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ACADEMIC AUDIT

MEDICAL ASSISTING PROGRAM

PRIMARY AUTHOR

Mary Anne Celenza, PhD Dean, Division of Mathematics, Science and Health Careers

CONTRIBUTORS

Lakshmi Gudipati, MA Assistant Professor, English

Deborah Rossi, MA, CMA

Department Head: Allied Health Curriculum Coordinator: Medical Assisting Program

COMMUNITY COLLEGE OF PHILADELPHIA

May 18, 2009

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TABLE OF CONTENTS

Executive Summary

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I. Curriculum

7

II. Faculty

32

III. Facilities

37

IV. Outcomes and Assessment

40

V. Demand and Need for the Program

57

VI. Operating Costs and Efficiency

62

VII. Strengths, Concerns and Recommendations

63

Appendix A: Re-Accreditation Letter

66

Appendix B: Audit Follow-up Report

68

Appendix C: Medical Assisting Curriculum

72

Appendix D. Medical Assisting Advisory Committee

76

Appendix E: Learning Style Inventory

80

Appendix F: MA Faculty Professional Development

90

Appendix G: Capital Purchases Through Perkins Grant

93

Appendix H: Assessment Surveys

96

Appendix I: Mid-Semester Student Evaluation of the MA Program

111

Appendix J: Results of the End of Semester Student Course Effectiveness Evaluations

113

Appendix K: Results of Faculty Course Effectiveness Evaluations

141

Appendix L: Student Evaluation of MA Externship Sites

144

Appendix M: Clinical Site Supervisors’ Evaluations of MA Students

161

Appendix N: Outcome Measures for the MA Program

168

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Appendix O: Employer Survey Results

172

Appendix P: Enrollment Data

176

Appendix Q: Sample Recruitment Information

178

Appendix R: MA Program Cost and Revenue Data

182

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EXECUTIVE SUMMARY

The Community College of Philadelphia’s Medical Assisting Program first admitted students in 1974

and is a career program in the Department of Allied Health, housed in the Division of Mathematics, Science

and Health Careers. The program is a competency based program designed to prepare students to become

medical assistants who can seek employment in a broad range of health care areas such as physician’s offices,

medical clinics, and hospitals. Upon graduation students are awarded an Associate in Applied Science (AAS)

Degree and are prepared to enter the workforce to perform both the administrative and clinical functions of the

Medical Assistant. Program graduates are also eligible to sit for the national certification examination given

by the American Association of Medical Assistants (AAMA) and therefore earn the Certified Medical

Assistant (CMA) credential upon successful completion of the exam. The program is accredited by the

Commission on Accreditation of Allied Health Education Programs (CAAHEP). The MA Program has had a

history of continuous accreditation. The most recent accreditation site visit (2004) awarded the MA Program

ten years of continuing accreditation with no deficiencies cited.

The MA Program Curriculum has undergone five curriculum revisions since the last audit in 1999.

The revisions were driven by careful analysis of data from multiple feedback sources, changes in the

Standards and Guidelines for the Medical Assisting Program and new general education requirements. These

changes were targeted to produce greater program flexibility in attracting students, better student learning

outcomes and inclusion of the most current trends and practices in medical assisting.

To enable Medical Assisting students to achieve the program’s goals, faculty employ a variety of

teaching and learning methodologies including: lecture, demonstrations, diagnostic testing, discussions,

examination questions, homework assignments, independent projects, laboratory skill development, case

studies, field trips, desk-top simulations, community service activities and report writing.

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The mean semester grade point average (GPA) for Program students between the Fall 2001 and the

Spring 2006 semesters ranged from 2.25 to 2.89. The overall mean semester GPAs was 2.58. Program

students completed most of the credits they attempted in the semesters studied. During the 2002 to 2008

academic years, the Program graduated 67 students. The number of AAS degrees awarded per year ranged

from 8 to 13 and students finished with a mean GPA of 2.88. The mean retention rate, as demonstrated by

persistence rates, has been lower for medical assisting students than for other health care programs.

Medical Assisting has been classified as a high demand program in the Philadelphia area. The

Philadelphia Workforce Investment Board has deemed it one of the top 30 jobs in the region as far as

availability of positions and expected growth. The College’s Medical Assisting Program has been successful

in preparing students for future employment as demonstrated by high pass rates on the certifying exam

(overall mean pass rate = 91% compared to a national average of 65%).

The strengths of the Medical Assisting Program are

• Consistent accreditation approval.

• Updated curriculum that meets the needs of current students.

• Evidence based decision making for improvement of the Program.

• Multiple outcome measures supporting the academic quality of the Program

• Well constituted and participative Advisory Committee

Despite many recruitment initiatives by the Curriculum Coordinator the enrollment in the Medical

Assisting Program has not reached capacity and in some cases has significantly decreased. Thus two

recommendations for the future are

• Increase the visibility of the Medical Assisting Program by continuing to focus on innovative

recruiting efforts

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• Increase the retention and graduation rates by developing teaching and learning strategies that

address the needs of the students.

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I. CURRICULUM

A. Introduction to the Program

The Medical Assisting (MA) Program at Community College of Philadelphia, previously known as

the Medical Assisting and Office Management Program, is a career program in the Department of Allied

Health. The MA Program prepares students to become productive members of the health care professional

team, helping physicians to respond successfully to a fast-paced environment that requires diverse cognitive

and communicative skills. The Medical Assistant is a multi-skilled professional and the diversity of the

curriculum provides graduates with the ability to work in a variety of employment settings, such as insurance

companies, outpatient laboratories, clinics, hospitals, and physicians’ offices. Graduates of the program tend to

remain in the Philadelphia area and are found at many levels of the health care system, employed as medical

office managers, medical assistants, medical receptionists, insurance billing specialists, phlebotomists, and

patient care technicians. The curriculum is fully aligned with the requirements and Standards and Guidelines

for the Medical Assisting Program (Standards) set by the Medical Assisting Education Review Board

(MAERB) of the American Association of the Medical Assistants Endowment (AAMAE).

The MA Program at the College is housed in the Division of Mathematics, Science and Health Careers.

The administration and management of the Program has been under the leadership of Ms. Deborah D. Rossi

since 1991. Ms. Rossi is also currently the Department Head of Allied Health. Dr. Mary Anne Celenza is the

Dean of the Division.

B. History and Background Information

The MA Program was instituted at Community College of Philadelphia in 1974 and graduated its

first class in 1976. Students who fulfill the graduation requirements of the MA curriculum are awarded an

Associate in Applied Science (AAS) Degree. The MA Program is accredited by the Commission on

Accreditation of Allied Health Education Programs (CAAHEP). The Commission bases its evaluation on the

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criteria recommended by the Medical Assisting Education Review Board (MAERB) of the American

Association of the Medical Assistants Endowment (AAMAE). Since 1979, the Program has had a history of

continuous accreditation. The most recent accreditation site visit was in February 2004. The MA Program

received ten years of continuing accreditation, the maximum number of years granted to a program, with no

deficiencies cited. The next on-site visit is scheduled for 2014. A copy of the re-accreditation letter appears in

Appendix A.

C. Previous Audit Recommendations An audit of the MA Program was completed in Spring 1999 and presented to the Academic Affairs

Committee of the Board. The Committee recommended to the Board of Trustees that the MA 1999 Audit be

accepted and approved for five years. Further, the Committee recommended that the Program return in one

year to report on progress made in the areas of concern identified in the Audit. A copy of the Audit Follow-up

Report, dated 2000, appears in Appendix B.

