Sonography 1. Description of the Program

Transcription

1 Sonography 1. Description of the Program a. Please identify the individuals who participated in the completion of this program review and provide documentation of discussions pertaining ot the program review. Cheryl Zelinsky b. Mission: i. Mission Statement: To provide relevant education in the cognitive, psycho-motor, and affective learning domains to prepare competent, and responsible entry-level general, or cardiac sonographers with a commitment to life-long learning. ii. How is this mission statement communicated to students and the rest of the campus? Catalog Program Handbooks Other -- Allied Health Website iii. How does the mission align with the College's overall mission? The program encompasses the campus global mission, while providing an entry-level career focus, promotes individual learning and critical thinking, and encourages life-long learning. c. Program History & Description: i. Identify major changes and/or developments, including change or growth in other programs, which have significantly impacted your program. Following completion of the first nine-week summer term in 2013, it was determined that the initial course offering time frame (summer) did not meet with the learning expectations of the first cohort, neither the program. Although the Diagnostic Medical Sonography Program is accelerated and presents with rigor, the students perceived anxiety was manifest in student complaints. In an effort to improve student satisfaction, the second cohort was scheduled to begin during the fall semester. Throughout the experimental fall semester, the second cohort routinely verbalized and exhibited immense satisfaction, and had no complaints of anxiety related to a compressed learning time frame. ii. Please provide a description of your program. The Diagnostic Medical Sonography Program promotes individual learning and critical thinking by means of didacic, directed hands-on laboratory skills training, and professional clinical experience. d. Resources i. Describe the types of facilities and equipment used by the program and the extent to which these resources meet program needs. Facilities: Faculty office 100%, Classroom 100%, Scanning Laboratory 100%, Computer laboratory 100% Equipment: Sonographic scanning systems: Two Acuson/Siemens systems are housed in the lab (a third system recently ceased to function, and with campus grant funding a state-of-the art Samsung system was delivered during February 2015.) Functionality rates for the Acuson systems are about 25% for combined use. Lifespan of these two units has elapsed. Of these two outdated units, one possesses only cardiac software which is not a component of this program, and the other has multiple issues with image generation, image quality, and intermittent function of the keyboard. Two

2 transducers have broken protective cables; thus are out of commission. Scanning phantoms: the program purchased a male anatomy scanning phantom 100% meets program needs, and through a grant, obtained a female breast scanning phantom, also meets program needs at 100%. Two laptop scanning simulators that assist in a variety of simulated scanning and pathologic differential diagnosis review, were purchased in The laboratory also houses two ergonomically correct scanning tables, and one non-ergonomic donated patient exam table (donor unknown.) The campus purchased three ergonomically correct scanning chairs. The laboratory also houses a built-in overhead projector and computer system. ii. Discuss how technology is used to deliver instruction or enhance student learning and the extent to which available technologies meet program needs. Lectures are presented as discussion, and with PowerPoint software. PowerPoint lectures are posted, along with handouts, diagrams, and other paper documents on the BlackBoard system. During the second half of 2014, the program director generated nearly 10 Sonographic Physics and Instrumentation board review-type tests for Blackboard use. The students, who were preparing to sit for the national American Registry for Diagnostic Medical Sonography (ARDMS) Physics and Instrumentation examination (SPI), were encouraged to complete these tests. The students had the option to retake each test as often as desired. The tests ranged from questions. (100% of the first cohort students passed the SPI exam on the first attempt prior to graduation!) Most ultrasound exams include a variety of sonographic images for the student to assess for image quality, anatomy, artifacts, and pathology. Obtaining written tests with quality images is nearly an impossible fete. During the fall 2014 term, the students were given midterm exams on BlackBoard with related sonographic images, and a final exam with images on paper. Not only is the cost factor for obtaining photographic quality ultrasound images for an exam expensive, it is tedious and the image quality suffers. After comparing ease of image review, the students requested that major examinations be delivered via BlackBoard technology rather than paper tests. When BlackBoard tests are used, the questions and answers are randomized, the exam is timed, and when available is proctored in the computer lab. Patient care review materials have been posted with post reading quizzes to assist students in data retention. All data placed on BlackBoard provides students unlimited access. The computer lab in the Allied Health Division was used for students to access the ARDMS website in order to register for the SPI examination. This allowed all students equal access and for the program director to resolve questions about the pending national certification examination. e. Staffing i. Describe how the program is staffed. Include the following: FTEF (Full-time Equivalent Faculty), full time faculty FTEF, part-time faculty # of full-time faculty # of part-time faculty # of support staff # of Coordinators and/or Program Managers (including amount of reassigned time dedicated to each position) Organization Chart: If an organizational chart is relevant to your program, please include one as an attachment The program has one FTE faculty member who functions as the program

