Radiologic Science Degree Completion Program Assessment Report

Transcription

1 Radiologic Science Degree Completion Program Assessment Report 1

2 I. Introduction II. III. IV. Mission, Objectives, and Student Learning Outcomes a. Radiologic Science Degree Completion Program Mission Statement b. Program Objectives c. Student Learning Outcomes SLO Three Year Assessment Cycle Assessment Activities A. Spring 2010 Assessment Activities: SL0 #1 B. Fall 2010 Assessment Activities: SL0 #2 C. Winter 2010 Assessment Activities: SL0 #6 V. Summary of Student Learning Outcomes VI. Follow-up Assessment of Radiographic Pathology from Winter 2009 VII. Follow-up assessment of CT from Spring 09 Appendix A: PSLO-Curriculum Matrix 2

3 Oregon Institute of Technology Medical Imaging Technology Department Radiologic Science Degree Completion Program Assessment I. Introduction The Radiologic Science (RDSC) Degree Completion Program began in 1996 and is one of three degree completion programs offered by the Department of Medical Imaging Technology at Oregon Institute of Technology. The structure of the program allows registered radiologic technologists (RT) to pursue their Bachelor of Science degrees without coming to campus. This is accomplished by using the medical facilities where students are employed (or of their choice) as sites for temporary clinical practice, to fulfill the requirements of courses with labs, and the external capstone course, RDSC 411. Eighty-eight credits are granted for the core radiography curriculum for registered technologists in good standing with the American Registry of Radiologic Technology (ARRT). A 62 credit block of math, communications, science, and remaining general education credits are taken from OIT for courses available online, or at a college in the student s locale. The remaining block of 50 credits is taken online from OIT. During the early years of the program enrollment was slow, with little increase. The creation of a dedicated distance education office was greatly beneficial in promoting the program. From the Fall of 2002, through the Fall of 2007, the number of students coming into the program were 8, 8, 8, 12, 25, and 29, respectively. The number of graduates from 2002 through 2006 were 1, 2, 3, 1, and 4, respectively. As of spring, 2011, eight were notified of being eligible to graduate. II. Mission, Objectives, and Student Learning Outcomes Radiologic Science Degree Completion Program Mission Statement: The mission of the Radiologic Science Degree Completion Program is to provide ARRT registered Radiologic Technologists a Bachelor of Science degree from a distance education program that furthers the student s knowledge, clinical practice, and performance of examinations while practicing competent patient care and safety in the advanced modalities of Radiologic Technology. 3

4 Program Objectives: 1. Maintain a degree completion curriculum with emphasis on special modalities. 2. Provide a BS degree in Radiologic Science with a core of courses directly applicable to the technologist-student seeking advancement or a leadership role in the profession. 3. Further the distance student s practice of providing compassionate healthcare in the clinical setting 4. Prepare graduates to obtain positions in the advanced modalities, management, sales, applications, education, and other career options available to Bachelor of Science degree graduates. 5. Place students in the clinical setting of various modalities, enabling them to gain hands-on experience and form new networks. 6. Provide a quality degree program that recognizes the achievement of passing the national registry. 7. Address quality of healthcare issues through the continued learning of working professionals. 8. Provide a meaningful capstone experience in one or more advanced imaging modalities. 4

5 Student Learning Outcomes: 1. Demonstrate knowledge of concepts & principles associated with the operation of special modality imaging machines & equipment. 2. Identify arteriographic anatomy and cross sectional images of the head, neck, and torso, for specific accuracy and spelling. 3. Demonstrate magnetic field precautions and radiation safety for self, staff, and patients as set forth by the ALARA standards. 4. Demonstrate professional judgment and appropriate interpersonal communication with colleagues and superiors. 5. Perform clinical examinations in Computed Tomography, Magnetic Resonance, Arteriography, and Mammography or Quality Assurance at the level of competency. 6. Identify major disease processes diagnostic to advanced modality examinations. III. SLO Three Year Assessment Cycle A three-year cycle for the assessment of the program s student learning outcomes is shown below in Table 1. Radiologic Science Outcome Assessment 1. Demonstrate knowledge of concepts & principles associated with the operation of special modality imaging machines & equipment. (Alternates:CT, Mamm, QA) 2. Identify arteriographic anatomy and cross sectional images of the head, neck, and torso, for accuracy and spelling. 3. Demonstrate magnetic field precautions and radiation safety for self, staff, and patients as set forth by the ALARA standards. (Alternates: CT, CIT,Mamm) 4. Demonstrate professional judgment and appropriate interpersonal communication with colleagues and superiors. 5. Perform clinical examinations in Computed Tomography, Magnetic Resonance, Arteriography, and Mammography or Quality Assurance at the level of competency. 6. Identify major disease processes diagnostic to advanced modality examinations Term/Course S F W Term/Course W F S Term/Course W S F Table 1. Three year Assessment Cycle 5

