CPD & lifelong learning

CME (Continuing Medical Education) at the INTS

Bulletin formations présentielles (in-house training registration form)

A panel of some 50 training modules entitled UV/US (regular/special courses) encompasses all transfusion activities of all professional categories wishing to maintain or develop their knowledge and skills.

Over 3,000 trainees a year, including e-learning modules.

Five years ago, 100,000 was the estimated number for transfusion medicine professionals in France (Horos audit, 2005). Consequently the INTS has decided to take action and strongly develop its CME activity across a 3-fold organization : in-house courses in their Paris 15ème premises, remote teaching with regional partnerships, and e-learning.

A teaching network from all horizons and for all-level trainees

A range covering all requirements of transfusion safety actors

Blood transfusion initiation
Medicine in blood donation (Médecine du don)
Safety in donation and labile blood products
Erythrocyte immunohematology
Leuko-platelet immunology
Delivery practice and Haemovigilance
Quality - Accreditation
CPD (Continuous Professional Development)
E-learning
Higher education & graduation

Education methods perfectly matching your expectations

The INTS has the flexibility to propose different types of education & training for certain programmes, perfectly suiting your availability and requirements:

In-house courses: INTS, 6 rue Alexandre Cabanel, Paris 15ème
e-learning training sessions (from your PC or via the INTS intranet)
remote trainings, in partnership with local correspondents.

Recognized pedagogical methodologies

Constantly updating its pedagogical methodologies to best comply with latest quality standards, the INTS delivers :

Theoretical academic classes
Monitoring progress sessions (enseignements dirigés)
Practical exercises
Knowledge appraisal
Access to the Documentation & Information Centre – internet station.

New tools such as the interactive e-vote contribute to a more lively teaching mode, also stiring trainees’ learning disposition and inducing a playful and collaborative-style appraisal.

Teachers

Coming from various multidisciplinary horizons, either public or private, or long-time partners such as the EFS (French Blood Establishment), all 200 in-house and external teachers are certified experts in their disciplines:

MDs
PharmDs
Laboratory technologists
Healthcare executives
Qualiticians
Engineers

Regulatory graduating training sessions

The INTS graduating sessions are non-university graduating trainings composed of several modules teaching blood transfusion newcomers with the necessary job skills ; these training sessions have seen their graduation level certified with the following regulations:

Decree on 12 May 2000 (Official Journal on 23 May 2000), modified by Decree on 20 December 2006, validates the graduation level of some of our training sessions meant for blood transfusion professionals.
Decree on 3 December 2007, as regards qualifications for certain blood repository personnels, features a list of training sessions meant for these personnels.

Regulatory graduating training sessions at the INTS:

UV4 Erythrocyte immuno-hematology, level 1
UV5 Erythrocyte immuno-hematology, level 2
UV11 Blood-transmissible infectious agents
UV24 Good practices of labile blood product delivery (in-house course)
UV25 Biological qualiﬁcation of blood donations
UV26 Preparation of labile blood products
UV27 Quality approach in blood transfusion
US1 Blood collections in France : ethics, quality, safety
US17 Management of a blood repository (in-house course)
EF01 Management of an emergency/intermediate blood repository (e-learning+in situ practical training+ in-house appraisal)
EF03 Good practices of labile blood product delivery (e-learning + in-house)

Practical Information

Hotels nearby

Map of the area

Education & Training 2011 – 2012 at the INTS

Download or click on below pics to reach for our Education & Training Catalogue 2011 (‘Guide des formations 2011’) and our CPD Guide 2012 (‘Guide du développement professionnel continu 2012’), published in June 2011.

Here you will find our complete offer for Higher Education, CME (INTS in-house, remote with regional partners, e-learning training sessions) and CPD (practice analysis and appraisal proposal within the Continuous Professional Development scheme).

For information / registration, please contact :

Bulletin formations présentielles (in-house training registration form)
Contact :
Ph. : +33 (0)144493023
Email :formation@ints.fr
Bulletins spécifiques aux e-formations (e-learning registration form)
Contact :
Ph. : +33 (0)144493035
Email :e-formation@ints.fr

E-Learning at the INTS

Since January 2009, e-learning training sessions were implemented and delivered at the INTS in its quality of CME-accredited Education and Training institution.

E-learning is a fully flexible learning method in full compliance with your availability and respectful of your daily commitments. It is indeed up to you to opt for whichever lapse of time you decide to dedicate to your training, without disturbing the course of your activities.

The contents of the INTS e-learning programmes have been initiated, drafted and reviewed by different authors regarded as experts in their respective fields. Their variety of origins and positions made it possible to build comprehensive and high-quality programmes recognized as such.

