Page 79 - Magnetic Resonance 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 (apply magnetic
meeting minutes in this section field safety measures, obtain MR images of acceptable diagnostic quality) were met.
provide excellent documentation that It was noted that the Clinical Preceptors and Medical Director feel that the students
the program and its communities of are producing quality images. Their confidence levels seem to be higher than in the
interest have reviewed outcomes data. past two classes. This is consistent with the assessment results which have
As mentioned in the opening increased again for the past two years. It was also brought to the Committee’s
sentence, the program has already attention that the student to faculty lab ratio was reduced this year (6:1). This was
analyzed all actual outcome data and difficult for the administration to approve because the laboratory teaching load had
has that documented on another to be increased. However, the early assessment results, student feedback, and
document. Additionally, the minutes clinical feedback indicate that this lower ratio appears to provide students with
indicate that the program will increased skills. Tom E. Dison indicated that the 12:1 ratio in his cohort did not
implement some changes in their plan allow enough time for independent practice with a lab instructor. The program will
and will continue to monitor unmet continue to monitor the skills in relation to the new ratio and resulting student
benchmarks. improvement.

The program has also provided a Communication Skills – The benchmarks for communication skills, both oral and
narrative that describes the various written, were also met for this reporting period. From the comments noted above, it
factors that have contributed to a met appears that students are doing well with communicating with patients. Ms. Queue
benchmark for the communication implemented a new assignment in the Patient Care course that requires students to
goal. explain examination to a variety of patients (pediatrics, hearing impaired patients,
adult patients with and without medical backgrounds, etc.). Data will continue to be
For unmet benchmarks in the critical collected for this measure to determine its effectiveness. Although the
thinking goal, the Committee has communication scores have been acceptable, it was decided to improve students
begun to outline a plan to increase the skills in obtaining patient histories. An additional SLO was developed to measure
benchmarks in the future and to assure this particular skill set and obtain quantitative data. The additional SLO reads,
that current students are afforded the “Students will obtain appropriate patient histories during clinical rotations.” The
opportunity to improve also. measurement tool will be Question 2 on the Affective Behavior Clinical Form and
will be collected semesters II and V by the Clinical Preceptors. The benchmark will
This is a good example of a met be set at 80% and reviewed again after data has been collected and trends analyzed.
benchmark; however, the Committee
agreed that a change was needed to Critical Thinking – The benchmark for the student learning outcome, “Adapt MR
assure that student learning was the procedures for non-routine situations,” was not met. It appears that students are
focus. intimidated with non-routine exams. These concepts and laboratory assignments
occur in MR Procedures I; however, the students may need additional practice to
feel comfortable. The faculty will review the laboratory assignments and talk with
the students to see what additional practice may be warranted. This is the first time
this benchmark has not been met; however, with the curricular changes over the past
two years, there is a greater emphasis on higher order (cognitive and psychomotor)
skills.

The benchmark for the student learning outcome, “Critique images for diagnostic
quality.” was met; however, we would like to see a marked increase in the actual
results. Mr. Piper suggested having second-year students give image critique
presentations to first-year students. 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 other methods for improving this benchmark.

Professional Growth and Development – Both benchmarks were met. There is
some concern that one of the student learning outcomes (SLO) is not a good
measure of professional growth and development. The Committee reviewed the
SLO and felt that “Students will attend a professional meeting” really does not
reflect assessment of professional growth and development. Additionally, the
faculty felt that simply assessing attendance does not indicate any type of learning.
The SLO will be revised in the next cycle to evaluate – “Students will employ
ethical behaviors in the clinical settings”. Question 5 on the Affective Behavior
Clinical Form and the rubric for case studies completed in Semester II will be used
to measure the SLO.