El Camino: Course SLOs (HSA) - Radiologic Technology SPRING/SUMMER 2015 Assessment: Course Four Column ECC: MEDT 1:Medical Terminology Course SLO Assessment Method Description Assessment Data & Analysis Actions SLO #2 Identify Terms - Students will identify medical terms as relates to the body systems, including Greek and Latin terms. Course SLO Assessment Cycle: 2014- 15 (Spring 2015) Course SLO Status: Active Input Date: 11/08/2013 Standard and Target for Success: It is expected that 85% of students will score 75% or above on this SLO Faculty Assessment Leader: Josephine Moore Faculty Contributing to Assessment: Reviewer's Comments: null.courseAction: I will refer students to the learning center earlier for assistance in adapting their learning styles. I will have students work with flash cards and have them create Quizlets to assist them in their memorization of medical terms. I will assist students in forming study groups. (04/22/2016) Action Category: Teaching Strategies Semester and Year Assessment Conducted: 2014-15 (Spring 2015) Standard Met? : Standard Met 40 students completed the 15 point fill in the blank quiz on Unit 15. The material was from material studied in their textbook as homework. The material is reviewed and then a quiz is provided. There were 40 students with scores as follows: A 90% - 15 - 13.5 21 students B 80% 13 - 12 8 students C 70% 11.5 - 10 7 students D 60% 9.5 - 8 3 students F 50% 7.5 - 1 student 34 students finished above the 75% rate. 85% of students finished at or above 75%. (09/17/2015) Exam/Test/Quiz - Students will assess their knowledge of medical terms in either Greek or Latin through a fill in the blank 15 point exam. Students will provide the English definition of a medical term on 8 questions, will define 2 surgical abbreviations, and provide the Greek or Latin definition of 5 English medical terms. 10/14/2015 Page 1 of 12 Generated by TracDat® a product of Nuventive
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El Camino: Course SLOs (HSA) - Radiologic Technology
SPRING/SUMMER 2015Assessment: Course Four Column
ECC: MEDT 1:Medical Terminology
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #2 Identify Terms - Students willidentify medical terms as relates tothe body systems, including Greekand Latin terms.
Standard and Target for Success: Itis expected that 85% of students willscore 75% or above on this SLO
Faculty Assessment Leader:Josephine MooreFaculty Contributing to Assessment:Reviewer's Comments:
null.courseAction: I will referstudents to the learning centerearlier for assistance in adaptingtheir learning styles. I will havestudents work with flash cardsand have them create Quizlets toassist them in their memorizationof medical terms. I will assiststudents in forming study groups.(04/22/2016)Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met 40 students completed the 15 point fill in the blank quiz onUnit 15. The material was from material studied in theirtextbook as homework. The material is reviewed and thena quiz is provided. There were 40 students with scores asfollows:A 90% - 15 - 13.5 21 studentsB 80% 13 - 12 8 studentsC 70% 11.5 - 10 7 studentsD 60% 9.5 - 8 3 studentsF 50% 7.5 - 1 student34 students finished above the 75% rate. 85% of studentsfinished at or above 75%. (09/17/2015)
Exam/Test/Quiz - Students willassess their knowledge of medicalterms in either Greek or Latinthrough a fill in the blank 15 pointexam. Students will provide theEnglish definition of a medical termon 8 questions, will define 2 surgicalabbreviations, and provide theGreek or Latin definition of 5 Englishmedical terms.
