Archived Assessment Report
| Program | Diagnostic Medical Sonography AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 5. Demonstrate appropriate communication skills with patients and colleagues | How well do students demonstrate appropriate communication skills? |
| 6. Act in a professional and ethical manner | How well did our changes in 2022-23 impact professionalism |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 5. Demonstrate appropriate communication skills with patients and colleagues | Clinical Practicum Evaluation Homework Assignments | DMS 1193, DMS 1590, DMS 1593, DMS 2090, DMS 2093, DMS 2193, DMS 2290, DMS 2490, and DMS 2690 | A significantly lower number of complaints from clinical partners regarding students’ professional behavior |
| 6. Act in a professional and ethical manner | Clinical Practicum Evaluation Homework Assignments | DMS 1193, DMS 1593, DMS 1590, DMS 2193, DMS 2090, DMS 2490, DMS 2093, DMS 2290, DMS 2690 | a significantly lower number of complaints from clinical partners regarding students’ professional behavior |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 5. Demonstrate appropriate communication skills with patients and colleagues | According to preceptor ratings and feedback students are performing at satisfactory levels. The relevant behaviors for which the average score was the highest include: Uses cell phone at appropriate times and in designated area (4.81) The student is reliable and adheres to start/end times. Calls if tardy or absent. (4.75) Introduces self to patient & addresses patient by name. (4.75) Communicates with patient appropriately & professionally. (4.75) Exhibits a positive attitude and enthusiasm, eager & willing to help (4.75) The student adheres to dress code (wears CNM patch/ID and Blue scrubs) (4.75) The relevant behaviors for which the average score was the lowest include: Chooses appropriate words to describe exam and equipment (4.64) The student responds well to constructive criticism and feedback. (4.72) | Analysis of highest score: In 2023, new language was added to the Clinical Handbook regarding the use of cell phones and other electronic devices in the clinical setting. Cell phone or Smart Watch WILL NOT BE USED (calling, accepting calls, taking photos, texting) or in your possession while IN ANY EXAM ROOM OR CLINICAL SETTING. Place phone in cabinet and on vibrate mode in case of emergency. In addition, this same rule was enforced in the on-campus lab setting. The higher ratings received by students in this category and the absence of any new complaints regarding inappropriate cell phone usage strongly suggests that these practices and policies have been effective. Analysis of lowest score: It is interesting to note that students scored lowest in communicating the very things we work with day in and day out within the program. Reflecting on practices in the lab setting, it may be that we take these things for granted when working with each other and then students are unable to effectively communicate them to patients. Students are encouraged to introduce themselves, ask for patient identifiers and explain what they are doing in the lab setting but there is currently no formal assessment of these skills. Fortunately, this is something very within our ability to address. | Practicing a skill in lab, and assessing it, is likely to result in students being more likely to continue the behavior in the clinical setting. |
| 6. Act in a professional and ethical manner | The analysis of this outcome is very subjective due to a lack of consistent documentation methods and a change in staffing responsible for this task. There are no documented complaints for the fall 2023 term for comparison. In the summer of 2023, one complaint about tardiness without proper communication was made. There was little difference in student performance of professional behaviors between fall 2023 and summer 2024. Professionalism Evaluations (preceptors evaluating the professional skills of students in the clinical setting) from fall 2023 were collected for comparison. Though the categories and scoring systems were different, students assessed in the fall 2023 (their third clinical rotation) scoring consistently higher. Categories in which students scored lower were similar between the two groups. | It is interesting to note that the “lower scoring” categories from fall 2023 are in line with the lower scoring categories from the Summer 2024 evaluations. The professionalism assignments and activities that have been incorporated into the curriculum over the past two years focus on perceptions of professionalism, appearance, punctuality, treating others with respect, interacting with patients and doctors and using appropriate medical jargon. Much of the discussion addressed “professionalism” in a general sense, incorporating concepts of demeanor and comportment. “Professional” behaviors defined as actions required of a sonography professional, specifically, are covered elsewhere in the curriculum. | In response to the question: Are students “Act[ing] in a professional and ethical manner”? The data suggests, “yes”. Students received acceptable marks in all categories assessed. The data also suggests that we need to reinforce behaviors and skills required specifically of sonography professionals (aka: profession-specific skills such as explaining the exam and collecting clinical history data). |
