Projects
Educational Development Projects
(AMEC-oriented)
Drama- and Simulation-Based Medical Education (DSBME)
Development of high-fidelity simulation-based training practices for medical education through the integration of drama- and action-based methods, with a particular focus on cardiopulmonary resuscitation (CPR) training.
The developed approach — Drama and Simulation-Based Medical Education (DSBME) — addresses two fundamental limitations of current simulation-based education.
First, technologically advanced, manikin-assisted simulations alone are not able to adequately engage and work with the emotional involvement, stress, and group-dynamic effects inherent in real-life resuscitation situations.
Second, these dimensions need to become visible and workable without interrupting the real-time, continuous rhythm of CPR practice.
The DSBME approach enables emotional and group-dynamic factors to be explored and addressed within the real-time flow of the simulation, preserving the continuity of action while supporting meaningful reflection and learning.
Timeframe: 2017–2022
Partners: Semmelweis University; Budapest University of Technology and Economics, Department of Sociology and Communication
Domain-specific expert: Dr. Gábor Fritúz (anesthesiologist and intensive care specialist, Clinical Education Lead)
Research output: peer-reviewed scientific publications; conference presentations
Bullying Prevention
A research-based educational know-how aimed at interrupting ongoing bullying situations in school contexts.
Bullying is approached as a group-dynamic phenomenon in which recurring roles can be identified, enabling teachers to recognize concrete intervention points.
Timeframe: 2023–2025
Partners: Budapest University of Technology and Economics
Educational output: methodological know-how developed for teachers
Teaching International Law
An educational development project enabling law students to explore legal decision-making from multiple stakeholder and institutional perspectives.
Action-based methods support the understanding of institutional dynamics and foster ethical reflection within legal education.
Timeframe: 2024–2025
Domain-specific expert: Prof. Dr. Gábor Kajtár (ELTE, Department of International and European Public Law)
Educational output: university course; educational know-how
Applied Research and Social Inquiry
(AMERC-oriented)
The Situation of LGBTQ+ Individuals in Religious Communities
Qualitative, participatory research aimed at mapping mechanisms of exclusion within religious communities and identifying possible points of intervention through the active involvement of affected groups.
The study revealed group-level and broader social dynamics that may support the development of more inclusive practices.
The research process provided a reflexive and supportive framework for participating vulnerable groups.
Institutional context: civil society; applied social research
Timeframe: 2024–2026
Partners: Háttér Society; Hungarian Psychodrama Association
Professional partner: Gábor Csuvik
Research output: dissemination events; academic presentations
Gender Inequality in the Music Industry
This research examined internal power relations and role structures within the music industry, revealing persistent gender inequalities underlying the prestige of cultural professions.
Timeframe: 2018–2022
Partners: OTKA; Budapest University of Technology and Economics, Department of Sociology and Communication
Domain-specific expert and professional lead: Dr. Róza Emília Barna
Research output: peer-reviewed academic articles; conference presentations
Workplace Challenges of Anesthesia Assistants
Participatory action research conducted in collaboration with healthcare professionals, analyzing the institutional, structural, and social factors shaping the everyday work of anesthesia assistants.
The findings provided a decision-support knowledge base for direct supervisors and the broader institutional environment.
Timeframe: 2020–2023
Partners: Semmelweis University
Professional contributor: Ildikó Koszta-Blazsek
Research output: development of interventions with affected professionals; dissemination events; a booklet for the wider institutional context; peer-reviewed academic article
Action Methodological Development
(Know-how and institutionalization)
This area focuses on the implementation, methodological development, and institutional embedding of action-based methods.
Accreditation and Institutional Embedding
The following accreditations of sociodrama-based professional training programs were obtained prior to the formal establishment of AMEC. They reflect the institutional contexts in which members of the founding team developed and implemented the methodology.
– Founding members of AMEC were part of the team that developed and tested the accreditation framework of the Sociodrama Trainer Education program within the Hungarian Psychodrama Association.
-The in-service teacher training program accredited by the Educational Authority of Hungary was initiated and academically designed at the Budapest University of Technology and Economics by founding members of AMEC.
Bullying Prevention
A research-based educational know-how aimed at interrupting ongoing bullying situations in school contexts.
Bullying is approached as a group-dynamic phenomenon in which recurring roles can be identified, enabling teachers to recognize concrete intervention points.
Timeframe: 2023–2025
Partners: Budapest University of Technology and Economics
Educational output: methodological know-how developed for teachers
Teaching International Law
An educational development project enabling law students to explore legal decision-making from multiple stakeholder and institutional perspectives.
Action-based methods support the understanding of institutional dynamics and foster ethical reflection within legal education.
Timeframe: 2024–2025
Domain-specific expert: Prof. Dr. Gábor Kajtár (ELTE, Department of International and European Public Law)
Educational output: university course; educational know-how