<< Objectives >>To develop an e-learning tool based on gamified simulation to improve communication and decision-making by healthcare professionals in the surgical field, aimed at improving the quality of care and the perceived quality of users, improving the specific training of healthcare professionals and enabling them to continuously improve their scientific-technical, communicational and inter-relational skills.<< Implementation >>They are essentially divided into three phases:Phase 1: Diagnostic analysis of the situation and framework of similar experiences.Phase 2: Development of resources and the digital tool surgicalCOMM SIMULATOR. With gamified simulated healthcare scenarios and complex situations in the framework of digital twin systems in patient care.Phase 3: Testing and analysis of results in undergraduate students of Medicine from the universities of Oporto and Murcia.<< Results >>In students: Improved performance in patient communication practices, perceived autonomy and satisfaction.In healthcare teaching staff: Recognition of surgicalCOMM as an innovative, quality and scalable teaching resource.In healthcare institutions: Predisposition to the use of healthcare simulation tools in the improvement of patient care.In the partnership: Strengthening of its international visibility, lines of research and network of international collaborations.

The acquisition and development of transversal competences, especially communication skills, are highlighted by the main world and European forums on education and work as priorities to be taken into account to meet the current and future demands of society as a whole. Currently, communication skills in healthcare professionals are a key element for the implementation of the new healthcare paradigm of person-centred care, as well as one of its greatest deficiencies, as pointed out in numerous studies. In the report recently provided by the European Patients Forum (2017), he points to the social and communication skills of health personnel as a deficit aspect in their training and great need of reinforcement/training. In the training of health professionals, these competencies are considered as a crucial aspect for the adequate professional development capable of facing the new healthcare demands, but they nevertheless encounter numerous limitations for their adequate training. HEALTHCOMM SIMULATOR aims to promote the acquisition of transversal and basic competences, specifically in the communication of future health professionals of different university degrees, developing for this an innovative pedagogical tool based on a virtual simulation environment capable of providing information in real-time. All this in order to facilitate the transfer of said competences effectively and efficiently to the workplace, thus influencing the quality of health systems and the health of people at the transnational level.This project will involve a sample of students from different degrees in the area of health sciences, both undergraduate and postgraduate, as well as a sample of health professionals with clinical and academic profiles. The design is divided into 4 phases: (1) Diagnostic analysis of the situation and framework of similar experiences, (2) Development of resources and the digital tool HEALTHCOMM SIMULATOR, (3) Testing and analysis of the results and (4) assessment and dissemination of the results. The incorporation of this methodology based on a virtual healthcare environment tool means maximizing access efficiency, costs and learning outcomes, facilitating its implementation from an autonomous and flexible perspective, overcoming physical and temporal barriers. Having this new digital learning resource will make it possible to enhance the transversal competences included in the training curriculum of health professionals from a dynamic and creative framework, assuming a completely innovative approach that provides a digital tool for open use, scalable and expandable to more areas and contents.In addition to this, the development of HEALTHCOMM SIMULATOR, due to its specific characteristics, facilitates the achievement of transferable learning results to the healthcare system. The acquisition of transversal skills in communication skills has been shown to be a key factor in improving the perceived health of patients, improving adherence to treatment, perceived satisfaction in healthcare processes, and therefore, overall, health quality. The inclusion of this tool in the learning of Health Sciences students in the current study plans also enables training that is closer and more faithful to the real world through interactive, reflective and ICT-driven learning, making to the most competent graduates in these skills and more competitive in the workplace.

