ANNUAL PROGRAM PLANNING WORKSHEET (APPW): 2015-2016€¦ · Medical Assisting 37 29 35 38 36 175 C.A. Medical Assisting 0 1 2 0 0 3 A.S. Medical Assisting 2 1 2 6 2 13 C.S. Phlebotomy

1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t 2 0 1 5 - 2 0 1 6 Approved Document to be Used for Submission Spring 2015

ANNUAL PROGRAM PLANNING WORKSHEET (APPW): 2015-2016

Program: MEDICAL ASSISTING (MAST) Planning Year: 2014-2015 (Inclusive of Medical Assisting and Phlebotomy) Last Year CPPR Completed: 2013-1014 Unit: Nursing and Allied Health Cluster: Sciences, Math, Nursing/Allied Health, Kinesiology, Health Sciences and Athletics Next Scheduled CPPR: 2017-2018 Degrees and Certificates A.S., Medical Assisting C.A., Medical Assisting C.S., Medical Assisting C.S., Phlebotomy

TOP Codes: * 1201.00 – Health Occupations, General * 1205.00 – Medical Laboratory Technology

* 1205.10 – Phlebotomy * 1208.00 – Medical Assisting

* 1208.10 – Clinical Medical Assisting * 1208.20 – Administrative Medical Assisting

CIP Codes * 511004 - Clinical/Medical Laboratory Technician

* 511009 - Phlebotomy/Phlebotomist * 510801 Medical/Clinical Assistant

* 510801 Medical/Clinical Assistant


NARRATIVE: APPW

I. Program Support of District Mission, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes:

INSTITUTIONAL GOAL 1: …promote students’ successful completion of transfer requirements, degrees, certificates, and courses. Institutional Objective 1.2: Increase the percentage of degree or certificate directed students who complete degrees or certificates by 2% annually.

As evidenced by certificates awarded, the Medical Assisting and Phlebotomy programs consistently contribute to the objective of certificate completion. The numbers in the chart below differ from MIS data; but because we work closely with Admissions and Records to immediately award certificates to all successful program (course) completers, we know this count to be accurate. Our students must receive their official course completion certificates for submission to the State Certifying/Licensing Boards in order to take their certification/licensing exams. Most cannot work without State or National certification or licensure.

Some of the things we did to support the goal of certificate completion include:

a. We hired a CTEA funded Teaching Assistant to support skills instruction in MAST 109/109L and MAST 111/111L as a strategy for increasing student success and completion. The intention was to provide greater one-on-one instruction for the skills component of the training.

b. Made presentations to the Academic Counseling staff regarding program requirements, need for proper academic preparation and course expectations.

• Recommended that students be informed that successful completion of ENGL 156 and NRAD 222 (Medical Terminology), prior to enrolling in MAST courses, is strongly advised.

• Emphasized the benefit of advising re-entry students to take college success classes prior to enrolling in MAST courses.

Certificates 2009-2010 2010-2011 2011-2012 2012-2013 2013-1014Total Certificates

2009/10 - 2013/14

C.S. Medical Assisting 37 29 35 38 36 175

C.A. Medical Assisting 0 1 2 0 0 3

A.S. Medical Assisting 2 1 2 6 2 13

C.S. Phlebotomy 76 72 75 70 68 361

Total Annual Degrees and Certificates 115 103 114 114 106 552

SLOCCCD Program Review Data: MEDICAL ASSISTING & PHLEBOTOMY (MAST)Program Awards - Degrees and Certificates


INSTITUTIONAL GOAL 2: …will build a sustainable base of enrollment by effectively responding to the needs of its local service area.

Institutional Objective 2.1: Increase the capture rate of the local 24‐ 40 age cohort by 2% annually.

The MAST program organically contributes to this institutional objective as evidenced by institutional program review data. An average of 35.6% of the students enrolled in MAST courses are between the ages of 25 and 39 which is far greater than the overall college age demographic of 19.06% in this age range.


MAST: Age Demographic

Our full time MAST faculty actively supports this goal as an active member on the Re-Entry committee which supports engagement and success of students 25 years and older; she actively encouraged re-entry students to take her classes and encouraged those enrolled in her class to take advantage of the benefits gained by being a member of the Re-Entry group.


