Educational Technologies in Organ Donation Teaching for Health Undergraduate Students: A Scoping Review

ABSTRACT

Objective:  To map the use of educational technologies in teaching organ donation and transplantation to undergraduate health students.

Methods:  Scoping review conducted according to the Joanna Briggs Institute recommendations and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The PCC strategy was used to formulate the research question: P = undergraduate health students; C = educational technologies and assessment methodologies; C = organ donation and transplantation teaching. Searches were performed in PubMed, LILACS, SciELO, Web of Science, and Google Scholar. Full-text studies published in Portuguese, English, and Spanish were included, with no time restriction. Study selection was conducted using Rayyan software.

Results:  A total of 225 studies were identified, and nine were included in the final sample. The most frequent educational strategies were educational materials, lectures, classroom teaching, educational training, and problem-based learning. The studies demonstrated positive impacts on students’ knowledge, attitudes, and awareness regarding organ donation and transplantation.

Conclusion:  The combination of interactive and informative educational methods strengthens teaching on organ donation and transplantation in undergraduate health education. Strategies such as problem-based learning, lectures, and educational materials proved effective in increasing students’ knowledge and awareness. The absence of studies involving realistic simulation highlights a scientific gap and the need for further research.

Descriptors
Students, Health Occupations; Tissue and Organ Procurement; Educational Technology

RESUMO

Objetivo:  Mapear o uso de tecnologias educacionais no ensino da doação e do transplante de órgãos para graduandos da área da saúde.

Métodos:  Revisão de escopo conduzida conforme as recomendações do Joanna Briggs Institute e do Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). Para elaboração da pergunta norteadora, utilizou-se a estratégia PCC (Population, Concept, and Context), sendo: P = estudantes de graduação em saúde; C = tecnologias educacionais e metodologias avaliativas; C = ensino da doação de órgãos e transplantes. A busca foi realizada nas bases PubMed, Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), Scientific Electronic Library Online (SciELO), Web of Science, Instituto de Engenheiros Eletricistas e Eletrônicos Xplore (IEEE XPLORE) e Google Scholar. Incluíram-se estudos completos em português, inglês e espanhol, sem delimitação temporal. A seleção ocorreu por meio do software Rayyan.

Resultados:  Foram identificados 225 estudos, dos quais 9 compuseram a amostra final. As estratégias educacionais mais frequentes foram materiais educativos, palestras, aulas expositivas, treinamentos educacionais e aprendizagem baseada em problemas. Os estudos demonstraram impacto positivo em conhecimento, atitudes e conscientização dos estudantes sobre doação e transplante de órgãos.

Conclusão:  A combinação de métodos educativos interativos e informativos fortalece o ensino sobre doação e transplante de órgãos na graduação em saúde. Estratégias como aprendizagem baseada em problemas, palestras e materiais educativos mostraram-se eficazes para ampliar conhecimento e sensibilização dos estudantes. Observou-se ausência de estudos utilizando simulação realística, evidenciando lacuna científica e necessidade de novas pesquisas.

Descritores
Estudantes de Ciências da Saúde; Obtenção de Tecidos e Órgãos; Tecnologia Educacional

INTRODUCTION

Brazil has one of the world's largest public organ and tissue transplant systems, internationally recognized for the scope and complexity of its care network. Despite this, a significant disparity remains between the supply of and demand for organs for transplantation. Data from the Brazilian Transplant Registry showed a decline in the effective donor rate during the first half of 2024, reaching 19.5 per million population—a figure lower than that recorded in 2023 and below the target set for the period¹.

Among the factors associated with the decline in donation rates, notable issues include ethical concerns, mistrust of the procurement process, family resistance, and knowledge gaps among healthcare professionals involved in donation and transplantation². These vulnerabilities contribute to the imbalance between the need for transplants and the availability of organs and tissues.

In this context, it is essential to strengthen training for health professionals from the undergraduate level, fostering technical, ethical, legal, and communication-related knowledge of the organ donation process³. Addressing this topic during academic training can foster the development of skills in communicating with family members, decision-making, and multiprofessional practice, thereby contributing to greater social awareness and strengthening care practices.

