Health Information Technology Academic Year

Transcription

1 Academic Year Associate of Science, College Mission Statement: SCC enriches our community by providing life-changing educational and cultural opportunities focused on personal growth and student success in a global society. Program Mission Statement: The Program will prepare graduates to begin and enhance dynamic careers as Registered Health Technicians through excellent training opportunities both pre- and post-graduation. Students will develop a solid foundation in Health Management that will enable substantive employment and/or transfer to the baccalaureate level, whichever is desired. As professionals in Health Management, graduates will recognize the value and necessity of life long learning in the advancing realm of health care. Program Goals, s,, s: Faculty will demonstrate current knowledge, skills, qualifications and professional development in the content areas they teach. All faculty members will engage in at least one professional development activity per year in each content area that they teach. Still awaiting evidence from some faculty. All faculty are chosen because of their expertise in their subject areas; however, continue to monitor Program graduates will demonstrate the Health Technology entry-level competencies. 100% of HIT students must maintain a GPA of at least 2.0 in order to enroll in or progress through the program. Goal met. 80% of HIT students who complete HIT program classes earn a C or better in HIT and BIO classes. Students who failed to earn the required C were required to repeat the class with the Program Coordinator and Instructor s permission. 1

2 Program graduates will demonstrate the Health Technology entry-level competencies, cont d 80% of graduates will write the Registered Health Technician (RHIT) examination. 14/16 (88%) of 2010 graduates have taken the RHIT exam. Stragglers were sent letters explaining the benefits of certification 80% of candidates will successfully complete the RHIT examination on the first attempt. 11/14 (79%) who took the test passed on their first attempt. Look for trends and opportunities for improvement within the curriculum. Encourage students to take their test within three months of graduation. 80% of graduates who seek employment are employed in the HIM or related fields within six months of graduation. 13/16 (81%) of graduates obtained HIMrelated employment within six months of graduation. The HIT curriculum will include, at minimum, the required knowledge clusters with content and experiences to enable students to meet current entry-level competencies. All competencies and knowledge clusters are included in the curriculum. Work is still needed to reach the levels prescribed in the knowledge clusters. Continue to work on. All clinical site supervisors are given the opportunity to have input into the program. All clinical sites were visited and suggestions were solicited. No negative issues were reported. All suggestions from the HIT Advisory Committee members are discussed and considered into program inclusion. Advisory Committee members were anonymously surveyed to evaluate the curriculum for currency and program resources for adequacy. All items were rated adequate and above. 2

3 The HIT program will demonstrate responsiveness to the needs of the community (-ies) of interest. The HIT Advisory Committee meets at least twice per year. The Advisory Committee met only once during the academic year. Strive to convene two meetings per year. At least one HIT-related Continuing Education course is offered per year, when feasible. SCC hosted a Missouri Cancer Registry workshop on 10/29-30/2010, free to both HIT students and interested community members. Continue this popular event. Graduates are eligible to transfer program credits to other higher education institutions. Articulations remain intact with St. Louis University and Stephens College. The majority of employers are satisfied with the skills of graduates employed. 50% response rate. All responses were rated either strongly or generally agree. The majority of students are satisfied with their educational preparation. Teacher/course evaluations distributed during the academic year yielded no substantial problems. There was a 31% response rate on the graduate surveys. All responses were rated strongly or generally agree. History and Implementation: The Skills Assessment for the (HIT) Program consists of two parts. 1. Student success on the RHIT Certification Exam is considered the principal assessment measure. Beginning July 2, 2001, graduates of accredited Programs may apply to the 3

4 American Health Management Association (AHIMA) to take the exam, which is administered at testing centers across the United States. Upon receipt of verification of eligibility from AHIMA, students make arrangements directly with the testing center to take the exam, at their leisure. Students are notified of their results before leaving the testing center. Programs receive a report of their graduates' results quarterly. The HIT Program has no control over when or if students take the certification exam. 2. Students complete two clinical affiliations during their second year of the HIT Program curriculum: MRT 200, Directed Practicum II in the fall semester and MRT 250, Directed Practicum III during the spring semester. 75% of the student's course grade is determined by the evaluation from the Clinical Site Supervisor; 25% comes from the Educational Program Coordinator upon evaluation of the student's clinical documentation. Since the majority of the student's grade is determined by the Clinical Site, a potential employer, this is a valid measure of the student's ability to succeed in the Health Management environment. A lower threshold of 75% is set for HIT student achievement. Course Descriptions: MRT 200, Directed Practicum II, gives students exposure and practice in the technical functions of a hospital Health Management department. MRT 250, Directed Practicum III, provides advanced practice in Health Management with emphasis on supervisory skills. Length of clinical practice is shortened to accommodate capstone activities on campus, including exams. Academic Assessment Plan At the beginning of the fall 2000 semester, all career-technical programs were notified of the requirement of some type of academic assessment. Performance would be reported yearly in order to remain eligible for special funding by federal and state agencies through the State Plan from DESE and CBHE bodies of Missouri. was chosen and discussions with vocational coordinators determined that each program area would choose two of the eight test areas that best meet their students' assessment testing needs. It was determined to 4

5 implement this testing process beginning the spring of Testing takes place in the SCC Assessment Center. The (HIT) Program selected the following two tests as shown in Table 1 below. A level of 3 was set as the minimum acceptable level for HIT students to achieve. Table 1. Testing Structure for the HIT Program Name Levels Type Time Locating 3-6 Computerized Reading for 3-7 Computerized 45 minutes 38 problems 45 minutes 33 problems 2010 HIT Graduate : of the 2010 HIT Graduates appear below in Table 2. The Health Technology Program graduated 16 students. from the sixteen graduates are shown below in ascending order of HIT 200 grades. Consecutive numbers are assigned for reference purposes. (LT = Lower Threshold, P/F = Pass/Fail) As of this date, July 5, 2011, two graduates have not taken their RHIT Credentialing exam. # Table 2. of 2010 HIT Graduate Assessments MRT 200 LT = 75 MRT 250 LT - 75 Locating Reading for RHIT Exam P/F F P P N/A F P P N/A student successfully challenged the course through work experience 5

6 Table 2. of 2010 HIT Graduate Assessments, cont d # MRT 200 LT = 75 MRT 250 LT - 75 Locating Reading for RHIT Exam P/F P P P P P F P P student successfully challenged the course through work experience Conclusions/Analysis/s: All HIT graduates exceeded expectations for the standardized tests as well as MRT 200 and MRT 250 clinical evaluations. There are still challenges to overcome to reach certain goals and maintain a high quality program. Submitted by Candy Cundiff Candace E. Cundiff, MDE, RHIA, CCS Program Coordinator for July 5,