Institutional Objective 2.2: Increase the local high school capture rate by 2% annually. MAST faculty, staff and students frequently participate in high school outreach activities such as: CTE college/career fair, Connect@Cuesta, Edúcate Conference, College Night, Grizzly Academy, and High School Career fairs. INSTITUTIONAL GOAL 5: …will strengthen its partnerships with local educational institutions, civic organizations, businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business and civic leaders. Institutional Objective 5.2: Increase participation at district events for K‐12 districts and universities.


As a career tech program we have many opportunities to work with the community and in fact, we could not exist without our affiliate partners and community support. We recognize that these relationships are essential to our program’s survival and value what they contribute to our success. Career Tech programs are fortunate to be able to meet the needs of our community through providing training for its workforce. Once again Medical Assisting students served our community by volunteering with the Public Health Department to assist a team of healthcare providers administer more than 1000 flu and Tdap vaccines to community members. Students become part of a team lead by civic leaders as they volunteer in the community to meet the course requirements. In partnership with SLO County Health Department our Medical Assisting students play a vital role in providing free flu and Tdap immunization clinics for our Allied Health students every semester and this year they also participated in the college wide Health Fair, providing immunizations and other non-invasive primary care diagnostic services. In response to requests from the medical offices in our community, our MA faculty is a resource in supporting their hiring needs. She posts job announcement, provides referrals, and connects program graduates with potential employers. Instructors and the program director continually connect and interface with community medical personnel as they promote the program and visit students at their clinical externship training sites. Externship site personnel expressed that training our students is beneficial to them in that it keeps their staff current and focused on best practices. MAST students enter their internships well prepared, knowing they are expected to represent the college with the highest standard of professionalism, respect and excellence. The reports we receive from medical offices and clinical agencies and labs have all been positive. Our medical assisting and phlebotomy programs are highly regarded and viewed in a positive light; as reflected by the number of students who get hired right after completing their programs. Also, community partners are invited to join the Director of Allied Health, MAST faculty, Students, Academic Dean, and College Staff, including members of several Student Services Departments, at our bi-annual MAST Committee Advisory meetings. These meetings are held at the County Health Department and give our affiliate partners a chance to exchange ideas and provide feedback. They often promote opportunities for developing more partnerships and enhance employment options for graduates. The Medical Assisting Completion Ceremony is hosted at the end of each semester and it provides an ideal venue to publically acknowledge the accomplishments of our students, promote the success of the program, and thank community members for the support they


give. They are well attended by family, friends, community partners, and potential future students. Additionally, the director, faculty and teaching assistants regularly participate in a variety of community outreach programs targeting high school age students, specifically designed to promote the college such as: College Night, Grizzly Academy Career Day, Cuesta’s CTE Fair, local high school Career Day functions, Edúcate - Si Se Puede Conference, and Connect@Cuesta. ILO 1. Personal, Academic, and Professional Development

• Recognize, assess, and practice lifestyle choices that promote personal health and mental well-being

• Demonstrate the professional skills necessary for successful employment a. MAST students are entering the healthcare profession as first time, re-entry, or

an individual who is pursuing a higher degree. b. Both MAST programs, Medical Assisting and Phlebotomy have curricula that

addresses lifestyle choices that promote personal health and mental well-being including stress management, time management, nutrition, adequate rest and exercise.

c. All students are informed about student support services and encouraged to seek such services, as needed.

d. Both programs include policies in the course syllabi that address professionalism including: communication, preparation, accountability, appearance, attendance, and other “soft skills” needed to succeed in healthcare professions.

e. Both MAST programs address employment preparation and marketability. f. Both MAST programs include an externship that addresses and evaluates

professional behaviors on a weekly basis. With the exception of one phlebotomy student who was dismissed for a HIPAA violation, all students have met these evaluation criteria with a rating of satisfactory or above since the last program review.

g. The Phlebotomy program has a 100% pass rate on the State required national exam. The national pass rate average is 75%.

h. The Medical Assisting program has a 98% pass rate on the State or National exam.

i. 70% of the Fall 2013 class of Medical Assistants were hired either by their externship site or elsewhere in our community.

j. Many graduates later return to school to pursue higher degrees or other healthcare occupations including LVN, RN, Nurse Practitioner, and Physician Assistant.

k. Hosted the Fall 2013 California Medical Assisting Association Statewide Conference. All MA students attended, giving them networking experience and expanded educational opportunities.


ILO 2. Critical Thinking and Communication • Analyze and evaluate their own thinking processes and those of others • Communicate and interpret complex information in a clear, ethical, and logical

manner a. Both MAST programs address current scope and standards of practice.