The 1999 Audit contained two recommendations. The first recommendation was based on the concern

that a potential trend was developing that entailed losing students between the time of acceptance and the time

classes begin. It was recommended that the Program set a goal of accepting 36 students with the expectation

that 24 first year students would begin the Program each Fall Semester. Efforts made towards increasing the

enrollment were detailed in the 2000 Audit follow-up report. From February, 1999 to April, 2000 several

outreach efforts were made in collaboration with the College’s recruiters. These outreach initiatives consisted

of the following:

1. Faculty visited two area high schools (Frankford and Bartram High Schools) and presented

information to the students about the Medical Assisting Program.

2. During Summer, 1999, a Health Careers Opportunities Program was developed and junior and senior

high school students were invited to attend. MA Program faculty met with the students to discuss the

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medical assisting career. In addition, a medical assisting workshop for junior and senior high school

students was held in March, 1999, November,1999 and March, 2000.

3. Faculty consistently participated in the College’s open houses (March 18, 1999, April 24, 1999,

October 2, 1999, November 10, 1999 and March 25, 2000) sponsored by the Office of Admissions and

Recruitment.

4. Students enrolled in the College’s Culture Science and Technology Program who had expressed an

interest in health care were contacted during the Spring 1999 and Fall 1999 semesters and informed of

the opportunities presented by the MA Program.

5. Materials describing features of the MA Program were developed and distributed college-wide during

the Fall 1999 and Spring 2000 semesters.

Those efforts helped to increase the number in the application pool but were not completely successful in

increasing the number of admitted students each Fall semester. To attempt to address this concern further,

follow up calls were made to the students who did not enroll to ascertain the reasons for their failure to

enroll in the Program. The reasons that emerged prohibiting student enrollment in the Program were

family responsibilities, health issues and financial problems. These reasons were deemed beyond the MA

Program faculty’s ability to affect a positive outcome.

The second recommendation of the 1999 Audit advised MA program faculty to update the equipment

utilized in the program in order to meet technological advances and increase clinical skill competency.

The Curriculum Coordinator has developed a plan each year to prioritize capital and operating budget

requests. Since the 1999 Audit the MA facilities have been updated to include equipment and supplies in

order to present a quality curriculum for the students.

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D. MA Program Revisions

The MA Program kept pace with the on-going changes in the field by revising the curriculum

periodically. So far, there have been five curricular revisions, in 1997, 2007, two revisions in 2008 and one in

2009. These revisions have been made to address changes in the MA accreditation Standards, to keep pace

with changes in the Medical Assisting Profession and to increase enrollment in the Program.

Revision of 1997: In 1997, the revisions were made to keep up with technological changes in health care,

managed care reform, and the increase in the scope of practice for medical assistants. Effectively, an

additional hour of lecture was added in three MA courses, which provided the time necessary to adequately

cover the increase in content that had accrued in the discipline over the previous two decades. A course in

Phlebotomy, CLT 102 was added to the Program’s curriculum to enable students to attain certification in

phlebotomy. The revision increased the credits needed for graduation from 62 to 65.

Revision of 2007:

Within the decade between 1997 and 2007, several policy and technology changes occurred in the medical

assisting field namely, increased use of software applications for the medical office, new compliance

requirements with the Health Insurance Portability and Accountability Act (HIPAA), and mandated revisions

in accreditation Standards. The revised outcomes based Standards issued in 2005 by the Medical Assisting

Education Review Board (formerly referred to as the Curriculum Review Board) of the AAMAE coincided

with the above changes. A heightened demand for short-term options in the workforce also added to the need

for the changes in the MA Program. The revisions were made based on close communication with clinical site

supervisors and advisory committee members, attendance at professional conferences by faculty, and

outcomes data collected from the graduates, the MA Program’s current students and employers. As a result of

this revision the following changes occurred:

• Revision of seven existing courses in the curriculum

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• Creation of a new course: MA 120 – Reimbursement Methodologies in Health Care, which replaced MA 151 – Medical Management I

• Removal of OA 141 – Keyboarding on Computers, and OA 110 – Professional Keyboarding as Program entry requirements

• Removal of HIT 106 – Medical Word Processing as a course in the curriculum • Provide a fast track of evening course clusters for individuals only interested in the administrative

components of the medical office. This revision was later replaced with the new Patient Service Representative curriculum as described below.

• The number of credits for the program was changed from 65 to 63 credits. Revisions of 2008

Prior to the most recent MA revisions the MA Curriculum Coordinator and Allied Health Department

Head created two new Allied Health Programs. These new programs, Health Services Management (HSVM)

and Patient Service Representative (PSVR), utilized medical assisting courses as well as courses in the former

Health Information Technology Program. Thus the idea was conceived to designate courses common to all

three programs as Allied Health (AH) courses. Courses specific to the Medical Assisting Program retained the

MA designation. The AH courses would thus be open to a wider student population and could increase

interest in the Medical Assisting Program. The following chart reflects the changes that were made:

Current Designation New designation HIT 105 AH 103 MA 112 AH 112 MA 120 AH 120 MA 104 AH 204 MA 220 AH 220 MA 260 AH 260 HSVM 222 AH 222 HSVM 224 AH 224

In January 2008 prerequisites to three MA courses were changed in order to ensure that students

enrolled in the Health Services Management and Patient Service Representative Programs met the course

entrance requirements. This revision also proposed that prerequisites for one existing MA clinical course be

changed in order for students to begin the Program throughout the academic year. Changes to the names of

MA courses taken by the HSVM and PSVR students were also made to reflect the broader scope in course

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content required by these curricula. Finally, AH 104 – Basic CPT Coding was revised and its credits were

increased from 2 to 3. This increased the credits required to graduate from the MA curriculum from 63 to 64.

In December 2008, the Program made minor curricular changes to comply with the College’s new

general education requirements and AH 260 – Supervisory Management in Health Care was deleted from the

core curriculum. In place of AH 260, AH 116 – Interpersonal and Professional Skills in Health Care was

added to the curriculum. AH 116 focuses on assisting students in developing skills needed to effectively

communicate and interact as health care professionals. The topic of interpersonal communication was

previously addressed in MA 110 – Introduction to Clinical Skills and was thus removed from the course due to

the creation of AH 116. In its place, the topic of emergency preparedness, a new competency mandated by the

Commission on Accreditation of Allied Health Education Programs (CAAHEP), was added.

Revisions of 2009

As a result of the College’s adaptation of the new General Education requirements, the MA Program

was required to add MATH 118 to the curriculum, thereby increasing the number of credits from 64 to 67.

This change was made for the 2009-2010 academic year.

MA Program graduates have expressed an interest in taking additional coding classes in order to be

eligible to sit for the American Academy of Professional Coders examination. This requires students to take

two additional courses, AH 108 – ICD-9-CM Coding and AH 211 – Professional Practice. AH 108-ICD-9-

CM Coding has been revised and AH 211-Professional Practice is currently undergoing revision. These

courses will be offered in the evening to meet the needs of the working graduates. It is anticipated that many

of the former HIT Program graduates will also be interested in taking these courses to sit for the credentialing

exam as the job market for professional coders is in high demand.

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All MA courses have been documented in compliance with the ACT 335 requirement and are

on file in the College’s Curriculum Facilitation Office. ACT 335 is a Pennsylvania Department of Education

Directive that mandates all courses offered by the College, for which FTE reimbursement is claimed, are to be

documented. Course evaluation forms are in existence for all courses.

E. Current Medical Assisting Curriculum

MA Program’s Mission, Goals and Objectives

The MA Program has a clear mission statement that drives the goals and objectives of the Program.

The MA Program’s Philosophy/Mission Statement is as follows:

• Fundamental to an effective learning process is our recognition that each student approaches learning

with a unique background of formal and experiential learning. Students represent the full range of diverse characteristics of the community.

• The Medical Assisting graduate of the associate degree program becomes a member of the medical

profession, practicing within the legal and ethical framework of the profession, identifying rules and regulations governing the duties and responsibilities of the Medical Assistant, recognizing political, economic and societal forces affecting the duties of the Medical Assistant, and using available resources to enhance individual personal development and learning.

