On September 24 and 25, 12 selected faculty members from different Health Sciences programs at Universum International College in Pristina, Kosovo, came together for a two-day Clinical Education Designer Level Workshop focused on one central goal: learning how to design stronger, more relevant, and more impactful clinical learning experiences for students.

The workshop was designed to go beyond faculty training in the traditional sense. Participants were prepared to become instructional designers who can create structured clinical education practices that are not only effective in their own courses but can also be replicated and implemented by other faculty members across the school.

During the two days, faculty worked with clinical simulation methodologies and learned how to develop detailed, high quality practice guides that translate educational objectives into well structured learning experiences. They also learned how to work with Dr. Esther Etsu and Dr. Luke Lambert, two specialized AI assistants created to support the design of clinical education practices. The assistants help faculty structure, refine, and strengthen practice guides while keeping the academic and clinical expertise of the faculty member at the center of the design process.

The workshop was conducted by Dr. Manoela Malta, Vice President of Health Sciences at Cintana Education, and is part of a broader effort to support partner institutions in transforming educational practices and adopting more contemporary approaches to teaching and learning.

Across Health Sciences, this transformation is becoming increasingly important. Strong programs are no longer differentiated only by curriculum content, facilities, or technology. The way students learn, practice, make decisions, and prepare for real clinical environments is becoming a meaningful part of the academic experience and of the identity of a school.

For Universum International College, developing a group of faculty members capable of designing and scaling these new practices creates internal capacity for continued innovation. The practice guides developed through this process will help support the implementation of new methodologies across the School of Health Sciences and provide other faculty members with practical models they can adapt and use.

This type of faculty development is an important part of the support Cintana provides to institutions as they move from traditional teaching models toward more active, applied, and student centered learning. Over time, these changes can become a real differentiator for Health Sciences schools, strengthening both the quality of the student experience and the institution’s ability to prepare graduates for the realities of professional practice.