Current Medical Assisting State regulations regarding scope and standards of practice are included in the course syllabus. Students must pass the Scope of Practice exam with a score of 70% or higher to progress within the program.

b. Current State phlebotomy regulation websites are included in the course syllabus and discussed throughout the course. The international Clinical Laboratory Standards Institute guidelines are consistently addressed in the curriculum.

c. Critical thinking scenarios are presented in each program to challenge students regarding current ethical and workplace issues. Frequently students are exposed to practices in the externship that do not reflect current standards. Class room discussions include how and when to appropriately address these issues.

d. Students learn to critically think within their scope and standards of practice and know what information must be communicated with licensed personnel.

e. The team approach in healthcare is important therefore communication that is accurate, clear and logical is essential. Students are taught to use a structured, organized, and systematic approach for verbal and written communication that includes assessment, planning, implementation, and evaluation.

ILO 3. Scientific and Environmental Understanding

• Draw conclusions based on the scientific method, computations or experimental and observational evidence

• Analyze the relationship between people's actions and the physical world • Make decisions regarding environmental issues based on scientific evidence and

reasoning a. Students are taught to use critical thinking skills and evidenced-based practice

in the provision of patient care. b. MAST and Phlebotomy students develop an understanding of the relationship

between the patient and his/her environment and the effects on patient health and wellness.

c. Care and treatment is provided to a patient population who is most vulnerable and dependent.

d. Students are taught to provide nonjudgmental care demonstrating no bias. A person is rendered care simply because they exist as a human.

ILO 4. Social, Historical, and Global Knowledge and Engagement

• Demonstrate understanding of world traditions and the interrelationship between diverse groups and cultures


a. MAST and Phlebotomy curricula address cultural diversity specific to health and caring for people with differing cultural values, norms and perspectives. Students are expected to understand and evaluate how the influence of individual points of view, including their own, may affect the healthcare providers approach to patient care.

ILO 6. Technical and Informational Fluency

• Recognize when information is needed, and be able to locate and utilize diverse sources effectively and ethically

• Produce and share electronic documents, images, and projects using modern software and technology

a. MAST and Phlebotomy students are taught the legal and moral obligations they will be held to as certified healthcare providers with regards to confidential patient information.

b. Students are responsible for researching specific patient information adhering to all HIPAA guidelines.

c. MAST and Phlebotomy students are exposed to electronic medical records and data sources in the ambulatory care (medical office) and acute care (hospital) settings.

d. Students are taught guidelines they must adhere to as mandated reporters of child/elder/dependent adult abuse.

e. Through coursework, MAST and Phlebotomy students are required to seek out and utilize information from a variety of sources including textbooks and online resources.

II. Program Data Analysis and Program-Specific Measurements

III. A. Enrollment

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 10 10 10 18 18 18

Fill Rates 113.5% 112.6% 106.0% 109.7% 105.9% 100.0%

Enrollments 193 188 177 316 305 288

Headcounts 144 389 268 224 209

FTES 40.24 51.39 30.75 40.87 42.45 39.60

FTEF 3.85 3.85 3.85 3.11 3.26 3.26

FTES/FTEF 10.26 13.35 7.99 13.12 12.99 12.12

Success Rates 85.5% 87.1% 82.9% 85.4% 87.6% 85.1%

Retention Rates 93.8% 95.2% 84.1% 91.7% 96.3%

SLOCCCD Program Review Data: Medical Assisting (MAST)


All MAST Courses (MAST 109, MAST 109L, MAST 110, MAST 111, MAST 111L): Enrollment The Phlebotomy and Medical Assistant programs, combined, turn away students each semester. MAST courses are in the top 10 waitlisted classes at Cuesta. Overall enrollment significantly increased in 2011-2012 because the lecture and lab portions of MAST 109 and MAST 111 were divided into separate sections. In 2011-12, MAST 109, a 3.5 unit class, was divided into MAST 109 (2.5 units) and MAST 109L (1.0 unit). MAST 111, a 12.0 unit class, was divided into MAST 111 (11.0 units) and MAST 111L (1.0 unit).


Phlebotomy (MAST 109 & MAST 109L): Enrollment We offer 3 sections of phlebotomy each semester, with a cap of 15 students per section. 2 sections are offered on the San Luis Obispo campus and 1 on the North County campus.


