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Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

Undergraduate clinical orthodontic experience may be expressed in a variety of ways. The most common way (used, inter alia, in the DentEd school visits) is by number of curriculum hours. Other ways include the number of patients seen, or number of procedures carried out. Whilst any of these methods may allow comparison between cohorts of students within a school or between schools, none of them are suitable to determine how much experience is ‘satisfactory’, nor do they indicate what the student should know, understand, or be able to do, to be considered ‘satisfactory’, and hence fit to graduate. This situation may be addressed by the use of competences and/or learning outcomes, and in 2004 the Association for Dental Education in Europe (ADEE) adopted a document that contained one major competence and five supporting competences in orthodontics. This paper considers the shortcomings of conventional methods of recording orthodontic experience in relation to the acquisition of these competences, and some ways in which staff and students may assess competence. [ABSTRACT FROM AUTHOR]

This consensus paper reports on the process of developing a renewed vision for Oral Health Professional (OHP) education across Europe, and forms part of a larger EU‐funded collaborative Erasmus+ project, "O‐Health‐Edu." The vision aligns with the World Health Organisation milestones (2016) and resolutions (2021), and EU4Health programme (2020) objectives ‐ and projects 20 years into the future, to 2040. This longitudinal vision takes a multi‐stakeholder perspective to deliver OHP education that acts in the best interests of both students and patients, and sits within the context of a wider strategy for general health. Included, it is an infographic to help communicate the vision to various stakeholders of OHP education. [ABSTRACT FROM AUTHOR]

Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario‐led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario‐led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale‐up European school teachers' development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time‐constraints were major issues. [ABSTRACT FROM AUTHOR]

Perception of Western governments' hostility to Islam is one of the indicating features of Islamic fundamentalism and, in some cases, is serving as a pull to join extremist groups. In this paper, using data from two waves of a cross‐national survey, we investigate what affects European Muslims' opinions about Western governments. We find that residential segregation is associated with perceived hostility of Western governments to Islam. Further, we find that Muslims living in segregated neighbourhoods and enclaves have a higher probability of believing that Western governments are hostile to Islam. National origins of Muslim immigrants have a significant impact, with people from African countries measuring less perceived hostility than others. We also find that education is associated with perceived hostility of Western governments to Islam in a non‐linear way. People with the highest and lowest levels of education tend to be less likely to believe that Western governments are hostile to Islam, relative to people with mid‐level education. This non‐linear effect is best explained by education's differential effects on perceptions of key world events. During the time between 2011 – before ISIS's announcement of its Caliphate in Iraq and Syria – and 2013, subsequent to that announcement, we see a sharp decrease in perception of Western governments' hostility to Islam, particularly among more educated European Muslims. We make the case that this decrease can be attributed, in some ways, to the emergence of ISIS. We discuss our findings in terms of theoretical and policy implications. [ABSTRACT FROM AUTHOR]

Coleman's focal theory, developed in relation to adolescents in the general population, appears to offer some explanation for the poor educational achievement and social exclusion of care leavers, but has been little tested empirically. This paper revisits data from two studies of care-experienced young people aged 18-25, drawing on qualitative interviews in the UK and four other European countries, to see if focal theory would have helped to predict their educational progression or otherwise. The lives of research participants were found to be characterised by disruptions and uncertainty, with multiple challenges confronting them in quick succession, making it hard for them to pace their transitions as, according to focal theory, other young people do. Findings suggest that the theory could be used to inform policy designed to improve educational outcomes and should be incorporated into training for those responsible for supporting care leavers through their transition to adulthood. [ABSTRACT FROM AUTHOR]

This paper presents an updated statement on behalf of the Association for Dental Education in Europe (ADEE) in relation to proposals for undergraduate Curriculum Structure, Content, Learning, Assessment and Student / Staff Exchange for dental education in Europe. A task force was constituted to consider these issues and the two previous, related publications produced by the Association (Plasschaert et al 2006 and 2007) were revised. The broad European dental community was circulated and contributed to the revisions. The paper was approved at the General Assembly of ADEE, held in Amsterdam in August 2010 and will be updated again in 2015. [ABSTRACT FROM AUTHOR]

CommFABnet is a European Commission-funded project aimed at significantly improving the information flow between European research projects in the fields of food, agriculture and fisheries, and biotechnology (the so-called bioeconomy) and stakeholders, such as businesses, policy makers and European citizens. This includes children and young people, who are the target group of an educational toolkit that is being developed by the British Nutrition Foundation, a partner of the CommFABnet project, for use in classrooms across Europe. This paper focuses on the development of the educational toolkit, and in addition outlines the role of educating and inspiring young people in the science communication process, and how other networks or projects can learn from the CommFABnet model. [ABSTRACT FROM AUTHOR]