The Strategy for Education and Training 2020 (ET 2020) of the Council of the European Union already invites European countries to carry out political reforms to improve educational results, especially in Vocational Training (VET) to increase the employment rate of people with disabilities, due to their possibilities of generating a very concrete and applied labor insertion. According to a recent report by the European Agency for Inclusive Education and Special Needs, these studies should promote and guarantee an approach where pedagogical methods, materials, assessment methods and objectives are tailored to the individual needs of people disabled. The VET4All working group recommends updating inclusive methodologies in VET and, among others, the study of the Finnish model of integration of students with disabilities in VET and Work Based Learning.However, according to the Survey on Disabilities, Personal Autonomy and Dependency Situations prepared by the National Institute of Statistics, only 5.6% of people with disabilities have VET studies compared to 11.4% of the general population. In the study carried out by the Ministry of Health and S.S. about the causes that hinder the access of people with disabilities to VET studies, the lack of accessibility of the contents and, especially, the difficulties for those disabilities with manipulation and / or comprehension problems (such as hearing disabilities) to access certain practical contents (in addition to the internships in companies), especially in specialties such as mechanics, electronics, laboratories, etc. Let us remember that in a training cycle the hours allocated to practices do not drop below 500.ARVET aims to provide an innovative digital tool that facilitates the autonomous realization of individual manipulative tasks in VET practices for the group of students with disabilities, tasks that currently cannot be carried out independently without the support of a third person, thus limiting learning all other things being equal (involving non-enrollment in the training cycle of the student with a disability). The development of a teaching tool such as the one we propose, based on the combined use of digital beacons (beacon) and augmented reality (AR) in production lines with manipulative workstations, means, in addition to eliminating the costs of support for students with disabilities, an innovative teaching tool that is very useful for other students without disabilities.Specific objectives:1. Comparative analysis of the presence and needs of curricular adaptations of students with disabilities in VET training lines with an abundance of manipulative practices.2. Development of an accessible digital tool for autonomous manipulative learning in production lines or work sequences of practices in VET studies.3. Assessment of its effectiveness for disabilities with manipulative and hearing problems.4. Study of the level of accessibility generated by the combined use of digital beacons and augmented reality in sequences of work tasks performed by people with disabilities.5. Structuring of the digital tool as an open and scalable training environment, with the possibility of expanding and developing new content, settings and themes.The project is aimed at students with hearing or manipulative disabilities, enrolled in vocational training studies. These disabilities are the least present at these educational levels, as they need the full dedication of a support person for each student with a disability. Disabilities with manipulation difficulties have problems holding, pressing or sliding and hearing disabilities usually have problems understanding the object of the task and following logical work sequences, therefore, both cases need supplementary and permanent visual instructions for carrying out these tasks, as well as immediate and real-time feedback that allows them to correct errors immediately.The transnational realization of the project is proposed in order to assess the independence of the educational results of the respective cultural, curricular or similar characteristics that affect the group of students with disabilities, especially sensitive to them. Partners have been chosen to contribute three very different national VET realities, such as Spain, Romania and, especially, Finland. The integration of disability in VET studies in Finland uses very relevant parameters, not common in the EU, to contrast ARVET and its possible extrapolation to the rest of the countries of the European Union.

The project LABOTRANS seeks to evaluate the pedagogical and educational potential of gamified transmedia, immersive and argumental, as a multidisciplinary tool TIC of educational innovation focused on the student, a stimulus of autonomous learning y transversal competencies (soft skills), for the labor integration of qualified (titled) university students facing unemployment and without access to the labor market for more than five years after their graduation. The project will test the effectiveness of an innovative tool based in gamification and transmedia for the formation of soft skills (TRANSWORK) facing a traditional e-learning system configurated with habitual elements of a MOOC at use, focused in the formation of transversal competencies/ skills that are essential for employment. The chosen competencies/ skills have been indicated by different studies to be key points for employability, especially for the group of people who are highly unemployed, many of them considered as difficult education given their transversality. They are the following: Thinking Skills • Problem solving • Creative thinking Interpersonal skills • Cooperation with others • Empathy Personal skills • Self esteem • Time management In the same way they claim to enhance/ encourage, in a way transversal to them, the digital TIC competencies, as an indispensable element for employability. Based on the above the specific objectives of the project are the following: • Comparative analysis of the formative/ educational experiences in the education of unemployable adults in gamified systems y transmedia materials. • Study of the inadequacies in digital and transversal skills/ competencies of the university graduates unable to access the labor market for a long duration (five years or more) • Evaluation of the efficiency of transversal skills/ competencies in increasing labor integration of highly unemployed university graduates. • Design of a transmedia gamified training tool capable of working cross-cutting skills difficult to tackle by current e-learning methods and comparison of formative results compared to the methodology based on standard MOOC systems. • Monitoring and analysis of the efficiency de the educational results for the labor integration of the group formed by both systems. The project is aimed at university graduates with high unemployment and more than five years without employment after their graduation. This target has been indicated by different study as a group of the population with high education and one that, with more than five years without access to the labor market, multiplies the possibilities of them not joining it themselves, including with levels of unemployment higher than the group of people that are unemployed without a university degree. This necessity has been answered by foundation ONCE by tracking the university graduates with disabilities/ inabilities inscribed in their data base of job seekers. On the other hand, from inGenio Labs and Transmedia Storytelling Ltd. They have conducted corresponding experiments of educational digital resources (gamified web, transmedia tools, audiovisual education, etc.) focused in adult education, nevertheless, both organizations have detected the necessity to develop this type of resource directly aimed at the specific characteristics of the adult group that’s unemployed, adapted to different types of unemployment and enhancing soft skills a lot, something unhabitual in digital formation. In actuality, the prevailing weakness of the MOOC, as it has been proven by FUNDEN in theirs, has been revealed by recent work/ studies about online learning, noting that in those participants they seem to be disoriented, overloaded, with low probability of interaction and low possibilities of efficiently addressing more complicated competencies such as self-esteem or personal motivation (Calderon, Ezeiza y Jimeno, 2013), both key competencies for employability and of major importance in cases of groups of unable people. The transnational realization of the project is proposed to assess the independence of the formative (educational) results of the respective cultural characteristics or similarities that affect the group of unemployed university graduates, especially paying attention to these. At the same time a proposed approach to the new educative tool from different labor markets, with specific needs and demands, focused in the betterment of the weak educational results of the MOOC. The trans national completion of the project configures itself, with that in mind, the best way to test the efficiency of the proposed innovative method for a group in high risk of exclusion.