The 4th LifeTrain Workshop, Brussels, 2-3 March 2015
Achievements and challenges in lifelong learning for the biomedical sciences
Specific outcomes and suggested action plans arising from the breakout sessions are outlined in the breakout day 1 and day 2 slides. A summary of the conclusions, outcomes and actions from the Workshop as a whole are being compiled. The following summary will be expanded and developed over the next few weeks.
1. We need simpler/clearer messages of what LifeTrain is, how it is relevant and the benefits to all stakeholder groups
- Redevelop the LifeTrain messages (general and specific to stakeholder groups)
- Develop the LifeTrain website to be more reactive to stakeholder needs and the diverse environment across Europe (resources required for this to be explored)
- Increase case studies on LifeTrain website to highlight benefits
- Include guidance on competency profiles and best practice
- Explore use of core/generic and specific competency profiles, use of templates, matching competencies to courses in on-course®
2. We need increased engagement with employers, policy makers, higher education institutes, individuals
- For all stakeholder groups, the priority is to use our current member organisations to engage with the relevant ‘gatekeepers’
- Use different strategies for large and SME employers, individuals (see breakout topic 1 slides), higher education (see breakout topic 4 slides) and policy makers (see breakout topic 2 slides)
- Discussions with policy makers already initiated post-meeting (see breakout topic 2 slides)
- Talks day 1:
- Mike Hardman: 'Achievements and challenges in lifelong learning for the biomedical sciences'
- Susanna Sevon-Laasko: 'How LifeTrain's principles have helped to develop Orion R&D staff'
- Julie Williams: 'RPS Professional Recognition Programme'
- Mark Calmiano: 'How the LifeTrain principles have helped me develop myself'
- Nico Vermeulen: 'SafeSciMET - in search for synergy'
- Magda Chlebus: 'Education & Training objectives in evolving pharma business models' / EFPIA: 'Best regulatory practice for companies leading IMI projects'
- Antoine Miahle: 'The SME instrument perspective'
- Claire Skentelbery: 'An SME perspective - training use, parameters and constraints'
- Cath Brooksbank: 'Competency profiling in practice'
- Break-outs day 1:
- Talks day 2:
- Break-outs day 2:
The numbering scheme corresponds to the scheme in the publication in Intrinsic Activity (see link above).
- A1.1 Towards a strategic concept for innovative learning programmes and tools in the Microbial Resource Research Infrastructure (MIRRI)
- A1.2 Two years of healthcare training development under the IMI quality criteria
- A1.3 A competency-based approach to defining training needs in clinical bioinformatics
- A1.4 SafeSciMET: blended learning in safety sciences for medicines education and training
- A1.5 Eu2P programme to respond to LifeTrain needs
- A1.6 The PharmaTrain Specialist in Medicines Development certification programme
- A1.7 A collaborative approach to developing global clinical research competency frameworks
- A1.8 Experience gained from organizing an international, regional university educational network for life-long training of medicines development in the EU
- A1.9 Flexibility: the requirement of modern CPD training — what are the challenges?
- A2.1 Structured learning from colleagues
- A2.2 TransCelerate Site Qualification and Training: “a collaborative journey”
- A3.1 Achievements and challenges in the implementation of life-long learning for the regulatory profession
- A3.2 German Rectors’ Conference project nexus: focus on learning outcomes and competencies
- A3.3 Continuing professional development (CPD) and LifeTrain standards at the Society of Biology
- A3.4 Establishing common standards for postgraduate professional training in pharmacology: the example of the EPHAR EuCP programme
- A3.5 Professional bodies supporting the LifeTrain principles: a case study from the Royal Society of Chemistry
- A3.6 EDCTP as a model of Europe–Africa partnership for human capacity development in clinical research: the EDCTP-TDR Clinical Research and Development Fellowships Scheme
- A3.7 Developing a competency profile for professionals in medicines safety: safety scientists
- A4.1 A process of a real-life education which never stops
- A4.2 AstraZeneca Innovative Medicines and Early Development graduate programme: where the brightest scientific minds thrive
- A4.3 Professional development for researchers: finding common ground
- A5.1 on-course®: Europe’s most comprehensive postgraduate biomedical course portal
- A5.2 Competency profiles in the biomedical sciences: sharing information and best practice
- A5.3 Trusted, secure, digital CPD qualifications