72 J . R . Neal et al .: J Extra Corpor Technol 2024 , 56 , 71 – 76
Figure
1 . Johns ’ s model for structured reflection . models is to lead students to move from reflecting on action after experience to becoming a clinician who reflecting on action during experience .
Other published articles have shown the benefits of using these processes to improve the abilities of students in the medical field [ 6 , 7 ]. At our institution the program director provides new incoming students with a resource PowerPoint that describes these three reflective models a month before starting their rotation . Students new to self-assessment and reflection on practice can find this task difficult at first [ 8 ]. Reflection should initially be developed in a safe environment where mistakes are tolerated [ 9 ].
Although there are no publications outlining how a perfusionist becomes a competent clinician , the ability to evaluate competency in perfusionists has been published [ 10 , 11 ]. In one of these papers , perfusion intraoperative non-technical skills ( PINTS ) were used in assessing perfusionists , but not students [ 10 ]. Simulated case scenarios used in perfusionist assessment publications , other authors thought , could perhaps be used for student assessment [ 11 ]. These authors ’ future goals were to develop a minimal standard to reach further passthrough school programs [ 10 ]. According to student-centered learning , if this assessment ’ s goal was to work towards student improvement , then it should incorporate student self-evaluation . Perhaps only at a final test out should it be graded by the school , not the student . Another study ’ s goal was to utilize what a practicing perfusionist thought of as important clinical skills and apply them to evaluations for students [ 12 ].
While performing our literature search , we found another study that looked at perfusion students in simulation . The authors were tracking student eye movements during the simulation . They found an increased tracking of students ’ eyes to pO2 after two low pO2 simulations versus two separate different simulations [ 13 ]. Another study had perfusion students evaluating their didactic faculty , who were role-playing a perfusion student , with either great or substandard perfusion skills [ 14 ]. This has the potential to help students by using a peer review tool . This could also lead students into the process of reviewing and serve as a stepping stone to their own self-evaluation of their cases . These papers rounded out all available literature found on the subjects of perfusionists and perfusion students in the areas of education , evaluation , and assessment .
Description
Figure 2 . Gibbs ’ model of reflection .
is desirable and their current actual practice . In comparison , the Gibbs Cycle moves through a process that starts with describing an event and working through 6 stages to get to an action plan . Rolfe ’ s framework takes a different approach and encourages practitioners to reflect on their experiences , feelings , and actions , and develop practice accordingly . The goal of these
Our clinical site currently trains an average of 14 students a year from 3 didactic programs . Depending on their program , these students are at our center for 10 – 14 weeks . At any given time , we have between 2 and 5 students on-site . By pairing with three programs that have different rotation start dates for students we can maximize volume . Additionally , our daily mix of cardiac cases can then be better assigned based on the ability of the students .
Before students start their rotation with us , the program director sends out our site ’ s perfusion clinical rotation orientation program book to the students . Additionally , they send them asite-specific document called the body of knowledge sheet . In our years of experience , we have found that once students begin