Departmental Assessment Update - Medicine Report

Department: Medical Technology
Program: BS
Level: Undergraduate

1. List in detail your undergraduate Student Learning Outcomes (SLOs) for each degree/certificate offered.

At the completion of the program, the student will be at the level of a CAREER-ENTRY MEDICAL TECHNOLOGIST by:

 

 1.       Demonstrating professionalism in attitude and appearance and knowledge of medical ethics when working with patient, hospital staff, and laboratory staff

 

 2.       Demonstrating concerns for the patient and cooperating with others in the health care field

 

 3.       Employing professional discretion with patient information

 

 4.       Demonstrating absolute integrity in the accurate performance and reporting of results

 

 5.       Demonstrating responsibility by performing laboratory tests honestly, without bias, and with an acute awareness of the consequences of errors in the testing procedures

 

 6.       Carrying out acceptable collection of laboratory specimens through direct patient contact and/or advising other health care medical personnel of proper specimen collection procedures, maintaining specimen identification for efficient, accurate processing of laboratory test results, and evaluating acceptability of patient samples

 

 7.       Demonstrating basic knowledge of laboratory test procedures

 

 8.       Preparing reagents or media from prescribed procedure or from the literature, including making any necessary computations, using an analytical balance, and adjusting the pH if necessary

 

 9.       Following prescribed procedures of the facility and performing any of the tests in chemistry, hematology, immunology, microbiology, and immunohematology within defined time periods

 

10.      Calculating the results of the tests performed if necessary

 

11.      Acting and working independently

 

12.      Organizing the work and meeting deadlines

 

13.      Demonstrating rigid accuracy in the identification and reporting of numbers, names, and results

 

14.      Employing reasoning ability and good independent judgment

 

15.      Integrating and relating test results in recognizing possible discrepancies, confirming of abnormal results, and solving technical problems as defined by each section

 

16.      Demonstrating the ability to adapt to various clinical laboratory situations and handle conditions of increased workload and time constraints in an organized manner

 

17.      Operating, calibrating, conducting performance check, and maintaining clinical laboratory instruments or equipment

 

18.      Recognizing and correcting basic instrument malfunctions and referring serious instrument problems to appropriate personnel

 

19.      Conducting established quality control procedures on analytical tests, equipment, reagents, media, and products

 

20.      Evaluating results of the quality control, plotting values, identifying out-of-control values, and implementing corrective action when indicated

 

21.      Establishing basic quality control procedures and confidence limits for procedures

 

22.      Reporting unsafe work conditions, injuries/illnesses, and incidents in a timely and proper manner to the section supervisor

 

23.      Communicating effectively with peers, supervisors, and other hospital personnel, and patients

 

24.      Applying principles of management when interacting with medical laboratory technicians, laboratory assistants, and clerks

 

25.      Instructing supportive personnel, students, and peers in the performance and theory of analytical tests

 

26.      Recognizing and acting upon individual needs for continuing education as a function of growth and maintenance of professional competence.

 

A CAREER-ENTRY MEDICAL TECHNOLOGIST is defined as:

 

Able to perform the functions with minimal direction and occasional supervision. Requires the necessary orientation for new employees. Capable of organizing and planning routines. Capable of evaluating, troubleshooting, and problem-solving where indicated.

2. Where are these SLOs published (e.g., department web page)?

The expected competency levels (or SLO) are published in the Division of Medical Technology Student Handbook given to incoming Junior level students during an orientation session prior to the first day of class.

3. Explain how your SLOs map onto your curriculum, i.e., how does your curriculum produce the specific SLOs in your students?

Students are required to take a number of major related courses and clinical training in the various disciplines of medical technology (i.e. Chemistry, Hematology, Urinalysis/Body Fluids, Immunohematology, Immunology, and Microbiology) to graduate from the program. The expected competency levels are evaluated through the career entry-level objectives and checklist for each discipline of medical technology. Campus and clinical faculty evaluate each student to indicate if they have met the minimum career entry level objectives for each discipline. A checklist listing the professional traits is also completed by the faculty in the clinical training phase of the program. Both faculty and student sign off the evaluation once completed.

4. What specific methodologies were used to collect data? In developing your response, consider the following questions:

a)     Career entry-level objectives and checklists. Evaluations are done upon completion of the program, including the clinical training phase of the program by both campus and clinical faculty.

b)      Graduate and employer survey forms. All graduates and employers are mailed a survey regarding the strengths, weaknesses, and recommendations for improving the program. Data is compiled upon receipt.

c)      National certification exam scores. At the end of the program, students are eligible to take their national board examination. Data is compiled upon receipt (at least twice annually).

d)      Review of the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) accreditation report and the University’s Council on Program Reviews (COPR) report. Data is compiled shortly after the exit interview by the site visitors.

    

5. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?

Program Evaluation by Graduates. Graduate are mailed a survey regarding employment and solicits comments on strengths, weaknesses, and recommendations for improving the program. The survey are mailed back to the chair/program director, tabulated, and the results shared at a Division faculty meeting. If applicable, issues are disseminated to appropriate committee, subcommittee, or task force for further discussion. Any action proposed by the committee/task force are brought forth to a Division faculty meeting for approval.

b) Program Evaluation by Employers. Employers, including the clinical affiliates, are mailed a survey requesting feedback on the performance of the Division’s graduates. The surveys are mailed every three years and are mailed usually in the month of January. Those who do not respond receive the survey again a year later. The data provides a general assessment of UHM graduates compared to graduates of other schools with comparable job experience. The surveys are mailed back to the chair/program director, tabulated, and the results shared at a Division faculty meeting. When applicable, issues are disseminated to the appropriate committee, subcommittee, or task force for further discussion. Actions proposed by the committee/task force are brought forth to a Division faculty meeting for approval.

