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Simulation Versus Interactive Mobile Learning for Teaching Extracorporeal Membrane Oxygenation to Clinicians: A
Whitney D Gannon1, John W Stokes1, Meredith E Pugh1
1Department of Allergy, Pulmonary, and Critical Care Medicine, Vanderbilt University Medical Center, Nashville, TN.
Critical Care Medicine
|October 22, 2021
Summary
High-fidelity simulation training significantly improved extracorporeal membrane oxygenation (ECMO) knowledge acquisition compared to mobile learning or no training. Further research is needed to assess long-term retention and clinical impact.
Area of Science:
- Critical Care Medicine
- Medical Education Technology
- Simulation-Based Learning
Background:
- Extracorporeal membrane oxygenation (ECMO) is a vital critical care tool.
- Optimal educational strategies for ECMO are not well-defined.
- There is a need to evaluate different methods for clinician training.
Purpose of the Study:
- To compare high-fidelity simulation versus interactive mobile learning for ECMO knowledge acquisition and retention.
- To assess the impact of different educational modalities on clinician performance.
Main Methods:
- An observer-blinded, randomized controlled trial was conducted at an academic medical center.
- Forty-four clinicians with limited ECMO experience were randomized into three groups: high-fidelity simulation, mobile learning (QuizTime), or experiential (no formal training).
- Assessments included written exams and simulation performance evaluated immediately and 4 months post-intervention.
Main Results:
- The simulation group demonstrated significantly higher immediate post-intervention knowledge scores than both QuizTime and experiential groups.
- Simulation also led to a shorter time to critical action in post-intervention simulations compared to QuizTime and experiential learning.
- Knowledge scores did not differ significantly between groups at the 4-month follow-up.
Conclusions:
- High-fidelity simulation is superior for initial extracorporeal membrane oxygenation knowledge acquisition.
- Further investigation is required to understand the long-term retention and clinical outcome effects of these educational interventions.
