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        Position Paper on Global ECMO Education and Educational Agenda for the Future: A Statement from the Extracorporeal Life Support Organization ECMOed Taskforce

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        Manuscript_ECMOed_PP.pdf (PDF, 286Kb)
        Author
        Zakhary, Bishoy
        Shekar, Kiran
        Diaz, Rodrigo
        Badulak, Jenelle
        Johnston, Lindsay C.
        Roeleveld, Peter Paul
        Alinier, Guillaume
        Lai, Peter Chi Keung
        Ramanathan, Kollengode
        Moore, Elizabeth A.
        Fawzy Hassan, Ibrahim
        Agerstrand, Cara
        Chun-wai, Wallace NGAI
        Salazar, Leonardo
        Raman, Lakshmi
        Bembea, Melania M.
        Davidson, Mark
        Gomez-Gutierrez, Rene D.
        Mateo-Sidrón, Jose Alfonso Rubio
        Kukutschka, Jeannie M.
        Antonini , Marta Velia
        Schmidt, Matthieu
        Abrams, Darryl
        Ogino, Mark
        Attention
        2299/23778
        Abstract
        Objective The purpose of this position paper is two-fold: first, to describe the state of extracorporeal membrane oxygenation (ECMO) education worldwide, noting current limitations and challenges; and second, to put forth an educational agenda regarding opportunities for an international collaborative approach towards standardization. Design and Setting In 2018, the Extracorporeal Life Support Organization Education (ECMOed) Taskforce organized two structured, face-to-face meetings and conducted a review of published literature on ECMO education. Taskforce members generated a consensus statement using an iterative consensus process through teleconferences and electronic communication. 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 ECMO curriculum; (2) defining criteria for an ECMO 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 ECMO practitioner certification; and (5) promoting high-quality educational research to guide ongoing educational and competency assessment development. Conclusions Significant variability and limitations in global ECMO education exist. In this position paper, we outline a road map for standardizing international ECMO education and practitioner certification. Ongoing high-quality educational research is needed to evaluate the impact of these initiatives.
        Publication date
        2020-03-01
        Published in
        Critical Care Medicine
        Published version
        https://doi.org/10.1097/CCM.0000000000004158
        Other links
        http://hdl.handle.net/2299/23778
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