Objective To assess the participation of European urology residents in urological laparoscopy, their training patterns and facilities available in European Urology Departments., Materials and Methods A survey, consisting of 23 questions concerning laparoscopic training, was published online as well as distributed on paper, during the Annual European Association of Urology Congress in 2012., Exposure to laparoscopic procedures, acquired laparoscopic experience, training patterns, training facilities and motivation were evaluated., Data was analysed with descriptive statistics., Results In all, 219 European urology residents answered the survey., Conventional laparoscopy was available in 74% of the respondents' departments, while robotic surgery was available in 17% of the departments., Of the respondents, 27% were first surgeons and 43% were assistants in conventional laparoscopic procedures. Only 23% of the residents rated their laparoscopic experience as at least 'satisfactory'; 32% of the residents did not attend any course or fellowship on laparoscopy., Dry laboratory was the most frequent setting for training (33%), although 42% of the respondents did not have access to any type of laparoscopic laboratory., The motivation to perform laparoscopy was rated as 'high' or 'very high' by 77% of the respondents, and 81% considered a post-residency fellowship in laparoscopy., Conclusions Urological laparoscopy is available in most European training institutions, with residents playing an active role in the procedure. However, most of them consider their laparoscopic experience to be poor., Moreover, the availability of training facilities and participation in laparoscopy courses and fellowships are low and should be encouraged. [ABSTRACT FROM AUTHOR]

Issues. Smoking prevalence in European countries is high. Adequately trained physicians can play a key role in reducing smoking rates in Europe. This paper provides an overview of postgraduate smoking cessation training for physicians in Europe. Approach. Two methods were used: (i) a review of the Europe-based published and grey literature between 1999 and 2009 on postgraduate education programs for physicians in smoking cessation; and (ii) a survey of key informants identified through two European tobacco control list serves. Key Findings. A total of nine relevant articles were identified through the literature search which showed over 170 postgraduate training programs offered in Europe in smoking cessation. The survey resulted in a 100% response rate from 38 key informants from 28 European countries. Respondents from all countries except Latvia reported knowledge of the existence of smoking cessation training programs. Course content included brief intervention training (93%), pharmacotherapy (96%), motivational interviewing skills (85%) and training in the stages of change (89%). Participation by physicians in these courses was reported to be low (ranging in total participation estimates from 15 to 1100 per country). Implications. The study showed numerous training opportunities for physicians in Europe. However, postgraduate training in smoking cessation might not be reaching physicians and might not be rigorously evaluated. Conclusions. It is imperative that the effectiveness of the programs in changing provider practices and patient smoking outcomes is adequately evaluated. Further research is also indicated for methods of disseminating effective educational activities throughout Europe with the intention of increasing participation. [Kralikova E, Bonevski B, Stepankova L, Pohlova L, Mladkova N. Postgraduate medical education on tobacco and smoking cessation in Europe. Drug Alcohol Rev 2009;28:474–483] [ABSTRACT FROM AUTHOR]

Participation rates in higher education are an important indicator to pursue one of the main European policy objectives, which is to increase the proportion of population attending higher education. A model used to detect the determinants of participation rates is proposed in this paper, and it is empirically tested for 14 European countries through a five-year panel regression. The model considers the potential explanatory factors as follows: the country's socio-economic conditions, the human capital stock, the organisation of the higher education sector, the higher education expenditure. The results show the important role of financial resources devoted to higher education; but also, as expected, the influence of other factors. More specifically, there is a role for the variables related to higher education organisation and structure, also confirming that higher entry rates are influenced both by an improvement in public investments in the sector and by organisational elements. These findings are relevant for policy purposes, since they suggest some possible solutions for improving participation rates. Although future research would need to explore the impact of income inequality, the overall level of spending is the key element that influences entry rates. Therefore, in periods of public finance pressure, the best way to resolve this problem could be to improve private resources. [ABSTRACT FROM AUTHOR]

Background and purpose: The demographical evolution and the technological revolution seen in the last decades, in developed countries, have dramatically changed the practice of Neurology. However, the academic curriculum in many medical schools has not been updated accordingly over many of the European Countries. The Education Committee of the European Federation of Neurological Societies (EFNS) implemented in 2000 a Task Force on pre-graduate education trying to give guidelines to adequate pre-graduate education to the present status. Methods and discussion: Based on the results of two questionnaires, the first sent to the delegates of the EFNS and to the delegates of the European Board of Neurology, and the second answered by the Task Force members themselves, this paper describes the Task Force recommendations aimed to improve Neurology Education in the Medical Schools. These recommendations are also discussed with the analyses of the current bibliography available. [ABSTRACT FROM AUTHOR]

