Archived Assessment Report
| Program | Medical Laboratory Technician AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2. Communication: Demonstrate professional conduct and interpersonal communication skills in interactions with patients, laboratory personnel, other health care professionals, the public, students, and instructors in compliance with the laboratory professionals’ code of conduct. | Goal: Overall professionalism score at or exceeding 80% for MLT students. Focus area question: Is there a difference between student's observed professionalism (communication, integrity, etc) during the first half of the program (Fall term) and second half of the program (Spring term)? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2. Communication: Demonstrate professional conduct and interpersonal communication skills in interactions with patients, laboratory personnel, other health care professionals, the public, students, and instructors in compliance with the laboratory professionals’ code of conduct. | Behavioral (Affective Domain) Objectives Rubric Professionalism Weekly Check In | MLT 1092 Clinical Urinalysis Lab (Fall) MLT 1692 Hematology Lab (Fall) MLT 2592 Clinical Micro (Spring) | Overall professionalism score at or exceeding 80% for MLT students. Less than a 20% difference between fall rubric aggregate scores for professionalism and spring rubric for the same. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2. Communication: Demonstrate professional conduct and interpersonal communication skills in interactions with patients, laboratory personnel, other health care professionals, the public, students, and instructors in compliance with the laboratory professionals’ code of conduct. | MLT 1092 Clinical Urinalysis Lab (Fall) 97.6% MLT 1692 Hematology Lab (Fall) 95.4% MLT 2592 Clinical Micro (Spring) 88.1% Overall professionalism score for the 23-24 MLT cohort 93.7% | The professionalism rubric is providing adequate data on student behaviors that is comparable over time. | The overall professionalism score of 93.7% exceeded the goal of 80% or greater. This indicates the students are generally meeting the program outcome for professional communication and conduct. The data also shows there is a decline in scores over time. Observed professionalism was highest during the start of the fall term (97.6%), declined slightly by fall midterm (95.4%), and dropped again by the end of spring term (88.1%). |
| 2. Communication: Demonstrate professional conduct and interpersonal communication skills in interactions with patients, laboratory personnel, other health care professionals, the public, students, and instructors in compliance with the laboratory professionals’ code of conduct. | |
|---|---|
| Describe the change that was implemented. | Review program expectations with learners at regular intervals throughout the year. This is typically done as part of the program orientation just before the program starts in the fall. Adding a refresher at the beginning of spring term may help prevent the decline. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No changes in assessment approach or tools are needed. |
| What data motivated the change? | Decline in professionalism scores as the program progresses. |
| Hypothesis about the effect the change will have? | Keeping professionalism goals relevant and fresh in everyone's mind will lead to a more consistent demonstration of the requested behaviors. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 2. Communication: Demonstrate professional conduct and interpersonal communication skills in interactions with patients, laboratory personnel, other health care professionals, the public, students, and instructors in compliance with the laboratory professionals’ code of conduct. | Behavioral Rubric | MLT 1092 Clinical Urinalysis Lab (Fall) MLT 1692 Hematology Lab (Fall) MLT 2592 Clinical Micro (Spring) |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 2. Communication: Demonstrate professional conduct and interpersonal communication skills in interactions with patients, laboratory personnel, other health care professionals, the public, students, and instructors in compliance with the laboratory professionals’ code of conduct. | MLT 1092 Clinical Urinalysis Lab (Fall) 97.8% MLT 1692 Hematology Lab (Fall) 97.4% MLT 2592 Clinical Micro (Spring) 85.0% Overall professionalism score for the 24-25 MLT cohort 93.4% | Why do we see a decline in professionalism as the cohort progresses through the program? Next steps would be to speak with learners, graduate or current, to inquire further. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
The assessment process showed the MLT cohorts to be high achieving in the area of Practicing Community as demonstrated by assessing their professional behaviors. Learners responded well to positive feedback used to reinforce expected behaviors.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Utilizing the data from two rounds of assessment, a decline in professional behaviors was seen as the program progresses, specifically in MLT 2592 Clinical Microbiology Lab. This course is offered at the end of spring term and is the longest in the program, 8 weeks meeting Monday through Friday. The MLT program has adjusted the spring schedule and will be offering MLT 2592 at the beginning of spring term. It is thought that having this course directly after a break between terms may increase learner motivation and lead to an increase in professional behaviors that better match what was observed during the fall term.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Practicing Community is an active skill. Learners in the MLT program demonstrate this skill by communicating with faculty and peers, showing up each day ready to learn, and engaging with clinical partners. It is important to communicate expectations regularly and provide immediate feedback when expectations are not met. Teaching this skill is about modeling the professional behaviors we wish our learners to demonstrate.
Describe any external factors affecting the program or affecting assessment of the program.
Many of our MLT learners have responsibilities outside of class time. These may include family or work obligations. As individuals progress through the program it is possible they may have changes in their work schedules, a reduction in family supports, or increase obligations in other areas. These may all contribute to learners spending less time in class or engaging in the learning community. The MLT program strives to provide learners with resources and encourages a well rounded approach, maintaining a balance between learning, work, and self care.