Perfusion education in the United States at the turn of the century.

The challenges facing institutions charged with the delivery of health care have also affected the delivery of education in the health sciences. In the 30 years since the establishment of a process for formalized perfusion education, significant changes have shaped how the fundamentals of perfusion sciences are learned. The establishment and maintenance of a profession can only be secured through the creation of standards that guide educational facilities in the delivery of formalized instruction in a discipline. Perfusion education programs continue to meet these standards but are doing so at a time where resources continue to dwindle and quantitative assessment of manpower issues are fuzzy, at best. The peak of perfusion education programs occurred in 1994, and 5 years later only 25 programs were still accredited by the Committee on Accreditation of Allied Health Programs (CAAHEP). In the past decade, only one new education program has sought accreditation from CAAHEP. There were 41% fewer graduates in the United States in 1998 than in 1992, which follows a 6-year trend in declining numbers of individuals entering the field of perfusion. Individual programs are challenged by the reordering of university and community hospital structures, which often results in critical reviews of resource allocation to perfusion programs. The health of the perfusion profession remains deeply tied to the success of perfusion education programs. Likewise, the health of these programs can only be assured by means of continued solicitation of support and guidance from practitioners who serve as stewards of perfusion technology.