The overall objective of the project is to improve the quality of health education through the development of the University and the Training Hospital Skill Labs. The specific objective is to enable those receiving medical training and further training, as well as health professionals involved in vocational training and upskilling, by setting up and equipping invasive and non-invasive interventions and care activities through the development and equipping of demonstration units. We will increase the efficiency of health higher education and vocational training by extending traditional training pathways. Training in skills development aims to strengthen the practical base of graduate and postgraduate medical education, vocational training and further education at institutional level. The aim of the project is to develop an internationally outstanding, modern, simulation practical-training educational structure, to enhance the quality of medical graduate and postgraduate education and vocational training, as well as the controllability of the educational process through the development of training facilities. The aim is to enhance cooperation, security, efficiency and controllability in this area. The ultimate goal of the project is to generalise the practice of simulation — skills training across the entire spectrum of Hungarian university medical training and health vocational training. The project will develop a single “skills” education — training programme, establish methods of control and quality assurance, and establish an integrated educational-organisation cooperation between the partner institutions and the “hospital” strand of the project. A methodological guide to the skills programme will be developed to assist trainers in skills training, using a common methodology and protocols. The “skill” environment and equipment pools will be developed and the quality of practical education is enhanced through the effective acquisition of basic artificial skills in general medical and specialist practice. The aim of the project is to develop practical medical training and to realise the triple unit of organised, practice-oriented initial training, vocational training and further training. 1. Among other things, simulation of invasive interventions, surgical, surgical, oral surgery, anesthesiology, ear, nose and throat, urology, gynecological, internal simulation possibilities, ambulations, wards for the development of practical skills essential for general medical training. The operation of computer and audiovisual systems, the connection of computers running educational programmes to the university network also enables the wide availability of programmes, which greatly facilitates students’ active, independent learning. 2. The broadest possible coverage of resident primary education is a priority — the acquisition of the necessary qualifications and eligibility to perform on-call duties (the “availability”) is a key issue in resident primary training. Training in emergency traineeships, in particular on the ALS-BLS level, is essential. Another important factor is that the development of medicine is decisively influenced by the technical standards of the given age. In a few years, medicine, which has been functioning on the basis of rules that have seemed definitive for decades, has changed radically, and we have witnessed the process in which a new procedure — endoscopy, minimally invasive technique — changes the approach of the discipline. When taking stock of the educational tasks assigned to the medical faculty, it is therefore necessary to rethink the tasks of specialist training taking into account the emergence of new techniques and to establish the necessary set of tools for postgraduate and specialist training. 3. Vocational education and training — Establishment of a tool group for lifelong learning The coordination of tertiary vocational training is a university-medical faculty as well as compulsory, continuous, organised further training. The frameworks are in place: these spaces must be filled with a guaranteed content in their quality. Another important aspect is that the pathway leading to the acquisition and maintenance of skills and skills, i.e. skills, can only be shaped and improved by practice. In the case of doctors who acquire their expertise or are preparing to modify their careers, as well as those involved in the healing work, it is important to prove the technical competence, which requires the integration of several steps. Appropriate infrastructures will accommodate practical training units that meet specific needs, including disaster medicine, education in minimally invasive techniques or simulation theatres, through the development of VET and continuing education — lifelong learning tools.