No label defined (Q4296738)
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Project Q4296738 in Netherlands, Belgium, Germany
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q4296738 in Netherlands, Belgium, Germany |
Statements
605,374.35 Euro
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1,210,748.71 Euro
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50.0 percent
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1 March 2021
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31 August 2023
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Research Center of the University college HELMo
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50°55'42.49"N, 5°23'19.57"E
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50°36'43.63"N, 5°30'49.93"E
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50°38'39.37"N, 5°33'56.27"E
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50°52'52.10"N, 5°57'35.17"E
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50°36'30.38"N, 5°30'44.39"E
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50°46'36.66"N, 6°2'36.20"E
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The current health crisis has exacerbated the shortage of MLTs (medical laboratory technologists) that has already been evident for several years. In the Euregio Maas-Rhine (EMR) there are 8000 MLT professionals (2000 in Belgium, 5000 in Germany and 1000 in the Netherlands). Despite the 1,600 students enrolled in MLT courses in EMR (200 (FL, BE), 300 (FR, BE), 900 in DE and 200 (NL)), 4 out of 5 regions report a severe shortage of professionals. For example, in Germany 41% of hospitals have problems with their ATM framework (DVTA Report 2019, Annex). In Belgium the situation is comparable in all three regions. It is imperative to increase the number of graduates and attract more young people to these studies. The FUNFORLAB project takes up a second challenge, the need to adapt the technical skills of MLTs to the increasing automation of their trade. The training of medical laboratory technologists is mainly given in Haute Ecole (B, NL) or vocational school (D). These schools are equipped with laboratories for teaching manual medical analysis techniques. However, most analyses are fully automated and the schools are unable to equip themselves with automatons. This problem has also been pointed out by recent quality audits in Belgium (www.aeqes.be). In Germany, the level of training of MLTs was judged to be insufficient compared to European standards (Annex MTA-Dialog). Finally, there is the problem of a lack of cross-border mobility linked first of all to the variability of the legal frameworks of the member countries. In Germany and Belgium, unlike in the Netherlands, access to the profession is subject to approval by the authorities and a quota of continuing education and training. In addition, there is too much heterogeneity in the training courses, which vary greatly from one region to another. In the Netherlands, there are two general science courses, one at secondary level (MBO) and one at university college level (HBO). As medical biology is only an option, graduates have to specialise in hospital-based courses of widely varying quality. In Germany, training is at secondary school level. Under the impetus of Europe, it envisages the academicisation of the curriculum in order to better work on certain skills related to the implementation of thoughtful decision-making processes linked to patients. In Belgium, the training is done in High School. Bringing together 6 financial partners and several methodological partners spread throughout the EMR, the Funforlab project has set itself several objectives: 1) to promote scientific professions in general and MLT in particular. 2) to increase the homogeneity of MLT training and to remove the obstacles to euregional mobility. The partners will involve three target groups: secondary school teachers and students (1000) as well as school drop-outs (45) in order to motivate them for the MLT profession; MLT students and teachers (750) in order to involve them in the steps aimed at homogenising and increasing the quality of MLT curricula and thus increase interregional mobility and employability. In order to achieve the objective, a SWOT analysis will be carried out in an euregional meeting to address the different issues and challenges of the EMR region and to co-construct pedagogical scenarios with the MLE teachers and students of the 3 regions in order to homogenise the training of MLEs. In addition, the partners will invite an expert on school drop-outs. The results will also feed into the framework of a learning game that will be designed by the IT partners (FoRS and CECOTEPE) of the consortium. In this "serious game", the player will meet and solve real challenges and problems encountered in medical laboratories. The prototype of the game will be tested and evaluated by the target audiences during 5 seminars (1 per region) for secondary schools and 5 seminars for MLT schools. Then, the partners will prepare and organise workshops and seminars to disseminate the tools and good practices identified widely to each target audience: WPT3: 20 workshops to raise awareness of the game among secondary school students and 10 workshops to train secondary school science teachers to integrate it into their teaching practices. WPT4: 5 training seminars for MLT students in the autonomous use of the game for their training and 5 co-construction workshops on the integration of the tool in the MLT training curriculum. Throughout the seminars and workshops, the partners create a sustainable Funforlab virtual community with the participants of the workshops maintained by newsletters, exchange forums, etc. Accreditation by the authorities will be prepared with the professional associations from the outset. (English)
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