J Extra Corpor Technol 2024 , 56 , 71 – 76 Ó The Author ( s ), published by EDP Sciences , 2024 https :// doi . org / 10.1051 / ject / 2024001
Available online at : ject . edpsciences . org
TECHNIQUE OR APPLICATION
Adapting and applying student-centered learning in a perfusion clinical rotation James R . Neal ( CCP , FPP ) * , Caitlin Blau ( MHA , CCP ), and Clint Colby ( MS , CCP )
Department of Cardiac Surgery , Perfusion Work Group , Mayo Clinic , 1216 2nd St . SW , Rochester , MN 55902 , USA Received 10 October 2023 , Accepted 5 February 2024
Abstract – While the process of teaching student perfusionists has been in development since the 1950s , the publication of the processes to improve perfusion clinical education has been largely lacking . Publications regarding education from other allied health and medical fields have shown the value of student-centered learning . The use of reflective practice to move perfusion students from thinking about actions after cardiopulmonary bypass ( CPB ) to reflecting and reacting on actions during CPB is better encouraged by moving from a teacher-centered to a studentcentered clinical model . Our institution ’ s teaching process has developed into a multi-point procedure to make our students into reflective practicing clinicians . Student preceptor evaluations were reversed to allow the students to evaluate themselves first , with feedback from the preceptor given subsequently . Additionally , a biweekly student educational session , where the student chooses a topic and reviews current evidence-based practice , was instituted . The clinical program director serves as the moderator and clinical expert to facilitate problem-based learning during the sessions . Students were also given three skill / experience levels with goals to reach and move through during the rotation . These student levels were also helpful to our preceptors in knowing what each student ’ s skill level was throughout their rotation . Overall , moving from a teacher-centered to a student-centered clinical rotation has helped make students familiar with reflective practice , self-evaluation , evidence-based practice , and problem-based learning . The incorporation of these processes will hopefully lead students to become lifelong reflective perfusionists .
Key words : Perfusion clinical education , Reflection , Evaluation .
Overview
The process of knowledge being passed to students from educators can be classified today into one of two approaches : teacher-centered learning or student-centered learning . The older and more traditional approach is teacher-centered learning . This approach is more focused on lectures , teacher-dictated assignments , and teacher evaluations [ 1 ]. Students play a more passive role with this technique . The teacher is the leader and authority in the class , and the students are treated as individualistic and competitive with each other . The emphasis is on the learning of correct answers [ 1 ]. Student-centered learning contrasts this approach by placing students in an active role as a partner in learning with the teacher . This is a format pioneered by John Dewey [ 1 ]. This includes more multidimensional testing including student self-assessment and ongoing feedback . The emphasis is on the development of a deeper understanding of the subject being studied .
Since the 1950s there has been a change in the education of perfusionists from on-the-job training to a formal university didactic and clinical training model with later incorporation of
* Corresponding author : neal . james @ mayo . edu simulation and animal labs [ 2 ]. While there can be much more review and discussion on didactic learning in health care , including perfusion , in this paper we will focus on the clinical education aspect of a perfusionist ’ s education . Our medical center started taking clinical students in perfusion again , after a 12-year pause , in 2008 . In late 2018 , our School of Health Sciences , which oversees all clinical rotations in allied health areas , requested that student-centered approaches be considered . It was left to the clinical program directors to move applicable student center approaches forward in their respective programs .
In moving to student-centered learning , the student also engages more in self-evaluation and self-reflection . There are many reflective models for students to choose from that have been proposed and studied ( Figures 1 and 2 ). After reviewing many models , the program director felt that John ’ s Model for Reflective Practice , Gibbs ’ s Reflective Cycle , and Rolfe ’ s Framework for Reflective Practice provided the most benefit for clinical perfusion students [ 3 – 5 ]. John ’ s Model aims to provide a window through which the practitioner can view and focus oneself within the context of their own lived experience . It enables them to confront , understand , and work towards resolving the contradictions within their practice between what
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