• The central metaphor of education is growth. Educational growth is a process in which the learner as

an active participant is guided by the expert teacher. Faculty function as medical professionals, as facilitators of learning and as nurturers of students. Each faculty member takes seriously the teaching and mentoring roles, short term and long term.

• A variety of activities are engaged to foster learning by recall, problem solving, systematic inquiry and

analogy. The learner discovers generalizations by employing inductive reasoning, deductive reasoning and concept analysis to reorganize content and reconstruct concepts. The program of learning includes activities in the classroom, medical office laboratory, and clinical laboratory that assist students to achieve outcomes.

• The Medical Assisting Program believes that graduates must recognize the need for formal and

informal continuing education to maintain and develop their professional capabilities as a Certified Medical Assistant.

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The MA Program’s Philosophy/Mission Statement indicates its simultaneous recognition of the ever-

evolving needs for fully prepared MA professionals with technological, communicative and ethical skills, and

of the educational needs of the students that join the Program.

The statement conveys the Program’s recognition of the dynamic relationship between the teacher and

student that would allow each student to reach his/her full potential. In addition, every effort is made to

subsume the Mission of the Program under the College’s Mission and Vision. Last but not least, The Mission

and Goal Statements included in the Program’s Handbook indicate its recognition of its responsibility to

graduate fully prepared and capable graduates to be part of the region’s workforce.

Goals of the Program:

The Program goals are written in terms of student learning outcomes or competencies. They state that

each graduate of the Program will

• be accountable as a medical assistant for the quality and comprehensiveness of medical assisting procedures upon entry into practice.

• safely perform medical assisting procedures that require cognitive, affective and psychomotor capabilities.

• be comprehensively educated individuals: integrating knowledge from general education, biomedical science, medical assisting administrative, and clinical courses.

• attain certification as a Certified Medical Assistants (AAMA) by successfully completing the examination given by the American Association of Medical Assistants.

• respect the rights of patients, colleagues and other health professionals and will safeguard confidences within the constraints of legal, ethical and moral conduct.

• continue to maintain professional competence and utilize opportunities for continuing education and career advancement.

• exercise sound judgment, clear thinking and appropriate decision making abilities while serving the needs of the profession.

• function as competent medical assistants, within the limitations of that role as members of health care teams, in providing quality health care service.

Admission criteria: Students must meet the following requirements prior to admission into the Program.

• High school diploma or general education diploma (GED). • A minimum of one year of high school biology or Biology 106 or equivalent with C or better

grades in the past 10 years. • Applicants must demonstrate readiness for English 101 and Math 118 as determined by the

College’s placement tests or by successfully completing identified developmental course work.

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• Applicants with previous college experience must have a minimum of a 2.0 grade-point-average.

• All applicants must submit the results of a recently completed physical examination and immunizations, in addition to proof of a negative criminal background record check, child abuse clearance and drug screening.

Clearly, the admission criteria adhere to the criteria used for all college level programs while also taking into

consideration the specific requirements for the employment end of the Program. Students who apply to the

MA Program and who do not meet the entry requirements are placed initially in the Culture, Science and

Technology (CST) Program. When a student successfully meets the Program’s entry requirements, he/she will

petition for admission to the MA Program by meeting with an Allied Health counselor.

Course sequencing: The revisions of 2007 and 2008 ensure that recent advances in the health care profession

are fully incorporated into the curriculum. Course offerings are sequenced in a manner that is conducive to

the promotion of the desired learning outcomes and encouragement of students to reach their full potential.

The expected learning outcomes are defined in the form of competencies and are listed in the MA Student

Handbook. Further, course syllabi, student-teacher conferences and various evaluation instruments help keep

the targeted competencies at the forefront of the process of teaching/learning. The competencies are derived

from the Standards and Guidelines of the Medical Assisting Education Review Board (MAERB) of the

American Association of Medical Assistants’ Endowment (AAMAE).

To insure that the students have the required basic science foundation for the advanced MA courses,

they are required to complete basic science courses before beginning the second year of the curriculum. Other

performance quality control measures are that students must receive a grade of "C" or better in each MA and

AH course to remain in the Program, and no student is permitted to proceed into the second year of the

Program until all first year MA and AH courses have been successfully completed.

There are 13 specialized courses and seven general education courses in the MA Program’s

curriculum. In addition to classroom and laboratory components of the Program, students spend 328 hours in

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two different clinical externship experiences. Students progress through a carefully designed curriculum that

enables them to incrementally build a skill-set and integrate the knowledge acquired each semester with

previous knowledge. Foundation courses in the first year of the Program provide the opportunity for the

application of theory in the laboratory setting. In the second year, students enhance their entry-level skills and

knowledge in advanced level courses and apply them in a clinical setting.

Due to the diversity of the curriculum, there are three distinct areas into which the course content is

divided: the administrative, clinical, and financial components. The 100-level courses are sequenced so that

students gain the knowledge and laboratory experiences they need to eventually perform basic skills in the

ambulatory care setting. Initial objectives are designed to evaluate the student’s ability to provide competent

services in a professional manner. As students progress through this level, emphasis is placed not only on skill

acquisition but also on time management and professionalism, independent thinking and well-reasoned

decision making. The 200-level courses are sequenced to build upon the fundamental coursework and to fine-

tune their skill set. Table 1 in Appendix C contains the current course sequencing for the MA Program.

The accrediting agency requires the development of a comprehensive matrix in which all of the

required competencies are listed, the course(s) in which each competency is addressed, and the evaluation

methods for each competence is specified. Table 2 in Appendix C contains the MA Program Competency

Matrix as prescribed by the Standards of the MAERB.

Externship Experience: Externship experience is a major component of student learning in the MA

Program. Students participate in two externship experiences spanning a total of 328 hours. This far exceeds

the minimum 160-hour accreditation requirement for externship. Experience over the years has demonstrated

that students need the additional time at the clinical site to perfect their clinical skills with a variety of patients.

The first externship is a component of the CLT 102-Phlebotomy course, where students are assigned to a

hospital or outpatient laboratory for one eight-hour day a week, for thirteen weeks resulting in 120 clinical

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hours. The Clinical Laboratory Technician Program Director secures the clinical sites for the MA students’

phlebotomy externship. Currently, there are affiliation agreements with eleven hospitals and four clinics for

this externship experience. Each clinical affiliate has a separate clinical education agreement that covers the

responsibilities of both the College and the clinical facility, professional liability coverage and student health

policies. The externship sites include the following:

• Albert Einstein Medical Center • Fairmont Health Center • Frankford Hospital - Bucks • Frankford Hospital – Main • Frankford Hospital – Torresdale • Jeanes Hospital • Maria de los Santos Clinic • Main Line Clinical Labs at Bryn Mawr Hospital • Mercy Hospital of Philadelphia • Methodist Hospital • Nazareth Hospital • Northeastern Hospital • St. Mary’s Medical Center • Temple University Hospital • Veterans’ Hospital

MA 299 – Medical Assistant Externship is the other course taken in the final semester. Students enrolled in

this course are assigned to a primary care physician’s office or health care facility for four days a week, eight

hours each day, for seven weeks to prepare the student to enter the workforce as a competent professional. The

course prepares students for the workforce by having them participate in mock interviews, prepare a resume

and cover letter, attend a professional association meeting, and spend four days a week (32 hours) for seven

weeks (224 hours a semester) at a clinical site to gain hands-on experience in performing medical assisting

administrative and clinical skills. Prior to the externship experiences, students are taught and ensured that they

competently perform the medical assisting administrative and clinical skills in the MA laboratory. The MA

Program has affiliation agreements with 14 physicians’ offices/health care facilities for second year students’

to obtain their externship experience. These include:

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• Cardiology Associates • Castor Avenue Pediatrics • Chestnut Hill Family Medicine Associates • Dr. Stephen Cowen • Dr. J. Telegadis • Drexel University College of Medicine – Family Practice Associates • J. Edwin Wood Clinic • Miller and Boselli Internal Medicine Associates • Philadelphia College of Osteopathic Medicine – Cambria • Philadelphia College of Osteopathic Medicine – Roxborough • Regional Hematology and Oncology Associates • Temple University – OB/GYN Clinic • Temple University – Pulmonary Medicine • Thomas Jefferson University – Family Medicine Department

Students are formally evaluated in all clinical experiences at the completion of the externship. In MA

299, an additional evaluation form is completed at mid-semester. Students in MA 299 must submit a written

journal report that details their learning experience at the clinical site and summarizes their clinical experience

in the MA Program. The clinical facility is also given a competency skill check-off sheet to complete on each

student in MA 299.

