Page 79 - Radiography Flipbook

VII. Assessment Process The assessment plan results and analysis were presented to the Advisory Committee
and the following comments were noted:

In support of Objective 6.4: The Clinical Competence – The benchmarks for clinical competence (positioning skills,
meeting minutes in this section and radiation protection) were met. It was noted that the Clinical Preceptors and
provide excellent documentation that Medical Director feel that the students are positioning patients with ease. Their
the program and its communities of confidence levels seem to be higher than in the past two classes. This is consistent
interest have reviewed outcomes data. with the assessment results for positioning skills which have increased again for the
As mentioned in the opening past two years. It was also brought to the Committee’s attention that the student to
sentence, the program has already faculty lab ratio was reduced this year (6:1). This was difficult for the
analyzed all actual outcome data and administration to approve because the laboratory teaching load had to be increased.
has that documented on another However, the early assessment results, student feedback, and clinical feedback
document. Additionally, the minutes indicate that this lower ratio appears to provide students with increased skills. Tom
indicate that the program will E. Dison indicated that the 12:1 ratio in his cohort did not allow enough time for
implement some changes in their plan independent practice with a lab instructor. The program will continue to monitor the
and will continue to monitor unmet positioning skills in relation to the new ratio and resulting student improvement.
benchmarks.
Communication Skills – The benchmarks for communication skills, both oral and
The program has also provided a written, were also met for this reporting period. From the comments noted above, it
narrative that describes the various appears that students are doing well with communicating with patients. The Clinical
factors that have contributed to a met Preceptors also noted that the students’ repeat rates are much lower this year. This
benchmark for the communication could be partially attributed to the students providing better instructions to patients.
goal. Ms. Queue implemented a new assignment in the Patient Care course that requires
students to explain examination to a variety of patients (pediatrics, hearing impaired
For unmet benchmarks in the critical patients, adult patients with and without medical backgrounds, etc.). Data will
thinking goal, the Committee has continue to be collected for this measure to determine its effectiveness. Although the
begun to outline a plan to increase the communication scores have been acceptable, it was decided to improve students
benchmarks in the future and to assure skills in obtaining patient histories. An additional SLO was developed to measure
that current students are afforded the this particular skill set and obtain quantitative data. The additional SLO reads,
opportunity to improve also. “Students will obtain appropriate patient histories during clinical rotations.” The
measurement tool will be Question 2 on the Affective Behavior Clinical Form and
This is a good example of a met will be collected semesters I and II by the Clinical Preceptors. The benchmark will
benchmark; however, the Committee be set at 80% and reviewed again after data has been collected and trends analyzed.
agreed that a change was needed to
assure that student learning was the Critical Thinking – The benchmark for the student learning outcome, “Adapt
focus. technical factors for non-routine patients.” was met; however, we would like to see a
marked increase in the actual results. Although the benchmark was met, it appears
that students are still struggling with converting mAs and kVp for changes in
distance and positioning. The Clinical Preceptors will continue to apprise the
program of the students’ ability in this area. The faculty will be surveying other
programs and researching the idea of mandating manual techniques for all
procedures.

Program Effectiveness Measures –

Pass Rates – 100% for first-time pass rate for this year; the 5-Year average is 98%
(147/150). The program continues to meet its benchmark. Exit and graduate
surveys indicate that the one-week review seminar prior to graduation is a huge
This section of the meeting minutes contributor to the students’ success. Although this is very time consuming for
document discussion of program faculty and students, the seminar has proved beneficial foundational knowledge that
effectiveness measures. This provides students tend to forget from their foundational classes.
support for Objectives 6.1 and 6.2.
Employment Rates – 100% (20/20) employment rates for those graduates seeking
Note that the program provides a employment this year; the 5-Year average is 93% (121/130). There were two
narrative for all program effectiveness students that decided to continue their education and not seek employment;
measures. otherwise, all additional students have full time or part-time employment.

Program Completion Rates – 85% (22/26). The program continues to seek
methods to increase this rate. Although the benchmark has been met, the Committee
reviewed the three students that did not graduate from the program. The three
students failed due to low grades in Image Acquisition. It appears that the