Medical Assisting (MAST 110, MAST 111 & MAST 111L): Enrollment We offer one section of Medical Assisting per semester on the San Luis Obispo campus with a course cap of 20 students.


B. Student Demand (Fill Rate)

All MAST Courses (MAST 109, MAST 109L, MAST 110, MAST 111, MAST 111L): Fill Rate MAST courses consistently have higher than 100% fill rates and large waitlists. Although the fill rates and waitlist status may be indicative of the need to add sections, it is not possible at this time, but important to consider for the near future. These courses are dependent on availability of community partners for student externship placement, qualified faculty and the availability of college lab space and equipment. MAST 110 and MAST 111/111L are intended to be taken sequentially. Due to some students, historically, not following sequential continuance of these courses, the MAST 110, introductory course, is intentionally overenrolled with the objective of achieving full enrollment in MAST 111/111L. The number of allowed over-enrollment is based on a “best guesstimate” of non-continuance.

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 10 10 10 18 18 18

Fill Rates 113.5% 112.6% 106.0% 109.7% 105.9% 100.0%

Enrollments 193 188 177 316 305 288

Headcounts 144 389 268 224 209

FTES 40.24 51.39 30.75 40.87 42.45 39.60

FTEF 3.85 3.85 3.85 3.11 3.26 3.26

FTES/FTEF 10.26 13.35 7.99 13.12 12.99 12.12

Success Rates 85.5% 87.1% 82.9% 85.4% 87.6% 85.1%

Retention Rates 93.8% 95.2% 84.1% 91.7% 96.3%



Phlebotomy (Mast 109 & MAST 109L): Fill Rate

Medical Assisting (MAST 110, MAST 111 & MAST 111L): Fill Rate


C. Efficiency (FTES/FTEF)

Although the MAST courses fill rates are far higher than the college averages, the FTES/FTEF are lower than the college averages. This is attributed to the need to maintain small class sizes in order to insure student safety. A high level of instructor supervision is needed while students are learning invasive skills such as taking blood and giving injections. Phlebotomy is the class with the lowest FTES/FTEF. In fact, Medical Assisting’s FTES/FTEF is generally higher than 17.0, which is above the overall college’s FTES/FTEF.

All MAST Courses (MAST 109, MAST 109L, MAST 110, MAST 111, MAST 111L): FTES/FTEF

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 10 10 10 18 18 18

Fill Rates 113.5% 112.6% 106.0% 109.7% 105.9% 100.0%

Enrollments 193 188 177 316 305 288

Headcounts 144 389 268 224 209

FTES 40.24 51.39 30.75 40.87 42.45 39.60

FTEF 3.85 3.85 3.85 3.11 3.26 3.26

FTES/FTEF 10.26 13.35 7.99 13.12 12.99 12.12

Success Rates 85.5% 87.1% 82.9% 85.4% 87.6% 85.1%

Retention Rates 93.8% 95.2% 84.1% 91.7% 96.3%



Phlebotomy (MAST 109 & MAST 109L): FTES/FTEF

Medical Assisting (MAST 110, MAST 111 & MAST 111L): FTES/FTEF


D. Student Success – Course Completion

MAST student success rates are consistently higher than the overall college rate of successful course completion.

All MAST Courses (MAST 109, MAST 109L, MAST 110, MAST 111, MAST 111L): Student Success

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 10 10 10 18 18 18

Fill Rates 113.5% 112.6% 106.0% 109.7% 105.9% 100.0%

Enrollments 193 188 177 316 305 288

Headcounts 144 389 268 224 209

FTES 40.24 51.39 30.75 40.87 42.45 39.60

FTEF 3.85 3.85 3.85 3.11 3.26 3.26

FTES/FTEF 10.26 13.35 7.99 13.12 12.99 12.12

Success Rates 85.5% 87.1% 82.9% 85.4% 87.6% 85.1%

Retention Rates 93.8% 95.2% 84.1% 91.7% 96.3%



Phlebotomy (MAST 109 & MASY 109L): Student Success

Medical Assisting (MAST 110, MAST 111 & MAST 111L): Student Success


E. Degrees - Certificates Awarded

All MAST Courses: Degrees - Certificates Awarded

Certificates 2009-2010 2010-2011 2011-2012 2012-2013 2013-1014Total Certificates

2009/10 - 2013/14

C.S. Medical Assisting 37 29 35 38 36 175

C.A. Medical Assisting 0 1 2 0 0 3

A.S. Medical Assisting 2 1 2 6 2 13

C.S. Phlebotomy 76 72 75 70 68 361

Total Annual Degrees and Certificates 115 103 114 114 106 552

SLOCCCD Program Review Data: MEDICAL ASSISTING & PHLEBOTOMY (MAST)Program Awards - Degrees and Certificates