A dedicated INTS mentoring structure has been implemented to better follow and facilitate your e-learning remote training process for EFO1 et EFO3:

To contact the e-learning mentoring structure: e-formation@ints.fr

In 2010-2011, the INTS puts at your disposal 4 E-learning programmes:

EF O1 - E-learning

Management of an emergency and/or intermediate blood repository

Objective : allowing MDs and PharmDs in charge of emergency and/or intermediate blood repositories to understand the basic regulatory principles related to blood repository management and to guarantee, in full compliance with safety requirements, the utmost and faultlessly monitored organization at every stage: supply, transportation, conservation, delivery and sensible management of labile blood products (LBP).

Meant for : MDs and PharmDs in charge of managing and operating an emergency and/or intermediate blood repository.

Programme :

Online e-learning platform, from your desktop,
1 practical training day in a structure delivering labile blood products (LBP)
1 INTS in-house day (skill validation and discussions)

Online EF01 training demonstration available here.

Download the EF01 training description and schedules here : EFO1 form: 2011 sessions

We kindly advise you that all 2010 sessions are closed,
26 Jan. 2011 and 23 May 2011 sessions are sold out.

Download registration form for EF01 in-house session on 25 May 2011 here.

EF O2 - E-learning

Transfusion Process and Controls

Objective : allowing specialized nursing personnels to understand basic regulations and the development of a transfusion process within a healthcare facility. Having the transfusion process and its safety requirements under control makes it easier to avoid serious mistakes potentially leading to transfusion accidents.

Meant for : nurses in healthcare facilities likely to carry out transfusions of labile blood products.

Programme:

Duration : approx. 2 hours.
Online (inter-intranet) e-learning platform from your desktop, in 10’-30’ slots for each module.

Online EF02 training demonstration available here.

Download the EF02 training description and schedules here : EFO2 form: 2010/2011 sessions

EF02 registration and follow-up: please contact FormaDirect:

Ph. +33 (0)472850925
www.formadirect.fr

EF O3 – E-learning

Good practices for the delivery of labile blood products (LBP)

Objectives : complying with the regulatory requirements of good practices for the delivery of LBP (labile blood products). In other words, knowing how to operate a structure of LBP delivery, knowing quality assurance and immuno-haematology principles, regulatory bases of a blood repository. Besides, this training helps to better understand and control all processes related to the supply, transportation, conservation and delivery of LBP respectfully of transfusion safety constraints.

Meant for : technical staff involved in running a LBP delivery structure: laboratory technologists, bachelors in biology, state-registered nurses.

Programme:

Online e-learning platform, from your desktop,
1 INTS in-house day (skill validation and discussions)

So as to make the most of this training, we recommend to appoint a coordinator in the establishment. Preferably with a direct reporting link (blood repository manager, department executive) he will grant learners sufficient time and put at their disposal an appropriate IT material for this training.

Online EF03 training demonstration is available here.

Download the EF03 training description and schedules here : EFO3 form : 2011 sessions

We kindly advise you that all 2010 sessions are closed.

Download registration form for EF03 here : EF03 registration forms

NB : If you want to take part in the INTS in-house session :

On 9 Feb. 2011 return registration form before 20 September 2010
On 6 April 2011 return registration form before 6 November 2010
On 22 June 2011 return registration form before 22 January 2011
On 28 Sept. 2011 return registration form before 28 April 2011

EF O4 – E-learning

Operation processes in an emergency and / or intermediate blood repository

Objective : allow managers in charge of emergency and /or intermediate blood repositories to make sure that repository personnels are granted a homogeneous training as regards operation processes especially pertaining to quality assurance, conservation and delivery regulations of labile blood products, and fully complying with transfusion safety requirements.

Meant for : technical personnels involved in operating an emergency and/or intermediate blood repository, such as midwives, state-registered nurses, laboratory technologists, bachelors in biology, reporting to his/her Head of Department or his/her substitute.

Programme:

Duration : approx. 2 hours.
Online (inter-intranet) e-learning platform from your desktop, in 10’-30’ slots for each module.

Online EF04 training demonstration available here.

Download the EF04 training description and schedules here : EFO4 form: 2010/2011 sessions

EF04 registration and follow-up: please contact FormaDirect:

Ph. +33 (0)472850925
www.formadirect.fr

Partnering & Remote Training Sessions

The INTS Education & Training Department is constantly moving forward to better match the various requirements of its customers, partnering institutions and public authorities.

Right from its foundation in 1994, the INTS has always collaborated with ‘natural’ partners like the EFS (French Blood Establishment), the CTSA (Transfusion centre of armed forces), healthcare agencies and facilities, regional hospitals, the Health welfare bureau (ARS).

In compliance with its development strategy, the INTS sets forth new partnerships with other education and training structures on a national scale and regional or local institutions, sharing the same objectives :

Implementing a skill-sharing networking synergy to better fulfil its public assignments
Addressing the requirements of regional professionals with specific blood transfusion training sessions to better comply with their constraints ; sessions are set up by the INTS or the partner.