3 director, lecture faculty, laboratory faculty, and clinical instructor/clinical site visitation coordinator. 1.5 shared allied health support staff Staffing (Credit Courses) Program data Merced College Productivity (WSCH/FTEF) 542/2.3 = FT-FTEF (Full-time Equivalent Faculty), full-time faculty (33.71%) PT-FTEF (Full-time Equivalent Faculty), part-time faculty (62.86%) Average FTES/section # of full-time faculty 1 # of part-time faculty 0 # of support staff # of Coordinators and/or Program Managers (including amount of reassigned time dedicated to each position) f. Professional Development i. Discuss the program's expectations for professional development by faculty (full-time and part-time) and staff and the extent tow hich faculty and staff engnage, or would like to engage, in professional development activities. The program faculty (1) engages in professional development on a routine basis. As the faculty holds board credentials in Sonography, and Radiologic Technology, continuing medical education is mandated to retain credentials. The faculty completes directed readings, webinars, and attends national and regional meetings. The majority of professional development activities is routinely obtained by the employee s personal funds; however, in 2013 a grant for professional development was obtained for the faculty member to attend the national Society for Diagnostic Medical Sonography annual conference and educator s tutorial in October g. The program director, as an SDMS member, has offered up to 6 continuing medical education credits to affiliated clinical instructors as a component of their student clinical instruction. This is a benefit for the faculty member s relationship with the SDMS, and offered because the campus holds CAAHEP/JRCDMS programmatic accreditation. Curriculum i. Course Currency 2. External Factors a. Identify which external factors have a significant impact on your program, and explain how these factors impact your program. Please consider the following where appropriate: Budgetary constraints or opportunities Service area demogrpahics Requirements of 4-year institutions Requirements of Prospective employers Job Market Developments in the field (both current and future) Competition from other institution Requirements imposed by regulations, policies, standards, and other mandates (if these include external reviewing bodies or grants, please address those below) Other Availability of qualified clinical affiliation sites. These are hospitals and advanced imaging centers. The sonographers at these locations must possess national

4 ultrasound credentials in abdominal sonography, obstetric-gynecology sonography, and ideally vascular technology. 3. Response to Prior Program Review No prior review is in the system. No prior comprehensive program review. 4. Identification of Outcomes (SLO or SAO) a. SLO Grid DMS Program SLO Grid b. SLO Assessment Plan Include a plan for assessing the course and program SLOs you have not assessed at this time. Follow the programmatic schedule, and update as necessary. 5. Review of Data (Quantitative and Qualitative) a. Student Access: i. Briefly outline which students are served in your program(s). Look at age, gender, and ethnic/racial breakdowns. Compare demographics by site, time, modality, and ultimately, to the district's demographics for the same term. The sonography program has graduated one cohort of students, and a second cohort has been admitted to the campus. As the initial program s numbers are small the data is statistically irrelevant. Historically, ultrasound programs tend to attract more females than males. This holds true at Merced College. The program would like to see a higher ratio of males applying to the program. As a specific earned AS or BS degree in the primary entrance requirement, an older population demographic is expected. Based on the two defined cohorts, the average age is over 40, and more than 50% are white/non-hispanic. ii. What are total program enrollments and FTES? (Break down by discipline, degree, certificate, or course(s) where appropriate.) Program offers certificate. 6 certificates awarded in December 2014 iii. What is the total number of sections offered? Provide a breakdown of sections by site modalities when appropriate. Each course offers one section. iv. What is the average class size? 6.02 (average FTES/section) v. What is the average percentage of sections filled? 100% vi. What is the site-based/distance education learning ratio for the program? 100% site based. No courses are offered exclusively via BlackBoard, but 100% of non-clinical experience courses provide a BlackBoard connection. 50% of the courses offered, are focused on clinical experience, and are taught at various clinical sites as clinical education.

