Bishoy Zakhary1, Kiran Shekar2,3,4, Rodrigo Diaz5, Jenelle Badulak6, Lindsay Johnston7, Peter Paul Roeleveld8, Guillaume Alinier9,10,11,12, Peter Chi Keung Lai13, Kollengode Ramanathan14, Elizabeth Moore15, Ibrahim Hassan16,17, Cara Agerstrand18, Wallace Chun-Wai Ngai13, Leonardo Salazar19, Lakshmi Raman20, Melania M Bembea21, Mark Davidson22, Rene D Gomez-Gutierrez23, Jose Alfonso Rubio Mateo-Sidrón24, Jeannie Kukutschka25, Marta V Antonini26, Marc L Dickstein27, Matthieu Schmidt28, Darryl Abrams18, Mark T Ogino29,30. 1. Division of Pulmonary and Critical Care, Oregon Health and Science University, Portland, OR. 2. Adult Intensive Care Services and Critical Care Research Group, The Prince Charles Hospital, Brisbane, QLD, Australia. 3. University of Queensland, Brisbane, QLD, Australia. 4. Bond University, Gold Coast, QLD, Australia. 5. Clinica Las Condes, Santiago, Chile. 6. University of Washington, Seattle, WA. 7. Yale School of Medicine, New Haven, CT. 8. Department of Pediatric Intensive Care, Leiden University Medical Center, Leiden, The Netherlands. 9. Research Department, Hamad Medical Corporation Ambulance Service, Doha, Qatar. 10. School of Health and Social Work, University of Hertfordshire, Hatfield, United Kingdom. 11. Weill Cornell Medicine - Qatar, Doha, Qatar. 12. Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, United Kingdom. 13. Adult Intensive Care Unit, Queen Mary Hospital, Hong Kong. 14. Cardiothoracic Intensive Care Unit, National University Heart Centre, Singapore. 15. Heart and Vascular Center, University of Iowa Hospitals and Clinics, Iowa City, IA. 16. Hamad Medical Corporation, Doha, Qatar. 17. Weill Cornell Medical College, New York, NY. 18. Division of Pulmonary, Allergy, and Critical Care, Columbia University College of Physicians and Surgeons/NewYork-Presbyterian Hospital, New York, NY. 19. Department of ECMO and VAD, Fundación Cardiovascular de Colombia, Bucaramanga, Colombia. 20. University of Texas Southwestern Medical Center, Dallas, TX. 21. Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD. 22. Department of Paediatric Intensive Care, Royal Hospital for Children, Glasgow, United Kingdom. 23. Christus Muguerza Hospital Alta Especialidad, Universidad de Monterrey, San Pedro Garza García, Mexico. 24. University Hospital Foundation Jiménez Diaz, Madrid, Spain. 25. ECMO Center, Christus Muguerza Hospital Alta Especialidad, Universidad de Monterrey, San Pedro Garza García, Mexico. 26. ICU I° Department of Anesthesia and Intensive Care, University Hospital of Parma, Parma, Italy. 27. Department of Anesthesiology, College of Physicians and Surgeons, Columbia University, New York, NY. 28. Sorbonne Université, INSERM UMRS_1166 - iCAN, Institute of Cardiometabolism and Nutrition, Assistance Publique - Hôpitaux de Paris, Pitié - Salpêtrière Hospital, Medical Intensive Care Unit, 75651 Paris Cedex 13, France. 29. Department of Pediatrics, Division of Neonatology, Nemours Alfred I duPont Hospital for Children, Wilmington, DE. 30. Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA.
Abstract
OBJECTIVES: The purpose of this position paper is two-fold: first, to describe the state of extracorporeal membrane oxygenation education worldwide, noting current limitations and challenges; and second, to put forth an educational agenda regarding opportunities for an international collaborative approach toward standardization. DESIGN: Relevant medical literature was reviewed through literature search, and materials from national organizations were accessed through the Internet. Taskforce members generated a consensus statement using an iterative consensus process through teleconferences and electronic communication. SETTING: In 2018, the Extracorporeal Life Support Organization convened the ECMOed Taskforce at two structured, face-to-face meetings of 40 healthcare practitioners and educators with expertise in caring for the extracorporeal membrane oxygenation patient and in extracorporeal membrane oxygenation education. PATIENTS: None. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: The ECMOed Taskforce identified seven educational domains that would benefit from international collaborative efforts. Of primary importance, the Taskforce outlined actionable items regarding 1) the creation of a standardized extracorporeal membrane oxygenation curriculum; 2) defining criteria for an extracorporeal membrane oxygenation course as a vehicle for delivering the curriculum; 3) outlining a mechanism for evaluating the quality of educational offerings; 4) utilizing validated assessment tools in the development of extracorporeal membrane oxygenation practitioner certification; and 5) promoting high-quality educational research to guide ongoing educational and competency assessment development. CONCLUSIONS: Significant variability and limitations in global extracorporeal membrane oxygenation education exist. In this position paper, we outline a road map for standardizing international extracorporeal membrane oxygenation education and practitioner certification. Ongoing high-quality educational research is needed to evaluate the impact of these initiatives.
OBJECTIVES: The purpose of this position paper is two-fold: first, to describe the state of extracorporeal membrane oxygenation education worldwide, noting current limitations and challenges; and second, to put forth an educational agenda regarding opportunities for an international collaborative approach toward standardization. DESIGN: Relevant medical literature was reviewed through literature search, and materials from national organizations were accessed through the Internet. Taskforce members generated a consensus statement using an iterative consensus process through teleconferences and electronic communication. SETTING: In 2018, the Extracorporeal Life Support Organization convened the ECMOed Taskforce at two structured, face-to-face meetings of 40 healthcare practitioners and educators with expertise in caring for the extracorporeal membrane oxygenation patient and in extracorporeal membrane oxygenation education. PATIENTS: None. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: The ECMOed Taskforce identified seven educational domains that would benefit from international collaborative efforts. Of primary importance, the Taskforce outlined actionable items regarding 1) the creation of a standardized extracorporeal membrane oxygenation curriculum; 2) defining criteria for an extracorporeal membrane oxygenation course as a vehicle for delivering the curriculum; 3) outlining a mechanism for evaluating the quality of educational offerings; 4) utilizing validated assessment tools in the development of extracorporeal membrane oxygenation practitioner certification; and 5) promoting high-quality educational research to guide ongoing educational and competency assessment development. CONCLUSIONS: Significant variability and limitations in global extracorporeal membrane oxygenation education exist. In this position paper, we outline a road map for standardizing international extracorporeal membrane oxygenation education and practitioner certification. Ongoing high-quality educational research is needed to evaluate the impact of these initiatives.
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