At the completion of the externship, students complete an evaluation form that critiques their

clinical experience, the site and the supervisor. This feedback includes both qualitative and quantitative

components. The Curriculum Coordinator uses this information, along with data collected during the clinical

site visits, to determine whether a site is meeting the stated objectives. If it is determined that a site is not

fulfilling its requirements as an appropriate learning environment for a particular clinical rotation, the site may

not receive students in the future. When this happens, the Curriculum Coordinator discusses the identified

areas of weakness with the Clinical Site Supervisor. In the past when a clinical site was discontinued, it has

been related to reductions in the number of staff affecting the site’s ability to adequately supervise the

student’s experience, but not due to their imperfect service. During the time frame of this audit there has only

been one clinical site that has not met the needs of the students and was discontinued as a clinical site for two

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years. After discussion with the Clinical Coordinator the site changed policies and procedures and students

were once more sent to the clinical site.

In addition, for the past two years, during the fall semester of the second year, students have

participated in a health fair at the Philadelphia Osteopathic Medicine Center on Cambria Street. They perform

a variety of procedures which include: obtaining patients’ weight, performing blood glucose testing;

performing vision screening; providing patient education on topics of nutritional diets, exercise, and diabetes.

This activity has helped to build community partnerships and to develop students’ personal and professional

growth. This type of activity is required of all second year students.

Program Advisory Committee

The MA Program appoints and consults with its Advisory Committee members each year. Dr.

Kimberly Sabadish, a licensed family practitioner, had served as the Program’s medical advisor for 6 years

from 2001 to 2007. She was easily available to the Curriculum Coordinator and was consulted about curricular

and clinical changes throughout the year. For the 2008-2009 academic year, Dr. Charles Reed has been

appointed as the MA Program’s medical advisor. Dr. Reed is Chief of General Pediatrics and the Director of

Graduate Medical Education at St. Christopher’s Hospital for Children in Philadelphia. He is actively involved

in the AAMA professional organization, having served on its Certifying Board since 1991 and was a member

of the Task Force for Test Construction for over 15 years. Dr. Reed is a major advocate for medical assistant

professionals and an asset to the MA advisory committee with his experience and contacts in the community.

The current Advisory Committee has 16 members that are active health care professionals in the region. The

full list of the current Advisory Committee member s can be found in Appendix D.

The purpose of the advisory committee is to: “assist in identifying the training needs, changing labor

market conditions, and job openings; help promote the program and interpret it to the larger community;

support program evaluation efforts including being available for consultation during program accreditation;

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assist in locating resources; help in identifying speakers for special events; and identify employment

opportunities for graduates and cooperative education experiences for current students.” Representatives on

the advisory committee include: MA graduates; clinical site supervisors; clinical administrators; a medical

billing and coding specialist; Director of Career Services Center; a medical advocacy counselor; MA Program

faculty; and the medical advisor.

MA Program faculty and the medical advisory committee meet once a year. Minutes of these meetings

are on file in the office of the Vice President for Academic Affairs. Past topics of discussion have included

recruitment strategies; proposed curriculum revisions; student enrollment and graduation statistics; pass rates

on the AAMA certification exam; job placement and employment; accreditation process and self study

document; review of MA Program goals; and changes in the workforce to meet employers’ expectations

F. Instructional Methodologies

The Program’s philosophy recognizes the tasks of faculty members functioning as medical

professionals, facilitators of learning, and nurturers of students through the variety of activities used to foster

student learning, and by encouraging students to seek formal and informal continuing education experiences.

The MA Student Handbook describes the Program’s educational objectives as follows:

A variety of activities are engaged to foster learning by recall, problem solving, systematic inquiry and analogy. The learner discovers generalizations by employing inductive reasoning, deductive reasoning and concept analysis to reorganize content and reconstruct concepts. The program of learning includes activities in the classroom, medical office laboratory, and clinical laboratory. (p. 20)

Faculty members develop the syllabi and instructional activities in accordance with the requirements of each

course document. Faculty review the course goals, contents, explain their responsibilities as an instructor to

the students, and identify students’ responsibilities, including student conduct and attendance policy in the

syllabus and orally on the first day. This discussion establishes the foundation for classroom respect and

behavior management in each course.

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Faculty follow a carefully planned instructional design: information is first presented in lecture

format; the lecture class is then followed by the practical application of the material in the student laboratory

or through hands on activities. Techniques include traditional classroom methods such as lecture with the aid

of multimedia as well as hands-on activities such as role play, simulations, and case-studies. Where the on-

campus student laboratory cannot duplicate the clinical experience, the students are assigned to a clinical

facility to practice and enhance their skills.

Students are introduced to the concept of competency-based education on their first day in class, when

the instructor reviews the course syllabus. A list of competencies for each class is provided and students are

required to successfully complete each competency. As students begin to learn medical assisting,

administrative and/or clinical procedures in the course, the instructor further explains the principles of

competency-based education (standards, tasks, conditions) in order for them to strive and obtain the required

level of competence in each skill.

All efforts are made to ensure that students get adequate time to practice the required procedures

during the scheduled laboratory component of the course, which enables them to gain proficiency and

confidence prior to testing. Students needing additional practice prior to scheduled testing on the competencies

are required to meet with the instructor outside of lab time. Open laboratory time is scheduled for students

every semester. Students are strongly encouraged to take advantage of additional time to practice their clinical

skills. Administrative competencies are performed in the classroom as an assignment to be completed under

the instructor’s supervision or as a homework assignment. Students are required to achieve a minimum score

of 85% on all competencies in order to successfully pass the course.

The instructor is responsible for evaluating student achievement of medical assisting administrative,

clinical and general competency skills. Students are assessed by means of didactic, practical, and clinical

performance evaluations. In most MA courses, written examinations are given four to five times through the

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fifteen-week semester as well as a written final exam. Throughout the semester, faculty use various other

tools to assess the students' progress in each course. These include: quizzes, homework assignments, projects,

competency-check-off sheets, role-playing, mid-semester evaluations, instructor-student conferences and

evaluation forms. These tools serve as the means to determine if the student is ready to continue in the

Program for the next semester. Students who experience academic difficulty are referred to the College’s

Learning Lab or to meet with the instructor outside of class.

The Program is well equipped to prepare students with practical training through its externship

agreements. Externship/clinical sites are chosen and evaluated based on their availability and adequacy of

resources. The number of required sites changes each year, depending on student enrollment in courses with a

clinical component. Sufficient externship sites are currently available, although review and procurement of

new sites is an on-going process conducted by the Curriculum Coordinator. In MA 299, the choice of a

student for a specific externship/clinical facility depends on the student's specialty preference, faculty

determination of the readiness of the student to a particular site, and the facility’s agreement to uphold the

objectives and policies of externship.

