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Sinclair Community CollegeContinuous Improvement Annual Update 2017-18

Please submit to your Division Assessment Coordinator / Learning Liaison for feedback no later than March 1, 2018

After receiving feedback from your Division Assessment Coordinator, please revise accordingly and make the final submission to your dean and the Provost’s Office no later than May 1, 2018

Department: HS - 0666 - Emergency Medical Services

Year of Last Program Review: FY 2015-2016

Year of Next Program Review: FY 2020-2021

Section I: Progress Since the Most Recent Review

Below are the goals from Section IV part E of your last Program Review Self-Study. Describe progress or changes made toward meeting each goal over the last year. Responses from the previous year’s Annual Update are included, if there have been no changes to report then no changes to the response are necessary.

GOALS Status Progress or Rationale for No Longer Applicable

Increase or maintain market share of EMS studentsMarketing

o Create flyer to be sent to area hospitals, EMS agencies, Fire Departments, and high schools

o Social media

In progress

Completed

No longer applicable

Marketing1) The department has worked to create a flyer for a new paramedic

cohort which will start in Summer 2017. a. Able to get flyer from marketing department in a timely

manner. Flyer was sent to local hospitals, Fire/EMS departments and regional EMS council.

2) Enrollment has increased by 24% Sp17 compared to Sp16.a. Update 03/18 – Fall 2017 paramedic cohort was nearly

95% larger than Fall 2016. b. Update 03/18 – Attached graph demonstrating statewide

licensure levels for EMS personnel. Note an increase in licensure levels for 2016 and 2017. This corresponds to

1


connectionso Healthcare

provider to paramedic option

Curriculum deliveryo Continue to review

paramedic structure to ensure balance between efficiency and quality

o Adopt 2015 AHA (American Heart Association) guidelines

o Review new texts as they become available

Needed Resourceso Guidance from the

Sinclair Marketing department on flyer creation

o Contacts of various feeder departments

o Funding to print flyers

the increases in departmental enrollment. i. This graphic demonstrates that enrollment

declines for the EMS department were part of a statewide trend.

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-20180

20406080

100120

94111 103

87 89107

EMS Annualized FTE

Source = Enrollment Trend report in SAS. Spring 2018 enrollment estimated.

Initial EMT and Paramedic Licensure Levels

20022003

20042005

20062007

20082009

20102011

20122013

20142015

20162017

0500

100015002000250030003500

Last updated 01/23/2018 Year of application may not correlate with year of training Data from Ohio Division of EMS Blue = EMT Licensure, Orange = Paramedic Licensure

3) Two nurses enrolled in healthcare provider to paramedic. Several others have contact department expressing interest.

a. Update 03/18 – Both nurses who started within the system

2

GOALS Status Progress or Rationale for No Longer Applicableneeded to stop due to life issues.

4) Need to continue to monitor enrollment. 5) Update 03/18 -- The EMT program has historically had a negative

impact on the overall course success rate of the department. a. Efforts made by Bob Kidd and Mike Oaster have shown a

significant increase in student success. This translates to more grads, increased funding for the college and increased EMT’s within the workforce.

i. The major changes have been in classroom assignments and enforcement of the course syllabus.

b. This also can contribute to decreased enrollment as students do not need to retake the EMT program because they were successful.

i. Note the increase in success is concomitant with a decrease in withdrawals.

ii. State licensure pass rates for the last 4 academic years are 88%, 87%, 85%, and 87% (note: 2017-2018 data includes only Fall 2017). This further reinforces that students are demonstrating competency – not merely being passed through.

Success Rates for EMS 1150 / 1155 (EMT Program)

Updated 03/06/18 Source RAR Course Success Dashboard

Curriculum Delivery6) New summer accelerated paramedic program for release in

3

GOALS Status Progress or Rationale for No Longer ApplicableSummer 2017.

a. Designed to be small cohort with goal of increasing enrollment.

b. Will need to monitor attrition – students will need to commit large amounts of time to be successful.

c. Update 03/18 – attempted to offer accelerated paramedic program. Did not have sufficient students to form a cost-effective cohort.

i. See below. The department starts paramedics classes in Fall and Spring. With the projected implementation of the DFD accelerated paramedic program, that would represent a 3rd cohort. The department does not have capacity to manage a 4th cohort in one year. Also, if a 4th cohort were attempted, it would probably steal students from the other three: thereby, increasing cost without increasing revenue.

