The main aim of the TRANSSIMED project was to establish sustainable, competence-based education system using simulation methods in primary healthcare, with a particular focus on vocational training. We aimed to improve patient safety and the quality of care by enhancing the preparedness of healthcare professionals to manage life-threatening situations through realistic and ethical training environments. Specifically, we wanted to: -Develop a two-level competence model for trainers in simulation-based education; -Provide structured culturally adapted training for basic and advanced simulation trainers tailored to education systems in all partner countries; -Promote the use of innovative teaching methods, (simulation based and serious gaming); -Align simulation-based education methods in healthcare with European quality standards in education -Create a roadmap for implementing simulation-based education in other healthcare systems; -Raise awareness among policymakers and education providers about the importance of simulation in vocational education and training. -Achieve long-term implementation of simulation training in line with international standards.
The TRANSSIMED project was initiated to address critical gaps in vocational education and training for healthcare professionals in Southeast Europe, particularly in the field of primary care emergency response. In Slovenia, Croatia, and North Macedonia, professionals working in primary healthcare are only rarely exposed to life-threatening situations in their daily practice. This lack of exposure, coupled with insufficient simulation-based training, contributes to reduced confidence, teamwork inefficiencies, and ultimately, compromised patient safety. There was a clear need to establish a structured and sustainable system of simulation-based training for primary healthcare teams in partner countries. Professionals in Slovenia, Croatia, and North Macedonia lacked opportunities for regular, practical training in managing life-threatening situations, which led to reduced preparedness, low self-confidence, and increased safety risks for patients. At the same time, there was no established system for training the trainers in simulation education at the vocational level. Additionally, vocational education in the region did not fully align with international guidelines promoting simulation in healthcare education.