Het is de hoogste tijd dat er meer (internationale) harmonisatie komt op het gebied van de belastingwetgeving voor multinationals.
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BackgroundGait analysis has been used for decades to quantify knee function in patients with knee osteoarthritis; however, it is unknown whether and to what extent inter-laboratory differences affect the comparison of gait data between studies. Therefore, the aim of this study was to perform an inter-laboratory comparison of knee biomechanics and muscle activation patterns during gait of patients with knee osteoarthritis.MethodsKnee biomechanics and muscle activation patterns from patients with knee osteoarthritis were analyzed, previously collected at Dalhousie University (DAL: n = 55) and Amsterdam UMC, VU medical center (VUmc: n = 39), using their in-house protocols. Additionally, one healthy male was measured at both locations. Both direct comparisons and after harmonization of components of the protocols were made. Inter-laboratory comparisons were quantified using statistical parametric mapping analysis and discrete gait parameters.ResultsThe inter-laboratory comparison showed offsets in the sagittal plane angles, moments and frontal plane angles, and phase shifts in the muscle activation patterns. Filter characteristics, initial contact identification and thigh anatomical frame definitions were harmonized between the laboratories. After this first step in protocol harmonization, the offsets in knee angles and sagittal plane moments remained, but the inter-laboratory comparison of the muscle activation patterns improved.ConclusionsInter-laboratory differences obstruct valid comparisons of gait datasets from patients with knee osteoarthritis between gait laboratories. A first step in harmonization of gait analysis protocols improved the inter-laboratory comparison. Further protocol harmonization is recommended to enable valid comparisons between labs, data-sharing and multicenter trials to investigate knee function in patients with knee osteoarthritis.
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Despite changing attitudes towards animal testing and current legislation to protect experimental animals, the rate of animal experiments seems to have changed little in recent years. On May 15–16, 2013, the In Vitro Testing Industrial Platform (IVTIP) held an open meeting to discuss the state of the art in alternative methods, how companies have, can, and will need to adapt and what drives and hinders regulatory acceptance and use. Several key messages arose from the meeting. First, industry and regulatory bodies should not wait for complete suites of alternative tests to become available, but should begin working with methods available right now (e.g., mining of existing animal data to direct future studies, implementation of alternative tests wherever scientifically valid rather than continuing to rely on animal tests) in non-animal and animal integrated strategies to reduce the numbers of animals tested. Sharing of information (communication), harmonization and standardization (coordination), commitment and collaboration are all required to improve the quality and speed of validation, acceptance, and implementation of tests. Finally, we consider how alternative methods can be used in research and development before formal implementation in regulations. Here we present the conclusions on what can be done already and suggest some solutions and strategies for the future.
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Aim: Improvement and harmonization of European clinical pharmacology and therapeutics (CPT) education is urgently required. Because digital educational resources can be easily shared, adapted to local situations and re-used widely across a variety of educational systems, they may be ideally suited for this purpose. Methods: With a cross-sectional survey among principal CPT teachers in 279 out of 304 European medical schools, an overview and classification of digital resources was compiled. Results: Teachers from 95 (34%) medical schools in 26 of 28 EU countries responded, 66 (70%) of whom used digital educational resources in their CPT curriculum. A total of 89 of such resources were described in detail, including e-learning (24%), simulators to teach pharmacokinetics and/or pharmacodynamics (10%), virtual patients (8%), and serious games (5%). Together, these resources covered 235 knowledge-based learning objectives, 88 skills, and 13 attitudes. Only one third (27) of the resources were in-part or totally free and only two were licensed open educational resources (free to use, distribute and adapt). A narrative overview of the largest, free and most novel resources is given. Conclusion: Digital educational resources, ranging from e-learning to virtual patients and games, are widely used for CPT education in EU medical schools. Learning objectives are based largely on knowledge rather than skills or attitudes. This may be improved by including more real-life clinical case scenarios. Moreover, the majority of resources are neither free nor open. Therefore, with a view to harmonizing international CPT education, more needs to be learned about why CPT teachers are not currently sharing their educational materials.
