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A programme to prepare instructors for clinical teaching

L Brownstein1, C S Rettie, C M George

  • 1School of Cardiovascular Perfusion, Center for Allied Health of the Cooper Health System, Camden, New Jersey 08103, USA.

Perfusion
|March 21, 1998
PubMed
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Clinical perfusionists require training in teaching skills. A new modular program, based on adult learning principles, equips clinical staff perfusionists with essential instructional techniques for effective student development.

Area of Science:

  • Medical Education
  • Perfusion Technology

Background:

  • Clinical staff perfusionists are tasked with training perfusion students.
  • Perfusionists often lack formal preparation for teaching roles.
  • A need exists for structured instructional skills development in this field.

Purpose of the Study:

  • To develop a modular program to enhance instructional skills for clinical staff perfusionists.
  • To provide perfusionists with effective teaching techniques grounded in adult learning theory.
  • To improve the training and patient management skills of perfusion students.

Main Methods:

  • A five-module program was developed, drawing from a model for physician educators.
  • The curriculum covers learner motivation, problem-solving, clinical skills, feedback, and performance evaluation.

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  • Instructional methods include lectures, demonstrations, role-playing, and video recording, engaging cognitive, psychomotor, and affective domains.

    • Main Results:

    • The program is designed to be comprehensive and applicable to didactic instruction.
    • It incorporates adult learning principles to maximize learner engagement and knowledge transfer.
    • The program effectively challenges both teachers and learners through diverse pedagogical approaches.

    Conclusions:

    • The modular program provides essential teaching skills for clinical staff perfusionists.
    • It addresses the gap in formal teacher training for this critical healthcare role.
    • The program's design ensures engagement and development across multiple learning domains.