However, health education exhibits curricular heterogeneity across higher education institutions, especially in countries like Brazil, where there are no standardized guidelines specifically addressing the teaching of organ donation and transplantation⁴. This reality highlights the need to employ pedagogical strategies that enhance the teaching-learning process.

Global studies indicate that the fragmentation of content and a reliance on strictly expository pedagogical approaches compromise the preparation of future health professionals to handle the complexity of the process, which demands high-level skills in communication, ethical decision-making, and emotional intelligence⁵.

Educational technologies stand out as relevant tools in this scenario, as they foster active methodologies, meaningful learning, and the development of professional competencies⁶. Resources such as digital materials, problem-based learning, training, and interactive strategies can enhance education on organ donation during undergraduate health studies.

In this context, recent scientific literature advocates a transition toward innovative active learning methodologies, with a particular focus on high-fidelity simulation and interprofessional education. Interprofessional Education (IPE) emerges as an indispensable pillar in this landscape, given that the transplantation process is inherently collaborative, requiring integrated, synergistic, and coordinated action among medical, nursing, and other clinical care teams⁷.

In light of this, it is relevant to identify which educational technologies are being used to teach organ donation and transplantation to healthcare students.

OBJECTIVE

To map the use of educational technologies in teaching the organ donation and transplantation process to undergraduate health students.

METHODS

This is a scoping review conducted in accordance with the methodological recommendations of the Joanna Briggs Institute (JBI)⁸ and structured according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist⁹.

The review was conducted in five stages: identification of the research question; search for relevant studies; study selection; data extraction and mapping; and synthesis and presentation of findings.⁸

To formulate the research question, the PCC (Population, Concept, and Context) strategy was employed, where: P = undergraduate health students; C = educational technologies and assessment methodologies; and C = teaching regarding organ donation and transplantation. Thus, the following research question was defined: “What educational strategies and assessment methodologies are used in teaching the organ donation and transplantation process in undergraduate health programs?”

The search was conducted between January and February 2025 in the PubMed, Latin American and Caribbean Health Sciences Literature (Literatura Latino-Americana e do Caribe em Ciências da Saúde - LILACS), Scientific Electronic Library Online (SciELO), IEEE Xplore (Institute of Electrical and Electronics Engineers), and Web of Science databases. Google Scholar was used for gray literature.

Full-text studies published in Portuguese, English, or Spanish were included if they were freely available and addressed educational strategies for teaching organ donation and transplantation to healthcare students. There were no time limits. Editorials, letters to the editor, theses, dissertations, conference abstracts, duplicate studies, and research that did not address the guiding question were excluded.

The identified studies were organized using Rayyan software to remove duplicates and select articles. Screening was conducted initially by reading titles and abstracts, followed by a full-text review of eligible articles; these steps were performed independently and in a blinded manner by two reviewers. Any discrepancies or inconsistencies regarding article selection or data extraction between the researchers were discussed and resolved through a reasoned consensus. Mediation by a third, independent reviewer was planned for the final decision in the event of a persistent impasse, although this proved unnecessary.

Regarding the gray literature search conducted via Google Scholar, an adapted search strategy using simplified free-text terms was employed; the systematic assessment was limited to the first 100 results, sorted by relevance, due to the platform's pagination and operational constraints.

The protocol for this scoping review was registered on the Open Science Framework (OSF) platform (DOI 10.17605/OSF.IO/JM8CG) to ensure methodological transparency, traceability, and reproducibility. Furthermore, all stages of the review were conducted in accordance with JBI recommendations for scoping reviews and were reported in accordance with the PRISMA-ScR checklist. The search strategy was developed using controlled descriptors and free-text terms related to the review concepts (Table 1).

Table 1
Descriptors used to operationalize the search. Jaboatão dos Guararapes, Pernambuco, Brazil, 2025.

