<< Objectives >>To ensure equal access , sustainability of the professional development and readiness of medical students, nurses, paramedics, and general practitioners on basic and advanced life support (B/ALS);to provide continuously accessible, free, innovative, inclusive e-learning platform on 12 B/ALS topics;to increase the institutional capacity of the partaking organizations on their involvement in international and interdisciplinary cooperation;to raise awareness on social discrepancies of receiving CPR<< Implementation >>The project will map the B/ALS topics to be covered by the e-learning modules through a survey among the target groups. A course syllabus, a clear course strategy outlining the pedagogical approach, and an assessment method will be determined under work package2. The content of the modules, e-books, and 2D videos will be prepared in WP3. Regular testing workshops will be held. Through LTT activities and the multiplier workshops target group will be informed about the e-learning platform in WP4.<< Results >>Equip the target group with the necessary knowledge to reduce the loss of life with the correct and timely intervention when faced with emergencies Offering up to date knowledge of emergency intervention methods. Increasing digital capacity of partner HEIs and target group. Recognition of the competencies, knowledge and skills gained through online B/ALS training through certification Increased dialogue between EU member and candidate countries in the field of higher education and health.

The TAME project has introduced innovative pedagogy methods that provide training for students against medical error (TAME). TAME innovates curricula towards teaching and learning in safe environment and closer to the needs of the real practice, where medical errors occur. With achievement of TAME’s objectives, a great need for the changes in the national healthcare systems will be fulfilled. The training methodologies have been improved, in order to minimise morbidity and mortality resulting from medical errors. Thus, healthcare costs will decrease, the quality of therapy will increase and the public trust in physicians and medicine will be enhanced. TAME’s view is multidimensional. The training is organized into 3 fundamental dimensions: (i) teaching methods, (ii) means of curriculum delivery, (iii) learning outcomes. The multidimensional approach can be used also after TAME’s period in restructuring campus-based teaching towards closer relevance to clinical practice and with patient safety central to undergraduate medical education. The resulting innovated medical curricula are consistent with the efforts of the accreditation councils for graduate medical education as well as of the national expert medical associations. Medical schools play key roles in resolving all barriers that may hinder transparency and full disclosure of medical errors. Training against medical errors will serve as the basis for enhancing patient-doctor relationships, limiting further harm and improving overall health-care safety.