| 5. Demonstrate appropriate communication skills with patients and colleagues | |
|---|---|
| Describe the change that was implemented. | Faculty in laboratory courses will more intentionally prompt and encourage students to begin every scanning activity by introducing themselves, confirming the patient’s name and date of birth, and explaining the exam in clear and professional language. These communication components will be incorporated into the skills assessment grading sheets across all lab courses to ensure consistent expectations and reinforcement of professional practice. This emphasis on patient interaction and verification will be implemented at all program levels, from the introductory term through the second-to-final term Capstone projects. In the Capstone setting, simulated patient charts will intentionally include select errors (e.g., incorrect identifying information) to provide students with opportunities to demonstrate appropriate professional judgment by identifying discrepancies, discontinuing the exam process, notifying the appropriate personnel, and ensuring the issue is resolved before proceeding. Additionally, a section on receiving and applying constructive criticism will be added to the Professionalism lesson. A few new slides in the presentation will highlight practical strategies for processing feedback, maintaining professionalism when being corrected, and demonstrating growth through subsequent performance. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes. A few slides will be added to the Professionalism lesson to address effective feedback and communication. The AIDET (Acknowledge, Introduce, Duration, Explanation, Thank You) framework will be incorporated as a line item on lab skills assessment tools. A professionalism rubric and more detailed instructions outlining expectations for professional behavior will be added to the Capstone project, providing clearer guidance and consistent evaluation of communication, attitude, and responsiveness to feedback. |
| What data motivated the change? | Analysis of preceptor evaluations indicated that students generally demonstrated strong professionalism and communication behaviors, with consistently high average scores across most criteria. However, the lowest average ratings were observed in two areas: Choosing appropriate words to describe the exam and equipment (4.64) Responding well to constructive criticism and feedback (4.72) These findings suggest that while students are performing well in interpersonal professionalism—such as introducing themselves, maintaining reliability, and using appropriate demeanor—there remains an opportunity to strengthen professional communication precision and receptivity to feedback. |
| Hypothesis about the effect the change will have? | Through demonstration, guided practice, and timely feedback, students will strengthen their ability to communicate appropriately regarding the examination process and equipment. Immediate verbal feedback in lab will reinforce correct behaviors, while graded assessments will provide a quantitative measure of communication skill development. Although receptiveness to constructive criticism is more difficult to standardize, a Professionalism lesson and discussion on receiving feedback will promote a growth mindset. By normalizing feedback as a tool for learning, students will become more comfortable acknowledging gaps in knowledge and accepting guidance. Behaviors inconsistent with a willingness to accept feedback or professional direction will be addressed individually by faculty and/or the program director to encourage professionalism and accountability. |
| 6. Act in a professional and ethical manner | |
|---|---|
| Describe the change that was implemented. | Faculty in laboratory courses will more intentionally prompt and encourage students to begin every scanning activity by introducing themselves, confirming the patient’s name and date of birth, and explaining the exam in clear and professional language. These communication components will be incorporated into the skills assessment grading sheets across all lab courses to ensure consistent expectations and reinforcement of professional practice. This emphasis on patient interaction and verification will be implemented at all program levels, from the introductory term through the second-to-final term Capstone projects. In the Capstone setting, simulated patient charts will intentionally include select errors (e.g., incorrect identifying information) to provide students with opportunities to demonstrate appropriate professional judgment by identifying discrepancies, discontinuing the exam process, notifying the appropriate personnel, and ensuring the issue is resolved before proceeding. Additionally, a section on receiving and applying constructive criticism will be added to the Professionalism lesson. A few new slides in the presentation will highlight practical strategies for processing feedback, maintaining professionalism when being corrected, and demonstrating growth through subsequent performance. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes. A few slides will be added to the Professionalism lesson to address effective feedback and communication. The AIDET (Acknowledge, Introduce, Duration, Explanation, Thank You) framework will be incorporated as a line item on lab skills assessment tools. A professionalism rubric and more detailed instructions outlining expectations for professional behavior will be added to the Capstone project, providing clearer guidance and consistent evaluation of communication, attitude, and responsiveness to feedback. |