7) AHA 2015 guidelines have been completely integrated into the delivery of EMS education.

a. March of 2017, site visit for ACLS (advanced cardiac life support course) was conducted.

b. Update 03/18 – a second site visit is being conducted in March of 2018. As of the writing of this document, the site visitor has communicated no potential violations. A follow-up visit will occur later in March.

8) New paramedic text available for Fall 2017. New EMT text has been selected for Summer 2017.

a. Update 03/18 – The newest version of the paramedic text will be adopted by the cohort that starts in Fall 2018.

9) Update 03/18 – A project is being explored with the Dayton Fire Department (DFD) to offer a paramedic program over 40 weeks. A proposal was submitted to DFD. DFD will inform Sinclair whether funding for this initiative has been secured by April 2018.

a. This would be a closed cohort for DFD employees attending paramedic education 40 hours per week.

b. This will increase enrollment. c. The EMS department is cautious with this proposal as we

have never tried the paramedic program in this

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GOALS Status Progress or Rationale for No Longer Applicablecompressed a time frame. Extra time for studying and contingencies days are built into the proposal.

Analyze the state of Community Paramedics within Ohio / Greater Miami Valley region

Conduct a needs analysis by contacting local EMS agencies

Create curriculum ready to be deployed as needed

Determine faculty to teach course

o Faculty to become nationally certified as community paramedic

Needed Resourceso Contacts for

largest EMS agencies within area

o Representation on the Greater Miami Valley EMS Council Research Committee (Community Paramedicine)

o Faculty willing to

In progress

Completed


Community Paramedic1) Needs analysis completed

a. 21 local departments respondedi. Approximately 42% response rate (approximately

50 departments contacted)b. 14% (3) stated either are doing or will soon be doing

community paramedicc. 24% (5) stated they were interested in delivering

community paramedicine. d. 10% (2) stated they were interested in structured

education for community paramedice. 38% (8) stated they were not pursuing community

paramedic education. 2) Based on this data, it is not felt that there is a significant market for

this education now. a. There is no stable financial stream to pay for this

healthcare service.b. The exact role of the community paramedic is dramatically

different department by department, so the creation of a unified curriculum is difficult.

3) The department will continue to gather information informally to ensure if a change in the environment regarding community paramedicine occurs.

4) Update 03/18 – Clark State is scheduled to deliver this curriculum starting Fall 2018. Plans are to use a web delivery mode.

a. From our initial survey, a small number of departments would be implementing community paramedicine. If this is accurate and stable, then a limited market for students is present. Based on current information, the EMS department would not be pursuing this program.

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become Community Paramedic point person at Sinclair

Streamline data collection process within labs and clinicals and use data to direct education

Evaluate Wifi environment within Building 19

Determine efficacy of different hardware for data entry / management

Continue conversations regarding data collection procedures

Manage large volume of clinical and laboratory data

Needed Resourceso Increased

reassigned time for laboratory and clinical coordinator

o Possible new hardware to facilitate data entry

In progress

Completed


1) iPad access problems to Wi-Fi corrected. iPad access it now reliable.

a. Problem was the reauthorization of the iPad. iPads are now permanently authorized

2) Collaboration with IT has resulted in the creation of an entry portal for all laboratory and clinical forms.

a. Drop down lists have been created (via colleague data) displaying students and faculty. This process then returns correct spelling and tartan numbers for those members using a particular form.

b. The iPads appear to be adequate to handle this new entry portal without taxing their resources.

c. Number of data entry errors based on tartan ID or spelling student’s name incorrectly has greatly decreased.

3) The amount of data collected is large and will only increasea. Accreditation requires that clinical data be tracked at the

student level and system level. b. All indications are the same level of scrutiny will be

applied to the laboratory level data. c. The systems in place will allow the department to meet

most future needs.4) The majority of the management of this level of data falls to the

EMS chairperson. The information is needed to:a. Ensure each student has met minimal level expectations.b. Ensure department is meeting the needs of the

communities of interest for the EMS department.c. Ensure accreditation requirements are met.d. Ensure student competency is being documented.

