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MASTER OF SCIENCE IN EXTRACORPOREAL SCIENCES (MS-ECS) PROGRAM AT THE MEDICAL UNIVERSITY OF SOUTH CAROLINA (MUSC) UPDATE.
Laura Dell’Aiera
Greetings ANZCP colleagues! It is with great pride that I write to update you on the status of the Master of Science in Extracorporeal Sciences (MS-ECS) program at the Medical University of South Carolina (MUSC). It may come as no surprise to you that the development of this program has been a commitment of time and resources that can be described as arduous, iterative, and rewarding. Both MUSC and the ANZCP leadership realized we were developing a program that was the first of its kind in our global industry. We have just completed our first year of the program; currently have two cohorts of trainees and other online learners; and have managed to engage learners across oceans and time zones.
The MS-ECS program was developed as a compliment to the clinical training provided for trainees in their respective institutions. A partnership between the ANZCP and MUSC allowed various needs to be considered for this unique group of learners and the unique needs of your professional society and countries. Years of conversations about the length of the program, the format of delivery, the content, the degree being awarded, and many others were had in the wee hours of the morning and the late hours of the evening. When one group drank coffee, the other drank Shiraz. Collaboratively, we developed a curriculum that would meet our mutual goals.
As the first cohort of five students entered the program, we were in uncharted territory. However, meticulous planning and careful flexibility allowed us to mentor and engage our MS-ECS students as passionately as we do our on-campus learners, albeit in some creative ways. First, we transitioned to a “flipped classroom” model of instruction so that all learners can access course lectures and materials in an asynchronous fashion. This style of teaching has not only made the material more accessible for MS-ECS students but has also made more time available for application of the content. Second, we have assigned advisor/advisee relationships between each student and a faculty mentor. This “point person” schedules virtual office hours with their advisee (such as video conferencing) at least once per semester and as requested. The challenges in relationship building with online learning are real, and we continue to develop innovative ways to engage our virtual learners by breaking down communication barriers between advisors and their advisees. Lastly, we remain committed to continuously reevaluating and improving the program as we learn more about the experience of the learners and the strengths and challenges of the curriculum. Students
are asked for their feedback on every course at the end of each semester, as well as ongoing ad hoc feedback to identify how the curriculum can be improved. This feedback is critical in promoting positive changes in the MS-ECS program.
We are proud to say that we now have the second cohort of students in their first semester. The incoming class size was 8 students comprising learners from Australia, New Zealand, and the United States. Research completed by program faculty has revealed that the MS-ECS students are performing equally as well as the on-campus students according to course grades and exam scores (Dell’Aiera et al., 2023). Additionally, satisfaction ratings from the MS-ECS and resident CVP students revealed that they are equally satisfied with their experience in their respective programs.
The lessons learned during the first year since our program launch are paramount in refining the academic workload and timely communication barriers. The time zone differences have occasionally made communication between MS-ECS students and faculty difficult, as email message responses may lag 24-48 hours. Additionally, the heavy academic demands of the program may make it difficult for some ECS students to balance their schoolwork with their clinical trainee duties. As such, open dialogue between MUSC faculty, students, employers, and the ANZCP leadership is important in ensuring the success of our students. Protected time for studying and coursework in the clinic and flexibility in the curriculum may all be necessary considerations.
As we prepare to begin reviewing applications for the Fall 2024 incoming cohort, we are left feeling inspired. This endeavor is like no other and offers degree options for learners where there previously were none. We certainly do not claim to have a perfect system (yet!), but we know that we are on a path toward making some of the best education available to students despite what were previously thought to be insurmountable barriers. Your feedback and comments are critical for the success of the program.
Thank you for inviting us on this journey, ANZCP members, and thank you for trusting us to provide the education to your next generation of perfusionists!
Dell’Aiera, L., Fitzgerald, D., Fisher, D., Gill, N. (2023). Examining Online International Health
Professions Education: A Mixed Methods Review of Barriers, Facilitators, and Early Outcomes. JECT. 10.1051/ject/2023044.
13 DECEMBER 2023 | www.anzcp.org