The faculty aim to maintain the Program’s academic success by maintaining successful core practices

through monitoring students’ progress and mentoring them throughout the Program. For example, between

Fall 2000 and Fall 2002, 41 students took MA 110 – Introduction to Clinical Skills. In the subsequent course,

MA 115 – Medications and Medical Specialty Procedures, the same students took the course between Summer

I 2001 and Summer I 2003 with the same instructor who taught them in MA 110. Many of the students who

had taken MA 110 maintained or improved their grade in the subsequent course. Ninety-three percent of the

students improved their grade or maintained a “B” or above in MA 115. The reasons for this success, in

addition to the rigorous pedagogic practices may be due to the sustained interaction between the student group

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and faculty over two semesters without interruption. Naturally, getting acclimated and calibrating mutual

learning and instructional styles also contributed to the favorable results.

Instructional Activities

Faculty track innovations and incorporate the relevant ones into the curriculum and pedagogy by

attending professional conferences and workshops. Below is a sampling of some of the activities done in the

recent past.

In September 2005, the Curriculum Coordinator formalized strategies used in the past and developed a

Perkins-funded retention project. Fifteen MA students experiencing academic difficulties were identified by

their instructors. Each student was counseled on time management issues related to school, employment and

family. Appropriate referrals were made to the Learning Laboratory and the Counseling Department staff,

when necessary. Weekly mentoring sessions were held and additional assessment tools (e.g., quizzes) were

provided to students to evaluate the effectiveness of the retention strategies being implemented. Twelve

students (80%) benefited by improving their grades through the retention strategies that were implemented.

The strategies are still in effect and most student who avail themselves of the help improve their grades. For

the past four years additional retention strategies have been implemented as follow:

• One hour per week open classroom session

• Open laboratory sessions for additional practice

• Additional assignments for students to apply and practice competency skills

As a result of the activities implemented, out of 34 students, 21 students (62%) maintained their grade from

one semester to the next semester, 8 (24%) students improved their grade, and 5 (15%) students had grades

that were lower.

MA Program faculty create a classroom atmosphere that engages students in the learning process.

When appropriate, students engage in collaborative learning activities. Students are often provided with a copy

of the instructor’s lecture notes which are revised and updated each semester. This practice has been found to

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be beneficial to the students because it allows the students to have discussions with the instructor on the

content contained in the handout rather than spending class time writing down the lecture notes. The handouts

also contain supplemental material from a variety of other resources, not contained in their textbook.

In some courses, students are given weekly discussion questions that have been developed from their

handouts and textbook. Students must complete this assignment each week and this activity requires them to

read their textbook and handouts to answer the questions correctly. The assignment is graded and then

discussed in class in order for students to experience shared inquiry as a learning methodology.

Case studies are used in several classes that spur students to think in terms of evaluating situations

from all perspectives and making decisions based on what is best after considering all options. This activity

reinforces to students that decision-making is a process, not an impulsive reaction to a situation.

Each year students are required to complete a Learning Style Inventory. This practice was instituted

several years ago. Program faculty believe that traditional teaching methods and educational practices worked

well in the past, but for today’s students who display diverse abilities with very different expectations and

attitudes, new approaches to teaching are necessary. To effectively reach students and help them acquire the

needed information for a career as a medical assistant, students are required to understand the environment and

conditions which help them to learn successfully. After students have completed the Learning Style Inventory,

faculty discuss the results with the students and utilize this information throughout their course of study to

provide assignments, projects, and a classroom environment that are conducive for all students. MA Program

second year students complete a more comprehensive Learning Style Analysis

(www.creativelearningcentre.com/Products/Learning-Style-Analysis/Adult/). In this analysis, students print a

report that identifies four aspects of the learning environment that they can change to improve academic

success; three unique physical requirements needed for their mind to optimally function; six attitudes that can

help or hinder their learning; the best composition of the study group; and the best way for the students to

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receive instructions and information. This information not only benefits the students but also provides

valuable data for the instructor to use to optimize the learning environment for all students. A copy of the first

year students’ Learning Style Inventory is included in Appendix E.

Faculty also ensure that MA students develop an appreciation for their training through experiential

and service dimensions. A number of activities have been cited to document this effort. Each year since 2003,

the MA students have participated in the health fair organized at the College. This provides an opportunity for

the students to showcase their skills as medical assistants and provides service to the members of the College

community. Students were taken to St. Christopher’s Hospital for Children to spend time with and engage in

recreational activities with the children suffering from a terminal illness. The purpose of this activity was to

enable the students to experience the importance of the service aspect of medical assisting outside the

physician’s office.

The MA students have participated in the Walk for Hope and Making Strides, charities devoted to

combat breast cancer. Faculty and students enter the walk as a team and raised money through sponsors.

Donations raised in the past ranged from $500 to $1,000. This experience broadened the students’ awareness

of others less fortunate than themselves and showed them how time and donations could make a difference to

breast cancer survivors.

In Spring 2005, the Program created an award titled, “The Spirit of Medical Assisting” to recognize a

student for his/her leadership skills, academic excellence, community service, professional presence and

potential. This award was modeled after the AAMA national award. The monetary award and plaque was to

recognize a student for his/her excellent qualities that extended beyond the classroom.

In November 2004, a small research project was developed on diet and cholesterol that involved

collaboration between the medical assisting and dietetic students. The project was selected to be one of the

“featured” presentations during Career and Technical Education Week in Harrisburg, February 15-16, 2005.

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Students learned about collaboration and the importance of teamwork by taking part in this co-operative

project. Traveling in a van together as a group allowed the faculty and students to talk, share ideas, and

discuss the project and experience with one another.

In May 2005, MA students were required to participate in a mock exercise in collaboration with

personnel from the Department of Public Health in Philadelphia. Students portrayed “patients” and through

their portrayal, public health officials were able to ascertain the effectiveness and efficiency of their

emergency preparedness plan in dispensing medications. Students benefited from this exercise in learning all

the components necessary for emergency planning, in addition to identifying potential areas of concern (e.g.,

communicating with non-English speaking patients).

In January 2008, the first and second year medical assisting students took a trip to the National

Institutes of Health. The trip was funded in part by the Office of Student Activities and a micro grant through

the Academic Affairs Office. This field trip engaged the students in an activity that provided a positive

learning experience for them and also correlated with two of the CCSSE’s Benchmarks of Effective

Educational Practice, Active and Collaborative Learning and Student Faculty Interaction. As a result of the

field trip, the first and second year MA students began to communicate with one another more actively. The

first year students reaped the benefits of observing the unity the second year students share with one another.

The second year students served as excellent role models for the first year students. The students also share the

same career goal and the trip provided a foundation for friendships and mentoring opportunities to develop.

G. Impact of the recent revisions on the Program, Faculty, Students and the Department

The 2007 and 2008 curricular revisions brought about significant changes in the area of curricular

configuration and broadening the opportunities for students and faculty. Through the creation and approval of

the HSVR and PSVR Programs, the MA Curriculum Coordinator made changes to course designations and

prerequisites that have benefited all students enrolled in these curricula. Designating several courses under the

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title of allied health has increased students’ awareness of course options. Faculty teaching the courses have

increased students’ understanding of the multiple opportunities available to them as a student in various

programs. Since students from PSVR and MA are in classes with HSVM students faculty can use examples

from multiple career options to illustrate a point. Some AH courses (AH 112 and AH 120) have begun to

experience a small increase in student enrollment.