E. Other Relevant Program Data

PHLEBOTOMY PASS RATES: Cuesta College 2014

Cuesta College Number of Tests

Pass Rate

Average Score

NCCT (National) Pass Rate

NCCT (National) Average

Phlebotomy Technician 30 100.00% 82.50 76.00% 75.62%

2013


Pass Rate

Average Score



Phlebotomy Technician 71 100.00% 82.55 75.00% 75.27%

2012


Pass Rate

Average Score



Phlebotomy Technician 73 99.00% 81.96 75.00% 75.31

2011


Pass Rate

Average Score




2010

Cuesta College Number of

Tests Pass Rate

Average Score




2009


Pass Rate

Average Score




2008


Pass Rate

Average Score





Demographics: Ethnicity

The number of Hispanic/Latino students enrolled in the MAST program equally reflects the college’s Hispanic/Latino demographics. This is especially relevant because this is one of the fastest growing demographics in our county and therefore a population we are very interested in serving.

IV. Program Outcomes Assessment and Improvements

semester year students in cohort

# tested

% of total cohort

# passed

% passed

# tested

% of total cohort

# passed

% passed

# tested

% of total cohort

# passed

% passed

Spring 2008 15 10 66.67% 9 90.00% 10 66.67% 10 100.00% 8 53.33% 7 87.50%Fall 2008 18 11 61.11% 11 100.00% 11 61.11% 11 100.00% 9 50.00% 9 100.00%Spring 2009 21 5 23.81% 5 100.00% 5 23.81% 5 100.00% 3 14.29% 3 100.00%Fall 2009 17 6 35.29% 6 100.00% 6 35.29% 6 100.00% 1 5.88% 1 100.00%Spring 2010 20 3 15.00% 3 100.00% 3 15.00% 3 100.00% 2 10.00% 1 50.00%Fall 2010 17 4 23.53% 4 100.00% 4 23.53% 4 100.00% 3 17.65% 2 66.67%Spring 2011 13 5 38.46% 5 100.00% 5 38.46% 5 100.00% 3 23.08% 2 66.67%Fall 2011 15 6 40.00% 6 100.00% 6 40.00% 6 100.00% 3 20.00% 3 100.00%Spring 2012 21 6 28.57% 6 100.00% 6 28.57% 6 100.00% 5 23.81% 5 100.00%Fall 2012 15 5 33.33% 5 100.00% 5 33.33% 5 100.00% 4 26.67% 4 100.00%Spring 2013 24 7 29.17% 7 100.00% 7 29.17% 6 85.71% 6 25.00% 4 66.67%

196 68 34.69% 67 99.00% 68 34.69% 67 99.00% 47 23.98% 41 85.23%

02641 87.23

California Certified Medical Assistant - Administrative (CCMA - A) totalCalifornia Certified Medical Assistant - Clinical (CCMA - C) total

California Certified Medical Assistant - Administrative/Clinical (CCMA - AC) total