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ECC: RTEC 104:Clinical Education 1
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #1 Body Mechanic - Students willdemonstrate correct principles ofbody mechanics in the clinical setting.
null.courseAction: Curriculumneeds to be revised in the clinicalcourses to include a workshop onbody mechanics. Faculty will needto discuss whether this can bedone on campus or whether it canbe done by educators at thehospitals. A PP with questionsregarding body mechanics will beposted on ETUDES to remediatethis group of students.(12/11/2015)Action Category: CurriculumChanges
Semester and Year Assessment Conducted: 2014-15(Summer 2015)Standard Met? : Standard Not MetThere were 8 questions and 19 students who scored101/152= 66%. Students were not able to identify properbody mechanics. It appears there is a deficit in proper bodymechanics, as I revisited the curriculum we depend on theclinical educators, clinical instructors and clinical sites toreinforce body mechanics. But it appears that students arenot obtaining the proper body mechanics that should beutilized. (08/28/2015)
Essay/Written Assignment -Students were given 10 pictures, 5 ofwhich were poor body mechanicsand 5 were proper body mechanics.They also had 3 questions related tobody mechanics on an assignment.
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ECC: RTEC 107:Clinical Experience 2
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #2 Upper Extremity Techniques -Students will identify appropriateexposure factors on a control panelfor upper extremities.
Input Date: 11/08/2013 Standard and Target for Success:Students will score an average of73% on their section of propertechniques for upper extremities.
Faculty Assessment Leader:Guillermina ColungaFaculty Contributing to Assessment:Dawn Charman, Colleen Mcfaul,Arshad FazalbhoyReviewer's Comments: MC: I amdeeply concerned that the currenttheory of technique selection is notbeing enforced at the hospitals. Iwould like to consider morecurriculum development andtraining at our clinical sites. I believea course conducted on campus fortechnologists and educators is inneed.
null.courseAction: Clinical facultywill need to meet to discuss thesepoor outcomes. The discussionwill include how we can addressthe deficiency. To follow up wewill also need to talk to thehospitals and also offer somecontinuing education for ourclinical instructors at the clinicalsite to train them on DRequipment so that they can bettermentor to our students. Anassessment of what is beingtaught in clinical will need to beassessed, as well as in the clinicalcourses. (01/15/2016)Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetThe students did very poorly on selecting techniques for thissection. The students scored an average of 27% in theability to select proper techniques for CR and DR minimizingpatient dosage. The problem seems to stem fromtechnologists not being properly trained on the benefits ofincreased KVP and decreased MAS on digital imaging. Thereare many technologist not formerly trained on digitalequipment and and using FS techniques. They further pushthe students to use the FS techniques causing confusion inthe appropriate techniques for digital imaging. This is agrave concern amongst the radiology community at largeand it must be addressed within our hospitals who aretraining students. (07/10/2015)
Reviewer's Comments: The studentswere given AP hand, Lateral wrist,AP forearm, and lateral finger andasked to choose appropriate KVPand MAS that meets the currentcriteria for DR and CR techniques.This standard involves increasingKVP and decreasing MAS to maintainALARA.
Essay/Written Assignment - Awritten assignment was given askingthe students to identify appropriatetechniques demonstrating formerextremities. There were four upperextremities asking for techniques toinclude KVP and MAS for each.
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ECC: RTEC 124:Radiographic Positioning 1B
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #3 Modification for PatientCondition - Students will assesspatient’s condition and pathology,and then make appropriatemodifications to the proceduresbased on their condition.
Standard and Target for Success:Class will average > 5/6 pointspossible (n= # of Students x 9 Evals)
Faculty Assessment Leader: DawnCharmanFaculty Contributing to Assessment:Reviewer's Comments:
null.courseAction: ACTION PLANSUMMARY The primary instructorhas remained the same, but labaides and 2nd instructor varies,which may account for some ofthe variable, in addition to theclass. Have instituted additionalteaching methods, and hands onpractice, and have ordered Pedphantoms so actual radiographscan be made, giving studentsspecific scenarios – will monitorfor the next year to see how thisaffects the trends.2015 -The phantoms did not arriveuntil after the semester was over– will goal will be included in nextyears curriculum for greaterstudent success. (05/01/2016)
null.courseFollowUp: Phantomswere received and will add theadditional teaching method to thecurriculum for Spring 2016 course.(09/12/2015)
Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThis assessment has been tracked for 4 years. Results:YR Trend (n= # of Students x 9 Evals)2012 N=189 ave 5.12013 N= 207 ave 5.62014 N=189 ave 5.32015 N=189 ave 5.2ANALYSIS Benchmark is met, but varies each year.Compared to last assessment cycle- similar variable results.Results for 2015 show that slight decline. There were acouple of students who struggled in this class, and did notpass many of the simulations - resulting in a lower overallaverage for the class.
