The 4th LifeTrain Workshop, Brussels, 2-3 March 2015
Achievements and challenges in lifelong learning for the biomedical sciences
Summary of the Workshop's conclusions
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)
Speakers' presentations for download (PDF)
- 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:
Review the live tweets from the workshop under our Twitter hashtag #lifetrainworkshop.
Posters for download (PDF)
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