Context The Bologna Declaration of 1999 has led to the initiation of profound changes within the European Higher Education Area. Methods This paper gives an overview of the Bologna Process, reviews the developments within European dental education that have arisen as a result of the Process, and describes the impact of the continuation of the Process on health science education in the UK. Conclusions The Bologna Process has led to the establishment of the European Higher Education Area, which is committed to implementing a series of action lines by 2010. Currently, we are just over halfway to 2010, and the importance of UK higher education institutions engaging with the Bologna Process is stressed. [ABSTRACT FROM AUTHOR]

Background Children born into poverty have lifelong disadvantages compared with those more fortunate; social interventions seek to break this cycle of poverty and deprivation. Early Years Centres are one such intervention. These were established in deprived areas in the UK to provide high quality out-of-home day care. This paper reports the results of an economic evaluation conducted alongside a randomized controlled trial of one of these centres in the Borough of Hackney, London. Methods Participants were randomized to receive either high quality day care as provided by the centre or to other child care that they secured for themselves where they chose to do so. Information on resource use (early years education and care, as well as health and social care) was collected over an 18-month period; this was valued using appropriate unit costs. The cost of education, social and health care together with the value of productivity gains and out-of-pocket costs were then compared with the effectiveness of the intervention, increased labour force participant in mothers. Results From the societal perspective, the value of employment outweighs the costs of health and social services used, and in both groups there are cost savings. These are greater in the intervention group, therefore Early Years day care is an efficient use of resources. However, there is a net cost to the public sector of providing the intervention. The cost of achieving an additional mother in the labour force at 18 months is £38 550 (85% CI of –£1273, £416 172). Conclusion From the societal perspective, over an 18-month period, all child care is cost saving, but high quality day care provided by the Early Years Centre is a cost-effective alternative to day care provided by other local services in Hackney. The public sector, however, incurs added expense from this intervention. [ABSTRACT FROM AUTHOR]

Highlights the 2004 Forum on Healthy Eating sponsored by the Council of Europe and the World Health Organization. Details on the culture and traditions of various states in relation to food; Concerns over the inception of compulsory state education; Development of policy papers on healthy eating.

This article analyses the inter-cultural learning that arose from engaging in collaborative research with partners in several European countries. It adopts a sociocultural approach, starting with a description of the pressures of accountability arising from the contractual context of a European-funded project. Wenger's model of a community of practice and semiotic analysis based on Geertz's definition of culture are used as tools for understanding the social practices that developed in the course of working together. Three narrative vignettes provide 'thick descriptions' of the experience of 'being there' at project meetings. Each is followed by a passage of reflection and detailed discussion of an issue arising from practice: the first relating to the use of the English language as the project's working language, the second to the use of email as a main means of communication, and the third to differences in the interpretation of a key methodological concept. The inter-cultural learning that resulted from engaging in this community of practice is then summarised and the paper ends with reflections upon the methodology adopted. [ABSTRACT FROM AUTHOR]

The European Neurological Network is a European Economic Community supported project. The purpose of the project was to develop a multimedia educational tool for general practitioners in order to improve their management of sleep disorders, epilepsy and headache. The project involves approximately one hundred engineers and physicians from Belgium, Denmark, England, Finland, France, Germany, Italy, Portugal and Spain. This paper concerns the multimedia educational tool on headache. The system consists of five different modules, i.e. classification, clinical data, headache tutorial, diagnostic headache diary and nomenclature. It is possible to move between the modules both vertically and horizontally. The headache classification of the International Headache Society is provided in full text as a work of reference. This classification is used world wide and has been adopted by International Classification of Diseases 10 Neurological Adaptation (ICD-10 NA) and the World Health Organisation. The clinical data concentrate on migraine and tension-type headache, the two most common headache disorders, but data on familial hemiplegic migraine, cluster headache, drug-induced headache and secondary headaches are also available. The headache tutorial consists of case records that the user can test their diagnostic abilities on. The diagnostic headache diary is an expert system on headache diagnostics. It can be filled in during a consultation in order to provide the headache diagnosis or it can be printed and used by the headache patient to record headache attacks and medicine consumption. The nomenclature module provides an explanation of words and expressions used in the system. [ABSTRACT FROM AUTHOR]

Announces the winners of the annual European Academy of Andrology awards. Aim of awards; Best papers published in 1997 and 1998 issues of 'International Journal of Andrology'; Objectives of exchange fellowships.