Archived Assessment Report
| Program | Emergency Med Serv Paramedic AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1. Part A: Affective Domain | N/A |
| 2. This coursework prepares the student to be able to: | N/A |
| 3. Be a role model of exemplary professional behavior including: but not limited to, integrity, empathy, self-motivation, appearance/personal hygiene, self-confidence, communications, time management, teamwork/ diplomacy, respect, patient advocacy, and careful delivery of service. (Professionalism) | Are students consistently meeting the minimum competency of 26/36 points on their Professional Behavior evaluations? |
| 4. Preparedness: the student consistently arrived on time with required materials and was ready to learn. Professional appearance: the student is dressed appropriately and is neat in appearance. No hygiene issues. | Are students consistently arriving for classes on time, professionally groomed, and with all required materials? |
| 5. Initiative: student demonstrates interest in EMS through actions and interactions with evaluator. | During class interactions, do students actions show that they have an interest/ passion for the the EMS profession? |
| 6. Conduct: Student interacts with other in a respectful and empathetic manner. Demonstrates respectability and professional ethics. | Do students consistently demonstrate respect, empathy, and professional ethics while interacting with their instructors, classmates and patients? |
| 7. Careful Delivery of Service: Student follows policies, procedures & protocols. Uses appropriate safeguards in the performance of duties | Do students consistently follow written policies and procedures during their classroom or clinical interactions with fellow students, faculty and/ or patients and preceptors? |
| 30. Meet or Exceed the Joint Organization on EMS Education Standard : Final Skills and Assessment Testing (>70%) Retention (>70%) | Does the program consistently retain at least 70% of the initial class roster? Does the program routinely see at least a 70% class pass rate for psychomotor testing? |
| 31. Meet or Exceed the NM EMS Bureau Standard: NREMT Written and Practical Exam > 70% Grads Passing | Does the program routinely meet or exceed the NM EMS Bureau standard of a programmatic minimum pass rate for credentialing exams? |
| 32. CNM Standard: Retention (>75%) | Does each course meet the CNM standard of at a 75% student retention rate? |
| 33. EMS Program Standards:Student success (>70% C-pass rate of students who were enrolled in the class at census and remain on last day) | Does each course routinely have a success rate of at least 70% of the students? |
| 34. Course Final pass rate (>80% of students score 70% or better on written final exam) | Do at least 80% of students meet the minimum requirement of at least a 70% on their final cumulative course exam? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1. Part A: Affective Domain | Behavioral rubric used to gain an overall evaluation of the affective domain of our students. Additionally, there are a couple of questions that address their cognitive and psychomotor abilities. | EMS 2192, EMS 2291, EMS 2392, EMS 2393, EMS 2593, EMS 2390 and EMS 2590. | We wish to determine if the assessment tool adequately gives us a consistent, accurate evaluation of the students affective domain. Additionally, we wish to evaluate of the cognitive and psychomotor questions are necessary or relevant to the evaluation. |
| 2. This coursework prepares the student to be able to: | N/A | N/A | N/A |
| 3. Be a role model of exemplary professional behavior including: but not limited to, integrity, empathy, self-motivation, appearance/personal hygiene, self-confidence, communications, time management, teamwork/ diplomacy, respect, patient advocacy, and careful delivery of service. (Professionalism) | Behavioral rubric used to gain an overall evaluation of the affective domain of our students. Additionally, there are a couple of questions that address their cognitive and psychomotor abilities. | EMS 2192, EMS 2291, EMS 2392, EMS 2393, EMS 2593, EMS 2390 and EMS 2590. | We wish to determine if the rubric gives a consistent, accurate evaluation of our students ability to be role models of the professional attributes listed. |
| 4. Preparedness: the student consistently arrived on time with required materials and was ready to learn. Professional appearance: the student is dressed appropriately and is neat in appearance. No hygiene issues. | Behavioral rubric used to gain an overall evaluation of the affective domain of our students. Additionally, there are a couple of questions that address their cognitive and psychomotor abilities. | EMS 2192, EMS 2291, EMS 2392, EMS 2393, EMS 2593, EMS 2390 and EMS 2590. | We wish to determine if the rubric will give us a consistent and accurate determination of a students timeliness, professional grooming standards, and preparedness to learn in class and clinical settings. |