(09/12/2015)
Presentation/Skill Demonstration -Using the grading rubric for thesimulated positioning test, andradiographic phantom exposures,students will assess patient’scondition and pathology and makeappropriate modifications to theprocedures based on their condition.The are two evaluation tools used tomeasure this SLO:1) End of Semester ClinicalEvaluation Section# A 3, B3, G2 - 5(RTEC 109 & 220) - which willmeasure results of both first yearand second year students.2) RT 124 Simulated Evaluation forCritically Ill, Peds & Geriatric patients– Section 1A-D – Patient CareFor this SLO assessment cycle, the #2evaluation tool will be used for thedata, analysis and results
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ECC: RTEC 216:Clinical Education 2
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #2 Radiographic Analysis -Students will evaluate radiographicimages and make appropriatechanges when necessary.
Input Date: 11/08/2013Standard and Target for Success:Students will correctly evaluate andmake appropriate changes on theradiographs scoring 75% out of 100%.
null.courseAction: It may bevaluable to add more images aspart of this process. Since therewere only three images, it may bevaluable to do three examinationsincluding all projections in thefuture to better assess theirabilities in this section.(12/17/2015)Action Category: SLO/PLOAssessment Process
Semester and Year Assessment Conducted: 2014-15(Summer 2015)Standard Met? : Standard MetStudents were accurate in the changes needed to renderfilms diagnostic. They scored an average of 80% of 100% Itappears the students are well prepared to evaluate imageson these three examinations. It appears that implementingmore image reviews and evaluations of images into thecurriculum and clinical setting has added benefit andstrengthened the students abilities in this area.(09/09/2015)
Case Study - Students will bepresented with 3 radiographs thatare not diagnostic. Students willneed to describe the changesneeded to render the imagesdiagnostic.
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ECC: RTEC 218:Clinical Experience 5
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #1 Adaptation in Clinical -Students will adapt to changes invarying clinical situations.
Input Date: 11/08/2013Standard and Target for Success:Students will demonstrate 100% ofthe students will score 75% insuccessful adaptation for thecondition of the patient.
null.courseAction: Remediationon adaptation for clinical settingwill need to be conducted. Thefaculty met and are currentlyworking on a strategy to improvethe students learning ofadaptation based on patient'scondition. But since we feel it isimportant for those who scoredlow we have devised aremediation plan consisting ofcase scenarios and role playing tobring the students up to standard.(09/15/2016)Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetThe students scored 51% on the case scenarios. Thestudents were not able to identify changes necessary in theclinical setting for same examination of patients who arecomprised. The students seemed to lean towardadaptations that were convenient for them and requiredless effort the technologist part rather than for the bestinterests of the patient. (07/10/2015)
Case Study - Two case studies werepresented to the students in whichthe circumstances require 7modifications for the condition ofthe patient.
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ECC: RTEC 220:Clinical Experience 6
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #3 Adapt to PT Condition -Students will assess patient'scondition and make appropriatemodifications to the examinationbased on their condition.
null.courseAction: The studentshave met this objective but theresults were very high and do notreflect random performanceevaluations conducted by ClinicalCoordinator. I would like topropose a different method toassess this SLO in order to getmore accurate results next time.Faculty will need to meet todiscuss a suggested method.(01/14/2016)Action Category: SLO/PLOAssessment Process
Semester and Year Assessment Conducted: 2014-15(Summer 2015)Standard Met? : Standard MetStudnets scored 85% out of 100% on Section A of theClinical Evaluation Form. The student are demonstratinggrowth in this area, although the tool may not be sufficientas it done once a semester. Perhaps random evaluation ofexaminations without the students being aware they arebeing assessed specifically for this SLO may yield moreaccurate results. (08/28/2015)
Field Work/Internship - A clinicalevaluation of the students abilities iswas done, Section A was related topatient care and appropriatemodifications based on patients'condition was used.