6 IV Assessment Activities A. Spring 2011, RDSC 326: CIT Student Learning Outcome #1. Demonstrate knowledge of concepts & principles associated with the operation of special modality imaging machines & equipment. Seven students completed this course. Seventeen test questions on equipment were selected for sampling: nine on power injectors, and eight on identification of monitors and related functions. The course requires observation but not participation in clinical procedures. Performance is not evaluated. Performance Criteria Assessment Measurement Min. Acceptable Method Scale Performance Q. D1.06 MC % Correct 75 % 57% Results Q. D1.09 MC % Correct 75 % 100% Q. D1.06 MC % Correct 75 % 100% Q. D1.10 MC % Correct 75 % 100% Q. D1.11 MC % Correct 75 % 85% Q. D1.12 MC % Correct 75 % 100% Q. D1.13 MC % Correct 75 % 100% Q. D1.14 MC % Correct 75 % 100% Q. D1.15 MC % Correct 75 % 100% Q. D1.19 MC % Correct 75 % 100% Q. D1.20 MC % Correct 75 % 71% Q. D1.46 MC % Correct 75 % 85% Q. D1.47 MC % Correct 75 % 100% Q. D2.41 MC % Correct 75 % 42% Q. D2.42 MC % Correct 75 % 100% Q. D2.44 MC % Correct 75 % 85% Q. D2.45 MC % Correct 75 % 100% Table 2. Assessment Results for SLO #1 in RDSC 326, Spring, 2011 Strengths, Weaknesses, Actions. Fourteen questions exceeded the benchmark with eleven 100%. Three questions resulted in 2, 3, or 4 of the 7 students missing them, falling below the benchmark. The subject of these questions was unrelated. The small sample size renders this data highly unreliable but the content regarding these questions will be evaluated for deficiencies. 6

7 B. Fall, Winter, Spring 2010, BIO 335: Cross Sectional Anatomy Student Learning Outcome #2. Identify arteriographic anatomy and cross sectional images of the head, neck, and torso, for accuracy and spelling. The course which addresses this outcome is cross sectional anatomy. Due to the small class sizes all three terms were combined for a total of 10 students. The unit tests are short answer. Complete identification of anatomy and correct spelling is corrected and graded based on strictly objective criteria. Performance Criteria Assessment Measurement Minimum Acceptable Method Scale Performance Results Unit 1 ave scores short answer % correct 75% 93% Unit 2 ave scores short answer % correct 75% 92.8% Unit 3 ave scores short answer % correct 75% 88.8% Unit 4 ave scores short answer % correct 75% 89.4% Unit 5 ave scores short answer % correct 75% 87% Table 3. Assessment Results for SLO #2, Fall, Winter, Spring , Cross sectional anatomy Strengths, Weaknesses, Actions. Scores remain high, with a significant improvement on the first test from the assessment of a year ago, which averaged 69%. C. Winter 2011, RDSC 336: Radiographic Pathology Student Learning Outcome #6. Identify major disease processes diagnostic to advanced modality examinations. Direct Assessment of Scores There were 5 students completing the course and all five earned an A in the course. Due to the high test scores data analysis is not relevant. The lowest score on any of the eight, 50 point unit tests or the 200 point final was 84%, one point from an A. Given the high scores the level of difficulty was questioned. An examination of the course by the program director did not show the content to be deficient. Tests were timed, 60 minutes per 50 questions, minimizing opportunities to check references. Although diagnosis is not a responsibility of the technologist, an understanding of pathology is significant to producing diagnostic images in every radiologic modality. Historically, this is a popular course due to the interest allied health practitioners have in the topic, and this audience has experience with these disease processes, making radiographic pathology both interesting and directly relevant to their work. 7

