Mechanical Circulatory Assist Devices: Left Ventricular Assist Device
Shirin Saeed, MD, Adil Al-Karim Manji, MD, Maurizio Bottiroli, MD, Dario Winterton, MD
Published April 18, 2025 | Clinics in Medical Education
Issue 6 | Volume 1 | April 2025
As the number of patients supported by left ventricular assist devices (LVADs) grows, perioperative care involving these patients is no longer confined to cardiac operating rooms. Non-cardiac anesthesiologists are increasingly responsible for managing patients with LVADs yet most receive minimal formal training in device physiology, risk recognition, or emergency response protocols. To address this educational gap, we developed a structured, multimodal curriculum tailored to the unique learning needs of non-cardiac anesthesia providers.
Curriculum Design Principles
Our approach draws from adult learning theory, emphasizing active engagement, case relevance, and multimodal reinforcement. The curriculum is competency-based, with progressive exposure to key concepts in LVAD physiology, clinical management, and troubleshooting. It balances foundational knowledge with hands-on skills, focusing on patient safety and interdisciplinary coordination. An essential pillar of the curriculum is a series of progressively complex, case-based learning modules, designed to promote the application of theoretical knowledge to clinical scenarios. Each case incorporates embedded decision points, multimodal imaging, detailed explanations and debriefing materials.
Educational Components and Structured Modules
Didactic E-Learning Modules: Interactive, self-paced modules provide learners with a structured foundation in LVAD design, hemodynamics, perioperative planning, anticoagulation, and complication recognition.
Case-Based Learning: Clinical vignettes are used to contextualize decision-making. Each case includes embedded questions, device data interpretation, and debriefing content to promote critical thinking.
Simulation-Based Training: High-fidelity simulation scenarios to apply theoretical knowledge in acute, high-risk situations such as right ventricular failure, hypotension, or device malfunction.
Video Lectures: Expert-led lectures offer concise overviews of core topics, with a focus on bridging the gap between cardiology, surgery, and anesthesiology perspectives.
In-Person Workshops: Facilitated workshops create space for interdisciplinary discussion, device demonstrations, and team-based problem-solving. These sessions also emphasize the practical aspects of LVAD assessment and perioperative planning.
Formative Self-Assessments: Quizzes and clinical decision-making questions help reinforce learning objectives and guide individual remediation.
Future Directions
Preliminary implementation of our in person workshop showed improved provider confidence and greater familiarity with device parameters. As part of a larger Mechanical Circulatory Support Devices Series, future modules will include impella, extracorporeal membrane oxygenation (ECMO) and other devices.
Conclusion
By integrating digital content with experiential learning, our LVAD curriculum addresses a critical gap in anesthesiology education. This model fosters safe, confident, and informed perioperative care of a complex and growing patient population.