Characteristics of an Effective Perfusion Education Program

A Position Statement of The American Academy of Cardiovascular Perfusion

Adopted January, 1993

Preamble: Since 1979, the Academy has served as an educational organization to encourage and stimulate investigation and study. The Academy has continued to support perfusion education with the first perfusion education scholarship program in 1983. In support of perfusion education and the process for recognizing effective perfusion education programs, The Academy recognizes the following ideal characteristics for an effective Perfusion Education Program.

THE EFFECTIVE PERFUSION EDUCATION PROGRAM:

1. Is affiliated with an academic health care center,

2. Requires students to perform at least 150 procedures, of which at least 20 percent are pediatric and infant perfusion,

3. Encourages post-graduate pediatric specialization for graduates pursuing employment in pediatric health care centers,

4. Is involved in outcome analysis of its graduates’ success through survey of graduates and employers, documenting graduate performance on certification exams, and demonstrating that more than 80 percent of its graduates find employment in perfusion the first year,

5. Acknowledges that students have rights and supports student evaluation of the educational process and faculty on a frequent basis,

6. Requires students to be oriented to research activities and perform research projects,

7. Requires the minimum of a baccalaureate degree for entry into the perfusion profession,

8. Requires didactic faculty to have a baccalaureate degree or minimum of 15 years’ clinical perfusion experience, to pursue appropriate advanced degrees, and to be certified by The American Board of Cardiovascular Perfusion if instructing perfusion technology courses,

9. Has as its Director a Certified Clinical Perfusionist (CCP) with a minimum of three (3) years’ experience teaching in a perfusion education program,

10. Requires clinical faculty to be certified (CCP) and pursue continued education to increase their effectiveness as clinical instructors,

11. Offers exposure to include observation and participation in ECMO, and educational content and clinical orientation to: hemostasis management, blood conservation techniques, ventricular assist, all aspects of cardiopulmonary support, emergency bypass, ECCO2R, veno-venous bypass for liver transplantation, techniques for pulmonary and cardiac transplantation, regional and limb perfusion, hemodynamic monitoring, pacemaker analysis and electrophysiology, and total quality management processes,

12. Offers a myriad of educational content regarding principles of operation and clinical orientation and experience in numerous types of cardiopulmonary bypass equipment and devices,

13. Encourages the offering of fellowships or internships for graduates to continue their education and specialization, and

14. Encourages commitment to the Perfusion Community through active participation, leadership, and scientific communication.

While this statement is not wholly inclusive, it represents recommendations that should be carefully considered by perfusion education programs. This statement will be periodically updated to represent the status of recommended standards of perfusion education.