8 Indirect Assessment of Case Study Reports An assignment is given each student to report on three cases they participated in during the term. They submit their reports under the discussion icon for the rest of the class to read and comment on. The following comments extracted from the discussions are representative of the exchanges and sharing of information that speaks to these students excitement for the subject. I agree this was a good case. I have scanned several patients that had one of these procedures, but I did not know that much about them. After reading the case I did some research. Wow (name omitted) that is amazing how you can go right to the root of the vessels and inject Chemo and agents to sever blood vessels Hi (name omitted) The embolization procedure is very interesting. How long has this been in use? Is the success rate usually very high? Hey (name omitted), We have had the ability to embolize for as long as I been in the field, so 25 plus yrs. The types of embolization particles available has changed over the yrs. In the early years we used gelform which was not permanent. Now we have numerous types of embo coils as well as embo beads which are both permanent. As far as efficacy; as long as you can adequately cannulate the vessel, the success rate is nearly 100%. Cool. My mother-in-law has just been diagnosed with a liver tumor (Rt lobe). She also has been diagnosed with cirrhosis of the liver. The doctor said she has had cirrhosis for 10+ years. She has never used alcohol or drugs. No previous surgeries or trauma. Her mother and grandmother had cirrhosis. The doctor says he wants to do a CT Chest, MRI Abdomen and NM Bone Scan looking for mets. He mentioned implantation of radioactive seeds via cathether to ablate the tumor. Is this what you assist in doing? It sounds very interesting. Hope it works, but I do know that the prognosis for liver cancer is usually not good. You should also look into a chemo embolization. The doctor's I work with do a lot of those for Liver tumors. They go into the artery feeding the tumor and inject "chemo-soaked" beads directly into the tumor. The beads then emobolize the arteries feeding that tumor to cut off all blood supply to that tumor. I have heard very positive comments from the patients post treatment. I found an article that may be helpful to you... Good Luck! Strengths, Weaknesses, Actions. Scores on assessments are strong, and student interest is evident. A benchmark is irrelevant due to 100% of the class earning an A. 8

9 V. Summary of Student Learning Outcomes The program faculty conducted formal assessment of three student learning outcomes during A. Spring 2011, RDSC 326: CIT Student Learning Outcome #1. Demonstrate knowledge of concepts & principles associated with the operation of special modality imaging machines & equipment. Three questions below the benchmark will be reexamined by the instructor for clarification of the problematic concepts. B. Fall, Winter, Spring , BIO 335, Cross Sectional Anatomy Student Learning Outcome #2. Identify arteriographic anatomy and cross sectional images of the head, neck, and torso, for accuracy and spelling. The benchmark was met in all units, and a significant improvement was noted in the first unit which was problematic on the last assessment. C. Winter 2011, RDSC 336: Radiographic Pathology Student Learning Outcome #6. Identify major disease processes diagnostic to advanced modality examinations. The benchmark was exceeded, and the assessment revealed student interactions that were indicative of the interest in and educational value of the course. VI. Changes Resulting from Assessment The report noted low test scores (69% average) on the first unit of RDSC 335, Cross Sectional Anatomy, with some students failing by a significant margin. Due to challenges of the short answer format, and the need for answers to be explicit and exact, some students were not prepared. Using early in the term to reiterate instructions from the syllabus and call attention to the sample test, the first unit scores improved dramatically, with a 93% average. Student learning outcomes have been mapped to the curriculum as shown in Appendix A. 9

10 Appendix A SLO-Curriculum Matrix Course Term SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 BIO 335 x-sec 3 X BIO 336 Patho F X RDSC 326 CIT S X X X RDSC 354 Mamm S X X RDSC 355 CT F X X RDSC 356 MRI W X X RDSC 365 QA S X RDSC 366 R path S X RDSC 411 extern 3 X X 10