Find out more about the previous projects that led the way to EASIER

MISTELA –Minimally Invasive Surgical pedagogical model based on video Technology Enhanced Learning

MISTELA aims to establish a joint initiative in the development of an EU minimally invasive surgical (MIS) pedagogical framework. The rapid evolution of MIS technologies and procedures raises new demands for initial and lifelong surgical training. Old models based on the apprenticeship model (“see one, do one, teach one”) need to give way to structured programmes for all the skills needed (including cognitive, motor and judgement). However, there is no European consensus on a MIS learning framework and it is up to regional agencies to establish the criteria for accreditation.

MISTELA pedagogical framework will comply with the specific learning needs of surgical professionals in order to enhance their competence on MIS skills. Moreover, the learning model will encourage collaboration and participation of people involved in the training process, enabling formal, non-formal and informal learning. A common MIS learning programme will also guarantee the essential accreditation standards at a EU level and facilitate professionals’ mobility within the Union.

KTS (Kheiron Training System) Project

The main objective of KTS project is to design, to develop and to validate a serious game and the supporting material in order to provide medical students and (novel) surgeons with an innovative ICT-based approach for training basic key psychomotor skills in minimally invasive surgery (MIS). The KTS serious game will be based on existing training tasks accomplished in a training box (denominated "box-trainer") so surgical skills training process will be enhanced through ICT. The results of the project will be in English and in the languages of the consortium partners to tailor the serious game to the different linguistic needs and increase its acceptance. Therefore with this multilateral project, innovative ICT-based contents, services, pedagogies and practices will be developed in the field of psychomotor surgical skills training within an EU approach. This will lead to the fact that medical students and (novel) surgeons will be provided with an ICT-enhanced training system based on serious games that will cut across traditional in-site training systems including open and distance learning and open educational resources. With the KTS project, medical students will have an earlier access to surgical training and (novel) surgeons will be able to train more hours without moving to specialized training centres, thus not only reducing time and costs, but also allowing for a more flexible approach to their training. Additionally, efforts will be made to introduce the serious game in the surgical training curricula.


Professional Profile of the Surgical Trainer: Train-the-Trainer-Curricula (SurgTTT)
Within the framework of the European Erasmus project "Professional Profile of the Surgical Trainer: Train-the-Trainer Curricula (SurgTTT)", in cooperation of the ISTT (Innovative Surgical Training Technologies) with the CCMIJU (Jesús Usón Minimally Invasive Surgery Centre, Cáceres / Spain), Semmelweis University (Department of Surgical Research and Techniques, Budapest / Hungary) and the Medis Foundation (National Medical Association, Campina / Romania), a European requirement profile and curriculum for the pedagogical and didactic training of surgeons to become surgical trainers will be developed and tested. Profile and curriculum will be complemented by a multilingual e-learning platform.


While the study of human medicine in Europe is highly structured and regulated, there are no standardised curricula and teaching methodologies for specialist medical training in most countries - circumstances that have been criticised increasingly in the last years. The teaching staff in clinical practice are usually experienced surgeons who were selected solely according to their surgical expertise. The earlier research project iTOM showed that the improvement of specialist medical training should start in improving the pedagogical-didactic competences of the teaching surgeon.