5) The department has 3 tenure track faculty, all of which are significantly engaged

a. Chuck Sowerbrower = Chairb. Mike Oaster = Assisting with lab activities, primary point

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GOALS Status Progress or Rationale for No Longer Applicableperson for EMT and EMR courses.

c. Jim Simonson = Clinical person, significant work being done for completion by design office, primary point person for ECG course within ALH department.

i. Update 03/18 – Jim’s work within the CBD office will be coming to an end in 2018.

6) Note: This process can be facilitated by a clinical / laboratory coordinator.

a. A significant reason why we are able to manage the data streams currently are the data management skills of the current EMS Chair.

Modify EMS degrees to include Fire Fighting

Explore modification of EMSFO.S.AAS degree

Explore ATS degree options

Work with Fire Science to add FST 1102 and 1103 into degree

Needed Resourceso Ohio Higher

Education rules regarding degree requirements

o Conversations with Fire Science Technology department

o As of 01/08/2016, these modifications are

In progress

Completed


1) EMSFO degree has now been modified to include acceptance of the professional firefighting certificate course(s).

2) Evidence of effectiveness

10-11 11-12 12-13 13-14 14-15 15-16 16-17 Fall 170

5

10

15

20

25

30

35

57 6

14

10

25

29

17

EMSFO Degrees Awarded

Note: Updated 03/03/18 For year 17-18, this will include Fall 17, Spring 18 and Summer 18. The 2018 data is not

yet available.

3) 2015-2016 was the first year the professional firefighting certificate was within the degree.

a. Trends appear to indicate a significant increase in degree usage.

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in progress with expected implementation Fall 2016

4) Including FST 1102 and 1103 into the EMSFO.S.AAS degree has also allowed this certificate program to be covered by federal financial aid.

Successfully become reaccredited

Review accreditation guidelines in 2016 to ensure policies and procedures are appropriately aligned

Complete self-study document beginning in Jan 2017

Site visit to be conducted in 2018

Needed Resourceso Adequate

administration release time to create self-study

o Adequate time to review policies and procedures

o Cooperation of communities of interest to provide needed feedback

Timing for movement into Health Science Building

In progress

Completed


1) Accreditation guidelines have been reviewed. Focus has been on processes required within the self-study.

a. There will be some updating that will occur over the summer to prepare for site visit.

2) Self-study has been created and will be submitted to CoAEMSP by April 1, 2017.

a. Self-study has been reviewed by Dean and Provost’s office with only minor revisions needed.

b. Executive analysis will be created within the next several months and provide further guidance for the site visit.

3) Scheduling for site visit will probably occur in October to November of 2017.

4) Update 03/18 – Site visit was conducted in October of 2017. The site team was impressed. No violations were found.

a. EMS department is expected to receive official reaccreditation in 2018. New expiration should be in 2024.

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Successful transition into Health Science Building

Ensure effective communication with the Health Science Division

Increase the number and complexity of inter-disciplinary health science curriculum experiences

Create an environment where EMS equipment and faculty can work with other Health Science departments

Needed Resourceso Housing the EMS

department in the Division of Health Sciences

o Increased reassigned time for laboratory and clinical coordinator

In progress

Completed


1) Communication with the Health Science Divisiona. The department has been transitioned into the Health

Science division effective Spring of 2017. i. As the self-study was being constructed, it

became clear that it would be more efficient and clearer to site visitors to execute the movement into the HS division early.

ii. Confusion would have been easy if the reader of the self-study constantly needed a time frame reference (E.g., In Spring 2017 the organizational chart shows EMS under BPS but when the site visit occurs, EMS will be under HS)

b. This transition has placed EMS at HS leadership meetings and HS division meetings.

c. The EMS department is scheduled to be co-located with HS in Fall 2017.

i. The department needs a dedicated lecture space. Building 14 will have new EMS lab but no lecture space for EMS.

d. The department will continue to have a connection to BPS to ensure that EMS needs of the fire science / public safety communities are met.

e. Update 03/18 – The department is located now within building 14. The EMS lab space is state of the art. We continue to refine its functionality to maximize use. The department has no dedicated lecture space. We are currently using space within the OTA / PTA classrooms. The forum and computer classroom 14122 are also being used.

i. Note that in Fall of 2018, if all courses run as scheduled, the utilization of the lab will be 73.5% of all available time, Monday through Friday 08:00 to 22:00. We will also be using the lab space on Sat / Sun from 13:30 to 17:30 B term.

ii. The department is reaching maximum efficiency for this space and if enrollment continues to grow, access to EMS lab space will become a limiting factor.

