Archived Assessment Report
| Program | Diagnostic Medical Sonography AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint 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. | |
| Type of Change | |
| Change in Assessment Approach or Tools? | |
| What data motivated the change? | |
| Hypothesis about the effect the change will have? | |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 5. Demonstrate appropriate communication skills with patients and colleagues |
| 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.