For example, a large number of regulatory training sessions meant for blood repository personnels were delivered across multiple French regions since 2009.

Call For Information : +33 1 44 49 30 23 Transfusion Safety – Infectious Diseases
E-learning in transfusion safety (UMVF - Nice)

Role of the INTS in the CPD
(Continuous Professional Development)

The HPST (Hospital-Patient-Health-Territories) regulation is based on a concept merging Continuing Medical Education and Professional Appraisal entitled Continuous Professional Development.

CPD encompasses all means and devices allowing a physician to update, develop and improve his/her professional skills, abilities, behaviors and knowledge.

CPD Objectives : practice appraisal, knowledge enhancement, improvement of healthcare quality and safety, a better consideration for public health priorities and a medical-driven control on health expenditures.

CPD should be regarded as a continuous process of lifelong development and learning with three orientations : medical expertise, risk management, professional values and responsibility.

CPD is mandatory for MDs. Also, any practitioner, dental surgeon, midwife or chemist, will have to go for a continuous process of practice analysis complying with assessed standards. Every year all professionals will have to undergo at least one validated training.

Practice appraisal approvals from the HAS (Higher Health Authority) on 15 March 2006 and CME approvals from National committees for the CME on 15 May 2007 have consolidated the INTS role within the overall lifelong learning system.

Consequently, to gain efficaciousness, the INTS has decided to boost its CME and Practice appraisal system by settling a scientific committee, a steering committee and an appraisal committee on a shared basis with learned societies involved in transfusion technology and medicine (SFTS*, SFVTT**, SFH***, SFBTC****).

Also, two operational structures for CME and Practice appraisal control the adequacy to requirements and quality of our service offer within the Education & Training Department.

*SFTS
**SFVTT
***SFH
****SFBTC

French society of blood transfusion
French society of vigilance and transfusion therapeutics
French society of haemapheresis
French society of tissue and cell bioengineering

CME (Continuing Medical Education) at the INTS

The INTS is an independent Education & Training institution approved by the three National committees for the CME since 15 May 2007, implying that the CME training sessions delivered by the INTS perfectly match the CME criteria.

In the expectation of new regulations, the CME regulation Decree on 13 July 2006 remains in force. Respectfully of their training obligation, all MDs should earn 250 credits every five year, based on the following scale system :

in-house training sessions as delivered by approved structures (category 1)
individual and remote training sessions (category 2) limited to 40 credits,
formative professional situations (category 3) limited to 100 credits,
practice appraisal (category 4) limited to 100 credits.

The INTS proposes a full CME range of regular (UV) / specialized (US) courses.

Those delivered to MDs correspond to category 1 in-house training sessions and are entitled to 8 credits per day.

Category 2 remote training sessions are based on new information and communication technologies in education (theoretical self-learning from an internet / intranet workstation and practical sessions).

Practice appraisal at the INTS

Practice appraisal is a regulatory obligation for all MDs (Decrees 2005-346 on 14 April 2005 and 2006-653 on 2 June 2006 about Practice appraisal) in response to a healthcare and public safety preoccupation.

Practice appraisal is part of the CME (Continuing Medical Education), and equals to 100 of 250 credits every MD should earn within 5 years at the latest.

On 15 March 2006, the INTS was granted by the HAS (Higher health authority) the approval for the implementation of Practice appraisal in TMT (Transfusion Medicine and Technology) in collboration with the learned societies SFTS, SFVTT, SFH et SFBTC.

Practice appraisal with the INTS

In order to facilitate the registration, follow-up and validation for blood transfusion MDs, the INTS implemented:

an innovative remote management site for Practice appraisal, in partnership with the STIC Santé laboratory of the Faculty of Medicine of Nice-Sophia-Antipolis University.
A remote coaching-based follow-up system driven by a professional referee (mentor) expert in the specific course and familiar with this process-oriented methodology ; collective training sessions to be set up if necessary.

Such Practice appraisal programmes can be implemented and managed individually or collectively (‘staff EPP’). In 2010, the INTS operates several curricula for specific functions.

Description and Registration

The objective of this coaching system is to help you fulfil, with the previously identified specific job guideline, a Practice appraisal curriculum based on a self-evaluation, and on the implementation of the action plan of your establishment as well.

All these stages, interactions with your mentor and result validation are carried out with the help of the Practice appraisal eEPP electronic platform, available on http://www.epp-ints.fr

This learning method is particularly meant for MDs practising in blood transfusion and wishing to perform Practice appraisal within the context of their CPD (Continuous Professional Development).

