Archived Assessment Report
| Program | First Responder |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1. Affective Domain: 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? |
| 2. 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? |
| 3. 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 EMS profession? |
| 4. 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? |
| 5. 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? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1. Affective Domain: 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 1091 | We wish to determine if the rubric gives a consistent, accurate evaluation of our student’s ability to be role models of the professional attributes listed. |
| 2. 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 1091 | We wish to determine if the rubric will give us a consistent and accurate determination of a student’s timeliness, professional grooming standards, and preparedness to learn in classroom setting. |
| 3. 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 1091 | We wish to determine if the rubric will provide a consistent, accurate determination of a student’s interest in the EMS profession through their classroom and clinical interactions. |
| 4. 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 1091 | We wish to determine if the rubric will provide consistent and accurate determination of a student’s 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. |
| 5. 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 1091 | We wish to determine if the assessment tool adequately gives us a consistent, accurate evaluation of the student’s affective domain. Additionally, we wish to evaluate of the cognitive and psychomotor questions are necessary or relevant to the evaluation. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| 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.