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ECC: RTEC 255:Advanced Imaging and Special Procedures
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #3 Radiographic QualityAssurance - Students will describe thepurpose of Radiographic QualityAssurance and Quality Control andrelate how it affects patient care.
Standard and Target for Success:Each group shall average 43/50points (86%) or 4.3/5 on the rubricscale.Any group that scores less than 36points (72%) will be required torepeat their presentation.
null.courseAction: We willcontinue to watch for trends for atleast one to two more years. ThisClass of 2014, generally scoredwell on this section of the reviewclass, prior to graduation andtaking their board exams, whichproves that this assignment wassuccessful to improve studentcomprehension. (05/01/2016)Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetRT 255 = 43/50 points (86%) or 4.3/5 on the rubric scale.Trend 255 N= # students2014 47 85% N= 212015 46 87% N=20
In 2013, it was evident that the students did not have aclear understanding of the purpose of the QC tools used,the results, and how this affect the quality of the images,which impacts patient care and radiation exposure.In 2014, a plan to have the students work in groups andpresent the various tools might elicit more interest andinvolvement in what this was about.
A rubric was developed to assess the each teamspresentation, and was evaluated by both the instructor andtheir peers. This lead to a greater success in the contentunderstanding of the subject matter, and alleviated theboredom of just “one more thing to memorize”.
The results for Spring 2014 are a reflection of the Class of2014 – who overall scored extremely well as a class in allaspects of the program. The results for the next class(2015) showed a decline - in which the benchmark was justmet. While some teams scored very high, there were 2teams that scored below the passing, and were required todo a second presentation - this attributed to the lowerscores average for 2015.
Will use this tool again in next assessment cycle to watchfor trends to go higher or lower – can vary with each classdue to the differences in the overall groups/ESL, etc.This is an excellent tool for measuring communication skills,critical thinking and teamwork as well. (09/12/2015)
Project - Students will work ingroups (teams) of 4 students toinvestigate one type of qualitycontrol tool, describe the purposeand how it affect quality assuranceand relates to patient care. Studentswill give a 10 minute oralpresentation to demonstrate thetype of tool/equipment used and theresults and outcome of the test.Their thesis, hypothesis andconclusion will also be submitted ina 2 to 3 page written report.The presentation and rubric will begraded on a 5 point rubric that totals50 points.Students will also submit aconfidential evaluation of their teammembers contribution in the project.
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Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
Faculty Assessment Leader: DawnCharmanFaculty Contributing to Assessment:Reviewer's Comments:
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ECC: RTEC 91:Radiographic Pathology
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #1 Pathogenesis and Etiology -Students will recall the pathogenesisand etiology of diseases commonlydiagnosed with medical imaging.
Standard and Target for Success:Students will score 75% of 100% onthe pathogenesis and etiologysection of each exam throughout thesemester.
Faculty Assessment Leader:Guillermina ColungaFaculty Contributing to Assessment:Reviewer's Comments:
null.courseAction: The studentcontinue to meet the benchmark.The methods used to teachstudents pathogenesis andetiology of commonly diagnoseddiseases in medical imaging isworking. Therefore I proposediscontinuing this SLO and addinga new one for this class.(07/01/2016)Action Category: SLO/PLOAssessment Process
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetThe students took 6 exams of various systems in the bodythat included etiology and pathogenesis of diseases. Thestudents scored an average of 80% of 100% on this portionof the exam. This indicates the students are able to recallpathogenesis and etiology of diseases common to medicalimaging. We may consider changing this in the future as wecontinuously meet the benchmark in this area, where thereare many other outcomes that can be assessed.(08/20/2015)
Exam/Test/Quiz - Students will takeexams in each system of the bodythat includes pathogenesis andetiology of the diseases commonlydiagnosed in medical imaging.