5 There are zero courses offered as true distance education. b. Student Learning Outcomes i. Discuss the process used by faculty in identifying course- and program-level student learning outcomes (SLOs) and the type of assessment used to measure those outcomes. Overall assessment topics are derived by student learning content from programmatic accreditation review bodies. Actual student learning outcomes are assessed by different applications, which include: A. Final examination questions either written or by sonographic image interpretation for normal vs. abnormal anatomy. B. Image interpretation by means of a rubric and professional assessment (credentialed sonographer) C. Scanning practical examinations by means of a rubric D. Individual or group projects using a rubric E. Scanning portfolios using a rubric F. Projects, such as 3-D clay anatomic puzzles, SWOT analysis, board game creation, or posters with a rubric G. Clinical creation of sonographic images by means of rubric and professional assessment H. Professional clinical evaluations, by means of a rubric ii. Summarize the findings of student learning outcomes assessmetns completed in the last two years, or since the last review. 1. Course: 100% of final exams passed with scores of 80% or higher 100% of on-campus laboratory scanning practicals met benchmarks of 80% or higher. 100% of initial clinical scanning competencies earned 100% of final clinical scanning competencies earned 100% of professional clinical evaluations exceeded benchmark expectations 100% of course projects earned scores of 80% or higher 2. Program: Students met or exceeded assessment protocols. The higher assessment scores include professional behaviors in the clinical arena, application of critical thinking skills in sonographic normal and abnormal image review, and personal SWOT analysis. c. Areas which meet or exceed, but in the opinion of the program faculty continue to require review include: personal scanning ergonomics, manipulation of sonographic instrumentation, and anatomy and pathophysiology of uncommon sonographic examinations. It is anticipated that these components will remain in the "continue to follow" category throughout the life-span of the program. Other Outcomes and Measures i. Required Success 95.83% (program course success rates) Retention 100% Productivity (WSCH/FTEF) 542/2.3=

6 4. Number of transfers to 4-year college or university Currently no known transfers at this time. The first co-hort graduated in December Two students shared desire for further education; both possessed BS degrees at acceptance to program. 5. Degrees Awarded 6 certificates awarded December 2014 ii. If you have chosen other quantitative or qualititative measures to gauge your program's effectiveness, please identify them here, and briefly describe the results 6. Analysis of Data and Evaluation a. Student Access i. What did you learn about access to your program? Entrance requirements meet with national programmatic accreditation. Improved marketing would benefit actual number of program applications, as many conversations with prospective students stated they had "just happened" to come across our program on the internet. During the last year more people stated they were told by non-clinical affiliates, and sonographic equipment vendors about our program. ii. How do your program demographics compare across sites and modalities? The average DMS student is white, female, and over the age of 35. iii. How do your program demographics compare to the District aggregate? Comparable with gender. Programmatic demographics exceed district statistics with respect to ethnicity (60% non-hispanic), 100% over the district's largest age group; however, program entrance requires nothing less than an AS degree. iv. Is access equitable across all modalities and sites? Yes v. What significant factors could be influencing student access to your courses or program? Entrance requirements for Certificate of Achievement: Earned AS degree in a specific allied health program, or BS degree. Limited links on the internet; marketing. vi. Is there variability in enrollments between fall to spring, spring to fall? What factors could contribute to this trend? Students are enrolled as co-horts. b. Student Learning Outcomes i. How well do your program learning outcomes represent: 1. The scope and depth of learning appropriate to the following, and how do you know? The program learning outcomes were designed following the guidelines of the CAAHEP/JRCDMS, the American college of Radiology (ACR), American Institute of Ultrasound in Medicine (AIUM), and the content requirements for the ARDMS board examinations for Sonographic Physics and Instrumentation (SPI), Obstetrics and Gynecology (OB-GYN), and Abdominal and Superficial Structures Sonography. Clinical affiliations were selected based on opportunity to complete required programmatic and nationally recommended clinical imaging competencies.

7 100% of the first graduating cohort passed their national SPI examinations prior to graduation. Currently, they are in cue to take one of the ARDMS exams in OB-GYN, or Abdominal Sonography. Those numbers will be reported with the next review. Each laboratory course includes at least two live scanning practical examinations in which the student must correctly generate sonographic images of specific anatomy, sonographic landmarks, and apply correct instrumentation. All students completed these practical examinations with scores of 80% or higher. Students are required to complete initial and final scanning competencies at their clinical rotations. All students completed 100% of initial scanning competencies, and 100% of final competencies. These scanning competencies are evaluated by the licensed professionals at the clinical affiliation by means of extensive rubrics. 2. The degree/certificate program offered? Certificate of Achievement 3. The standards of your discipline or profession/occupation The standards were designed in accordance with the standards of the Society for Diagnostic Medical Sonography (SDMS), CAAHEP/JRCDMS, and the AIUM. Routine clinical reviews during student hospital/ affiliation site visitation, discussions with clinical proctors, and formal programmatic accreditation review. c. Analyze the results of student learning outcomes assessments. i. Courses level: Courses encompass three general aspects: 1. Didactic, 2. Hands-on skills development, and 3. Professional clinical experience. In all three aspects, students exceed the 75% programmatic benchmarks. Course success rates for the DMS program: 95.83% compared to Merced College of 68.9% ii. Program level: As only one co-hort has actually completed the program, at this point, the data is subjective. However, based on the data limited to one co-hort, the graduates successfully passed all courses and final exams. 100% of students earned scores of 80% or higher on required laboratory scanning practical exams, which are essential functions for clinical performance. 100% of the students successfully completed initial and final professional clinical experience scanning competencies, with 50% exceeding the required number of final competencies. 100% of the first co-hort received professional clinical evaluations or 90% or higher, which exceeded the benchmark. 100% of the first co-hort sat for, and passed, the national board examination in Sonographic Principles and Instrumentation (aka: physics boards) offered by the American Registry for Diagnostic Medical Sonography (ARDMS) one month prior to graduation. d. Other Outcomes and Measures i. What did you learn from your evaluation of the other measures identified in section 5.C above? e. Overall Program Evaluation and Improvement i. What did you learn about your program's strength and weaknesses from your

