Introduction: Since its establishment in 1998, the International Pediatric Transplant Association (IPTA) has made significant strides in advancing pediatric transplantation education. However, disparities in training and education persist, particularly in resource-limited regions. Trainees often self-identify key knowledge gaps in transplant care, including pre- and post-transplant assessments, immunosuppression management, and long-term patient outcomes.
Methods: To address these challenges, IPTA launched the Social Media for International Pediatric Transplantation Education and Research (SMARTER) Initiative, a global effort to enhance pediatric transplant education through diverse digital platforms. By leveraging webinars, podcasts, and interactive assessments, SMARTER aims to disseminate high-quality educational content, engage trainees worldwide, and foster knowledge exchange across multiple platforms. We evaluated the progress, results, and accomplishments of the IPTA SMARTER Initiative over the past five years, highlighting its impact on global pediatric transplant education.
Results: Over the past five years, the SMARTER Initiative has been implemented across multiple solid organ transplant disciplines (Figure 1).

Out of 1239 participants (70% medical and surgical trainees) from 37 countries, the initiative has achieved a 76% satisfaction rate and has resulted in the creation of a 50-question multiple-choice (MCQ) bank designed to help trainees prepare for board certification. Additionally, SMARTER has garnered 900 downloads, with each educational component receiving 80% positive feedback from fellows and junior attending physicians. Based on the feedback obtained, participants particularly appreciate identifying their knowledge gaps and find the easy accessibility of the material to be key strengths of the program. Most participants would recommend SMARTER to their colleagues and express a strong interest in additional educational content. They have indicated a desire for expanded resources to further support their learning and professional development.
Conclusion: To further support competency-based learning, we developed a curriculum, grounded in competency-based medical education that emphasizes knowledge, skills, and attitudes essential for pediatric transplant practitioners. These findings and responses to the SMARTER Initiative highlight the need to connect and harmonize pediatric nephrology and transplant education across continents, ensuring standardized training and improved competency for future specialists worldwide.