Concept	Terms and synonyms
Health Sciences Students	"Medical students" OR "Nursing students" OR "Health sciences students" OR "Undergraduate healthcare students" OR "Allied health students"
Procurement of Tissues and Organs	"Organ donation" OR "Tissue donation" OR "Transplant education" OR "Organ transplantation"
Educational Technology	"Educational technology" OR "Simulation-based learning" OR "Virtual reality" OR "E-learning" OR "Serious games" OR "Digital learning" OR "Online learning" OR "Augmented reality"
Health Education	"Health education" OR "Medical education" OR "Healthcare education" OR "Allied health education" OR "Clinical education"

• Source: Elaborated by the authors.

Search strategies were adapted for each database. For PubMed and Web of Science, English descriptors were combined with the Boolean operators AND and OR. For the LILACS and SciELO databases, Health Sciences Descriptors (Descritores em Ciências da Saúde- DeCS) and free-text terms in Portuguese were employed. Boolean operators AND and OR were used to combine descriptors and free-text terms related to the components of the PCC strategy. The OR operator was used to group synonyms within each concept, while the AND operator was used to combine the different research concepts, thereby enhancing the sensitivity and specificity of the search strategy.

PubMed search strategy

("Medical students" OR "Nursing students" OR "Health sciences students" OR "Undergraduate healthcare students" OR "Allied health students") AND ("Organ donation" OR "Tissue donation" OR "Transplant education" OR "Organ transplantation") AND ("Educational technology" OR "Simulation-based learning" OR "Virtual reality" OR "E-learning" OR "Serious games" OR "Digital learning" OR "Online learning" OR "Augmented reality") AND ("Health education" OR "Medical education" OR "Healthcare education" OR "Clinical education").

LILACS search strategy

(("Estudantes de Ciências da Saúde") OR ("Estudantes de Medicina") OR ("Estudantes de Enfermagem")) AND (("Doação de Órgãos") OR ("Transplante de Órgãos") OR ("Obtenção de Tecidos e Órgãos")) AND (("Tecnologia Educacional") OR ("Educação em Saúde") OR ("Aprendizagem Baseada em Problemas") OR ("Simulação") OR ("Ensino Online") OR ("Aprendizagem Digital"))

SciELO search strategy

("estudantes de saúde" OR "estudantes de medicina" OR "estudantes de enfermagem") AND ("doação de órgãos" OR "transplante de órgãos" OR "doação de tecidos") AND ("tecnologia educacional" OR "educação em saúde" OR "aprendizagem baseada em problemas" OR "simulação" OR "e-learning" OR "ensino online")

Web of Science search strategy

TS=(("Medical students" OR "Nursing students" OR "Health sciences students" OR "Undergraduate healthcare students" OR "Allied health students") AND ("Organ donation" OR "Tissue donation" OR "Organ transplantation" OR "Transplant education") AND ("Educational technology" OR "Simulation-based learning" OR "Virtual reality" OR "E-learning" OR "Serious games" OR "Digital learning" OR "Online learning" OR "Augmented reality") AND ("Health education" OR "Medical education" OR "Healthcare education" OR "Clinical education"))

IEEE search strategy

(("Medical students" OR "Nursing students" OR "Health sciences students" OR "Undergraduate healthcare students" OR "Allied health students") AND ("Organ donation" OR "Tissue donation" OR "Transplant education" OR "Organ transplantation") AND ("Educational technology" OR "Simulation-based learning" OR "Virtual reality" OR "E-learning" OR "Serious games" OR "Digital learning" OR "Online learning" OR "Augmented reality") AND ("Health education" OR "Medical education" OR "Healthcare education" OR "Allied health education" OR "Clinical education")).

As this was a review study using publicly available secondary data, there was no need to submit it to the Research Ethics Committee.

RESULTS

The search strategy identified 225 publications. After removing duplicates, 165 studies remained for title screening. Subsequently, 124 were selected for abstract screening, and 16 articles were evaluated in full for eligibility. Of these, seven were excluded because they did not address the research question. Thus, nine studies comprised the final sample for this review.

Figure 1 below presents the study selection process flowchart in accordance with PRISMA-ScR.

Figure 1
Flowchart of the study selection process according to PRISMA-ScR. Jaboatão dos Guararapes, Pernambuco, Brazil, 2025.

