Page 248 - International Perspectives on Effective Teaching and Learning in Digital Education
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Manuel Lillo-Crespo
the correct teaching and learning to train auditors. Quality assured clinical
learning, including evidence shared across boundaries, will support a glob-
ally prepared Medical international workforce able to transfer skills and prac-
tice and offer best interventions to enhance patient treatment throughout
digital development. Shared evidence is essential within the EU, due to ben-
efits of free movement, of health professionals across borders and cross bor-
der healthcare, which includes movement of patients to receive treatment.
Such perspective includes requirements to ensure parity of competence and
standards of professional proficiency, and their very presence points to the
necessity of cultural appreciation and understanding of the needs of patients
across borders. HEALINT and HEALINT4ALL were focused on providing Medi-
cal Education and Professionals Allied to Medicine a digital interactive audit
system to facilitate quality assurance of EU clinical learning environments so
that european Healthcare students will be confident that they can obtain an
increased number and variety of safe optimised learning placements through
extensive partnerships developed, thus fostering inclusivity. In all these pro-
jects one of the most difficult parts was the inclusion of the culturally sensi-
tive and congruent perspective, especially by partnerships in which different
cultural groups were represented. In fact, consensus methods were needed
in all of them to guarantee the culturally sensitive and congruente scope. All
these lessons learned and good practices from the European experience of
creating culturally sensitive and congruent digital education and learning
initiatives and projects for health professions across Europe are essential for
fostering true effective professional Mobility. From the experience of the par-
ticipants in those projects here are some key components and good practices
to be considered that could guide others:
1. Curriculum Development through:
− Inclusive Content by Integrating diverse cultural perspectives in he-
alth education, emphasizing the importance of understanding local
health practices and beliefs.
− Use of Standardized Competencies by creating a framework of core
competencies that all health professionals should achieve, allowing
for consistency across countries while respecting local contexts.
. Technology Utilization through:
− Digital Platforms by using adaptable e-learning platforms that cater
to various learning styles and languages, promoting accessibility.
− Telehealth Training by Incorporating telehealth modules that prepa-
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