| Issue |
J Extra Corpor Technol
Volume 28, Number 1, March 1996
|
|
|---|---|---|
| Page(s) | 27 - 31 | |
| DOI | https://doi.org/10.1051/ject/199628127 | |
| Published online | 18 August 2023 | |
Lecture
Meeting Student Differences in Learning as a Strategy for Improving the Quality of Perfusion Education
Department of Surgery, Perfusion Division, and the School of Allied Health Professions, Saint Louis University, St. Louis, Missouri
* Address correspondence to: Sue Boettcher Dake, BS, CCP, Department of Surgery, Perfusion Division, 3635 Vista Avenue at Grand Blvd., P.O. Box 15250, St. Louis, MO 63110-0250
The quality of perfusion graduates has always been a core concern of perfusion educators. Teaching the student as an individual is a key concept.
This article reviews a learning taxonomy and reminds us about the individual needs of all learners, specific motivators of adult learners, the differences among individual learners, and the effects of stress on learning.
Assessment of each student must be done in all three domains-cognitive, affective, and psychomotor. Subsequently, teaching strategies can be devised which take the learner's individuality into account, and which aim for the creation of a competent and professional entry-level practitioner.
Key words: perfusion education / perfusion training
© 1996 AMSECT
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