At our institution, a pre-connected cardiopulmonary bypass circuit was designed to ensure operational convenience and safety by connecting the centrifugal and roller pumps in parallel, allowing selective use. During surgery for acute aortic dissection（Stanford type A）in a man in his 50s, the centrifugal pump（CP5）suddenly stopped when its control panel blacked out. The incident was promptly reported to the surgical field, the centrifugal pump outlet was clamped, and perfusion was switched to the roller pump. The interruption of perfusion lasted approximately 7-8 seconds.

  Because arterial pump cessation is a critical event requiring rapid and sound judgment, a pre-established parallel circuit proved effective in minimizing perfusion interruption and ensuring patient safety. Although the exact cause of pump stoppage was not identified, this case highlights the importance of circuit design and preparedness for prompt response to unexpected pump failure.

We developed a Blended Learning（BL）that combines online and face-to-face instruction for the training of implantable left ventricular assist devices（LVAD）and retrospectively examined its educational effectiveness and utility.

The study included 26 patients and 75 caregivers in the traditional learning group, who received traditional face-to-face instruction after HeartMate3 implantation, and 29 patients and 107 caregivers in the BL group, who underwent blended learning training.

In the traditional learning group, participants received paper materials and underwent lectures, hands-on device operation training, written tests, and practical exams in person, In the BL group, participants received paper materials along with e-learning resources consisting of PDFs, videos, quizzes, and written tests, followed by face-to-face device operation training and practical exams.

We compared the training time and frequency, understanding test results, remote period understanding test results, and incidence of dual power loss between the two groups. The training time and frequency were significantly lower in the BL group. The understanding test results showed significantly higher pass rates in both written and practical tests for the BL group. No significant differences were found between the groups in the remote period understanding test results or the incidence of dual power loss.

These results suggest that the BL reduced training time and frequency compared to the traditional learning approach and achieved educational effectiveness equal to or greater than that of the traditional fully face-to-face method.