Data extraction was performed using an instrument developed by the authors that covered the following: author, year of publication, study type, sample, educational technology used, and main results. The included studies were published between 2015 and 2024. The identified educational strategies included educational materials, lectures, problem-based learning, training sessions, and didactic lectures.

A predominance of informative and interactive strategies aimed at increasing students' knowledge and raising awareness regarding the organ donation and transplantation process was observed (Table 2).

Table 2
Characterization of the studies included in the review. Jaboatão dos Guararapes, Pernambuco, Brazil, 2025.

Author (Year)	Country	Study Type	Sample	Educational Strategy	Assessment tool	Duration of the intervention	Outcomes assessed	Key Results
Riccetto, Boin10 2019	Brazil	Randomized study	739 students	Informational material.	Knowledge questionnaire	Not informed	Technical knowledge regarding organ donation	Positive outcomes regarding technical knowledge and significant improvement in participants' understanding.
Ho et al.11 2018	Taiwan	Prospective observational study	266 students	Problem-Based Learning (PBL), comprising pre-class online self-directed learning, interactive in-class discussion, and post-class report writing.	Structured knowledge and satisfaction questionnaire.	A single educational module	Knowledge regarding liver transplantation and student satisfaction.	The strategy effectively disseminated knowledge regarding liver transplantation and achieved high satisfaction among participants.
Murakami et al.12 2015	Japan	Non-randomized trial	173 students	Informational material and a lecture delivered by a transplant physician and an organ recipient.	Attitude questionnaire	One-time educational session	Attitudes towards organ donation.	The educational program promoted positive changes in students' attitudes towards organ donation.
Kaya et al.13 2015	Turkey	Randomized study	301 students	Informational lecture on hematopoietic stem-cell transplantation.	Knowledge and attitude questionnaire.	Brief intervention	Knowledge, awareness, and attitudes regarding stem cell transplantation.	There was an increase in knowledge and awareness, along with more positive attitudes towards stem cell donation.
Kim, Shin14 2019	South Korea	Pre- and post-test study with a non-equivalent control group	108 students	Lectures.	Pre- and post-test questionnaires.	Educational program	Knowledge, attitude, willingness to donate, and organ donor registration.	Knowledge, attitude, willingness, and registration rates were significantly higher post-intervention.
Yildiz et al.15 2023	Turkey	Cross-sectional study	276 students	Educational training	Awareness questionnaire	Not informed	Corneal donation awareness	Higher awareness was associated with higher levels of education, suggesting the benefits of both in-person and online educational initiatives.
Singh et al.16 2023	India	Single-group pre-post interventional study	481 students	Educational materials and lectures.	Pre- and post-intervention questionnaires	Brief training	Knowledge, perception, and attitudes regarding organ donation and transplantation.	The training significantly improved students' knowledge and perception, fostering positive attitudes towards organ donation.
Latifi et al.17 2024	Iran	Interventional study	260 students	Informational materials and educational campaigns.	Intention to donate questionnaire	Not informed	Donation intention and donor card utilization.	Educational interventions proved valuable in promoting the use of organ donor cards.
Srinivasula et al.18 2018	India	Interventional study	112 students	Classroom-based education	Pre- and post-intervention assessments	Brief intervention	Knowledge, attitudes, and practices regarding organ donation.	The intervention significantly increased perceived knowledge and positively influenced students' attitudes and practices.

• Source: Elaborated by the authors.

DISCUSSION

The findings of this review demonstrate that various educational strategies are being used to teach healthcare students about organ donation and transplantation, yielding positive changes in knowledge, awareness, and attitudes.

The studies analyzed revealed a predominance of traditional methodologies, such as lectures, didactic presentations, and educational materials. Although considered conventional strategies, these approaches had a significant impact on increasing technical knowledge and raising student awareness regarding the importance of organ donation.

Studies in health education indicate that student-centered strategies foster knowledge retention and the development of complex professional competencies when compared to exclusively lecture-based instruction. Meanwhile, randomized studies have found that educational materials and lectures can significantly increase knowledge and promote positive attitudes regarding the donation and transplantation process^10-12. Furthermore, educational interventions have demonstrated the potential to stimulate greater student interest in participating in donation programs and in future involvement in the organ procurement process.