Here is the structure the INTS has implemented to facilitate your remote Practice appraisal process :

EPP (Practice appraisal) secretariat (contact : secretariat.epp@ints.fr).
Download our EPP01 form to reach for a full description: EPP01 : Sessions 2009/2010
Fill in the online registration form: Inscription en ligne à l’EPP01

European regulatory environment

Key competences for lifelong learning

Key competences in the shape of knowledge, skills and attitudes appropriate to each context are fundamental for each individual in a knowledge-based society. They provide added value for the labour market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and motivation. Because they should be acquired by everyone, this Recommendation proposes a reference tool for the Member States to ensure that these key competences are fully integrated into their strategies and infrastructures, particularly in the context of lifelong learning.

ACT

Recommendation of the European Parliament and of the Council, of 18 December 2006, on key competences for lifelong learning [Official Journal L 394 of 30.12.2006].

SUMMARY

Key competences for lifelong learning

Key competences for lifelong learning are a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfilment and development, social inclusion, active citizenship and employment.

Key competences are essential in a knowledge society and guarantee more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world.

They are also a major factor in innovation, productivity and competitiveness, and they contribute to the motivation and satisfaction of workers and the quality of work.

Key competences should be acquired by:

young people at the end of their compulsory education and training equipping them for adult life, particularly for working life, whilst forming a basis for further learning;
adults throughout their lives through a process of developing and updating skills.

The acquisition of key competences fits in with the principles of equality and access for all. This reference framework also applies in particular to disadvantaged groups whose educational potential requires support. Examples of such groups include people with low basic skills, early school leavers, the long-term unemployed, people with disabilities or migrants, etc.

Eight key competences

This framework defines eight key competences and describes the essential knowledge, skills and attitudes related to each of these. These key competences are:

communication in the mother tongue which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;
communication in foreign languages which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing;
mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies which explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen;
digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities;
social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of their work and is able to seize opportunities which arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance;
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of feelings.

A European reference framework for the Member States and the Commission

These key competences provide a reference framework to support national and European efforts to achieve the objectives they define. This framework is mainly intended for policy makers, education and training providers, employers and learners.

It is a reference tool for the Member States and their education and training policies. The Member States should try to ensure:

that initial education and training offer all young people the means to develop the key competences to a level that equips them for adult and working life, thus also providing a basis for future learning;
that appropriate provision is made for young people who are disadvantaged in their training so that they can fulfil their educational potential;
that adults can develop and update key competences throughout their lives, particularly priority target groups such as persons who need to update their competences;
that appropriate infrastructure is in place for continuing education and training of adults, that there are measures to ensure access to education and training and the labour market, and that there is support for learners depending on their specific needs and competences;
the coherence of adult education and training provision through close links between the policies concerned.

It forms the basis for action at Community level, particularly within the Education and Training 2010 work programme and more generally within the Community education and training programmes. In this respect, the Commission should make a special effort to:

help the Member States to develop their education and training systems, apply the reference framework so as to facilitate peer learning and the exchange of good practices, and follow up developments and report on progress through the progress reports on the Education and Training 2010 work programme;
use the reference framework for the implementation of the Community education and training programmes whilst ensuring that these programmes promote the acquisition of key competences;
use the reference framework to implement related Community policies (employment, youth, cultural and social policies) and to strengthen links with social partners and other organisations active in those fields;
assess, by December 2010, the impact of the reference framework within the context of the Education and Training 2010 work programme as well as the experience gained and the implications for the future.

Context

The transversal nature of key competences makes them essential. They provide value added for employment, social cohesion or young people (European Youth Pact), which explains the importance of lifelong learning in terms of adapting to change and integration. The reference criteria which make it possible to judge improvements in European performances featured in a 2005 report with contrasting results.

In response to the concerns expressed at the Lisbon European Council on 23 and 24 March 2000, which were repeated in the revised Lisbon strategy in 2005, the key competences form part of the objectives of the Education and Training 2010 work programme, the Commission Communication of 2001 on making a European area of lifelong learning a reality, and the subsequent Council resolution adopted in 2002. These last two put forward specific proposals on making key competences a priority for all age groups. For its part, the 2004 Joint Interim report on the progress of the Education and Training 2010 work programme made the case for drawing up common European references and principles.

RELATED ACTS

Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning [Official Journal L 327 of 24 November 2006].

"Education and Training 2010" The success of the Lisbon strategy hinges on urgent reforms - Joint interim report of the Council and the Commission on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe [Official Journal C 104 of 30 April 2004].

Communication from the Commission - "Education and Training 2010": The success of the Lisbon Strategy hinges on urgent reforms (Draft joint interim report on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe) [COM(2003) 685 final - Not published in the Official Journal].

Detailed work programme on the follow-up of the objectives of education and training systems in Europe [Official Journal C 142 of 14 June 2002]. Communication from the Commission of 20 November 2002 on European benchmarks in education and training: follow-up to the Lisbon European Council [COM(2002) 629 final - Not published in the Official Journal].