue on the results of the INTEGRITY project in 2023. For the CfP, see https://www.cepsj.si/index.php/cepsj/announcement/view/14All courses developed within the INTEGRITY project are available for students or can be incorporated into existing courses. Whilst students or faculty members are looking for solutions for their individual needs, there are also department or university objectives that need a more impactful approach. To this end we have developed an Integrity toolkit which will help student outreach, from learning tools to university-wide events promoting integrity.