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Background: Despite a recent rise in publications describing extracorporeal membrane oxygenation (ECMO) education, the scope and quality of ECMO educational research and curricular assessments have not previously been evaluated. Objective: The purposes of this study are 1) to categorize published ECMO educational scholarship according to Bloom's educational domains, learner groups, and content delivery methods; 2) to assess ECMO educational scholarship quality; and 3) to identify areas of focus for future curricular development and educational research. Methods: A multidisciplinary research team conducted a scoping review of ECMO literature published between January 2009 and October 2021 using established frameworks. The Medical Education Research Study Quality Instrument (MERSQI) was applied to assess quality. Results: A total of 1,028 references were retrieved; 36 were selected for review. ECMO education studies frequently targeted the cognitive domain (78%), with 17% of studies targeting the psychomotor domain alone and 33% of studies targeting combinations of the cognitive, psychomotor, and affective domains. Thirty-three studies qualified for MERSQI scoring, with a median score of 11 (interquartile range, 4; possible range, 5-18). Simulation-based training was used in 97%, with 50% of studies targeting physicians and one other discipline. Conclusion: ECMO education frequently incorporates simulation and spans all domains of Bloom's taxonomy. Overall, MERSQI scores for ECMO education studies are similar to those for other simulation-based medical education studies. However, developing assessment tools with multisource validity evidence and conducting multienvironment studies would strengthen future work. The creation of a collaborative ECMO educational network would increase standardization and reproducibility in ECMO training, ultimately improving patient outcomes.
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SUMMARY STATEMENT: Respiratory failure and cardiopulmonary arrest in patients with SARS-CoV-2 infection require life-saving procedures that aerosolize virus and increase risk of transmission. To educate faculty, trainees, and staff on safe practices, a video with embedded questions was created demonstrating intubation and cardiopulmonary resuscitation in pediatric SARS-CoV-2+ patients. Just-in-time in situ simulations of these scenarios were also carried out while adhering to isolation and social distancing protocols. We demonstrated that use of simulation to train physicians and staff during the COVID-19 pandemic is possible and effective in improving confidence in performance of the procedures.
RESUMEN
OBJECTIVE: To evaluate the usefulness of a depression screening tool in a university campus pharmacy. DESIGN: Uncontrolled study. SETTING: University campus pharmacy. PARTICIPANTS: 25 individuals were screened while waiting for a prescription to be dispensed or while browsing in the pharmacy. INTERVENTIONS: Completion of a depression screening tool and a follow-up participant satisfaction survey to rate the usefulness of the depression screening tool. MAIN OUTCOME MEASURES: Scores on the depression screening tool and descriptive analysis of participant satisfaction survey. RESULTS: One participant was rated as depressed and one participant as "borderline" depression on the screening tool. Overall, 64% (16/25) of participants rated the screening tool as very useful, 92% (23/25) felt very comfortable while completing the screening tool, 40% (10/25) were very likely to read the provided written information, and 60% (15/25) learned about depression or themselves by participating in the survey. CONCLUSION: Depression screening is feasible in a university campus pharmacy. Participants reported feeling comfortable discussing depression with a pharmacist in a university campus pharmacy. In addition, they considered the information provided by the pharmacist on depression to be useful.