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GOALS Status Progress or Rationale for No Longer Applicable2) Inter-professional Education (IPE)

a. Conversations continue about the correct way to implement this curriculum.

b. The department values the importance of this concept. c. Implementation

i. EMS accreditation requirements inform a laboratory environment that involves more and more complex situations.

ii. Each scenario that is done is geared toward the prehospital environment.

d. Update 03/18 – IPE continues to be valued by the department. Accreditation requirements have increased; therefore the department needs to deprioritize this important educational delivery mode.

i. Required scenarios are often lengthy with little time for lecture style teaching – scenarios are designed around practice and debrief.

1. Systems must be in place to allow every student to experience these scenarios.

2. Example, with a group of 12 students in EMS 2205 it takes 4 hours to execute 4 different scenarios; allowing each student one opportunity to lead and one opportunity to assist within the scenario.

ii. Continued conversations will need to occur to determine how the department can meet the required laboratory practices yet increase interdisciplinary education.

iii. Update 03/18 – The department is currently examining major curricular revisions to accommodate these new accreditation requirements. This may result in a major restructuring to 10 out of the 13 paramedic courses.

3) Collaborative Environmenta. The EMS department has trimmed budget for 2017-2018

to shift monies towards a common lab budget. This budget will handle some common items such as IV

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GOALS Status Progress or Rationale for No Longer Applicablecatheters and gloves.

Below are the Recommendations for Action made by the review team. Describe the progress or changes made toward meeting each recommendation over the last year. Responses from the previous year’s Annual Update are included, if there have been no changes to report then no changes to the response are necessary.

It should be noted that the majority of the recommendations from the Review Team in this Program Review originated from self-recommendations generated proactively by the department itself and shared at the conclusion of the meeting. The Review Team was very impressed at the insight and self-awareness the department displayed in preparing and sharing these recommendations.

RECOMMENDATIONS Status Progress or Rationale for No Longer ApplicableThe Review Team noted that the bulk of the work in preparing the self-study was done by the chairperson. The rationale for this provided in the self-study was that “the EMS chair is most familiar with the available data from within and outside of the program”. Rather than being a rationale for the chairperson doing the bulk of the work on the self-study, perhaps this should be seen as an opportunity for faculty to become more familiar with the available data, and a key opportunity for cross-training and succession planning. In the next self-study, it is strongly recommended that there be more shared responsibility among

In progress

Completed


Shared Management1) There are opportunities to shift some data management2) Jim Simonson is teaching a large bulk of clinical courses. This

allows him to have access / understanding of the data management for paramedic students.

a. Jim has the expertise to understand the data. b. Jim has significant expectations from completion by

design (approx. 6.0 payload per semester). This limits his availability.

i. Update 03/18 – CBD work will be completed in 2018.

3) Mike Oaster began to work as lab facilitator. He has been teaching more lab sections and facilitating the state practical testing.

a. He has a new responsibility to be the EMS point person for fire science.

b. We will need to back Mike away from the laboratory facilitator setting.

c. Update 03/18 – Mike is now the national registry paramedic practical exam coordinator.

4) The college’s policy prevents reassigned time be used by

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RECOMMENDATIONS Status Progress or Rationale for No Longer Applicabledepartment members in its preparation.

adjunct faculty. a. May be able to pay for lab support through personal

service agreements. There was a great deal of discussion in the meeting with the Review Team regarding emerging competition for students in the program. The department should prioritize finding ways to get market share back from competitors. How can we market our competitive advantages better? How can potential students be made more aware of comparatively low costs and high completion rates of the program? While the Review Team recognizes the limitations on program marketing inherent in Sinclair’s current campus-wide marketing strategy, what innovative approaches could the department take to get the benefits of the program in front of the public? The department is encouraged to develop a strategy for improving marketing within the constraints currently in place at the institution.

In progress

Completed


Concept managed in marketing / enrollment tracking on page 1

One problem the department mentioned in the meeting with the Review Team was the time it takes to clean up after adjuncts in the lab. Can expectations for adjuncts be modified such that they clean up themselves, saving the department some time and effort?

