Membrane dysfunction in patients with severe COVID-19 treated with venovenous extracorporeal membrane oxygenation - analysis from a pooled data from a single centre

Objectives: It is well known that severe COVID-19 is associated with complex immunological and inflammatory dysregulation. Both these physiopathological events translate to a high risk of major thrombotic or hemorrhagic events. In patients treated with venovenous extracorporeal membrane oxygenation (VVECMO), membrane dysfunction might affect systemic oxygenation and limit its duration-expectancy. This study aimed to assess the possible causes of extracorporeal membrane failure in COVID-19 patients and its impact on outcome. Method(s): Retrospective, single-center, observational case-control study involving adult COVID-19 patients admitted to an ECMO referral centre in a tertiary university hospital. All patients required VVECMO for acute respiratory failure, including 48 cases who needed one or more extracorporeal membrane exchanges and 45 controls (no membrane exchange). These two groups were compared for demographic characteristics, severity of the disease using validated scores (SAPS II and SOFA), duration of ECMO run, coagulation assessment, cumulative anticoagulation dose, associated complications, and outcomes (ICU and hospital mortality). Result(s): Most patients were males (71.0%) and younger than 50 years (79.5%). Median ECMO run duration was significantly longer in the case group (35.0 vs 14.0 days, p <0.001), as well as ICU length-of-stay (45.5 vs 28 days, p <0.001). Membrane exchange tended to be associated with sepsis (56% vs 33%, p=0.037), major hemorrhage (58% vs 43%, p=0.022), heparin-induced thrombocytopenia (25% vs 9%, p=0.054), higher D-dimer title (17.36 ng/dL vs 7.5 ng/dL, p=0.07) and lower platelet counts (133.000/muL vs 154.000/muL). Median SAPS II (32.0 vs 33.0, p=0.20) and the mortality (27% vs 24%, p >0.99) were similar between these groups. Conclusion(s): In patients with SARS-CoV-2 pneumonia and severe hypoxemia treated with VVECMO support the emergence of infection, coagulopathy and inflammation were associated with high risk of membrane dysfunction. No impact on mortality could be confirmed from these data. Anticoagulation monitoring and dosing strategies should be reinforced to promote membrane protection.

Virtual Community Mentoring Models for Middle School Underachievers’ Psychosocial Development and Well-Being During COVID-19

Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development. © 2022, Commonwealth of Learning. All rights reserved.

Gamification in Remote Teaching of SE Courses: Experience Report

Distance education is understood as well-planed online learning mediated by computer technologies. Online learning involves more planning and design decisions and thus it is more rigorous than Emergency Remote Teaching (ERT). Given the COVID-19 pandemic several undergraduate and graduate classroom courses had to adapt their traditional classes to ERT. In this context, we have adapted our methodology based on face-To-face classes to incorporate the gamification as a strategy to deal with ERT. The goal of this paper is to present the remote methodology based on the gamification that we have applied on two Computer Science courses. To use the gamification, we have selected a free online gamification, called Classcraft, that enable us to use asynchronous tools. In our methodology, we first organized the course' contents into modules and then, for each module, we defined the activities to work the module's topics;the interactions between the professor and students;and the evaluation criteria. The results showed that the gamification as ERT strategy is effective to engage the students during the pandemic. However, they had difficulties to understand the purpose of using asynchronous tools such as forum. © 2020 ACM.