| What data motivated the change? | Analysis of preceptor evaluations indicated that students generally demonstrated strong professionalism and communication behaviors, with consistently high average scores across most criteria. However, the lowest average ratings were observed in two areas: Choosing appropriate words to describe the exam and equipment (4.64) Responding well to constructive criticism and feedback (4.72) These findings suggest that while students are performing well in interpersonal professionalism—such as introducing themselves, maintaining reliability, and using appropriate demeanor—there remains an opportunity to strengthen professional communication precision and receptivity to feedback. |
| Hypothesis about the effect the change will have? | Through demonstration, guided practice, and timely feedback, students will strengthen their ability to communicate appropriately regarding the examination process and equipment. Immediate verbal feedback in lab will reinforce correct behaviors, while graded assessments will provide a quantitative measure of communication skill development. Although receptiveness to constructive criticism is more difficult to standardize, a Professionalism lesson and discussion on receiving feedback will promote a growth mindset. By normalizing feedback as a tool for learning, students will become more comfortable acknowledging gaps in knowledge and accepting guidance. Behaviors inconsistent with a willingness to accept feedback or professional direction will be addressed individually by faculty and/or the program director to encourage professionalism and accountability. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 5. Demonstrate appropriate communication skills with patients and colleagues | Revised assessment tools included updated lab skills checklists incorporating the AIDET communication framework, a Professionalism rubric for the Capstone project, and enhanced instructional materials such as PowerPoint slides on receiving feedback and demonstrating professional communication. These tools provided structured, measurable evaluation of students’ applied communication and professionalism skills. | DMS 1593, DMS 2093 |
| 6. Act in a professional and ethical manner | Revised assessment tools included updated lab skills checklists incorporating the AIDET communication framework, a Professionalism rubric for the Capstone project, and enhanced instructional materials such as PowerPoint slides on receiving feedback and demonstrating professional communication. These tools provided structured, measurable evaluation of students’ applied communication and professionalism skills. | DMS 1593, DMS 2093 |
| 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 |
|---|---|---|---|
| 5. Demonstrate appropriate communication skills with patients and colleagues | All grades have been tabulated. The first data set was collected from DMS 1593 lab assessments, in which students performed limited ultrasound exams on one another and were graded on both image quality and two professional behaviors: Introducing themselves and confirming patient identity using two identifiers, and Communicating with patients and obtaining clinical history. These behaviors were evaluated across eight separate lab assessments, and students unanimously achieved full marks. The same group was later assessed in the following term during a Capstone project, which required students to complete all components of a simulated clinical exam on volunteer patients. While overall performance remained strong, a few behaviors scored slightly lower than others, specifically: Clearly explaining their role and the purpose of the exam, Verifying patient ID with two unique identifiers, and Providing closing remarks—thanking the patient and explaining next steps. These items were evaluated by instructors through direct observation. Two additional areas—(1) informing the patient of exam duration and (2) assisting with preparation and positioning—were rated by the volunteer patients and showed lower averages, likely because “not applicable” responses were tabulated as “no,” even when assistance was not needed. | Possible Follow-Up Questions Do students continue to demonstrate improved communication behaviors once they transition to the clinical setting with actual patients? Are there differences in confidence or performance between students exposed to simulation scenarios that include “difficult patients” versus those that do not? How consistently are faculty applying the updated rubrics and expectations across courses and terms? Possible Next Steps Implement longitudinal tracking — compare performance in subsequent clinical terms to determine if improvements persist beyond the lab setting. Faculty calibration sessions — ensure consistent scoring and shared expectations for professionalism and communication across instructors. Add reflective components — integrate short self-reflections or peer feedback on communication behaviors after lab or clinical activities. Collect qualitative feedback -survey students and preceptors about perceived preparedness and communication confidence after implementing the new tools | |