In progress

Completed


1) For the department to teach state of the art EMS education, we rely on a vast array of patient care / simulation equipment.

a. This translates into potentially 10-100’s of different items needed for a particular station within the laboratory.

i. Accreditation and testing requirements continue to push laboratory education closer and closer toward realism.

ii. This realism requires more equipment, more

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RECOMMENDATIONS Status Progress or Rationale for No Longer Applicablesetup / tear down time.

b. This equipment needs to be maintained, repaired, restocked and returned to storage.

c. Adjunct faculty are currently being expected to return equipment.

d. We have begun to expect students to assist in the restocking of EMS equipment used.

e. Update 03/18 – The department has moved into building 14. This required the creation of a new storage system for supplies / equipment. This system is now in place. If utilized, this will assist faculty in finding materials needed for laboratory teaching.

i. Utilization of this new system is inconsistent among faculty. This requires the EMS chair to relocate miss-shelved materials and find “lost” equipment.

ii. The ability for the EMS department to utilize the Health Science lab coordinator has been fragmented. This position is currently heavily utilized by other departments / simulation center.

2) A clinical / laboratory coordinator would facilitate with this maintenance of equipment and laboratory.

a. Update 03/18 – The department is beginning to utilize some assistance from the Health Science Lab Tech.

i. We will need to monitor the demands of this position to determine how much assistance can be reasonably expected.

ii. The ability for the EMS department to utilize the Health Science lab coordinator has been fragmented. This position is currently heavily utilized by other departments / simulation center.

One strength of the department is the large amount of data it collects. Are there opportunities to streamline that data collection? There appears to be some

In progress

Completed


1) Accreditation requires that all paramedic students’ experiences within the clinical setting (and soon within the laboratory setting) be tracked.

a. The EMS department is already tracking information for both clinical and laboratory settings.

b. Data needs to be available to determine:

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RECOMMENDATIONS Status Progress or Rationale for No Longer Applicablecomplexity involved in the processes of data collection – can the faculty as a team review these processes and determine where the complexity is necessary, and where processes could perhaps be simplified to gain efficiencies? The goal would be to retain complexity where necessary, but simplify where possible.

i. Did individual students meet minimum requirements?

ii. What are the minimum, maximum and average numbers of performances for each requirement?

iii. Are minimal requirements meeting the needs of the communities of interest?

iv. Are there sufficient resources (clinical sites, patients, simulators, lab time, etc) but execute the minimal requirements?

v. How can the delivery of EMS education be improved based on the available data?

2) To accomplish these goals, data levels need to be rich and minable.

a. Our system certainly has rich and minable data streams.

b. The skills of the current EMS Chair are used to allow this process to work.

i. Someone else can certainly do the analysis, but this will take more time therefore a clinical / laboratory coordinator is needed.

3) Update 03/18 – It is important to understand the depth of data that needs collected and processed. Below are examples of this required depth.

a. 2017 Laboratory forms = 25,363i. Paramedic forms = 21,883

1. Peer to peer evaluations = 17,4522. Formal testing = 4,431

a. Passing first time: 94.0%b. Passing second time = 5.6%c. Passing third time = 0.4%

ii. EMT forms = 2,8981. Passing first time: 92.9%2. Passing second time = 6.9%3. Passing third time = 0.2%

b. 2017 Clinical Forms = 2,876i. Paramedic = 2,260 shifts

1. 18,433 hours2. 7,406 patient contacts

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RECOMMENDATIONS Status Progress or Rationale for No Longer Applicable3. 3,078 medications administered4. 919 leadership ambulance runs

ii. EMT = 616 shifts1. 5,340 hours2. 1,903 patient contacts

c. Other data that is available: Inter-rater reliability, lab skill success rates, student level performance mid semester, etc.

The need for a clinical coordinator was voiced during the meeting with the Review Team. Given the current state of Sinclair’s budget, this may not be feasible. But is there perhaps an opportunity to collaborate with the Fire Science, Criminal Justice, and/or some of the Health Sciences programs to pool resources and create one position that serves as a clinical coordinator for several departments? The Review Team recommends that the department explore this possibility. If that isn’t a possibility, what other collaborative efforts might meet this need?