The changes made to prerequisites in some of the courses also eliminated previous barriers for students

in order for them to enroll in these courses. In AH 260: Supervisory Management in Health Care, the

prerequisites were AH 220: Information Management Systems in Health Care and MA 250: Medical Office

Laboratory Procedures. Since students in the PSVR and HSVM do not take MA 250 the prerequisites were

dropped to enable them to enroll in AH 260. Other changes that have positively impacted the MA Program

and the HSVM and PSVR Programs include:

• Originally there was only one on-line course and now there are an additional four courses

• Courses are offered in both the daytime and evening to accommodate students’ needs

• AH 116 meets the American/Global diversity General Education requirement for students to graduate

The change in prerequisites has not yet resulted in an increase in enrollment but with the growth of enrollment

in the new PSVR program an increase in enrollment is anticipated.

Impact on Students: Students stand to benefit from their time spent in college with the new revisions.

Changes were made in the number of prerequisites to three medical assisting courses to maximize

opportunities for qualified students to begin these courses earlier in their academic career in order to either

explore degree options (e.g. MA versus HSVM versus PSVR) or to facilitate their progress towards

graduation. In addition, prerequisites for a clinical course, MA 250 – Medical Office Laboratory Procedures

were changed in order for students to begin the MA Program throughout the academic year, an option that was

not available previously. Thirdly, changes made to the designation of some MA courses taken by the HSVM

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and PSVR students from “MA” to “AH” may increase their ability to seek employment in a wider range of

health related positions. These changes have also enabled the Department of Allied Health to offer certificate

of completion programs of less than 30 credits (e.g. Basic Coding Certificate, Insurance Billing Specialist,

Medical Office Assistant) to increase enrollment in courses and to encourage students to complete a degree

program.

Impact on faculty: The MA Program revision has allowed consolidation of faculty. Those who were

teaching in discrete specialties (e.g., Health Information Technology – HIT) are now considered generalists

teaching Allied Health courses. As a result of the courses being designated as Allied Health, advertising for

faculty with a broader skill set may increase the number of qualified candidates being hired to teach MA

courses. For example, an individual with a coding certificate credential and work experience would be

qualified to teach AH 104 – Basic CPT Coding, and he/she would not be required to be a Registered Health

Information Administrator, which was a required credential to be hired as HIT faculty.

H. Review and Analysis of the Curriculum

MA Program’s Accountability in the 2006-9 Curricular Revisions: The Mission, Goal and Objectives

Statements included in the MA Student Handbook indicate that the faculty are aware of the responsibility to

impart skills, knowledge, and values that need to be inculcated in the students. The MA Program’s description

of the course standards in accordance with the AAMA accreditation Board, and the use of input from all the

stakeholders involved, advisory board members, faculty, current and former students, in revising the

curriculum is in keeping with the College’s and the accreditor’s expectations.

Relevancy of Instructional Methodologies used: The pedagogic practices described above and the

mechanisms put in place by the Program ensure that faculty can execute their instruction diligently. They are

required to update their credentials in a timely fashion and several intermediate assessment tools instituted in

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the process of instruction, such as mid-semester evaluations, professional development events, faculty

evaluations by the students, and other oversight and support systems leave little room for lapses.

Program’s Alignment with the College’s Mission: In the process of this audit, several sources of data were

examined to assess the Program’s alignment with the College’s Mission and Vision. The goals of the MA

Program are in alignment with the College’s Mission and Vision Ideals. The College’s Mission Statement

affirms that all programs of study provide coherent foundations for college transfer, employment and life-long

learning, and prepare students to meet the changing needs of business, industry, and the professions. The

curriculum revisions described above indicate that the Program has identified the evolving needs of the

region’s healthcare industry in a timely manner and revised its curriculum so that the students are well

prepared with the gamut of necessary skills and knowledge ranging from patient care and use of technology to

knowledge of medical ethics and privacy laws. The revisions, thereby offer evidence that the Program’s long-

term goals are to be a productive source of the region’s workforce. The goals of the MA Program in terms of

providing a coherent foundation for employment, encouraging students to achieve self-fulfillment based on

service to others, and using best practices and learning outcomes to measure success closely align with the

College’s Mission.

One of the College’s Vision Ideals is that the College will provide superior programs that prepare

students to meet current and evolving labor market needs. Another is that the College will create a supportive

learning community that uses learning outcomes to measure success and design program improvements to

meet individual and group needs. Given the medical assistant’s need for the acquisition of a multitude of

skills, core courses of the MA Program are designed and structured so that the students entering the Program

with a little or no prior experience in the health care field can acquire them incrementally.

The Program’s MA Student Handbook and its components indicate its due recognition of the region’s

work force needs and translation of the same into achievable benchmarks in the form of its philosophy,

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educational goals and objectives. All of these continually alert students to the broader meaning of their

individual effort and success. In addition to designing its curriculum to comply with the College’s general

education philosophy and the career preparation goals, the MA Program also makes continued efforts to

remain vigilant of its pedagogic practices. These pedagogic practices and documentation of faculty

professional development activities show evidence that faculty help keep the instructional and assessment

practices aligned with the current developments in all the concerned knowledge fields: career, academic and

pedagogic. Similarly, the 2007 curricular revisions were consciously made with the goals of facilitating

increased access to students, offering fast-track certificate programs and updated courses that offer continuing

education to returning graduates. The students’ participation in health fairs and the organized field trip to the

National Institutes of Health done in the past two years demonstrate the Program’s efforts to create

opportunities for students to engage in experiential learning. These efforts are also in step with the College’s

Strategic Plan objectives relating to enhance quality, innovation and effectiveness in the delivery of academic

and student support services.

Community College of Philadelphia is a participating institution in the multi-year, national initiative,

Achieving the Dream. The goal of this initiative is to help increasing number of community college students to

earn a degree or certificate, or successfully transfer to continue their education. To this end, colleges are called

to have a student-centered vision, a culture of evidence and accountability, and a commitment to equity and

excellence. The MA Program supports these objectives in diverse ways.

• The Program’s goal statement is student-centered • The American Association of Medical Assistants’ Endowment (AAMAE) Standards,

implemented in the Program, focus on student competencies • The faculty are available at times outside of class to support the students and help them

become successful. • Faculty identify students’ learning styles during the first weeks of class and use this

information in developing assignments and with teaching methodologies. • The newly instituted fast-track course clusters facilitate employment opportunities for

students with diverse aptitudes and interests but do not limit them to only those with aptitude in laboratory skills.

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• Faculty show interest and take measures to update their credentials and seek opportunities to improve their pedagogic techniques.

A look at the articulation of the curriculum, the timely revisions and the designing of appropriate

pedagogic and assessment plans indicate that all of the described and documented efforts are appropriate in

setting and achieving the goals.

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II. FACULTY

The MA Student Handbook, informs students that

Faculty function as medical professionals, as facilitators of learning and as nurturers of students. Each faculty member takes seriously the teaching and mentoring roles, short term and long term. (p.20)

Each faculty member is assigned courses relevant to their expertise; each is professionally responsible and

accountable for fulfilling instruction in specific content areas, which are clearly defined in the course

descriptions and developed in strict adherence to the Standards stipulated by the American Association of

Medical Assistants’ Endowment (AAMAE). During faculty meetings, students’ needs are addressed to ensure

that all faculty are aware of barriers that might impede students’ success in the MA Program. Faculty also

share ideas for developing creative teaching material to enhance classroom experience for all students.

MA Program faculty are required to maintain a record of their current credentialing by the accrediting

body of their profession; consequently, through continuing education workshops held at national, state and

local conferences, and reading professional journals, they are able to stay abreast of new technology and

changes in the health care field. This collective knowledge is incorporated into the MA Program by ensuring

capital budget requests reflect state-of-the art equipment, updating course content, selecting current textbooks

for the students to purchase, and maintaining and updating software on the computers.

The MA Program is comprised of one full time and three part-time faculty members. Deborah D. Rossi is the full-time faculty member in the MA Program and serves as Curriculum Coordinator.