| 5. Initiative: student demonstrates interest in EMS through actions and interactions with evaluator. | Behavioral rubric used to gain an overall evaluation of the affective domain of our students. Additionally, there are a couple of questions that address their cognitive and psychomotor abilities. | EMS 2192, EMS 2291, EMS 2392, EMS 2393, EMS 2593, EMS 2390 and EMS 2590. | We wish to determine if the rubric will provide a consistent, accurate determination of a students interest in the EMS profession through their classroom and clinical interactions. |
| 6. Conduct: Student interacts with other in a respectful and empathetic manner. Demonstrates respectability and professional ethics. | Behavioral rubric used to gain an overall evaluation of the affective domain of our students. Additionally, there are a couple of questions that address their cognitive and psychomotor abilities. | EMS 2192, EMS 2291, EMS 2392, EMS 2393, EMS 2593, EMS 2390 and EMS 2590. | We wish to determine if the rubric will provide consistent and accurate determination of a students ability to interact with fellow students, faculty, preceptors and patients in a respectful and empathetic manner. Additionally, we wish to determine if use of the rubric can give us a consistent, accurate determination of a students use of professional ethics while in class or clinicals. |
| 7. Careful Delivery of Service: Student follows policies, procedures & protocols. Uses appropriate safeguards in the performance of duties | Behavioral rubric used to gain an overall evaluation of the affective domain of our students. Additionally, there are a couple of questions that address their cognitive and psychomotor abilities. | EMS 2192, EMS 2291, EMS 2392, EMS 2393, EMS 2593, EMS 2390 and EMS 2590. | We wish to determine if the assessment tool adequately gives us a consistent, accurate evaluation of the students affective domain. Additionally, we wish to evaluate of the cognitive and psychomotor questions are necessary or relevant to the evaluation |
| 30. Meet or Exceed the Joint Organization on EMS Education Standard : Final Skills and Assessment Testing (>70%) Retention (>70%) | Course Rosters | All paramedic courses. | We will utilize course rosters from day 1, census, and final to determine if the cohorts in the EMS Program are consistently meeting this NM EMS JOE mandated threshold. |
| 31. Meet or Exceed the NM EMS Bureau Standard: NREMT Written and Practical Exam > 70% Grads Passing | Gradebooks will be evaluated to determine if classes are meeting this threshold. | All paramedic courses. | We will review final exam grades for all students to determine if the courses are consistently meeting this NM EMS JOE threshold. |
| 32. CNM Standard: Retention (>75%) | Course rosters. | All paramedic courses | We will utilize class rosters from day 1, census, and final to determine if the courses in the paramedic program are meeting this CNM threshold. |
| 33. EMS Program Standards:Student success (>70% C-pass rate of students who were enrolled in the class at census and remain on last day) | Gradebooks will be analyzed to determine if the courses in the paramedic program are meeting this threshold. | All paramedic courses. | Course gradebooks will be analyzed to determine if all paramedic courses are meeting this threshold. |
| 34. Course Final pass rate (>80% of students score 70% or better on written final exam) | Final exam grades will be evaluated in the gradebook to determine if this threshold is being met. | All paramedic courses. | Final exam grades will be evaluated to determine if all courses in the paramedic program are meeting this threshold. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 1. Part A: Affective Domain | We found three short-comings to our data collection. 1. By not evaluating the affective domain in all courses, we limited the ability to catch data that differs between our theory and lab courses. 2. We also found that by not having the rubric electronically tied into the Bs course shells, we were only getting an total score, and not the necessary score for each of the items. 3. we learned that our current rubric is insufficient to gather the data we need to mirror industry standards. | We understand the need to properly and effectively assess our students in the affective domain, but historic/ current methods are ineffective to gathering the needed information. | It is near impossible to use our current method to effectively to pull the data needed to review and potentially alter our affective domain evaluations. |
| 2. This coursework prepares the student to be able to: | N/A | N/A | N/A |
| 3. Be a role model of exemplary professional behavior including: but not limited to, integrity, empathy, self-motivation, appearance/personal hygiene, self-confidence, communications, time management, teamwork/ diplomacy, respect, patient advocacy, and careful delivery of service. (Professionalism) | Most students are meeting this requirement with scores of 3 or 4. | This is not usually an area that students perform poorly in. Therefore, the results support the hypothesis. | This shows that our students generally perform well in the areas evaluated in the assessment. However, it is quite broad and makes it difficult to clearly evaluate students struggling with some, but not all of the behaviors. |
