1Surgery, University of Barcelona, Barcelona, Spain; 2TPM, Donation and Transplantation Institute, Barcelona, Spain.
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IntroductionEMPODaT’s aim was to cooperate in a higher education program of Organ Donation and Transplantation in Egypt, Lebanon and Morocco in accordance with the European Space for Higher Education guidelines. It was a TEMPUS product (an Education, Audio-visual and Culture Executive Agency (EACEA) program)  and the consortium was constituted by 4 European Univ., 1 European Foundation and 6 beneficiary Univ. from Egypt, Lebanon and Morocco (table1).MethodsProject evaluation was done in 3 levels: Donation & Transplantation Diagnosis (DTD), Training and Quality. DTD was carried out before designing the postgraduate curricula, following different adapted questionnaire methodologies and conducted in 3 parts: “Existing trainings & online feasibility”, “Specific training needs” and “Donation/Transplantation activity & university requirements”. Training (available in English and French) was designed in 1 academic year of 30 ECTS credits employing blended learning methodology. Pre- and Post-training tests, self-assessing activities, and traineeship activity charts were used to evaluate the students. For Quality evaluation, assessment questionnaires and semi-structured interviews were conducted.ResultsDTD Part I showed a lack of specific training held by Univ. in the 3 countries and good internet accessibility in the 6 Univ. Part II, answered by 444 health care students (61% male), reported 62% low knowledge on Donation and 72% on Transplantation, being donor management and surgical procedures the less known (77%; 82%). Part III detailed the current transplant/donation activity (Deceased/Total kidneys transpl. 2013: Egypt 0/1800; Lebanon 10/109; Morocco 6/22) and related figures (Num. of transpl. centres: Egypt 37; Lebanon 13; Morocco 6) in 2011-13. 90 students were trained (15 per Univ.), 39W-51M, 79 doctors (23% ICU, 22% surgeons) and 11 nurses. Significant differences were found among improvement knowledge between the countries (fig1). The main score in the project quality evaluation was 4.2 (scale 1-5) being the level of local coordinators the highest scored 4.48.ConclusionDespite the differences detected on donation & transplantation activity in the 3 countries, there was a need of specific training in all. Knowledge improvement in organ donation was greater than in transplantation topics. Morocco was the most beneficiated country obtaining better final scores albeit from lower basis. The project was overall highly appraised by students and local coordinators.Patricia Peralta Lasso. Francesc Martí. Gloria Páez. Ahmed Ali Morsy Ali. Ashraf Adel Mosharafa. Mohamed Adel Bakr. Ahmed Ibrahim Kamal Abdelkader. Hussein Sheashaa. Antoine Stephan. Farida Younan. Georges S. Juvelekian. Maha Khachab. Wissam Faour. Nadia Tahiri Jouti. Mohammed Benghanem Gharbi. Rabia Bayahia. Taoufik Dakka. Patrick Jambou. Peter Desatnik. Klaus Michael Lücking. Przemyslaw Pisarski. Patrick Samson-Himmelstjerna.References:1. EPP Group TV. ´´Higher Education in Europe´´. https://www.youtube.com/watch?v=25sugaJ6gok. (last review 04/07/16).2. Bologna process – European Higher Education Area. Lifelong Learning. Available at: http://www.ehea.info/article-details.aspx?ArticleId=14. (last review 04/07/16).3. A TEMPUS Study. State of Play of the Bologna process in the Tempus Countries of the Southern Mediterranean (2009-2010). April 2010, Bruxelles – Belgique. Available at http://eacea.ec.europa.eu/tempus/tools/documents/bologna_implementation_meda_countries_1005.pdf.4. A TEMPUS Study. The main achievements of the Tempus programme in the Southern Mediterranean 2002 – 2013. Issue 15 ─ June 2013. Bruxelles – Belgique. Available at http://eacea.ec.europa.eu/tempus/tools/documents/tempus_study_issue15_main_achiev_SouthMed_single_en.pdf. (last review 04/07/16).5. Higher Education in Egypt. July 2012. Giza, Egypt. 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