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LETTER TO THE EDITOR: Many doctors take on prescribing responsibilities shortly after they graduate [1, 2], but fnal-year medical students not only feel insecure about prescribing, but also lack adequate knowledge and skills to prescribe rationally and safely [3, 4]. To address this public health concern, the European Association for Clinical Pharmacology and Therapeutics (EACPT) recommended that education in clinical pharmacology and therapeutics (CP&T) in Europe should be modernized and harmonized [5]. The frst step towards harmonization was taken in 2018 when CP&T experts reached consensus on the key learning outcomes for CP&T education in Europe [6]. The next step was to assess these outcomes in a uniform examination during undergraduate medical training [7–9]. The Prescribing Safety Assessment (United Kingdom) and the Dutch National Pharmacotherapy Assessment (The Netherlands) are currently the only national CP&T examinations [10–13]. Implementing these examinations in other European countries is difcult because of related costs and diferences in available drugs and guidelines. Therefore, in 2019, together with nine European universities, the EACPT, and the World Health Organization Europe, we started a 3-year Erasmus+-project (2019–1-NL01-KA203-060,492) to develop, test and implement an online examination on safe prescribing for medical schools in Europe: “The European Prescribing Exam” (EuroPE+, https://www.prescribingeducation.eu/). The aim of The European Prescribing Exam is to ensure that medical students in Europe graduate with prescribing competencies for safe and efective clinical practice. During the frst stage of the project, we established that EuroPE+ should focus not only on safe prescribing (e.g. contraindications, interactions) but also on broader aspects of CP&T (e.g. deprescribing, communication, personalized medicine). We identifed 43 main learning objectives and 299 attainment targets, based on previous European studies of CP&T education and the Dutch National Pharmacotherapy Assessment [6, 14, 15]. The attainment targets concern eight drug groups that junior doctors should be confdent about prescribing because these drugs are commonly prescribed or are a major cause of adverse events [16]
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The continuous increase of accident and incident reports has indicated the potential of drones to threaten public safety. The published regulatory framework for small drones is not visibly based on a comprehensive hazard analysis. Also, a variety in the constraints imposed by different regulatory frameworks across the globe might impede market growth and render small-drone operations even more complicated since light drones might be easily transferred and operated in various regions with diverse restrictions. In our study we applied the Systems-Theoretic Process Analysis (STPA) method to small-drone operations and we generated a first set of Safety Requirements (SR) for the authority, manufacturer, end-user and automation levels. Under the scope of this paper, we reviewed 56 drone regulations published by different authorities, and performed (1) a gap analysis against the 57 SRs derived by STPA for the authority level, and (2) Intra-Class Correlations in order to examine the extent of their harmonization. The results suggest that the regulations studied satisfy 5.3% to 66.7% of the SRs, and they are moderately similar. The harmonization is even lower when considering the range of values of various SRs addressed by the authorities. The findings from the drones’ case show that regulators might not similarly and completely address hazards introduced by new technology; such a condition might affect safety and impede the distribution and use of products in the international market. A timely and harmonized standardization based on a systematic hazard analysis seems crucial for tackling the challenges stemmed from technological advancements, especially the ones available to the public.