Total

Cuesta College Pass Rates California Certifying Board for Mecical Assistants

Clinical Exam Basic Exam Administrative Exam


A. Assessment cycle calendar for your program.

SEMESTER FALL 2012 SPR 2013 FALL 2013 SPR 2014

CPPRFALL 2014 SPR 2015 FALL 2015

SPR 2016 CTER

FALL 2016 SPR 2017FALL 2017

CPPR

August January August August August January August January August January August

ASS

ESSM

ENT

OR

RE-

ASS

ESSM

ENT MAST

110 109

111/L refer to

Assessment Tools

MAST 110 109

111/L refer to

Assessment Tools

MAST 109/L MAST 110

MAST 111/L

MAST 109/L MAST 110

MAST 111/L

AN

ALY

ZE R

ESU

LTS

& P

LAN

PR

OG

RAM

IMPR

OV

EMEN

T

MAST 110 109

111/L

MAST 109/L MAST 110

MAST 111/L

MAST 109/L MAST 110

MAST 111/L

IMPL

EMEN

T IM

PRO

VEM

ENT

PLA

N

MAST 110 109

111/L

Implement Course Improvements: MAST 109/ 109L MAST 110 /

111 / 111L

COURSE SLOs MAST Assessment and Evaluation Cycle Calendar

Evaluate implemented plan and adjust


SEMESTER FALL 2012 SPR 2013 FALL 2013 SPR 2014

CPPRFALL 2014 SPR 2015 FALL 2015

SPR 2016 CTER

FALL 2016 SPR 2017FALL 2017

CPPR

August January August August August January August January August January August

ASS

ESSM

ENT

OR

RE-A

SSES

SMEN

T

Med. Asst. 1. Externship & Employee Survey 2. National Cert. exam Phleb / MA

Phleb. 1. Externship & Employee Survey 2. National Cert. exam Phleb / MA





AN

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ESU

LTS

& P

LAN

PR

OG

RAM

IMPR

OV

EMEN

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IMPL

EMEN

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PRO

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Implementation of Medical Assisting

Improvement Plan


PROGRAM SLOs MAST Assessment and Evaluation Cycle Calendar


Medical Assisting

Implementation of Phlebotomy Improvement

Plan AND Re-assess implementation of Med.

Asst. plan and adjust


B. Program Assessment Summary (CPAS)

PROGRAM OUTCOMES & ASSESSMENT PROGRAM: C.A., C.S., & A.S. Medical Assisting and C.S. Phlebotomy

DIVISION: Nursing and Allied Health COURSE IN PROGRAM: MAST 109, MAST 109L, MAST 110, MAST 111, MAST 111L DATE: 2013-2014 FACULTY & STAFF INVOLVED IN ASSESSMENT & ANALYSIS: Dawn Smith, Stephanie Ponti, Jen Din, Pamela Peachey, Lisa Wearda Course-to-program outcome mapping document** is completed: Yes

Upon completion of the Program, the student will be able to:

OUTCOME

MAPPING Course #

that correlates to the outcome

METHOD OF ASSESSMENT (Describe Below & Attach

the Instrument)

RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the

Program based on results)

EVALUATE THE NEED FOR CHANGE

1. Demonstrate and apply ethical, competent, and safe patient care within the scope of practice for a Medical Assistant and/or Phlebotomist.

MAST 110, 111, 111L,

MAST 109, 109L

a. Externship and Employer Surveys (sent to clinical agencies) Benchmark “Strong -Satisfactory”— Ethical and Safe must be a Benchmark of “Satisfactory”

a. 100% responded with “satisfactory”

a. Benchmark met

Next time: We will use the electronic survey system to evaluate the program.

2. Demonstrate the knowledge/skills necessary to pass the National Certification Exam (Phleb only) ; Demonstrate the knowledge/skills necessary to pass the State or National Certification Exam (MA only)

MAST 110, 111, 111L,

MAST 109, 109L

a. National Certification Exam > 75% (Phleb only)

b. Minimum Standard of

Achievement 75% (Phleb only)

c. State or National

Certification Exam (MA only)

d. Minimum Standard

of Achievement 70% (MA only)

a. Jan to Dec 2012 pass rate was 99% (73 students tested) Spring 2013 pass rate was 100% (38 students tested) (75% National pass rate)

b. Jan to Dec 2012 pass rate was 99% (73 students tested) Spring 2013 pass rate was 100% (38 students tested) (75% National pass rate)

c. Jan to Dec 2012 pass rate, per student self-report, 100%.

d. Jan to Dec 2012 pass rate, per

student self-report, 100%.

a. Benchmark met b. Benchmark met c. Benchmark met d. Benchmark met


We have requested pass rates from the CA Certifying Board for Medical Assistants and will provide data when we receive it. We will also implement a routine system of requesting this information at the beginning of each fall semester in order to capture information on students who completed the program in the previous academic year. We will continue to monitor community use of supplies and equipment making purchase requests as needed so that our students enter the workforce prepared. We need to maintain and develop community partnerships to keep our high pass rates

3. Demonstrate the knowledge/skills necessary to become employed (both MA & PHLEB).

MAST 110, 111, 111L,

MAST 109, 109L

a. Employer &/or Facilities Surveys (facilities used for Externship) Benchmark “Strong -Satisfactory” (both MA & PHLEB)

b. Advisory committee

input/minutes (biyearly)

c. Retention and success rates taken from institutional data

a. 100% of MA and PHLEB agencies report that students demonstrate the knowledge/ skills necessary and expected of an entry level Medical Assistant.

