Within the CALLME project, individuals across all partner institutions acquired substantial professional, pedagogical, and digital competencies, directly linked to the project’s innovative structure and activities. Academic staff strengthened their expertise in NEM methodology, SADT-based instructional design, and curriculum innovation, following the structured training sessions and WP2–WP3 activities evidenced in the reports .
Participation in the creation, piloting, and evaluation of courses (C1–C5) led to improved abilities in designing interactive, STEM-aligned, OOP-integrated learning materials, as well as greater proficiency in e-learning content creation on the E-COOL and Opigno platforms . Students gained hands-on experience with prototype learning platforms, tested NEM-based modules, and enhanced their understanding of medical engineering tools, implants, sensing systems, and patient-specific mechatronics, confirmed by pilot testing and workshop attendance in Romania, Serbia, Latvia, and Ireland.
https://etraining.project-callme.eu/catalogue
Medical practitioners and industry engineers enriched their knowledge through INFO DAYS, local workshops (e.g., MERAM 2023), and stakeholder events, gaining exposure to emerging biomedical engineering practices, digital platforms, and industry–academia collaboration models . Project managers and administrative teams strengthened their competences in transnational project coordination, risk management, financial monitoring, and quality assurance, supported by structured templates, Google Drive collaboration, Microsoft Teams meetings, and continuous monitoring mechanisms .
The CALLME project produced measurable individual growth across all categories of participants—students, academics, researchers, medical staff, and industry partners—resulting in upgraded digital skills, improved pedagogical capacities, enhanced cross-sector collaboration abilities, and deeper engagement with innovative medical-engineering education.