More information
Description
The project responds to societal challenges demanding that an expert of the 21st century is not only competent in his profession, but also acts as a co-creator of the wider society, which he serves through his leadership and responses to the fundamental challenges of the environment. The World Health Organization and other organizations that care for the education of health personnel point out that competencies such as leadership, communication, the use of critical thinking, caring for one''s own well-being and mental health are the main competencies of a professional who is able to respond appropriately to social challenges. Teachers equipped with competencies for the 21st century are in urgent needed of in order to better educate the professionals of the future. Main project results are to create, through teacher training for communication, leadership, mental health and teaching critical thinking, long-term teacher training EMPOWER FOR 21 as a long-term mechanism to better prepare teachers to teach professionals in higher education and also at work (development of sustainable teacher training to teach competent professionals in healthcare).
Summary of project results
The project aimed to address several key challenges related to modern education and societal demands. In the 21st century, experts are expected not only to be highly skilled in their fields but also to contribute to society through leadership, effective communication, and critical thinking. However, many teachers lack proficiency in these essential skills, which are necessary to educate future professionals. Additionally, mental health and self-care have become urgent societal concerns, and there is a need to better equip teachers with the knowledge and tools to address these issues in their teaching.
The project also recognised the importance of integrating practical approaches to teaching critical thinking, particularly in fields like healthcare, where hands-on skills are crucial.
By developing a comprehensive teacher training programme, the project sought to fill these gaps. It focused on building teachers’ competencies in areas like leadership, communication, mental health awareness and critical thinking, through workshops and practical learning units. The project also fostered collaboration between educational and healthcare institutions, strengthening partnerships to deliver interdisciplinary training.
Ultimately, the initiative aimed to create sustainable educational practices that would continue beyond the project’s completion, ensuring that future generations of teachers are empowered to address the evolving needs of society and education.
The project implemented a series of educational workshops and developed resources aimed at enhancing communication, leadership, and mental health competencies among healthcare professionals and students. Over the course of the initiative, six publications were produced and made available on the project website, covering essential topics such as mental health empowerment and critical diagnostic thinking.
The project organised workshops on critical thinking, communication, digital communication, and mental health, which were designed to provide participants with practical skills relevant to their professional environments. Among them, six heatlhcare workers were trained to transfer this knowledge to other colleagues.
To address the needs of healthcare practitioners, the project established a sustainable curriculum framework that allows for ongoing education and training. The implementation of learning units was initiated among more than 250 medical students and healthcare workers at regional institutions, ensuring that knowledge transfer occurs both in clinical settings and academic environments. The project also produced educational videos that outline key themes relevant to 21st-century professionals, facilitating innovative communication about teaching methods and pedagogical approaches.
The project achieved significant results through the development of new learning units specifically designed to enhance the competencies of healthcare professionals, particularly medical students and practicing healthcare workers. These learning units focused on critical areas such as communication, leadership, and mental health, addressing the pressing needs of the healthcare sector. Each unit was meticulously crafted to provide participants with practical skills and knowledge applicable in real-world clinical settings. These results have made a direct and lasting impact on medical students and healthcare workers in regional institutions.
Importantly, the project also focused on educating key individuals who will continue to disseminate knowledge and facilitate training within their institutions. These newly educated proffesionals will play a crucial role in ensuring the sustainability of the curriculum, as they will be responsible for ongoing implementation and adaptation of the learning units. Their expertise will help maintain the relevance and quality of educational offerings, fostering a continuous cycle of improvement and innovation in healthcare education. This long-lasting impact ensures that the benefits of the project extend well beyond its conclusion, ultimately leading to enhanced healthcare practices and outcomes with the community.
Summary of bilateral results
Having a donor project partner with expertise in mental health, significantly enhanced the project’s overall effectiveness and impact. The collaboration provided valuable insights into mental health education, which was crucial for adapting the curriculum to meet the specific cultural context of Slovenia. The collaboration between the project partners has yielded significant results, one of the main beeing the development of shared publications focused on mental health education. These publications serve as a valuable resource for educators, healthcare professionals, and policymakers in the field. By combining resources and knowledge, the partnership has effectively enhanced the understanding of mental health issues and best practices in teaching about them. The success of the shared publications has sparked interest in continuing joint initiatives, ensuring that the knowledge gained and methodologies developed will be utilized in future projects.This sustained collaboration will further improve the understanding of mental health within the context of Slovenian healthcare, fostering a culture of informed practice and responsiveness to the needs of patients. The partnership has not only strengthened the academic output but has also contributed to a broader dialogue on mental health, ultimately promoting a more integrated approach to mental health education and care in the region. Further scientific collaboration might continue also in the future.