b. Advisory/Employer feedback is that

Cuesta Phlebotomy students are an asset to their facilities and many of their hires are Cuesta grads.

c. 84% retention with only 74% success

is indicative of students having difficulty passing the final exam.

a. Benchmark met---We will continue to encourage our facilities who hire our students to provide Cuesta with feedback.

b. No need for changes to the program— c. Will need to address why the advisory is

so poorly attended so that we get better feedback.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO Presentation/Faculty Dialogue took place at the MAST faculty meeting. 4 faculty/associate director attended the 15 minute presentation. August 2012. Comment from the community included: Need longer time for MA externship. We do not have some procedures every day. Last student did not get to practice sterile technique more than once. Reduced time in training means needing more time in orientation when employed. This can be off putting for some employers. 87% of our community partners felt that our students were equally or more prepared than students from other programs RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. It was suggested (1) evaluate the content of the newly developed employer/clinical survey to see if it measures the SLO accurately (2) identify methods to increase return rate on the surveys. We will repeat the evaluation and discussion of Program SLOs yearly. No other comments.


C. Program improvements that have been implemented since the last APPW or CPPR.

∼ Although “improvement” is absolutely the wrong category to list this under, we would be remiss to not recognize that the most important asset the MAST program has gained this year is the assurance that the college has prioritized the hiring of a full-time tenured faculty to replace our 18+ year veteran faculty, Dawn Smith, who is retiring at the end of this academic year. Without question, the program will never be the same without Dawn. She built the program from the ground up and has been the backbone of its success ever since. She is leaving an incredibly strong program but the likelihood of continuing to thrive without the dedication of a full-time faculty to follow in her place is doubtful. We are grateful the college recognized the value of the Medical Assisting and Phlebotomy program and the legacy Dawn is leaving.

∼ We were successful in increasing community participation/attendance at the

MAST Advisory Committee meetings and received valuable input and feedback. We have been hosting the meetings at the County Health Department.

Phlebotomy ∼ Secured additional phlebotomy externship sites - contracts with Dignity Health

Outpatient Care Centers. ∼ Secured CTEA funding for part-time teaching assistants. Medical Assisting ∼ Purchased new teaching materials with CTEA funding ∼ Secured CTEA funding for part-time teaching assistants.

D. Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional objectives. ∼ Allocation of ongoing funding to make the teaching assistant position

permanent. ∼ Maintain state of the art equipment identified through on-site externship visits

and current standard of practice. ∼ Funding to replace 2 exam lamps in the skills lab. ∼ Advisory meeting request - electronic health record training and software. The

greatest challenge and expense will be figuring out who can/will be able to invest the time and resources to do the research and implementation - including curriculum development.


V. Program Development/Forecasting for the Next Academic Year

A. New or modified action steps for achieving Institutional Goals and Objectives

INSTITUTIONAL GOAL 1: …promote students’ successful completion of transfer requirements, degrees, certificates, and courses.

Institutional Objective 1.2: Increase the percentage of degree or certificate directed students who complete degrees or certificates by 2% annually.

a. Sustainability of high quality delivery of instruction is dependent on student

workers and volunteers who serve as teaching assistants (TAs). They help provide one-on-one, hands-on, assistance to students during skills development. They essentially help to lower the student to instructor ratio by giving students more opportunities to practice essential skills as they receive individualized attention. Student retention and success in MAST courses is dependent on adequate support from student workers and volunteers.

• Secure an ongoing funding source to make the teaching assistants a permanent part of the educational delivery.

b. Consider adding an English prerequisite and Medical Terminology (NRAD 222) as a required course prerequisite to MAST courses.

• Much of the attrition in the MAST courses can be attributed to students being academically underprepared. The majority of MAST students are first time, reentry, or English as Second Language learners. All MAST courses are fast-tracked requiring above average reading comprehension, critical thinking, and effective test-taking skills.

• Comprehension of medical terminology is essential in all MAST courses, students are essentially required to learn a new language. Patient care and safety, working effectively with the healthcare team, student success, and student retention are the considerations for this recommendation.

• Unprepared students who enroll are unable to successfully complete the courses. Adding prerequisites will help insure greater success, retention, and improve State and / or national examination scores required for certification and employment.

c. Consider adding college success course(s) as an advised pre-requisite(s) to improve student outcomes and increase retention.