In progress

Completed


As the department collocates with other HS departments, opportunities may become apparent.

Update 03/18 – Many of the activities needing to accomplish are very specific to the EMS curriculum / requirements. Tracking forms, ensuring clinical sites are up to date, communicating with clinical site when issues arise, etc. Some of these activities may be off loaded to administrative support.

While there is a tremendous amount of data collected by the department, in reporting program outcomes assessment results the results were largely survey-based. Are there ways of using the voluminous data that the department collects to support assessment of program outcomes? The department may want to

In progress

Completed


1) We are approaching the program outcomes as post-graduation evaluation.

a. Survey data is the only way to gather information from graduates of the program.

b. The department works to ensure that response rates are significant so conclusions / decisions can be informed by this information.

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RECOMMENDATIONS Status Progress or Rationale for No Longer Applicableconsider consultation with their Divisional Assessment Coordinator and/or the Assistant Provost if needed in this regard.Because so many of the department’s students are certificate-seeking, it makes collection of General Education outcome assessment data challenging, in that typically this kind of assessment data would be collected for degree-seeking students. General Education outcomes are valuable to certificate-seeking students just as they are for degree-seeking students. The department should find ways to collect data on Computer Literacy, Information Literacy, Critical Thinking, and Cultural Diversity & Global Citizenship with its certificate students to supplement the data collected for degree-seekers (assessment data for Oral and Written Communications will be collected in COM and ENG courses, respectively, and the department is not responsible for assessing these General Education outcomes).

In progress

Completed


General Education Data1) Computer literacy

a. Paramedic students are entering clinical and laboratory forms into an online environment.

i. Using iPads and personal computing technology.

ii. Accuracy of data entry is tracked specifically for clinical entries. .

b. The department is purchasing an internet based patient care report system.

i. Will give students the ability to enter EMS information into a NEMSIS (national EMS information system) compliant software.

ii. The department will receive reports on individual student performance entering information.

1. This evaluation process is directly linked to tasks graduates will need to accomplish on the job.

iii. Update 03/18 – there is a delay in the implementation of this software. Goal to have software available to students in Fall 2018.

2) Information Literacya. The newly developed rubric will be applied to EMS

2150 (paramedic curriculum) differential diagnosis paper starting in Summer of 2017.

3) Critical Thinkinga. All paramedic students are required to complete

leadership scenarios which stress critical thinking. i. These are accomplished in both a formative

and summative setting. b. All paramedic students are required to complete

integrated out of hospital scenarios which stress critical thinking skills.

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RECOMMENDATIONS Status Progress or Rationale for No Longer Applicablei. These are accomplished in both a formative

and a summative setting. 4) Cultural Diversity and Global Citizenship

a. Compassionate care evaluated within the paramedic program.

5) Update 03/18 -- Oral Communicationa. Collected using oral report assessment tool within the

paramedic program.i. Certificate students do not take

Communication courses6) Update 03/18 – Written Communication

a. Collected using the Patient Care Report assessment tool within the paramedic program.

i. Certificate students do not take English courses.

Because so many of the department’s students are certificate-seeking, how can more of them be encouraged to complete the associate degree? Or does the department need to review whether the associate degree is really needed?

In progress

Completed


See information above regarding degree attainment and degree selection. With the modification of the EMSFO.S.AAS degree which now allows the professional firefighting course, demand for this degree has greatly improved.

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Section II: Assessment of General Education & Degree Program Outcomes

For the FY 2016-17 Annual Update, departments are asked to provide assessment results for Information Literacy.

General Education Outcomes

Year assessed or

to be assessed.

Course identified by the

department where this

outcome could be assessed

Assessment MethodsUsed

What were the assessment results? (Please provide brief summary data)

THIS YEAR’S ASSESSMENT RESULTS

Computer Literacy

2017-2018

EMS2160 - Paramedic 3:

Clinical, EMS2180 -

Paramedic 4: Field

Experience

HIPPA quizzeso Ethical aspects

Daily Clinical Activity Logs (DCAL)o Tasks

o Ethics: 100% (62 of 62) of students are proficient. To enter the clinical setting, all

students must take and pass with a 100% a quiz on HIPPA.

o Tasks: Student enter their clinical experiences into an online database. The accuracy of the entries are tracked. All students correct and resubmit records until 100% accuracy is achieved. < 25% of records submitted had any

error. 73% Proficient

25-50% of records submitted had any error.

