**6. Current evidence and status of ECMO simulation**

In a recent survey from the United States, lectures (99%), water drills (99%) and bedside training (99%) remain the chief training modalities for new ECMO specialists. Forty-six per cent of ECMO centres had an ECMO simulation programme. ECMO centres with access to a simulation centre, those with higher case numbers and pediatric cardiothoracic ICU are more likely to have an ECMO simulation programme [11].

Simulation-based ECMO education is a growing research area with increasing evidence to support its effectiveness. Earlier publications were mainly descriptive and focused on the setup and content of simulation courses and the evaluation of the learner [12, 13]. Some studies reported an improvement in confidence and performance after ECMO simulation training. Su et al. reported a faster deployment time to ECPR initiation after simulation training [14], and Allan et al. reported a decrease in cannulation time for ECPR in pediatric cardiac surgery trainees [15].

a standardized curriculum. Only through the implementation of a uniform ECMO simulation programme can multi-centred studies be carried out to provide a better understanding of the

Education Curriculum on Extracorporeal Membrane Oxygenation: The Evolving Role of Simulation Training

ECMO is a low-volume but highly complex technology. The management of ECMO patients often requires an integration of cognitive, psychomotor and behavioural skills that can be addressed by simulation training. As a result, simulation is increasingly acknowledged as one of the essential learning tools in ECMO education. Further researches in simulation technology, medical science pedagogy and clinical trials are warranted to delineate its impact on

The authors would like to acknowledge all the members of the ECMO team, Dr. Chan Wai Ming, the Chief of Service of the Department of Adult Intensive Care, Queen Mary Hospital, Dr. Mark Ogino, Director, Critical Care Services Nemours/Alfred I duPont Hospital for Children and Mr. Kenneth KY Yu, Department Operation Manager of the Department of Adult Intensive Care, Queen Mary Hospital, for their zealous support of the ECMO simula-

, Wallace Ngai Chun Wai1

, Peter Lai Chi Keung1

http://dx.doi.org/10.5772/intechopen.76656

145

,

best approach in ECMO education.

**8. Conclusion**

patient outcomes.

tion programme.

**Author details**

Ricky Chan Wai Kit1

**References**

17, 2018]

Simon Sin Wai Ching1,2\*, Pauline Yeung Ng1

\*Address all correspondence to: drwcsin@gmail.com

ment. Englewood Cliffs, NJ: Prentice Hall; 1984

and Andy Mok Yuen Tin1

1 Department of Adult Intensive Care, Queen Mary Hospital, Hong Kong, China

2 Li Ka Shing Department of Medicine, The University of Hong Kong, Hong Kong, China

[1] Kolb DA. Experiential Learning: Experience as the Source of Learning and Develop-

[2] Fleming ND. The ADRK modalities. Available from: vark-learn.com [Accessed: March

[3] Edgar S. Kurt Lewin's change theory in the field and in the classroom: Notes toward a model of managed learning. Systemic Practice and Action Research: 1996;**9**(1):27-47

**Acknowledgements**

Recently, Zakhary et al. published the first randomized controlled trial comparing the performance after conventional water-drill training and simulation training. In this study, the simulation training group had a higher scenario score and a shorter time to critical action in certain scenarios. More importantly, this superior performance was sustained over 1 year [16]. However, it must be noted that despite the ongoing research and implementation of simulation training, there is yet evidence of association with better patient outcomes.
