"<< Background >>The consortium is applying for this project because it is the ideal official framework to support innovative international educational strategies and resources related to the topic of “Life Sciences and Technology”, in particular, in the first approach for Medicine and Biomedical Engineering. The society and all the partners have the need of adapting to virtual education following the new paradigm supported by the European Commission including I & H, DIGCOMP and DigCompEdu frameworks core values and standards in all their actions. The Health Science sector is finding some troubles while adapting to these, as moving clinical cases to the virtual space needs of a development and innovation effort focused on gamification of the learning-training and the personalization using artificial intelligence for personalized learning and monitoring and smart gamified pedagogical activity.All the universities in our consortium need new virtual methodologies and modules to teach their disciplines related Health Technology. The University of Deusto has a new degree on Biomedical Engineering and one in medicine in hybrid learning that need an innovative virtual implementation of 30% of their ECTS credits, the université ESTIA is expanding the biomedical specialisation in their engineering degrees. Francisco de Vitoria University has found the need amongst the students in Medicine degree, specially after COVID19, to move some learning objectives of clinical clerkships needed for medical studies to a virtual campus and include immersive experiences for simulated clinical cases, a similar situation has been found at the University of Deusto, where medicine students need an effective and useful method to train clinical studies online and even from home. Finally, Bialystok University need innovative programs and technologies that allow them to teach through virtual campuses everything related to patient-student relations in Medicine and Biomedical Engineering. It was not easy before COVID19 and it is even more complicated nowadays for universities to train students in this relation, controlling environments, ensuring safety and educative feedback. The gamification strategies are designed to provide active and personalised feedback to students, which is improved and grounded in clinical cases. Universities with Health technology related programs need innovative programs using virtual campuses designed with immersive technologies shall solve this situation, including personalized artificial intelligence choices and disruptive strategies for students empowerment. The gamification strategies are designed to provide active and personalised feedback to students, which is improved and grounded in clinical cases.The students also have the need of receiving active feedback and studying in stimulating environments. For these reasons, the gamification strategies will be based on co-creation with students directly so that they are enjoyable and in I&H so that students can have active contact with students from around Europe and the other partner universities. They will also be able to have a more efficient and fast learning, as optimised case studies online allow the reduction of study-time. In real life clinical cases, time is wasted sometimes in displacements or non-educative parts of the experiences, while the online gamified environment allows for a reduction and optimisation of these situations. In the specific case of medicine, increasing European regulations to promote the safety and confidentiality of health services reduce the possibilities for students to act autonomously with real patients and limit their options for training in decision-making and risky interventions. Simulation in virtual scenarios allows for consequence-free performance in complex scenarios without risks and the necessary teaching mentoring.<< Objectives >>The Health Technology sector is rapidly growing worldwide, and the European Commission has recognized this phenomenon, placing it amongst its priorities both in Horizon Europe, Erasmus + and many other similar programs. Many leading universities and research centres have also focused on this field and started educational programmes within it. However, in this context, none of them has designed a virtual campus including a set of courses with the amount of innovations that this consortium is aiming to achieve. This proposal of the virtual campus HealthTEK works around 4 ideas: gamified immersion, flipped learning, internationalization at home and personalized learning. The proposal focuses on developing a “Virtual Campus HEalthTEK” including a set of courses for “Life and Health sciences and Technology” addressed to biomedical engineers and medicine students beyond others. The gamified training platform will include education games, biomedical mobile applications, and virtual patient simulations. There are many potential educational advantages of games for medical and biomedical engineering training as the promotion of the engagement and to offer opportunities for deliberate practice in biomedical reasoning. This proposal will inspire experimentation, stimulate discussions on cross-platform integration, and lay the groundwork for designing an extensive resource website or database useful to health practitioners of all levels—students, residents, fellows, and practicing providers. The general objective of the project is to design, implement and validate a virtual campus HealthTEK including a set of modules focused on training life sciences and technology students through immersive gamification experiences personalized using artificial intelligence. These modules will be based on direct interaction and feedback for students to be able to train in realistic scenarios without actually going to hospitals or acting over real patients. These modules will also increase cooperation between institutions with an integrated and better quality education services dedicated to medicine students and biomedical engineers through exchange of knowledge and good practices between organizations at an international level. The specific objectives are:SO1: Strengthen educational excellence in “health and life sciences and technology “ professions focusing on gamification educational strategies and artificial intelligence for personalized learning with immersive and active feedback technologies. It will be based on a Learning Management System (LMS).SO2: Enhance networking activities between all partners including exchange activities for staff and particularly young educators. SO3: Developing and including an Artificial Intelligence system to personalise the modules and improve the critical thinking capabilities of students and professionals. SO4: Support education in healthcare professions at the European level following DIGCOMP and DigCompEdu standards and LMS systems. SO5: Co-design the architecture and modules of a virtual campus including a set of modules based on serious gamification SO6: To develop new gamified activities for acquiring competences on Internationalization at home (I&H) and critical thinking. To train “critical thinking” amongst students and professionals, thanks to the active feedback systems and innovative contents with clinical cases.