Background: The field of tissue banking is constantly evolving, with new technologies and research contributing to improved tissue preservation, processing techniques, and transplantation outcomes. The Tissue Banking and Advanced Therapies (TBAT) training program has been offered in response to the growing demand for continuing education in tissue banking and advanced therapies since 2003. The objective of the study is to describe the program's experience from 2003 to 2022 and analyze the effectiveness of the program based on student grades and satisfaction.

Methods:  The program has been designed to equip professionals with the essential and latest knowledge and skills required for tissue banking practices and advanced therapies. The course started as an online course when it was first introduced in 2003. Starting in 2011, the program began utilizing a blended learning approach, which integrated face-to-face, online, and internship components. The face-to-face approach included theoretical sessions, simulations, case debate, and group exercises. Due to the COVID-19 pandemic in 2020, the program had to quickly adapt to an online format with the inclusion of innovative tools. The theoretical sessions were moved to a virtual classroom, and simulations were replaced with live sessions. Immersive Training (IT) component was designed to replace the internship. IT is a simulated tertiary Spanish hospital that includes a donor tissue center. The assessment of the participants was done via tests, individual and group activities, and attendance. To evaluate the effectiveness of the program, data was organized into three phases: 2003-2010 (1st phase), 2011-2020 (2nd phase), and 2021-2022 (3rd phase). Participants' profiles, grades, and satisfaction were evaluated in each period.

Results: Since its inception in 2003, the TBAT has trained 1038 participants from 69 countries, with 411 attending face-to-face and 627 online. During the 1st phase, the students achieved a grade of 8.1/10, while in the 2nd phase slightly decreased to 7.72/10. However, during the 3rd phase, the grade increased to 8.24/10. Participants were highly satisfied during the pandemic period, with a rating of 9/10.

Conclusion: Education in TBAT keeps professionals updated on the emerging trends, and best practices, enabling them to deliver the highest standard of care to patients. To achieve these educational purposes, a variety of adaptations as described were implemented during the different phases of the program. These adaptations have proven to be effective, as the outcomes during these phases were comparable. Continuous exploration of new technologies and techniques can further enhance efficiency.