During much of the period covered by this Audit, there were two full-time faculty members; the second left

the College in August 2004. The Program had an unsuccessful search for a full-time hire in Spring 2007 and

Spring 2009.

Full-time Faculty Member

Deborah D Rossi, CMA (AAMA) Professor, Medical Assisting and Office Management

Head, Department of Allied Health

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BS, Southern Illinois University MA, Webster University

Ms. Rossi is the Curriculum Coordinator and fully meets the requirements necessary to fulfill the position. She holds a Bachelor of Science Degree in Health Care Administration, a Master of Arts Degree in Health Services Management and has taken courses in a doctoral program for Leadership and Innovation. She completed a certificate in Teaching Excellence in Higher Education in 2000, offered through Montgomery County Community College. She has extensive knowledge of current accreditation procedures and has served on the Medical Assisting Education Review Board (MAERB) of the American Association of Medical Assistants Endowment (AAMAE) for seven years: serving for two years as chair. Ms. Rossi currently serves as first vice chair of the Certifying Board of the AAMA.

Part-time Faculty Members

Aruna Rajagopalan, CMA (AAMA)

BA, Madurai Kamaraj University MA, Madurai Kamaraj University

Ms. Rajagopalan is a graduate of the College’s Medical Assisting and Office Management Program. She is a Certified Medical Assistant and has been employed as an adjunct faculty member since 1991: teaching MA 110-Introduction to Clinical Skills. Ms. Rajagopalan has worked as a medical office manager for three years and as a medical administrative assistant, at Thomas Jefferson University’s Cardiology and Family Medicine Department, for two years. Ms. Rajagopalan has also taught MA 115, Medications and Medical Specialty Procedures.

Annmary E. Thomas, EMT-P

BA, Seton Hall University M. Ed, Holy Family College

Ms. Thomas was hired in Fall 2006 as an adjunct instructor to teach AH 220-Information Management Systems in Health Care. Prior to coming here, she worked at Drexel University for 15 years in the Emergency Medical Services Program and attained the rank of Associate Professor.

Suzanne L. Singer, CMA (AAMA) BS, Richard Stockton College of NJ

MPH, Emory University Ms. Singer joined the MA faculty in Summer I, 2008, teaching AH 204, Medical Law and Ethics (formerly MA 104). She has been employed as a Healthcare Administrator of Office Operations for 22 years. She has extensive experience in project and policy development, maintaining compliance with state and local government agencies, and needs assessments. Ms. Singer is also a Certified Medical Assistant and is current through 2010. Her education and professional experience qualify her to also teach AH 112, Medical Administrative Procedures, AH 220, Information Management Systems in Health Care, and AH 260, Supervisory Management in Health Care.

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Other College faculty teaching core courses in the MA Program include:

Joyce Garozzo, RHIA BS, Temple University

MS, St. Joseph’s University

Ms. Garozzo is a Registered Health Information Administrator (RHIA), a Registered Health Information Technician (RHIT), and a Certified Coding Specialist (CCS). She is an Associate professor at the College and has been teaching courses in the curriculum for over 25 years. Ms. Garozzo’s extensive knowledge and work experience qualify her to teach AH 103, Medical Terminology, AH 104, Basic CPT Coding, AH 120, Reimbursement Methodologies in Health Care, and AH 265, Human Disease and Treatment.

Regina Strupczewski, RHIA, CCS BS, Temple University

MS, St. Joseph’s University

Ms. Strupczewski is also a Registered Health Information Administrator (RHIA), and received certification as a Certified Coding Specialist (CCS), and as a Certified Coding Specialist – Physician Based. She has been employed at the College in the Health Information Technology Program since 1981 and currently teaches allied health courses. Ms. Strupczewski, whose qualifications are similar to Ms. Garozzo’s, also teaches AH 103, Medical Terminology, AH 104, Basic CPT Coding, AH 120, Reimbursement Methodologies in Health Care, and AH 265, Human Disease and Treatment.

Robin Krefetz, MT (ASCP) BS, Rutgers University

M. Ed., Rutgers University

Ms. Krefetz is the Curriculum Coordinator of the Clinical Laboratory Technician Program and she has been employed at the College since 1982. She received credentialing as a phlebotomist in 2005 and also has credentials as a Medical Technologist and Clinical Laboratory Scientist from the American Society of Clinical Pathologists. Ms. Krefetz’s education and work experience qualify her to teach CLT 102, Phlebotomy.

Lynn Schaaf, MT (ASCP) BS, Penn State University

MS, Drexel University

Ms. Schaaf has been a full-time instructor in the Clinical Laboratory Technician Program since 2003. She worked as a clinical microbiologist for 13 years. She is credentialed as a Medical Technologist through the American Society of Clinical Pathologists. Ms. Schaaf’s extensive background and education also qualify her to teach CLT 102, Phlebotomy.

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To help facilitate the clinical component of the MA Program, the Practicum Coordinator, Ms. D. Rossi,

visits each site at least once during the student’s rotation to discuss expected course competencies, monitor the

student’s progress, insure the student evaluation forms are completed in a timely fashion, and appraise the

site’s suitability for continued affiliation. The Practicum Coordinator also contacts the clinical site supervisor

approximately once a week to stay abreast of the students’ progress.

As preparing graduates to work in the health care industry requires faculty to be attentive to the

constant changes in the field, active involvement in the professional organization at the national, state and

local levels and a commitment to maintaining continuing education credits in a variety of content areas every

year has provided an avenue for the faculty to stay abreast of changes in the profession and the needs of the

health care employers.

The Certifying Board of the AAMA requires Certified Medical Assistants (CMA) to obtain a minimum

of 60 continuing education credits every five years in order to retain their CMA credential. Appendix F

contains a list of the education credits that faculty have recently obtained. In addition to the individual faculty

updating their content area skills and training, attention is also paid to the development of pedagogic and other

higher education related matters integral to the development of productive and caring citizenry.

MA Program faculty are required to maintain a record of their current credentialing by the accrediting

body of their profession; consequently, through continuing education workshops held at national, state and

local conferences, and reading professional journals, they are able to stay abreast of new technology and

changes in the health care field. This collective knowledge is incorporated into the MA Program by ensuring

capital budget requests reflect state-of-the art equipment, updating course content, selecting current textbooks

for the students to purchase, and maintaining and updating software on the computers.

For matching the content area development with changes in the field of teaching, faculty take small

courses, attend workshops, and engage in practitioner research. Ms. Rossi completed a course titled,

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“Preparing Schools for the Culturally Diverse Environment” and has applied educational strategies in the

classroom that would cater to the diverse styles of the students. In addition, for students’ success in their

service-based careers, course modules are developed to raise their awareness of cultural diversity and its

effects on individual’s responses to societal codes and norms. In an assignment, students are required to

answer questions on diversity and must complete a small research project on an ethnic group’s health care

philosophy. The topic of therapeutic communication has been expanded to incorporate more information on

interacting with patients from diverse ethnic groups. The topic of interacting with diverse populations is

addressed in several MA and Allied Health courses.

MA faculty are required to take a Teaching Style Inventory to assess their strengths and weaknesses as

instructors. (www.creativelearningcentre.com/Products/Teaching-Style-Analysis/). During faculty meetings,

students’ needs are addressed to ensure that all faculty are aware of barriers that might impede students’

success in the Program. Faculty also share ideas for developing creative teaching material to enhance

classroom experience for all students.

C. Review and Analysis of the MA Faculty

A review of the documented faculty credentials and reported professional development activities are

quite adequate in meeting the instructional needs of the MA Program. The diverse activities that the faculty

incorporate into the curriculum demonstrates the application of professional development to student learning

outcomes. However, having only one full-time faculty member in the Department places limitations on what

can be accomplished in the future.

