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Perfusion
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What's this?

A programme to prepare instructors for clinical teaching

Louis Brownstein

School of Cardiovascular Perfusion, Center for Allied Health of the Cooper Health System, Camden, New Jersey

Candice S Rettie

Cooper Health System, Center for Allied Health of the Cooper Health System, Camden, New Jersey

Catherine M George

School of Cardiovascular Perfusion, Center for Allied Health of the Cooper Health System, Camden, New Jersey

Clinical staff perfusionists are responsible for training perfusion students to perform tasks and manage patients in the clinical setting. They are often the least prepared to assume this teaching role. To address this need, a modular programme has been developed to provide the teaching staff with instructional skills. Adult learning theory specifies that an effective learning environment addresses issues of saliency, motivation, retention and transfer. Adults have different expectations, so this programme is designed to maximize this process. The programme is comprehensive and may be used for didactic instruction as well. Derived from a model designed for physicians as teachers, five modules provide theoretical support for teaching techniques, learning tools and management techniques for giving feedback and evaluating performance. Specifically, the topics address the following subjects: managing and motivating learners; teaching medical problem solving; teaching clinical skills; giving feedback and evaluating performance.

The short curriculum is based on teaching principles that apply to adult learners with diverse learning styles. While presenting techniques to use with different types of learners, the programme itself incorporates these techniques in teaching the teachers. The modules use lectures, demonstrations, role playing and video taping to challenge teachers and learners in the cognitive, psychomotor and affective domains. The success of this programme is its ability to engage each participant in the learning process.

Perfusion, Vol. 13, No. 1, 59-65 (1998)
DOI: 10.1177/026765919801300108
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