Health Literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (Ratzan and Parker, 2000). Health literacy is an important issue in our era. The integrated health literacy model developed by the consortium of European Health Literacy Studies is used as a conceptual framework. 8 different countries, Austria, Bulgaria, Greece, Ireland, the Netherlands, Poland, Spain, were developed as a measure tool (European Health Literacy survey, HLS-EU). The level of health literacy in European Society was found to be 47,6% inadequate-problematic. Astudy from Germany shows that 54.3% of the population were found to have limited health literacy (Schaeffer, Berens and Vogt, 2017). This means approximately 1 out of 2 people in Germany has a limited understanding of health and limited qualifications for applying health information. Health literacy is a shared function of social and individual factors. Individuals’ health literacy skills and capacities are mediated by their education, culture, and language (Nielsen-Bohlman, 2004). Especially education is the most important aspect of this issue because being informed and applying the knowledge passes from the education process. Although many stakeholders are involved in this process, the first part always starts with a teacher and a student. As we take this example to reality; students are equivalent to applying group, who are people, and teachers are equivalent to healthcare professionals. Every trainer or teacher also are/was trained in some way. As medical doctors, we are a sub-group of healthcare professionals and our education starts in medical faculties/schools. By implementing health literacy education in medical curricula, our chances to improve the current situation, by graduating more equipped medical students from undergraduate programs, will rise. Basically, we must consider a healthcare provider’s ability to use common words and perceive whether a patient understands a discussion or not (Nielsen-Bohlman, 2004). Peer education is one of the hot topics of medical education. Studies show that peer education’s benefits cannot be underestimated in learning processes (Cate and Durning, 2007). Our aim is to both develop and use peer education methods in order to get better outcomes from our educational program. -Goals and Achievements Our main goal is to develop, apply and evaluate a new health literacy education program with peer education method and integrating this program to medical curriculums, with the aim of raising medical doctors’ abilities by basic undergraduate education. By this project, our achievements are: Developing a health literacy education program, developing specific peer education methods for the program, transfer effective and participation educational techniques to medical students, raising abilities of medical students, integrating program to medical curricula, empowering European health institutions’ and systems’ health outputs.1-Determining the current situation and need analysis:National & International Literature Research: By reviewing the literature, partners will be responsible for determining health literacy education programs in European medical schools/faculties.Determining necessities: Before starting the program development part, there will be studies on 4 target groups for determining necessities. On these target groups, each partner will access and study with a certain number of people. After receiving data from these studies, partners will meet and share results with each other in order to analyze and integrate compiled information to the newly-developing curriculum. Whole necessity analysis will be merged by the coordinator and reported.2- Publishing a website and creating digital platforms: These will be created for promotion and e-learning.3- Developing a health literacy education program and material (guide, e learning material etc.)4-Training new Trainers program: Training new trainers who will actively work on applying for developed program.With this aim, the training program will be developed (appr. 5 days) on “health literacy contents with participation and peer education methods” subject and training event will be organized in a partner country for training other partners. At the end of training events, each country will have 3-4 trainers.5- Pilot implementation to learners and evaluation and update of materials in the program6- Implementation of the programme in the project partners 7-Final education programme and reporting will be done from implemantation and measurement evaluation studies8-Project Evaluation and Reporting: Project, operations will be assessed and evaluated.In this way, health literacy for medical education will be an exemplary and innovative educational program that will contribute to improving community health in Europe.

<< Objectives >>To ensure equal access , sustainability of the professional development and readiness of medical students, nurses, paramedics, and general practitioners on basic and advanced life support (B/ALS);to provide continuously accessible, free, innovative, inclusive e-learning platform on 12 B/ALS topics;to increase the institutional capacity of the partaking organizations on their involvement in international and interdisciplinary cooperation;to raise awareness on social discrepancies of receiving CPR<< Implementation >>The project will map the B/ALS topics to be covered by the e-learning modules through a survey among the target groups. A course syllabus, a clear course strategy outlining the pedagogical approach, and an assessment method will be determined under work package2. The content of the modules, e-books, and 2D videos will be prepared in WP3. Regular testing workshops will be held. Through LTT activities and the multiplier workshops target group will be informed about the e-learning platform in WP4.<< Results >>Equip the target group with the necessary knowledge to reduce the loss of life with the correct and timely intervention when faced with emergencies Offering up to date knowledge of emergency intervention methods. Increasing digital capacity of partner HEIs and target group. Recognition of the competencies, knowledge and skills gained through online B/ALS training through certification Increased dialogue between EU member and candidate countries in the field of higher education and health.

Transplantation, as the best treatment for around one million people suffering from organ failure, still retains the top place among all medical practices. However, the shortage of organ donation is a major problem around the world. Every year more than one hundred thousand patients waiting for organ transplants die either due to limited organ donation. In Europe, thousands of people suffering from organ failure are in the waiting lists hoping to find a second change for life through donated organs and about 5000 patients die every year while waiting for appropriate organs. Since these organs are very valuable for saving lives, their procurement and protection as well as effective coordination of the pre and post-transplant processes are lifesaving issues. This project aims to transfer the training programs in the Netherlands and the United Kingdom for developing the skills of general and cardiovascular surgeons about organ procurement and novel perfusion techniques to Turkey. This is aimed to serve for sustainable improvement in procurement surgery, enhancing transplant outcome quality and safety and decreasing organ discard rates and increasing the donor pool in Turkey.Turkey is among the countries with the lowest rates of deceased organ donation in the world. Since the donated organs are already very scarce, the quality and safety of these organs is an issue of particular importance for decreasing the possibility of injuries during the retrieval process. Therefore, Turkey has a lot to benefit from transferring of best practices in Europe in the field. Organ procurement trainings as well as novel perfusion techniques are very crucial for minimizing the complications during procurement which may lead to organ losses or decreased quality and safety of organs. Since increasing the quality and safety of every organ is very critical in this context, developing specialization in organ procurement surgery and increased awareness and competencies about the best organ perfusion technologies in the world will have a lot to contribute to this purpose. Hence, this project aims transferring and adjusting the Donor Procurement Training Programs in the Netherlands and the UK to Turkey, setting the training and internship standards through making the necessary adaptations to the Turkish context and to serve for increasing the procurement and organ perfusion skills of transplant surgeons in Turkey. The objectives of the project are:•To develop regular, certified trainings for standardized surgical techniques of abdominal organ procurement as well as novel organ perfusion and machine perfusion techniques in Turkey,•To increase the number of surgeons specialized in preparation, procurement and aftercare phases of abdominal donor procurement surgery in Turkey,•To promote the implementation of knowledge and to acquire competences in order to set up an effective organ procurement system,•To establish organ procurement teams at selected hospitals certified by the European authorities in the fields, namely UEMS Board of Transplant Surgery,•To increase the quality and safety of organs through trainings about the standards of rehabilitation, packing, storing and shipping of organs,•To decrease the organ procurement injuries and to increase the number of organs to be transplanted in Turkey.