About the project

Medical education is unique in the sense that apart from ordinary teaching and learning interactions it includes the notion of clinical apprenticeship and the acquisition of clinical skills. CROESUS will change the old-fashioned way of teaching and move the clinical phase of medical education at participating institutions inside MEFANET from traditional classroom teaching approaches to active learning using self-directed, personalised collaborative learning environments.

Institutions inside MEFANET will get a modernised biomedical science curriculum component, utilising competency-based pedagogy that better links with clinical practice, ultimately leading to improved methods of developing and assessing clinical competency in learners.

The project comes up with two intellectual outcomes: 1) ICT platform for scenario-based learning, 2) Methodologies for preparation, training and implementation of VP/PBL in clinical medicine.


CROESUS has trained clinicians to facilitate PBL sessions appropriately for student groups. PBL training involved the understanding of the PBL process to deliver information in a structured way but also being able to prompt students in the right direction. The project has also trained staff to create VPs which are suitable to use within PBL sessions. The training focused on how to create the VPs using OpenLabyrinth software and on how to construct the narrative and options within the VP.

PBL tutoring

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The Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, two independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education.

One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies. For this purpose, MEFANET, as an instrument, embarked on developing an original and uniform solution for education web portals that, together with Central Gateway, offer and share digital education content.

The primary objective of the MEFANET portal platform is to ensure publishing and horizontal accessibility of electronic teaching tools for teachers and students, while fully respecting the independence of the individual faculty.

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The importance of scenario-based learning in medical education

Education for clinical practice is a complex process, involving the development of a body of knowledge, skills and multiple aspects of professionalism. It is increasingly accepted that ‘Traditional’ medical education, with modules in single discipline biosciences, bears little relationship to eventual learner needs in clinical practice, in which practitioners act by synthesising a range of relevant information, identifying and testing solutions. Developing competence in this crucial process requires an approach that differs from traditional teaching, where students are just recipients of information, but are not training in competency.

Workshop on tools for virtual patients

A workshop aimed at tools for virtual patients took place on 25 November 2015 as parallel activity to the MEFANET 2015 conference.

workshop on tools for virtual patients




Poulton T et al. (2014), Exploring the Efficacy of Replacing Linear Paper-Based Patient Cases in Problem-Based Learning With Dynamic Web-Based Virtual Patients: Randomized Controlled Trial. J Med Internet Res 16(11):e240. DOI: 10.2196/jmir.3748

Štourač P et al. (2014), AKUTNE.CZ algorithms and SEPSIS-Q scenarios as interactive tools for problem based learning sessions in medical education. MEFANET Journal 1(2):61-73. mj.mefanet.cz/mj-02130330

Schwarz D et al. (2013), Interactive algorithms for teaching and learning acute medicine in the network of medical faculties MEFANET. J Med Internet Res 15(7):298-311. DOI: 10.2196/jmir.2590

Komenda M et al. (2012), Medical faculties educational network: Multidimensional quality assessment: Computer Methods and Programs in Biomedicine, 108(3):900-909. DOI: 10.1016/j.cmpb.2012.05.002