Medical education is a long and demanding process whose traditional formative methods are often based on static pedagogical content and sometimes far removed from actual clinical practice. Currently, these methods are being replaced by new approaches based on the use of information and communication technologies, such as virtual and mixed reality and 3D printing. However, several challenges remain to be addressed in order to extract the full didactic potential of virtual models: (1)There are no existing technologies for quick and automatic generation of 3D models; (2) there are no accepted standards to exploit these novel immersive technologies with pedagogical guidelines in medical training, and (3) scientific evidence to support the validity of personalized models as learning and training tools is scarce.MIREIA is a unique Knowledge Alliance involving HEIs and companies that will combine the use of cutting-edge technology in immersive virtual technology and 3D printing with personalized learning content to promote the student-centred learning process of medical students and residents. This Alliance proposes the development of an innovative methodology and tools to provide interactive pedagogical content for customized training based on virtual models, such as 3D models, anatomical models (with and without pathologies) built from real-patient cases (e.g. imaging studies)or virtual scenarios for basic training in minimally invasive surgery.Contents will be accessible anytime and anywhere using portable devices, extended reality visualization technologies or printed with 3D printing technology. This will allow students to train through immersive environments or in physical simulators using personalized 3D printed models. In addition, innovative tools will be implemented for the semi-automatic creation of custom 3D models for educational purposes. This Alliance seeks to bridge the gap between classroom learning and laboratory training and actual clinical practice

<< Background >>Nowadays, training paradigms are shifting towards new structured programmes in which technology enhanced learning (TEL) plays a major role, both for technical and nontechnical skills learning. TEL is being integrated in different training programmes all across EU, although there ia lack for a common European pedagogical framework for learning and accrediting surgical and interventional skills.<< Objectives >>Following the path established in MISTELA project, EASIER has developed an innovative pedagogically-supported TEL solution for surgical and interventional multi-skills education, through the implementation of a LMS supporting multi-skills learning and also by defining a user model integrating gathering student data on performance and interaction. The solution provides residents and mentors with a centralized LMS to plan and carry out learning activities and monitor progress and assessment.<< Implementation >>EASIER has proposed an innovative approach for surgical and interventional teaching and learning based on TEL by exploiting the use of ICT and other TEL-related assets to provide residents and mentors with a solution to program training activities, have access to ubiquitous learning and monitor progress on the different skills. The solution will be grounded on a validated learning framework, based on the pedagogical model developed in the LLP MISTELA project.<< Results >>The EASIER more relevant results have been: Three case studies (Laparoscopic Cholecystectomy, Lumbar Puncture and Knee Arthroscopy), the pedagogical model (adapted to EASIER from MISTELA project), the LMS (supporting the courses and running on Moodle), the user model (implemented also in the LMS to collect user data and supervise the learning process) and the validation studies.

"While medical studies are clearly structured through guidelines and regulations, specialty training lacks standardisation and is very weak structured. The last evaluation on specialty training in Germany in 2011, done by the Bundesärztekammer (German Medical Association) showed that 42% of the residents were not fitted with a structured training plan and 25% received only oral information about the specialty training process. Preliminary projects of the University of Applied Sciences (HTWK) in Leipzig, as well as literature research has showed considerably that there is a need to improve the training of specialists, especially in surgery, and not only in Germany but throughout Europe. In addition, surgical specialist training in Europe is few standardized. It was evident in the preliminary projects that it is first necessary to improve the pedagogical abilities of the experienced surgeons (in particular those responsible for training) in order to meet these needs. This motivated the development of a training program for trainers (TTT = train-the-trainer). There exist no consistent, transnational education program focused on the acquisition of pedagogical competences for physicians. Surgeons who are directly involved in specialty training are not requested to have been enrolled in any formative program for teaching skills. This has given rise to requests for the development of a transnational training program for surgical trainers. The aim of this program is to improve the pedagogical skills of the consultants responsible for the specialty training of residents. We developed a professional profile for the surgical trainer and a corresponding curriculum. We defined learning goals, contents and methods, rules for supervising and assessing the learning progress and rules for giving feedback. The open multilingual online learning platform allows consultants and physicians responsible for the specialty training of residents all over Europe to study and use the developed learning material and curriculum. That is unique throughout Europe.An interdisciplinary approach was important for the development of such a training program. That means, besides medical experts, pedagogical experts and experts for the development and implementation of training courses were involved in the project. All project partners played an important role due to their commitment to surgical training and previous projects in this area, and have made an important contribution to the success of the project. Besides the University of Applied Sciences (HTWK) Leipzig as a scientific institution in the field of education, three other international/European institutions participated in the development of the trainer profile: the Jesús Usón Minimally Invasive Surgery Centre (CCMIJU) Cáceres, the department for Surgical Research and Technology of the renowned Semmelweis University Budapest in Hungary, and Medis Foundation, a Romanian surgeon's association/society for surgery.The project started with an international study about the basic conditions for the surgical training of specialists. Based on these results, the demanded profile ""Surgical Trainer"" was developed, as well as the curriculum and the teaching materials for the ""Surgical Train-the-Trainer program"". In 3 countries (Spain, Hungary, Romania), test course events were carried out according to the curriculum of the previously developed surgTTT program. These events were jointly evaluated. Finally, the SurgTTT Learning Platform was created and equipped with the course materials.The platform is available in the web with free access for everybody.Thanks to the project, we awakened awareness among the responsibles for surgery training, about the special challenges that this training demands, as well as the needs of their residents. The results-analysis after the test course events showed that the participants were able to assess and develop their own pedagogical behaviors and didactic skills. In this way, they would be able not only to better structure the trainings with their assistants, but also to provide more optimal support in the learning process. Thus, the trainers will be able to evaluate the performance of their assistants, by using the appropriate assessment instruments. The priorities given in the project application for the development of continuing education programs in accordance with the European quality framework as well as their preparation in different European languages ​​(Hungarian, Spanish, Romanian, English and German) could be fulfilled. However, it has been found that short 2-day programs on weekends are more suited to physicians responsible for continuing education, since the clinic day often does not allow for a longer doctor's absence. It is therefore planned to offer additional 2-day SurgTTT courses after the end of the project."