Problem-based learning stood out as an innovative and effective strategy. The study employing this methodology combined online self-directed learning, interactive discussions, and post-class reflective activities, thereby fostering student engagement, satisfaction, and an expanded understanding of liver transplantation^11,13.

Active learning methodologies foster students' critical participation and the development of communication and ethical competencies essential for professional practice. In this context, interactive educational strategies offer the potential to bring students closer to real-life situations experienced during the organ donation process.

Educational training also yielded positive results regarding increased awareness of organ and tissue donation. Studies included in this review underscored the importance of ongoing educational initiatives—whether in-person or online—in strengthening academic training in the health professions^14-18.

The findings of this review are consistent with the systematic review conducted by Araújo CAS and Siqueira MM, which evaluated the impact of educational interventions on knowledge and attitudes regarding organ donation among health science students. The authors observed that various educational strategies—including lectures, informational materials, interactive activities, and training programs—contributed significantly to increased knowledge and the development of more favourable attitudes toward organ donation¹⁹.

Furthermore, the review highlighted that structured interventions during academic training can play a fundamental role in preparing future health professionals to serve as promoters of organ donation, reinforcing the importance of systematically incorporating this topic into health-related curricula¹⁹.

The need for more structured educational programs was also highlighted by Silva et al. in a scoping review. The authors identified significant heterogeneity in the content, teaching methods, and assessment processes employed internationally, underscoring the lack of standardization in training. These findings reinforce the importance of developing systematic educational strategies, starting at the undergraduate level, that adequately prepare future professionals for their roles in the donation and transplantation process²⁰.

Furthermore, the persistence of high rates of family refusal—identified in the literature as a major obstacle to the actual organ donation—suggests that the conventional educational model may fail to equip future professionals to mediate conflicts and provide support during bereavement in highly emotionally charged environments²¹.

Despite the positive results observed, there is a lack of studies utilizing high-fidelity simulation in education regarding organ donation and transplantation. Simulation is considered a valuable pedagogical strategy in health professions education, as it enables the development of technical, communication, and behavioural skills within a safe, controlled environment. In this context, it could contribute to training in competencies such as breaking bad news, conducting family interviews regarding donation, managing the diagnosis of brain death, and interprofessional collaboration. The absence of studies employing this approach highlights a significant research gap and underscores the need for further investigation.

This review has certain limitations. The limited number of included studies and the methodological heterogeneity of the research make direct comparisons of the results difficult. The studies were conducted in different countries and educational contexts, which may limit the generalizability of the findings. Furthermore, no critical assessment of the studies' methodological quality was performed—a characteristic consistent with scoping reviews, but one that precludes inferences regarding the risk of bias. It is also possible that relevant studies were not retrieved, particularly those not indexed in the databases consulted.

CONCLUSION

The studies included in this review demonstrated that various educational strategies strengthen education on organ donation and transplantation within undergraduate health programs. Educational materials, lectures, didactic classes, training sessions, and problem-based learning showed a positive impact on students' knowledge, awareness, and attitudes regarding organ donation.

Interactive methodologies involving active student participation have shown promise in enhancing engagement and fostering meaningful learning. However, no studies evaluating the use of high-fidelity simulation were identified, highlighting a significant research gap. Therefore, further research is recommended to focus on the development, validation, and implementation of innovative educational technologies for teaching organ donation and transplantation within health professional education.

ACKNOWLEDGEMENT

Not applicable.

• DECLARATION OF USE OF ARTIFICIAL INTELLIGENCE TOOLS
  The authors declare that no artificial intelligence tools were used in the preparation, writing, data analysis, or review of this manuscript.
• FUNDING
  Not applicable.

DATA AVAILABILITY STATEMENT

All datasets were generated or analyzed in the current study.

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Edited by

• Section editor:
  Patricia Treviso https://orcid.org/0000-0002-5015-6797

Publication Dates

• Publication in this collection
  07 Aug 2026
• Date of issue
  2026

History

• Received
  18 May 2026
• Accepted
  30 June 2026