| 6. Act in a professional and ethical manner | All grades have been tabulated. The first data set was collected from DMS 1593 lab assessments, in which students performed limited ultrasound exams on one another and were graded on both image quality and two professional behaviors: Introducing themselves and confirming patient identity using two identifiers, and Communicating with patients and obtaining clinical history. These behaviors were evaluated across eight separate lab assessments, and students unanimously achieved full marks. The same group was later assessed in the following term during a Capstone project, which required students to complete all components of a simulated clinical exam on volunteer patients. While overall performance remained strong, a few behaviors scored slightly lower than others, specifically: Clearly explaining their role and the purpose of the exam, Verifying patient ID with two unique identifiers, and Providing closing remarks—thanking the patient and explaining next steps. These items were evaluated by instructors through direct observation. Two additional areas—(1) informing the patient of exam duration and (2) assisting with preparation and positioning—were rated by the volunteer patients and showed lower averages, likely because “not applicable” responses were tabulated as “no,” even when assistance was not needed. | Possible Follow-Up Questions Do students continue to demonstrate improved communication behaviors once they transition to the clinical setting with actual patients? Are there differences in confidence or performance between students exposed to simulation scenarios that include “difficult patients” versus those that do not? How consistently are faculty applying the updated rubrics and expectations across courses and terms? Possible Next Steps Implement longitudinal tracking — compare performance in subsequent clinical terms to determine if improvements persist beyond the lab setting. Faculty calibration sessions — ensure consistent scoring and shared expectations for professionalism and communication across instructors. Add reflective components — integrate short self-reflections or peer feedback on communication behaviors after lab or clinical activities. Collect qualitative feedback -survey students and preceptors about perceived preparedness and communication confidence after implementing the new tools |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Yes. Student achievement improved notably as a result of the revised assessments and added practice opportunities. Overall, students performed the required tasks with a high level of competence and received positive feedback from both instructors and volunteer patients. The additional structured practice and clearer expectations appear to have strengthened their confidence and professionalism. Simulation activities, in particular, were highly effective in helping students transfer skills from the lab to realistic clinical scenarios. Moving forward, we plan to increase the amount of “real world” simulation, especially those involving the identification and correction of patient information errors, as this remains a critical component of safe and accurate medical practice.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Yes. This assessment cycle led to greater structure and consistency within the Capstone experience. We recognized that faculty had been making many assumptions about what students understood regarding professional behaviors and appropriate technologist–patient interactions. In response, the Capstone project was redesigned to include clearer, more detailed instructions and expectations, mini-capstone activities for practice, and rubrics for all areas of evaluation to promote consistency and transparency. Additionally, new simulation elements were introduced to test students under less-than-ideal circumstances by incorporating patient chart errors and varied patient behaviors that required professional management. Faculty training was provided to ensure alignment in expectations, though continued development may still be beneficial.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
The assessment findings highlighted the importance of intentional scaffolding to support student growth in Practicing Community. Graded and spiraled lessons are needed to introduce communication and professionalism skills at the entry level, reinforce them through simulated clinical experiences, and ultimately apply them in real-world settings. Simulation proved critical in bridging the gap between the “safe” lab environment and the authentic clinical setting, allowing students to practice, make mistakes, and build confidence before engaging with actual patients. Because evaluation of these soft skills can be subjective, clear rubrics, faculty calibration, and training are essential to ensure fair, reliable, and balanced assessment across all instructional levels.
Describe any external factors affecting the program or affecting assessment of the program.
No significant external factors affected the program or the assessment process during this cycle. The outcomes and observations reflect internal curriculum design and instructional practices rather than influences from external accreditation, clinical site, or policy changes.