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Nowadays companies need higher educated engineers to develop their competences to enable them to innovate. This innovation competence is seen as a remedy for the minor profitable business they do during the financial crises. Innovation is an element to be developed on the one hand for big companies as well as for small-and-medium sized companies through Europe to overcome this crisis. The higher education can be seen as an institution where youngsters, coming from secondary schools, who choose to learn at higher education to realize their dream, what they like to become in the professional world. The tasks of the Universities of applied Sciences are to prepare these youngsters to become starting engineers doing their job well in the companies. Companies work for a market, trying to manufacture products which customers are willing to pay for. They ask competent employees helping achieving this goal. It is important these companies inform the Universities of applied Sciences in order to modify their educational program in such a way that the graduated engineers are learning the latest knowledge and techniques, which they need to know doing their job well. The Universities of applied Sciences of Oulu (Finland) and Fontys Eindhoven (The Netherlands) are working together to experience possibilities to qualify their students on innovation development in an international setting. In the so-called: ‘Invention Project’, students are motivated to find their own invention, to design it, to prepare this idea for prototyping and to really manufacture it. Organizing the project, special attention is given to communication protocol between students and also between teachers. Students have meetings on Thursday every week through Internet connection with the communication program OPTIMA, which is provided by the Oulu University. Not only the time difference between Finland and the Netherlands is an issue to be organized also effective protocols how to provide each other relevant information and also how to make in an effective way decisions are issues. In the paper the writers will present opinions of students, teachers and also companies in both regions of Oulu and Eindhoven on the effectiveness of this project reaching the goal students get more experienced to set up innovative projects in an international setting. The writers think this is an important and needed competence for nowadays young engineers to be able to create lucrative inventions for companies where they are going to work for. In the paper the writers also present the experiences of the supervising conditions during the project. The information found will lead to success-factors and do’s and don’ts for future projects with international collaboration.
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On the 11th of March, just a few days aheadof COVID – 19, the team working on the ELISEUse Case “Comparative analysis of differentmethodologies and datasets for EnergyPerformance Labelling of buildings” organizedthe 2nd European SimStadt workshop atSaxion University of Applied Sciences inEnschede, hosted by the Saxion researchgroup Sustainable Building Technology (SBT).SimStadt is a workflow-driven urban energysimulation platform for CityGML city modelsenabling solar potential- , heating demand- ,environmental- and district heating networkanalysis. Linking urban simulation platformsto CityGML models allows the use ofgeospatial information to enrich data modelsto be used for scenario analysis, e.g. relatedto energy transition. However, the rapid andwidespread development of applications andtools requires the European Commission tofocus on harmonization measures for dataformats.
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Presented at the 11th International Conference on ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer Lviv, Ukraine, May 14-16, 2015. Author supplied: Abstract. User requirements and low-cost small quantity production are new challenges for the modern manufacturing industry. This means that small batch sizes or even the manufacturing of one single product should be affordable. To make such a system cost-effective it should be capable to use the available production resources for many different products in parallel. This paper gives a description of the requirements and architecture of an end-user driven production system. The end-user communicates with the production system by a web interface, so this manufacturing system can be characterized in terms of cloud comput- ing as the implementation of manufacturing as a service, abbreviated to MaaS.
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Abstract Purpose Sharing and developing digital educational resources and open educational resources has been proposed as a way to harmonize and improve clinical pharmacology and therapeutics (CPT) education in European medical schools. Previous research, however, has shown that there are barriers to the adoption and implementation of open educational resources. The aim of this study was to determine perceived opportunities and barriers to the use and creation of open educational resources among European CPT teachers and possible solutions for these barriers. Methods CPT teachers of British and EU medical schools completed an online survey. Opportunities and challenges were identified by thematic analyses and subsequently discussed in an international consensus meeting. Results Data from 99 CPT teachers from 95 medical schools were analysed. Thirty teachers (30.3%) shared or collaboratively produced digital educational resources. All teachers foresaw opportunities in the more active use of open educational resources, including improving the quality of their teaching. The challenges reported were language barriers, local differences, lack of time, technological issues, difficulties with quality management, and copyright restrictions. Practical solutions for these challenges were discussed and include a peer review system, clear indexing, and use of copyright licenses that permit adaptation of resources. Conclusion Key challenges to making greater use of CPT open educational resources are a limited applicability of such resources due to language and local differences and quality concerns. These challenges may be resolved by relatively simple measures, such as allowing adaptation and translation of resources and a peer review system.
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