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ECC: RTEC 93:Venipuncture and Pharmacolgy for the Radiologic Technologist
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #1 Contrast Media Reaction -The student will analyze the currentmedical history of the patient andassess the safety of the patient toreceive a contrast media injection andtheir risk level for an adversereaction.
Standard and Target for Success:The goal is for students to correctlyassess the patient on the firstattempt with a 95% success rate.Since our patient's lives can beimpacted, the success rate needs tobe high.
Faculty Assessment Leader: ColleenMcFaulFaculty Contributing to Assessment:Mina ColungaReviewer's Comments: The correctpatient assessment was taught inthe beginning of the semester. Theskills assessment was completed atthe end of the semester.
null.courseAction: Patientassessment is covered early in thesemester. The skills check list iscompleted at the end of thesemester in combination with thevenipuncture skills. I could add aseparate section exclusively forthe patient assessment that thestudents need to complete priorto attempting a venipuncture skillscheck. However, the studentswould still need to correctly assessthe patient during thevenipuncture skills check.(05/20/2016)Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetThere were 40 attempts made at patient assessment with32 students successful on their first attempt. This computesto a 80% success rate. While this is good, for our patient'ssake, it needs to be higher. Our benchmark was not met.There were 5 students that needed remediation. Inreviewing the 5 students that needed remediation on thisskill, all 5 did not pass on their second attempt at patientassessment. (05/12/2015)
Performance - During the skillscheck-off due at the end ofsemester, the instructor will take onthe role of the patient. They willhave a stack of 3x5 cards withspecific patient data on them. Thesecards will describe a scenario thatindicates the kidney function level,the allergy level, contraindication ofother medications and the bloodthinner level. The student will askthe patient history prior to doing thevenipuncture. The instructor willanswer the student's questionsaccording to the scenario on thecard. The student needs to assesswhether to continue with the exam,consult the doctor or get furtherlab/blood work information.Students will do this for a butterflyvenipuncture and for an angio cathvenipuncture. Since there are twotypes of venipunctures for this class,there will be a total of 40 attemptsat patient assessment.
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ECC: RTEC A:Introduction to Radiologic Technology
Course SLO Assessment MethodDescription Assessment Data & Analysis Actions
SLO #2 Radiographic Quality -Students will explain the concepts ofcontrast and density of a radiograph.
Standard and Target for Success:Each question is worth two pointsfor a total of 8 points. Half creditcould be given if the answer wasclose to correct. A benchmark of81% (an average of 6.5 of 8points)was set for the class.
Faculty Assessment Leader: ColleenMcFaulFaculty Contributing to Assessment:Mina Colunga
null.courseAction: Instructorsplan on presenting more imagesduring class. Although x-rayimages are presented in alllectures including the unit sectionon density, instructor should try toincorporate more images withclassrooms interaction so studentscan get used to identifying densitychanges with mAs changes.Instructors could also producesample images with differentdensity changes during theexposure time with studentsmaking the images and the mAschanges. (05/13/2016)Action Category: TeachingStrategies
Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetThere were 39 quizzes totaled. They were graded andscored. The total points possible were 312 points (39scores times 8 points). After tallying up the raw scores, thetotal was 220 points. This computes to a 71% success ratewhich does not meet the benchmark. Although the mostcommon scores were 8 points and 6 points, the average ofall students was still below benchmark. The most frequentquestion missed was involving optical density. Studentswere able to distinguish high optical density on a radiographbut could not answer how the density changes when mAschanges. Instructors are aware of this difficult concept.(05/15/2015)
Reviewer's Comments: There arecurrently 3 sections of RT-A. Allstudents quizzes were tallied in thetotal for a total of 39 quizzes.
Exam/Test/Quiz - Students weregiven a short 4 questions quiz at theend of the semester. There weretwo radiographs demonstratingdifferent types of contrast and tworadiographs demonstrating density.The radiographs were shown on theprojector during class. Twoquestions addressed the contrastand two questions addresseddensity. This quiz was not applied tothe student grades
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