Developing active learning activities for didactic perfusion courses.

Area of Science:

• Perfusion Education
• Medical Pedagogy

Background:

• Traditional lectures in academia often lead to passive student learning.
• Active learning strategies promote engagement and are linked to improved academic and clinical skills.
• Perfusion education currently lacks readily available active learning resources for didactic courses.

Purpose of the Study:

• To address the gap in active learning resources for didactic perfusion courses.
• To provide perfusion educators with examples and guidelines for creating active learning activities.
• To guide students in understanding fundamental perfusion concepts through active engagement.

Main Methods:

• Activities designed using guided inquiry, learning cycle, and Process Oriented Guided Inquiry Learning (POGIL) principles.
• Development of key concepts, learning objectives, and data models (figures/tables) for analysis.
• Inclusion of questions and prompts to guide students through concept identification, understanding, exploration, and application.

Main Results:

• Ten active learning activities were developed for didactic perfusion courses.

Conclusions:

• The developed activities serve as examples for educators and tools for students to understand perfusion concepts clinically.
• Active learning activities are recommended to supplement didactic perfusion courses for enhanced learning.
• This initiative aims to foster a more engaged learning environment in perfusion education.