<< Implementation >>This proposal of the virtual campus HealthTEK works around 4 ideas: gamified immersion, flipped learning, internationalization at home and personalized learning. The proposal focuses on developing a “virtual campus” including a set of courses for “Life and Health sciences and Technology” addressed to biomedical engineers and medicine students. The activities we are planning to implement are divided in 3 types: Multiplier events, learning-teaching activities and development tasks. The multiplier events will be 4 as planned, they consist of activities in which the involved partners disseminate the results of the project. These events are key for a successful project, as without a general knowledge in the European Life Sciences field of our results, these will be irrelevant. Our proposal will bring important innovations to this sector, and for this reason, it is necessary to organise these events in which the involved staff from the different participating organisations will explain the diverse features of the platform, the handbook and the AI system to stakeholders. These activities, therefore, will be shaped as conferences. As for learning-teaching activities, one professor training will be necessary, as the platform can be optimised if those in charge of implementing its use have an extensive knowledge of it. This training activity will also erase any conservative tendencies against the implementation of this new technology amongst professors. It will be the best opportunity for a general presentation to the staff of the involved centres. Finally, the development tasks are the ones taking the biggest effort from the partners, as these are the ones that allow for the outcome creation. These include managing the project and coordinating the consortium, distributing tasks and timetables, developing the AI system, developing the gamification strategy, contributing to the methodological guide, developing the virtual platform, testing the virtual platform, modules implementation, designing and developing a set of clinical cases that cover the variety of problems to be solved by students of life sciences, supervising the technological development of the gamified environment that simulates the real characteristics of clinical clerkships, with special emphasis on the necessary interactivity in decision-making processes and feedback from tutors, testing the ""virtual clerkship"" through clinical cases in a gamified format and validating its use in a trial with a voluntary university population (teaching staff and students), measuring its theoretical impact on the resolution of the problems posed and on student satisfaction and assessing the practical effect that training in virtual clerkships produces on the student's clinical skills profile through an end-of-term OSCE, compared to student-controls who did not undergo such training and followed the traditional educational model. These are the activities to be carried out in this project and which shall conclude in the three outcomes: The virtual platform with the gamified modules, the methodological guide and the AI system for personalisation.<< Results >>The main results of the project are the following outcomes:a) OUTCOME 1: A virtual campus HealthTEK including a set of virtual modules based on serious gamification strategies with immersive and active feedback technologies. This shall be Integrated in up to three official degree programmes of the University of Deusto, in ESTIA and Bialystok as part of their specialisation module for Bioengineering and in Francisco de Vitoria and Deusto as part of their medical studies. This new platform will be based on moodle, meet synchronised lessons, link web simulators and, overall LMS, the Learning Management System which is widely extended throughout European educational institutions. The virtual platform will also follow the model of professor Tony Bates which focuses on overcoming the conservative barriers of many universities to improve the teaching and learning quality through technology. We propose a new way of education by innovative Virtual Platform Gamification. The main ingredients of the platform will be rewards, because gamification works on the principle of reward and reinforcement. Interaction is another crucial ingredient of our platform. Virtual Event Gamification Ideas will include the field such as: cardiology, biomechanics, computer-assisted orthopaedics, custom-made implant, rapid prototyping in prosthetic, digital radiology, virtual diagnosis. Moreover, the e-learning courses will be presented in the field: cardiology, biomechanics, computer-assisted orthopaedics, custom-made implant, rapid prototyping in prosthetic, digital radiology, virtual diagnosis.b) OUTCOME 2: developing an integrated handbook / methodological interactive guide for learning to use the modules, adapted to EU requirements; development of common guidelines for the education of biomedical engineers and doctors with the immersive gamification. There will also be online practical training for lectures and professors from all the institutions. The course and virtual platform instructions are key and they shall be well designed and available for everybody to have access. In this line, the involved research teams have experts in psychology, graphic design and technology in their multidisciplinary teams who are specialised in tutorial design and web page visibility. d) OUTCOME 3: Smart module using artificial intelligence for personalised learning and AI systems with the advantage of the personalization to better adjust to the potential profile including lifelong learning. For this purpose, we will follow the Learning Analytics module which includes the following possibilities: Descriptive, predictive, diagnostic, and prescriptive. This module is widely spread in the European educational environment with optimal results and will be effective and innovative in the Life Sciences field and as part of our virtual campus. We propose an Artificial Intelligence system based on the ontology definitions and user data, the skills associated with the education areas will be automatically updated through events. In order to determine the clusters (groups of students with similar features), the system implements the machine learning algorithms.There are also secondary results coming from the multiplier events as an increased awareness amongst the Life Sciences Community of the importance of new technologies in the teaching activities. We aim to expand our approach and virtual campus to an international network of professionals interested in innovating in the learning-teaching activities in this field and some publications and conferences that explain the educational platform based on computer games based learning with critical thinking and its artificial intelligence module for being adjustable to different profiles of students. Additionally, the virtual campus will offer services to different professionals related to “Life Sciences and Technology” needing an update as a Long Life Learning process using the virtual campu"