| 4. Preparedness: the student consistently arrived on time with required materials and was ready to learn. Professional appearance: the student is dressed appropriately and is neat in appearance. No hygiene issues. | This is yet another assessment that it seems most students do well in. Though after spot-visiting being in several classes in the program, I see that not all faculty have the same standards/ metrics for to tracking and documenting tardiness. | While most students do not struggle with tardiness, a few are chronically late and this is not reflected in their scores. Meaning that despite their chronic tardiness, they are still receiving high marks. | Scores are somewhat over inflated and do not totally reflect the students actions. |
| 5. Initiative: student demonstrates interest in EMS through actions and interactions with evaluator. | Scores show that a predominate number of our students clearly interact and behave in a manner that shows they are interested in the EMS profession. | The data shows that the data in this are correlates to the hypothesis. | This data show what we expected, that a majority of our students clearly interact in a professional manner that shows their interest in the EMS industry. |
| 6. Conduct: Student interacts with other in a respectful and empathetic manner. Demonstrates respectability and professional ethics. | The data shows that most students appropriately interact with their instructors, fellow students, and others personnel encountered in the course of their training - preceptors, community partners... | I believe that this area accurately reflects our students ability to play nice in the sandbox and shows they are prepared to conduct themselves professionally in industry. | A majority of students clearly conduct themselves professionally in their interactions with others - faculty, fellow students, administration, community partners. This data point performs well. |
| 7. Careful Delivery of Service: Student follows policies, procedures & protocols. Uses appropriate safeguards in the performance of duties | The data shows that most students meet the criteria for score of 3 at mid-term and 4 at final. Therefore, this data point does perform as expected. | This point does reflect a students ability to follow policies and procedures. While the data point does include a note on cognitive and psychomotor evaluation, it seems best to move those to separate evaluations during a different assessment cycle. | The data point performs as expected and should only be altered to remove the cognitive and psychomotor areas. |
| 30. Meet or Exceed the Joint Organization on EMS Education Standard : Final Skills and Assessment Testing (>70%) Retention (>70%) | The data acquisition is fine. We have a significant attrition problem and must work to correct that. | The data is fine, but our attrition is much higher than expected. | Must work to significantly decrease attrition in the program. |
| 31. Meet or Exceed the NM EMS Bureau Standard: NREMT Written and Practical Exam > 70% Grads Passing | Despite our attrition problem, students that successfully complete the program have a high likelihood or passing their boards first time. | Over the past 2 years (3 cohorts), we have had a 96% first time pass rate at the NREMT and 100% within 3 attempts (three students needed a second attempt to pass their boards). This shows that graduates are well prepared for their boards and entry level ready. | We graduate well prepared paramedic that are ready to take/pass their boards and are entry level competent paramedics. |
| 32. CNM Standard: Retention (>75%) | This threshold was not met. We have had a significant attrition rate the past 2 years. | We have struggled to maintain students in the program for the past 2 years and must work diligently to increase retention. | Results show a significant attrition problem. We will be working to address this problem and curb the hemorrhaging of students. |
| 33. EMS Program Standards:Student success (>70% C-pass rate of students who were enrolled in the class at census and remain on last day) | The data does support that of the student completing any given course, a majority are passing with a 70% or higher overall grade. | Despite our attrition rate, the data shows that the retained students are passing with at least a 70% average. | The students we retain show significant grit. They are tenacious and dedicated to succeeding in the courses and program. |
| 34. Course Final pass rate (>80% of students score 70% or better on written final exam) | Data shows that of the student retained in any given course, most are passing. However, not all courses are meeting the 80% threshold. | Though many classes are meeting the 80% threshold, not all are. We need to dig deeper to ensure that we are striving to get students through all classes with 80% or higher success rate. | We are improving on the number of students that are passing their classes, but still have work to do to get this to all classes every term. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 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 |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.