Review Assessment Report
Part 1: Contact & Program Identification
| Report Year and Contact Information | ||
|---|---|---|
| Academic Year | Modified By | Date Modified |
| 2020-2021 | [email protected] | 2021-11-16T15:27:20.075Z |
| School | Name of Program | Courses |
|---|---|---|
| HWPS | Diagnostic Medical Sonography AAS Degree | DMS 2290,BCIS 1110,DMS 2093,DMS 2193,BIOL 2210,BIOL 2225,DMS 1115,DMS 1125,DMS 269,DMS 1520,DMS 1525,DMS 1130,DMS 2110,DMS 1590,DMS 1193,DMS 1530,DMS 2030,DMS 2020,DMS 1120,DMS 1593 |
Part 2: Program Summary
| Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program |
|---|
With the return to face to face instruction for labs and didactic courses, student engagement and retention of subject matter has greatly improved. The technology that was incorporated into the program (each student receives an iPad and accessories as well as a Complete Anatomy subscription) was very helpful to students and instructors, alike, both during the periods of online instruction and after the return to campus. We have had more part-time faculty become involved in instruction, this past year, which provides a greater diversity of styles, expertise, and experience for the students to draw from. We continue to analyze and review the efficacy of our assessment methods, how they align with course and program objectives to improve student performance. As program director, I am working with coaches in the CTL to address these concerns. In the coming year, I plan to create a template for course syllabi and course grading structures to provide greater consistency in expectations for students throughout. |
Part 3: Data Review
| 2018-2019 | 2019-2020 | 2020-2021 | |
|---|---|---|---|
| Annual number of graduate awards is greater than 10 | 15 | 14 | 16 |
| Number of declared majors | 414 | 419 | 428 |
| Average Class Size | 26.4 | 25.1 | 23.5 |
| Annual Average Class withdrawal rate is 30% or below (SAGE 35%) | 13% | 15% | 14% |
| Annual C-Pass rate for coursework is 60% or above | 74% | 73% | 67% |
| Average class fill rate at 60% or above capacity within a term or over a year | 83% | 79% | 79% |
| Graduate Transfer to 4-year Schools | 0% | 0% | n/a |
| Full-time Faculty Coverage by Section | 46% | 49% | 59% |
| Summarize how your program met or did not meet the target measures based on the data above |
|---|
Our program consistently goes above and beyond target expectations (or below them where target is “less than”). |
Part 4: Program Learning Outcome Analysis
| Learning Outcome | Population or Course(s) Assessed | Description | Summary of Assessment Results |
|---|---|---|---|
| 1. Obtain, review & integrate pertinent patient history and supporting clinical data to facilitate optimum diagnostic results | DMS 1590, DMS 2090, DMS 2290, DMS 2490, and DMS 2690. | ||
| 2. Perform appropriate procedures and record anatomic, pathologic, and/or physiologic data for interpretation by a physician | DMS 1193, DMS 1590, DMS 1593, DMS 2090, DMS 2093, DMS 2193, DMS 2290, DMS 2490, and DMS 2690. | ||
| 3. Record, analyze, and process diagnostic data and other pertinent observations made during the procedure or presentation to the interpreting physician | DMS 1590, DMS 2090, DMS 2290, DMS 2490, and DMS 2690. | ||
| 4. Act in a professional and ethical manner, exercising discretion and judgment in the performance of sonographic diagnostic services | DMS 1193, DMS 1590, DMS 1593, DMS 2090, DMS 2093, DMS 2193, DMS 2290, DMS 2490, and DMS 2690. | ||
| 5. Demonstrate appropriate communication skills with patients and colleagues, including providing patient education related to diagnostic medical ultrasound | DMS 1193, DMS 1590, DMS 1593, DMS 2090, DMS 2093, DMS 2193, DMS 2290, DMS 2490, and DMS 2690. |
| Interpretation of Assessment findings |
|---|
The Capstone project of the final term of the program has become the main means for assessing these program-level outcomes. We have run the Capstone project twice, now, and continue to reform and revise it. Last year we had to be creative in finding models within the CNM system to serve as "patients" for the students to practice their skills on. Students work through all the steps of performing an ultrasound examination, from start to finish, including gathering pertinent patient information, history, prior studies, communicating with patient regarding exam, acquiring images, interpreting images, and documenting the findings for presentation to the "radiologist". The "patients" evaluated the students' professional behaviors, and all feedback and performance is reviewed with each student afterwards. Students and faculty have found this project to be extremely comprehensive, practically relevant to real-world situations, and beneficial in helping students bring all of the components of the program together |
Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)
| Upcoming Year | Changes Planned for the upcoming year | Data Motivating this change |
|---|---|---|
| 2021-2022 | We will be exploring alternative teaching methods (eg: flipped classroom) in order to enhance retention of course content and improve student performance on assessments and national certification exams. | Pass rates of students for in class, closed-book, timed assessments are below 50%, and pass rates of graduates for the national abdominal certification exam are below the national average. |
| 2021-2022 | Working with CTL and program faculty to align course and assessment content, didactic and lab content, and employ a greater variety of assessment methods. Currently using largely multiple choice tests in didactic courses, but will work to utilize assessments that test other levels of understanding (Bloom's taxonomy), besides fact recall, and encourage students to apply factual knowledge to real-world situations. | Students are performing well (>75%) on self-paced homework assignments, but not on closed-book, timed formal assessments (<50%). |
| 2021-2022 | As Program Director, I will develop a course template (via syllabi and LMS course shell structure and grading schema) designed to foster consistency throughout the program and structure for both students and faculty.
The afore-mentioned Action Plans will require training of current faculty, who are content experts and not trained educators, in the various methods of assessment and in the utilization of classroom technology (iPads, AppleTV, Complete Anatomy, Brightspace). | Feedback gathered from students during student-teacher meetings, course evals, and from instructors regarding confusion about grading schema, course organization, etc. |