 

c) National certification exam scores. Examination scores are reviewed by the chair/program director, Curriculum Committee chair, curriculum subcommittee conveners, and education coordinators of the clinical affiliates. Each curriculum subcommittee convener for each discipline examines student performance on questions related to its discipline as the results are received. Topic areas with which students consistently have difficulty are shared with members of the subcommittee(s).  Any actions proposed by the subcommittees are brought forth to the Curriculum Committee and/or Division faculty meetings for approval.

 

d) Review of the NAACLS accreditation report. The NAACLS site visitors’ verbal and written summary reports are presented to the faculty. The reports include general impressions, areas of strength, and areas of concern. When applicable, areas of concern are forwarded to the appropriate committee(s)--Curriculum, Admission, and Safety--or task force for further discussion/review. Proposals regarding changes are presented to the faculty for adoption. The frequency of review depends on the length of accreditation.

 

e) Review of the COPR report. The program is also reviewed every five years by the University’s Council on Program Reviews (COPR). This Council provides recommendations to the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC). The activities consist of a team review of the self-study submitted to NAACLS; interviews of faculty, students, and alumni; and a site visit of the program’s facility. The team reports its findings to the full council with the Dean and chair/program director in attendance who can accept or refute the team’s findings. Then, the Council meets and prepares a final report which includes specific recommendations. This report is given to the Dean and chair/program director by the chair of the Council for discussion on how the recommendations might be implemented.

 

Questions to consider: 

·         Was pedagogy changed? No

 

·         Did you make an administrative change? Yes, during a Curriculum Committee meeting, faculty, at the request of student’s input, suggested that the second language requirement be waived from the program. The second language is a University graduation requirement and requires that students show competence up to the 202 level. Many schools and colleges within the University have modified or waived the second language requirement. From that meeting, it was recommended to make the request to the Vice Chancellor of Academic Affairs to waive this requirement since the program requires 136 credits and is well above the minimum required credits for many University programs (124 credits). The program director/chair has taken steps to process the request at the University level. The request is pending JABSOM Faculty Senate approval.  If approved, dropping this requirement would not only ease the students’ workload, but may also encourage students to apply to our program and allow greater flexibility in modifying the curriculum by adding relevant courses.

 

·         Were the changes in interactions with students? Yes, see above. The Curriculum Committee also has student representation from each class who can voice comments and concerns. The student representatives are given each a vote in decisions.

 

·         Were courses and/or degree requirements changed? Decision still pending upon approval from JABSOM Senate and Vice Chancellor for Academic Affairs.

 

6. Has the program developed learning outcomes? Please indicate yes or no.

Yes

7. Has the program published learning outcomes? Please indicate yes or no.

Yes

8. If so, please indicate how the program has published learning outcomes.

Learning outcomes are published in the Division of Medical Technology Student Handbook given to incoming Junior level students during an orientation session prior to the first day of class.

9. What evidence is used to determine achievement of student learning outcomes?

a)     Career entry-level objectives and checklists. Evaluations are done upon completion of the program, including the clinical training phase of the program by both campus and clinical faculty.

b)      Graduate and employer survey forms. All graduates and employers are mailed a survey regarding the strengths, weaknesses, and recommendations for improving the program. Data is compiled upon receipt.

c)      National certification exam scores. At the end of the program, students are eligible to take their national board examination. Data is compiled upon receipt.

d)     Review of the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) accreditation report and the University’s Council on Program Reviews (COPR) report. Data is compiled shortly after the exit interview by the site visitors.

10. Who interprets the evidence?

a)      Career entry-level objectives and checklists: The evaluation checklist is completed by the clinical instructor at the end of each rotation for each major discipline. The checklists are then directed to the education coordinator who forwards the document to the Chair. A review is performed and a course grade of credit/no credit is assigned.

b)      Graduate and employer survey forms: The surveys are mailed back to the chair, tabulated, and the results shared at a Division faculty meeting. If applicable, issues are disseminated to appropriate committee, subcommittee, or task force for further discussion. Any action proposed by the committee/task force are brought forth to a Division faculty meeting for approval.

c)      National certification exam scores: As the results become available, examination scores are reviewed by the chair, Curriculum Committee chair, curriculum subcommittee conveners, and education coordinators of the MEDT 591 clinical affiliates. Each curriculum subcommittee convener examines student performance on questions related to its discipline as the results are received. Topic areas with which students consistently have difficulty are shared with members of the subcommittee(s). Any actions proposed by the subcommittees are brought forth to the Curriculum Committee and/or Division faculty meetings for approval.

d)     Review of the National Accrediting Agency for NAACLS and COPR accreditation reports: The site visitors’ verbal and written summary reports are presented to faculty. When applicable, areas of concern are forwarded to the appropriate committee(s)--Curriculum, Admission, and Safety--or task force for further discussion/review. Proposals regarding changes are presented to the faculty for adoption.

11. What is the process of interpreting the evidence?

See Question 10

12. Indicate the date of last program review.

·         University’s Council on Program Reviews (COPR): March, 2004.

·         National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation Review: April, 2003. Site visit due in October, 2007.