Unit: Medical Technology
Program: Medical Technology (BS)
Degree: Bachelor's
Date: Tue Aug 31, 2010 - 9:27:42 am

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

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 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 Traits.

Entry-level competency and body of knowledge are also outline by the national professional society, American Society for Clinical Laboratory Sciences. The National Accrediting Agency for Clinical Laboratory Science defines the required curricular components to fulfill the accreditation requirements

General Programmatic SLOs:

1. Meet the MLS entry-level competency skills for each discipline as specified by the Curriculum subcommittees. Skills include pre-analytical (e.g., specimen procurement, preparation, equipment calibration), analytical (e.g., analysis, instrument operation, quality control), and post-analytical (e.g., reporting, follow up).

2. Demonstrate MLS entry-level knowledge of each discipline as specified by the Curriculum subcommittees. Knowledge include principles of analyses, sources of errors, correlations, interpretations, managing unexpected outcomes, communications.

3. Demonstration MLS entry-level professionalism as specified by the Curriculum subcommittees. Professional traits include reliability, flexibility, integrity, ethics, initiative, and interpersonal relations.

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL: http://www.hawaii.edu/medtech/Medtech.html
Student Handbook. URL, if available online: NA
Information Sheet, Flyer, or Brochure URL, if available online: NA
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2009:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

SLO #1: Clinical instructors at affiliate sites assess 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 entry-level competency developed by Curriculum subcommittees.

SLO #3: Clinical instructors at affiliate sites assess entry-level professional traits during MEDT 591 rotations.

6) 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.

7) Who interpreted or analyzed the evidence that was collected?

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

8) How did they evaluate, analyze, or interpret the evidence?

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

MEDT 591 (2009): 10

ASCP certification exam (2009-2010): 14

10) Summarize the actual results.

Results are individualized. In 2009-2010, there were no unacceptable performances. 2010 cohort is in the midst of training at this time.

ASCP first time pass rate for UHM graduates during 2009-2010 was 100% (national average about 80%).

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

A brief summary report generalizing the student performance as a group is presented at a faculty meeting.

Coordinate with clinical education coordinators and clinical faculty to ensure consistency in training content, breadth and depth, evaluation criteria, etc. Coordination among clinical affiliates to ensure all students are able to train in all essential disciplines (e.g., parasitology rotation at Tripler for Kuakini students).

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.


13) 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 100% first time pass rate on the national certification exam (national average is about 80%).