Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2021-2022	[email protected]	2022-10-12T21:50:16.143Z

School	Name of Program	Courses
HWPS	Diagnostic Medical Sonography AAS Degree	BIOL 2225,DMS 1115,DMS 1120,DMS 1125,DMS 1130,DMS 1193,DMS 1520,DMS 1525,DMS 1530,DMS 1590,DMS 1593,DMS 2020,DMS 2030,DMS 2090,DMS 2093,DMS 2110,DMS 2193,DMS 2290,DMS 2690,DMS 2999,PHYS 1230

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
This past year we have embarked on a few significant endeavors to apply Quality Matters, accreditation standards, and alignment to the courses within the program. We reviewed the new updated accreditation standards from the JRCDMS and completed a curriculum map of the objectives set forth therein. With the creation of template shells in Brightspace we are working on refining the curriculum and resources within each course in accordance with the mapped objectives for those courses. A select group of faculty members have volunteered to review our question pools to ensure they are up to date, correctly keyed, appropriately challenging, well written to avoid confusion or assumptions, and free of duplications. This overall curriculum review will be an ongoing process over the course of the coming year. Through this process we, as field experts, are developing our teaching skills by coming to understand and appreciate structure, clear goals and objectives, as well as effective and timely communication.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

This past year we have embarked on a few significant endeavors to apply Quality Matters, accreditation standards, and alignment to the courses within the program. We reviewed the new updated accreditation standards from the JRCDMS and completed a curriculum map of the objectives set forth therein. With the creation of template shells in Brightspace we are working on refining the curriculum and resources within each course in accordance with the mapped objectives for those courses. A select group of faculty members have volunteered to review our question pools to ensure they are up to date, correctly keyed, appropriately challenging, well written to avoid confusion or assumptions, and free of duplications. This overall curriculum review will be an ongoing process over the course of the coming year. Through this process we, as field experts, are developing our teaching skills by coming to understand and appreciate structure, clear goals and objectives, as well as effective and timely communication.

Part 3: Data Review

	2019-2020	2020-2021	2021-2022
Annual number of graduate awards is greater than 10	14	16	13
Number of declared majors	419	428	507
Average Class Size	26.3	22	21.3
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	15%	13%	11%
Annual C-Pass rate for coursework is 60% or above	76%	74%	77%
Average class fill rate at 60% or above capacity within a term or over a year	84%	80%	71%
Graduate Transfer to 4-year Schools	0%	n/a	n/a
Full-time Faculty Coverage by Section	60%	74%	21%

Summarize how your program met or did not meet the target measures based on the data above
The Diagnostic Medical Sonography program has consistently exceeded the target measures.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
1. Obtain, review, and integrate pertinent patient history and supporting clinical data to facilitate optimum diagnostic results	DMS 2090, DMS 2290, and DMS 2690.	In-class Activities Capstone Project Clinical Practicum Evaluation Instructor Observation	The practical skills of obtaining, reviewing and integrating pertinent patient history and supporting clinical data to facilitate optimum diagnostic results is introduced in classes and labs, and applied in lab and clinical settings. Clinical preceptors model these processes for students and guide them through the critical thinking required to apply them. All students participated in in-class activities, and clinical instructor observations to develop these skills. These skills were then applied and assessed in the Capstone Project for the final term. All students in the 2022 graduating cohort successfully met the requirements of the project (grade of 75% or above).
6. Act in a professional and ethical manner	DMS 1193, DMS 1590, DMS 1593, DMS 2090, DMS 2093, DMS 2193, DMS 2290, DMS 2490, and DMS 2690.	Instructor Observation Clinical Practicum Evaluation Capstone Project Survey Homework Assignments Instructor Observation Clinical Practicum Evaluation Capstone Project Survey Homework Assignments In-class Activities	The practical skills that compose professional behavior in a clinical setting are introduced and discussed in the 1593 and 2093 labs, and applied in lab and clinical settings. Clinical preceptors model these behaviors for students and assess how well they apply them using the clinical competency forms. All students participated in in-class activities, surveys, homework assignments and clinical instructor observations to develop these skills. These skills were then applied and assessed in the Capstone Project of the final term (DMS 2690). All students in the 2022 graduating cohort successfully met the requirements of the project and clinical competency (grade of 75% or above).

Interpretation of Assessment findings
Through modeling, application and observation students were able to learn the practical skills of applying didactic material to the clinical setting with sufficient success.

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	Clinical forms have been modified so that there is no longer a separate professionalism evaluation, but rather professional behaviors are now being assessed during every competency by providing space on each competency form for these criteria to be graded. A similar change has been applied to lab assessment forms such that the professional components of performing an exam are a more significant portion of the expectations for these lab activities. This provides more regular feedback to students for ongoing improvement throughout the program.	We had very little data for assessment of this criterion in the clinical setting. This change will provide more evaluation data for us and feedback information for students to use for improvement.
2021-2022	A clinical preceptor handbook is being assembled to communicate the program's expectations for student performance in the clinical setting. A more formal partnership between program administration and clinical sites is being enacted through the formation of Clinical Instructor roles (aka: lead preceptors). These persons will serve as liaisons between the program and their facilities, communicating expectations, processes, and concerns. Clinical Instructors will attend trainings and meetings to stay current on program and student needs and policies. Program faculty will also be trained on the new processes.	The processes for evaluating students practical and soft skills was not well understood by faculty or preceptors, which led to variability among assessors and outcomes.
2021-2022	The course schedule for DMS 2093 has been adapted to provide a lower-stakes environment for students to develop the skills that will be necessary to complete the Capstone Project in DMS 2690.	Student feedback has indicated that while students had experience with the components of the Capstone Project they had never applied all of them to complete an exam from start to finish. The aim is to build up to the full project by creating a staggered/stepped curriculum earlier on within the program.

Please select all of the following that characterize the types of changes described in the above action plan

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