Knowledge Transfer in Support of the Development of Oxygen Concentrators in Emergency Settings During the COVID-19 Pandemic

The COVID-19 pandemic simultaneously disrupted supply chains and generated an urgent demand in medical infrastructure. Among personal protective equipment and ventilators, there was also an urgent demand for chemical oxygen. As devices to purify oxygen could not be manufactured and shipped rapidly enough, a simple and accessible oxygen concentrator based on pressure swing adsorption was developed at ETH Zurich in spring 2020. Instead of building devices locally and shipping them, it was decided to educate others in need of oxygen. The implementation encompassed education on process chemistry, material choice, and assembly and optimization of the concentrator and was realized using synchronous teaching tools, such as video call, and asynchronous ones, such as a website and video streaming. The project gained traction and interaction with engineering teams from universities and non-Governmental Organizations (Red Cross and the UN Development Program) in developing countries and emerging market economies, including Ecuador, Mexico, Somalia, and Peru. At the end of the project, the teams were surveyed regarding their experience in the educative knowledge transfer. It was reported that the learning experience prepared these groups well to build the device and to teach others as well. Major challenges were accessing some parts of the device and optimizing its performance. While synchronous communication is expected to be a very effective teaching method, the survey results showed that explanations via a website and video streaming have contributed the most to the implementation of the oxygen concentrator and thereby provide autonomous and sustainable education tools.

Automated summary

The COVID-19 pandemic led to an urgent demand for medical infrastructure, including oxygen concentrators. ETH Zurich developed a simple and accessible oxygen concentrator based on pressure swing adsorption and chose to educate others in need. The implementation involved synchronous teaching tools like video calls and asynchronous tools like a website and video streaming. Collaboration with engineering teams and NGOs in developing countries and emerging market economies led to successful knowledge transfer and autonomous education tools.