Original Article

The Development of a Perfusion Educational Program

Harper-Grace Hospital School of Perfusion Technology, Detroit, MI

^* Direct communications to: Brian R. Paules, Program Director, Harper-Grace Hospital School of Perfusion Technology, 4160 John R., Detroit, MI 48201

Abstract

(J. fxtra-Corpor. Technol. 19[2] p. 216–220 Summer 1987). The development of a School of Perfusion Technology starts with a purpose statement that defines the need for such a program and the role of the school within the professional community.

After defining the purpose for such an educational program, a task analysis provides the program description of a perfusionist, which later is used to develop the curriculum. A goal analysis details what the student and program will achieve at completion. A statement of the professional and educational philosophy along with the program objective complete the basic foundation.

Level of sponsorship of the program determines the duration of education, physical resources, budgetary support, clinical availability and instructional faculty. A target population study forms the basis to define the applicant traits desirable for the program. All of the above data are combined to generate an application process and to begin to create the curriculum.

Specific subject matter is listed to include all pertinent and ancillary topics along with the approximate time required to cover each topic. Classes are developed from the topic list, with material coordinated to provide an overlap of knowledge between classes. Statement of course goals and objectives defines the learning expectation while the examination evaluates student knowledge.

Clinical rotations provide the opportunity for practical application of the scientific principles learned in the didactic portion of the education. Pre and post clinical evaluations are essential toward determining student’s strengths and weaknesses, in order to validate his or her knowledge in the clinical practice. This form of education mandates a single instructor per student and continual vigilance.

An outcome analysis is generated after graduation with employer feedback and peer review of the graduate perfusionist. From this analysis the program goals and objectives are tested, and program re-evaluation begins.