BTK-VD project is innovative firstly by its mere existence, since none of the medical partners have any experience in working project-based, this being a new approach to CDP in the surgery profession. At European level, looking on the dissemination databases there are a lot of fundamental researches projects, but only 5 in the lifelong learning area and none with VET focuses such as creating a new surgery protocol. In this aspect we are unique.
We are also unique in understanding that in order to create a suitable and sustainable product, we need to involve all key actors: the practitioners / professionals we will develop the tools & learning experiences for, the academia that pushes towards innovation and development, the employers - public and private medical services that are the beneficiaries of the innovation, and the connected industry that provides the utensils and supplies for changing surgical approaches. Project is kept as innovation in institutional and sectorial level according the definition of Innovation of OECD. Sectorial innovation of problem-based learning in Vascular diseases concerns it to be and innovation in the study programmes of below the knee , where problem-based learning practice don’t have a deep roots. Institutional innovation emphasized by project idea it self – problem-based learning strategy is innovative, never implemented before in the study programmes of partners institutions. This project propose innovative problem-based leaning strategies integration within study programmes of educational institutions of project's partners.
CME-CPD (Continuing Medical Education, Continuing Professional Development) is one of the pillars for quality assurance in medical care. It means that the medical specialists are due to continuously update and enhance their knowledge, skills and behaviour/attitude towards their patients, their peers and their staff.
The knowledge and skills acquired at the end of formal undergraduate and postgraduate professional medical education are insufficient to sustain competence and performance over a career. Either through participating in organized continuing education programs or through individual learning activities, healthcare professionals are expected to remain current in their practice through efficient knowledge management practices (evidence-informed practice) and self-directed learning strategies (lifelong learning). Healthcare professionals are expected to effectively engage in lifelong learning strategies in a rapidly changing healthcare system that is increasingly strained due under funding, inadequate health care workers, and limited access to data on performance or current health outcomes. Further compounding these challenges is the increasing scrutiny of professional and public concerns related to the variability in the quality of care provided, the safety of the health system, and the frequency of adverse events. Collectively these concerns have fostered a growing emphasis on the need for accountability within the health professions for the continued privilege of self-regulation.
The healthcare landscape is diverse and complex. Within Europe there is currently no commonly accepted approach to lifelong learning, however, there is broad agreement that patients are best served when those who care for them maintain competence by engaging in continuous learning and assessment strategies. Optimally, these strategies would be ‘highly self-directed, with content, learning methods, and learning resources selected specifically for the purpose of improving the knowledge, skill, and attitudes that physicians require in their daily professional lives that lead to improved patient outcomes.
Our project is aiming to develop such a possible strategy for enhancement of lifelong learning, using a modularized approach, looking at all involved stakeholders and bring them into the process, providing off-line and on-line (via dedicated platform) training and also instrumenting trainers to further replicate within the field.