Unit: Medical Technology
Program: Medical Technology (BS)
Degree: Bachelor's
Date: Mon Sep 21, 2009 - 1:21:19 pm

1) List your program's student learning outcomes (SLOs).

Each MEDT course has a set of learning outcomes listed in the syllabus. Each discipline committee has developed terminal competency objectives that are used to assess student progress while in the curriculum, and career entry level skills at the end of Clinical Training (MEDT 591). The disciplines are: Hematology/Hemostasis, Urinalysis, Body Fluid Analysis, Clinical Microbiology, Clinical Chemistry, Immunohematology, Professional Trait.

General Programmatic SLOs:

1. Meet the career entry level competency skills for each discipline as specified by the Curriculum subcommittees.

2. Demonstrate career entry level knowledge of each discipline as specified by the Curriculum subcommittees.

2) Where are your program's SLOs published?

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Upload your program's current curriculum map(s) as a PDF.

Curriculum Map File(s) from 2009:

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

SLO #1: Clinical instructors at affiliate sites assess career entry level skills during MEDT 591 rotations. Note: some skills (e.g., phlebotomy, urinalysis) have been assessed prior to clinical training (on campus or during MEDT 366 clerkship rotation). 

SLO #2: The final comprehensive exam given at the end of clinical training and clinical training evaluation/assessment are based on the pre-established career entry-level competency developed by Curriculum subcommittees.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

Competency (cognitive and skills) and professional traits.

7) State the Type(s) of Evidence Gathered

Evaluation and assessment from clinical faculty, overall assessment by clinical education coordinator, result of the final comprehensive exam.

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

Student must earn marks above a predetermined minimum competency level on evaluation/assessment. Otherwise a conference is convened with the student, clinical faculty, education coordinator, and the program director to discuss the situation and to formulate an action plan.

9) State How Many Pieces of Evidence Were Collected

(3): Evaluation/assessment form; performance checklist; final comprehensive exam.

10) Summarize the Actual Results

Results are individualized. In 2008-2009, there were no unacceptable performance by any student. 2009 cohort is in the midst of training at this time.

11) Briefly Describe the Distribution and Discussion of Results

Program director. When there is problem or question, education coordinator, clinical faculty, and possibly other academic advisor of the unit, will be involved in the discussion. A brief summary report generalizing the student performance as a group is presented at a faculty meeting.

12) Describe Conclusions and Discoveries

As of today, there is no unacceptable performance by students during clinical training.

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

Coordinate with clinical education coordinators and clinical faculty to ensure consistency in training breadth and depth, evaluation criteria, etc.

14) Reflect on the Assessment Process


To be developed:

  1. Reduce duplicity within campus as well as inter-campus (e.g., KCC MLT program).
  2. Upgrade curriculum while maintaining BS standards.

15) Other Important Information

Student performance at the national certification exam that occurs after the completion of clinical training MEDT 591 is a reflection of program effectiveness. Recent classes show nearly 100% first time pass rate on the national certification exam. 

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.


17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.