• The majority of MAST students are first time, reentry, or English as second language learners. All MAST courses are fast-tracked requiring above average reading comprehension, critical thinking, and effective test-taking skills.

d. Work with Community Programs to include a non-credit course for English Learners – English for Health Care Workers.



a. Add Review course to help working MAs prepare for certification.

• Certification is not currently required for employment but this is changing. Many working MAs will be looking for ways to refresh their academic knowledge before taking the State certification exam.

• Additionally, MAs will be expected to learn and fulfill the emerging and enhanced roles of the position as related to the Patient Protection and Affordable Care Act (PPACA).

b. Offer a section of Medical Assisting (MAST 110/111/111L) on the NCC • The demand for certified medical assistants is predicted to grow

because of the changes in healthcare – Affordable Healthcare Act. • Medical Assisting has been one of Cuesta’s top ten waitlisted courses

since the electronic waitlist system went into effect - a second section would fill easily.

c. Develop and add an “Electronic Medical Records” course to our MAST offerings.

• All medical offices/labs/healthcare providers are moving towards this system of record keeping – students with this skill are more marketable and more likely to get employed.

d. Add the MAST course modules being developed and sponsored with Health Workforce Initiative resources – the modules are designed to fill skills deficits/gaps recognized in the existing MA workforce.

Institutional Objective 2.2: Increase the local high school capture rate by 2% annually.

a. Evaluate and consider getting involved with the “Get Focused” - high school dual enrollment program.

b. Those involved with the MAST program will continue to participate in the activities noted in section II and will contribute to other projects as they arise.

B. New or modified action steps for achieving Institutional Learning Outcomes

ILO 1. Personal, Academic, and Professional Development

• Demonstrate the professional skills necessary for successful employment a. Add a review course to help working MAs prepare for certification. b. Add the MAST course modules being developed to fill skills deficits/gaps

recognized in the existing MA workforce.

ILO 6. Technical and Informational Fluency • Produce and share electronic documents, images, and projects using modern

software and technology a. Update the “patient documentation and record keeping” portion of the

curriculum to include instruction in Electronic Medical Records training. b. Develop and add an “Electronic Medical Records” course to our MAST offerings.


C. New or modified action steps for achieving program outcomes

a. Review Medical Assistant Model Curriculum • The Medical Assistant Model Curriculum was revised in order to prepare the

Medical Assistant to fulfill the traditional, as well as the emerging and enhanced roles of the position as related to the Patient Protection and Affordable Care Act (PPACA).

b. Add Electronic Medical Records to the existing program. D. Anticipated changes in curriculum and scheduling

No immediate changes are expected but if we are able to add courses and sections then curriculum will need to be developed and scheduling to accommodate additions will need to be considered. a. Review Medical Assistant Model Curriculum

• The Medical Assistant Model Curriculum was revised in order to prepare the Medical Assistant to fulfill the traditional, as well as the emerging and enhanced roles of the position as related to the Patient Protection and Affordable Care Act (PPACA).

b. Consider developing curriculum to add: Electronic Medical Records and the Certification Exam Review/Prep class

E. Facilities changes

No immediate facilities changes are expected but if we add a medical assisting section and noted courses of interest then classroom availability will need to be evaluated on the SLO campus and NCC classroom and lab space will be needed.

F. Staffing projections

a. Part-time teaching assistant b. Student Success Specialist c. Short-term, project based clerical support for immunization verifications (40

hours/semester)

G. Strategies for responding to the predicted budget and FTES target for the next academic year The items noted below are more likely to support budgetary and FTES needs further into the future rather than in the next year. Very rarely can courses/programs be added quickly in the Nursing and Allied Health Division. There are too many outlying factors that must be taken into account prior to moving forward such as: community externship sites, lab and classroom space, lab equipment, qualified instructors and funding. These are expensive programs with high start up costs. a. Continue to foster community partnerships to provide alternative funding to support

the general fund and maintain high quality allied health education programs. b. Add Electronic Medical Records course, NCC Medical Assisting section, Medical Assistant

Certification Review course, Medical Assistant Skill Enhancement Modules. c. Possibly participate in the “Get Focused” high school dual enrollment project.

Documents

ANNUAL PROGRAM PLANNING WORKSHEET (APPW): 2015-2016€¦ · Medical Assisting 37 29 35 38 36 175 C.A. Medical Assisting 0 1 2 0 0 3 A.S. Medical Assisting 2 1 2 6 2 13 C.S. Phlebotomy