24% Competent >50% of records submitted had any

error. 3% Developing

LAST YEAR’S ASSESSMENT RESULTSInformation Literacy 2016-

2017EMS 2150 Update 03/18 – Using

the information literacy tool. Data from EMS 2150 Summer 2017.

No assessment within

Update 03/18 – Average resultso Valid research = 3.5 (n=35)o Organize Information = 3.7 (n=35)o Source selection = 3.9 (n=35)

Two students (6%) performed within the developing area (both students submitted

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EMS 2175

Starting Summer 2017, EMS 2150 will evaluate this outcome.

incomplete papers). All other students were at competent or proficient.

This general education outcome is no longer evaluated in EMS 2175. We will now accomplish this evaluation within EMS 2150. Starting Summer of 2017, the new information literacy rubric will be applied to a differential diagnosis paper.

The Program Outcomes for the degrees are listed below. Responses from previous years are provided below. All program outcomes must be assessed at least once during the 5 year Program Review cycle, and assessment of program outcomes must occur each year.

Program Outcomes

To which course(s) is this

program outcome related?

Year assessed or to be assessed.



Discuss how EMS management and critical care medicine knowledge can be used to motivate and change behaviors of EMS providers and EMS institutions. Include quality improvement, legal perspectives, funding streams, critical thinking skills and direct patient care applications.

ENG 1101, COM 2206, COM 2211 EMS 2300,EMS 2305, EMS 2310, EMS 2315 EMS 2180EMS 2200, EMS 2205

2017-2018 EMS Department Degree Graduate Survey

Survey sent to all EMS degree graduates from 2016-2017 and Fall 2017- (n= 55).

• Response Rate = 11% (6/55)• 80% either agree or strongly agree to

o “As an EMS Degree holder, I have the skills needed to handle complex patients”

o “As an EMS degree holder, I am better prepared to limit my liability when functioning in the healthcare setting”

• 60% either agree or strongly agree too “As an EMS Degree holder, I am a better healthcare

provider”• 0% negative responses

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Program Outcomes






Demonstrate entry-level competency in the cognitive, psychomotor and affective domains of paramedic education.

MAT 1130, MAT 1440, BIO 1121EMS 1150, EMS 1155, EMS 2100, EMS 2105, EMS 2110, EMS 2125, EMS 2130, EMS 2135, EMS 2150, EMS 2155, EMS 2160, EMS 2175, EMS 2180, EMS 2200, EMS 2205

Yearly National Registry Paramedic Testing Rates

12/FA 13/SP 13/FA 14/SP 14/FA 15/SP 15/FA 16/SP 16/FA88

90

92

94

96

98

100

Paramedic Licensure Pass Rates

Update 03/06/08 Source paratracking excel spreadsheet EMS Department Data organized by beginning cohort. Testing begins 16 months after beginning

semester. National comparison = 88% pass rate for time period.

Discuss the behaviors of people when dealing with public service emergencies. Include characteristics related to EMS and fire and reflect on local, regional and historical perspectives.

ENG 1101, COM 2206, COM 2211 FST 1111, FST 1113, PSY 1100EMS 2135, EMS 2160, EMS 2175, EMS 2180




o “As an EMS Degree holder, I know more about the history of EMS and EMS/Fire services.”

• 100% either agree or strongly agree too “As an EMS Degree holder, I am able to make

positive changes within the department where I work as a healthcare provider.”

Describe how EMS operates within a fire service model: Include characteristics of crew configurations, job duties, job satisfaction, cross training and delivery of health care services.

ENG 1101, COM 2206, COM 2211, FST 1112, FST 2230, FST EMS 2180EMS 2200, EMS 2205




o “As an EMS Degree holder, I know more about how EMS operates within the fire service.”

• 100% either agree or strongly agree to

20

Program Outcomes






o “As an EMS Degree holder, I feel more like a professional”

Are changes planned as a result of the assessment of program outcomes? If so, what are those changes?

Not at this time.

How will you determine whether those changes had an impact?

OPTIONAL:Please use the space below to keep track of any annual data that your department wishes to maintain. This section is completely optional and will not be reviewed by the Division Assessment Coordinators.

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Performance Measures

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