Page 76 - Medical Dosimetry Flipbook

VI. Curriculum Updates All courses have been updated to reflect the most recent curriculum revision.
VII. Assessment Process The assessment plan results and analysis were presented to the Advisory Committee
and the following comments were noted:

Clinical Competence – The benchmarks for clinical competence (positioning skills,
selection of technical factors, and radiation protection) were met. It was noted that the
Clinical Preceptors and Medical Director feel that the students are planning patient
treatments with ease. Their confidence levels seem to be higher than in the past two
classes. This is consistent with the assessment results for positioning skills which have
increased again for the past two years. It was also brought to the Committee’s attention
that the student to faculty lab ratio was reduced this year (1:1). This was difficult for
the administration to approve because the 1laboratory teaching load had to be increased.
In support of Objective 6.4: The However, the early assessment results, student feedback, and clinical feedback indicate
meeting minutes in this section that this lower ratio appears to provide students with increased skills. Tom E. Dison
provide excellent documentation that indicated that the 2:1 ratio in his cohort did not allow enough time for independent
the program and its communities of practice with a lab instructor. The program will continue to monitor the positioning
interest have reviewed outcomes data. skills in relation to the new ratio and resulting student improvement.
As mentioned in the opening
sentence, the program has already Communication Skills – The benchmarks for communication skills, both oral and
analyzed all actual outcome data and written, were also met for this reporting period. From the comments noted above, it
has that documented on another appears that students are doing well with communicating with patients. The Clinical
document. Additionally, the minutes Preceptors also noted that the students’ repeat rates are much lower this year. This
indicate that the program will could be partially attributed to the students providing better instructions to patients. Ms.
implement some changes in their plan Queue implemented a new assignment in the Treatment Planning course that requires
and will continue to monitor unmet students to explain examination to a variety of patients (pediatrics, hearing impaired
patients, adult patients with and without medical backgrounds, etc.). Data will continue
benchmarks.
to be collected for this measure to determine its effectiveness. Although the
The program has also provided a communication scores have been acceptable, it was decided to improve students skills
narrative that describes the various in obtaining patient histories. An additional SLO was developed to measure this
factors that have contributed to a met particular skill set and obtain quantitative data. The additional SLO reads, “Students
benchmark for the communication will obtain appropriate patient histories during clinical rotations.” The measurement
tool will be Question 2 on the Affective Behavior Clinical Form and will be collected
goal.
semesters II and V by the Clinical Preceptors. The benchmark will be set at 80% and
reviewed again after data has been collected and trends analyzed.
For unmet benchmarks in the critical
thinking goal, the Committee has Critical Thinking – The benchmark for the student learning outcome, “accurate
begun to outline a plan to increase the treatment planning,” was not met. It appears that students are experiencing problems --
benchmarks in the future and to assure - especially when treating the cervical spine. The clinical affiliates also noted that
that current students are afforded the students sometimes have issues with completing this treatment. These concepts and
opportunity to improve also.
laboratory assignments occur in Intro to Clinical Medical Dosimetry; however, the
students may need additional practice to feel comfortable. The faculty will review the
This is a good example of a met laboratory assignments and talk with the students to see what additional practice may be
benchmark; however, the Committee warranted. This is the first time this benchmark has not been met; however, with the
agreed that a change was needed to curricular changes over the past two years, there is a greater emphasis on higher order
assure that student learning was the (cognitive and psychomotor) skills.
focus.

The benchmark for the student learning outcome, “Adapt treatment 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 treatment 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 treatment procedures.

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