University of Hertfordshire Research Archive

        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of UHRABy Issue DateAuthorsTitlesThis CollectionBy Issue DateAuthorsTitles

        Arkivum Files

        My Downloads
        View Item 
        • UHRA Home
        • University of Hertfordshire
        • Research publications
        • View Item
        • UHRA Home
        • University of Hertfordshire
        • Research publications
        • View Item

        A Skills Acquisition Study on ECMOjo: A Screen-Based Simulator for Extracorporeal Membrane Oxygenation (ECMO)

        View/Open
        Final Accepted Version (PDF, 836Kb)
        Author
        Alsalemi, Abdullah
        Tanaka, Len
        Ogino, Mark
        Alhomsi, Yahya
        Al Disi, Mohammed
        Bensaali, Faycal
        Amira, Abbes
        Alinier, Guillaume
        Attention
        2299/21520
        Abstract
        Background: Extracorporeal membrane oxygenation (ECMO) relies heavily on didactic teaching, emphasizing on essential cognitive skills, but overlooking core behavioral skills such as leadership and communication. Therefore, simulation-based training (SBT) has been adopted to instill clinical knowledge through immersive experiences. Despite SBT's effectiveness, training opportunities are lessened due to high costs. This is where screen-based simulators come into the scene as affordable and realistic alternatives. Aim: This article evaluates the educational efficacy of ECMOjo, an open-source screen-based ECMO simulator that aims to replace ECMO didactic instruction in an interactive and cost-effective manner. Method: A prospective cohort skills acquisition study was carried out. Forty-four participants were pre-assessed, divided into two groups, where the first group received traditional didactic teaching, and the second used ECMOjo. Participants were then evaluated through a wet lab assessment and two questionnaires. Results: The obtained results indicate that the two assessed groups show no statistically significant differences in knowledge and and efficacy. Hence, ECMOjo is considered an alternative to didactic teaching as per the learning outcomes. Conclusion: The present findings show no significant dissimilarities between ECMOjo and didactic classroom-based teaching. Both methods are very comparable in terms of the learner’s reported self-efficacy and complementary to mannequin-based simulations.
        Publication date
        2019-07-13
        Published in
        Perfusion
        Published version
        https://doi.org/10.1177/0267659119859120
        License
        Other
        Other links
        http://hdl.handle.net/2299/21520
        Relations
        School of Health and Social Work
        Metadata
        Show full item record
        Keep in touch

        © 2019 University of Hertfordshire

        I want to...

        • Apply for a course
        • Download a Prospectus
        • Find a job at the University
        • Make a complaint
        • Contact the Press Office

        Go to...

        • Accommodation booking
        • Your student record
        • Bayfordbury
        • KASPAR
        • UH Arts

        The small print

        • Terms of use
        • Privacy and cookies
        • Criminal Finances Act 2017
        • Modern Slavery Act 2015
        • Sitemap

        Find/Contact us

        • T: +44 (0)1707 284000
        • E: ask@herts.ac.uk
        • Where to find us
        • Parking
        • hr
        • qaa
        • stonewall
        • AMBA
        • ECU Race Charter
        • disability confident
        • AthenaSwan