8 evaluation of Student Access, Student Learning Outcomes, and Other Outcomes and Measures? Access Strengths: Entrance requirements Weakness: Need marketing SLO: Strengths: Meet accreditation and national recommendations Weakness: Initial co-hort start date (summer 2013) generated negative student perception of success Research simpler approach to assessment and submission into data bank Other: Resources- Strengths: Received institutional grant for one ultrasound system Weakness: Outdated and poorly functional existing systems need replacement ii. Identify any improvements you have already implemented as a result of your evaluation, and describe briefly how those changes have improved student learning or program effectiveness, if that information is avaiable yet. 1. Started second co-hort in the fall semester rather than the summer term. Additional time-span of initial classes (not additional in-class hours) allowed increased study hours for long-term learning and retention. 2. February 2015 grant-funded new ultrasound system delivered to the sonography suite for second-cohort application. Ability to generate and identify sonographic anatomy improved on day-one. 3. Second grant submission for additional, necessary scanning equipment. iii. Identify any improvements you plan to implement as a result of your evaluation, and describe briefly how you expect those changes to improve sutdent learning or program effectiveness. Continue to search for funding opportunities to replace all remaining outdated, and poorly functioning ultrasound laboratory equipment, and to add state-of-the-art scanning phantoms to the lab (specifically, female pelvic phantom with endocavitary access to teach 3-D pelvic scanning). 7. Planning for 5 Years Goal Statement 1: Seek resources for laboratory equipment acquisition (ultrasound scanning systems to replace the existing Acuson units) Objectives: Research opportunities for grants and community donors through campus grants office and other suggested resources. Target Date for Completion: 01/31/2017 Person(s) Responsible for Completion: Cheryl Zelinsky Other DMS faculty Merced College Office of Grant Development Benchmark: Campus free of out-dated, poorly functional Acuson scanning systems

9 Program Outcomes: 1. Analyze the theory of physics, anatomy and pathophysiology, and sonographic appearance of normal and disease processes 2. Display both initial and final competencies in the various modalities of sonography Strategic Planning Goals: 1. Assure student access and success. 2. Enhance technology and systems integration. 3. Partner with the community. 4. Promote a Sustainable, Supportive, and Safe Learning Environment. ISLOs: 1. Communication 2. Computation 3. Cognition 4. Global and Community Consciousness and Responsibility 5. Personal Development and Life-Long Learning Goal Statement 2: Develop on-line cardiac sonography track option for working board credentialed ultrasound professionals. Objectives: Hire adjunct or FT sonographer who is credentialed in echocardiography (RDCS) and qualified to teach at Merced College. Blackboard for on-line/distance courses in echocardiography Digital or electronic tool to offer simulation scanning techniques and learning modules Market this option to working sonographers who wish life-lone learning opportunities to incorporate echocardiography into their professional scanning skills Offer continued education/ life-long learning for program graduates Target Date for Completion: 06/01/2017 Person(s) Responsible for Completion: Cheryl Zelinsky Currently unknown echocardiographer Merced College Marketing personnel Benchmark: On-line Cardiac Track ultrasound students enrolled in program Program Outcomes: 1. Analyze the theory of physics, anatomy and pathophysiology, and sonographic appearance of normal and disease processes 2. Display both initial and final competencies in the various modalities of sonography Strategic Planning Goals: 1. Assure student access and success. 2. Enhance technology and systems integration. 3. Partner with the community. 4. Promote a Sustainable, Supportive, and Safe Learning Environment.

10 ISLOs: 1. Communication 2. Computation 3. Cognition 4. Global and Community Consciousness and Responsibility 5. Personal Development and Life-Long Learning