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III. FACILITIES All of the required courses are offered at the College's main campus, and many of the Program's

support courses may be taken at the College's regional centers and neighborhood sites.

The MA laboratory is located on the first floor of the West Building, W1-22, and has an adjacent

storage room. The laboratory is designed to accommodate [no more than] ten students enrolled in the MA 250

– Medical Office Laboratory Procedures course and twelve students in MA 110 and MA 115 courses. It was

remodeled in 1987 to simulate a physician's office and enhance the learning experience for students. The

design of the lab supports the three major activities conducted in the setting: medical laboratory procedures;

clinical skills development; and office administration techniques. In recent years, using grant funds, this

laboratory was upgraded to a state-of-the-art facility.

The laboratory is equipped with an AV screen and a melamine board. There are five computers for

student use in the lab, with a laser jet printer. There are four Dell GX 270 Pentium 4-2.26 GHZ computers

with 512 MB memory, each with a DVD and 17” flat panel monitor. The other computer is a Dell GX 240

Pentium 4-1.7 GHZ with 128 MB memory, a DVD, and 17” CRT monitor. The College has a 36-month lease

replacement plan with Dell so the computers are upgraded every three years. The software includes: Medisoft;

Windows XP; Microsoft Office; Internet Explorer; Adobe Acrobat; Flash; Shockwave; and Windows Media

Player.

The Program has benefited from the purchase of equipment, using Perkins Local Plan funding.

Through this source, the Program has acquired microscopes, phlebotomy chairs, a refrigerator, a blood

pressure simulator with speaker system, Lifeform breast examination simulators, two wheelchairs, a

hematology analyzer, portable clinical analyzers, and other pieces of equipment. Using Perkins grant funds,

the Program has purchased the following additional items:

• four Puritan Renaissance spirometers • three Burdick Eclipse LE electrocardiographs

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• a Cell-Dyn 1200 • three Cholestech machines • four pulse oximeters • nine microscopes • four injectable mannequins • four refractometers

Capital purchases for the Program through Perkins-funded monies can be found in Appendix G.

Lectures are held in standard classrooms that seat thirty-six students. Each classroom is equipped with

a table or podium, blackboard, and AV screen. The Director of Academic Computing has indicated five levels

of technology-enhanced classrooms available for faculty use on campus as follows:

• Level One classrooms provide a data jack so faculty may bring a laptop computer to class and access the Internet and retrieve documents and digital presentations from either a local or a network drive.

• Level Two classrooms provide an electronic wall plate connected to a ceiling-mounted digital projector. This allows faculty members to project images. A VCR or DVD player, laptop computer or audio CD may be used.

• Level Three classrooms provide an electronic podium equipped with a VCR, DVD/CD player, laptop computer, document camera, tower computer with a flat panel display, and audio amplification system connected to a ceiling-mounted digital projector and wall-mounted stereo speakers all controlled through an easy to use one-button control panel. These rooms allow faculty to completely integrate any number of multimedia elements into their classroom presentations.

• Level Four classrooms provide each student with a computer workstation and in-room printing along with the instructor’s PC station.

• Level Five classrooms provide the full podium described above in Level 3, along with individual student computer workstations and in-room printing.

Every classroom at the College is at least a Level 1 classroom. MA faculty routinely use Level One and Level

Four classrooms.

Students have access to computers in several locations throughout the College. The Learning

Laboratories in the Bonnell and West Buildings, and the Library, all have computers where students may use

the word processing capabilities or access the Internet. The MA laboratory has five computers for word

processing, Internet access and software use. Students may use these computers when there are no classes in

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the MA lab, upon request. The former HIT Laboratory (W2-18) is also available to MA students and has

specific software programs installed for the Medical Assisting students to utilize.

The College Library has computer stations where students may access the online catalog as well as full

text periodicals and other materials via the Internet. Students may also access this resource from the MA

laboratory and at off-campus sites by using a designated password. Within the Library and the MA laboratory,

all terminals are connected to a printer.

In addition to hard copies of books and journals, the Library subscribes to EBSCO host, an online

database that provides abstracts and full text articles for journals in academic and allied health-related fields.

The Library added CINAHL (Current Index to Nursing and Allied Health Literature) to its databases in Fall

semester 2002.

An additional reference library is maintained in the MA laboratory. The Program maintains current

subscriptions to CMA Today, The Journal of Medical Practice Management and Medical Group Management

Journal. Students are required to use these references for related course work. Each faculty member also has

reference books in her office and makes them available for student use.

There are courses in the MA curriculum that require the students to use a computer classroom. These

courses include:

• AH 104 – Basic CPT Coding • AH 112 – Medical Administrative Procedures • AH 204 – Medical Law and Ethics • AH 220 – Information Management Systems in Health Care • AH 265 – Human Disease and Treatment • MA 299 – Medical Assistant Externship

To date, these courses have been scheduled through the Office of Academic Computing or with the College’s Classroom Scheduler.

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IV OUTCOMES AND ASSESSMENT

The Program objectives, outcome-based standards, curricular offerings, pedagogic practices, faculty

credentials, and facilities have been detailed in the earlier sections. In addition, the narrative has also clarified

how the Curriculum Coordinator and her cohorts maintained the currency of the Program’s curriculum and

pedagogy by keeping track of changes and advances in the health care delivery systems, soliciting advisory

committee member recommendations, networking while attending professional conferences, and updating

credentials through continuing education activities. In the following discussion, related assessment practices

along with the outcomes are presented.

A. Assessment of Curricular Validity

MA Program students are asked to evaluate the course, its instructor and the externship effectiveness.

Faculty are required to evaluate the courses they teach at the end of each semester. The results of these surveys

are aggregated each semester and the findings are discussed at a faculty meeting. Outcome related changes in

teaching methodology, textbooks, and content sequencing within the course are some of the goals of these

evaluations. Completed survey tools are kept by the Curriculum Coordinator for a minimum of five years. The

specific number and types of evaluations done in the MA Program are listed and discussed below:

1. Mid-Semester evaluation of the course delivery by students 2. End of the semester evaluation of course effectiveness by students 3. End of the semester evaluations of course effectiveness by faculty 4. End of the semester student evaluations of instructor quality by students 5. End of the semester evaluations of externship site by students 6. Evaluation of students by Externship site

The data collected enable MA Program faculty to assess the strengths and weaknesses of the Program, and

make necessary changes. Appendix H contains copies of the assessment surveys mentioned above.

Mid-semester course evaluation by Students: In 2005 a mid-semester course evaluation was created to

enable students to provide feedback on the MA Program courses. Students complete this evaluation survey

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during the seventh week of the semester. The evaluation form identifies the topics covered, the instructional

methods used over the first seven weeks of class, and asks the students to provide feedback to the instructor. It

includes questions on course’s content, instructional effectiveness, textbook usage, and the validity of

assignments. The instructor reviews the responses and encourages students to meet with her to address areas

of concern. Modifications, if warranted, are made to meet the group as well as individual student needs to the

extent possible. This tool provides an opportunity for faculty to maintain an open dialogue with students and

to ensure that the learning environment meets the needs of the students.

In 2006, the survey items were revised to achieve a more precise outcomes assessment. In comparison

with the older surveys, the revised ones are more clearly worded and elicited more meaningful data. A review

of five mid-semester evaluation surveys done between 2007-2008 semesters indicated the following trends:

1. The majority of the students are satisfied with the coverage of topics in lectures, provision of written

lecture notes, discussion questions, supplemental handouts and assignments. The provision of lecture

notes, supplemental handouts and regular quizzes in preparation for the tests were given a positive

endorsement by 95-99% of students across all classes.

2. All students favored lab courses with hands-on activities, and theory courses that used case-studies,

and interactive exercises with problem-solving, role-playing, or interfacing with a simulated computer

program.

3. About 55% percent of the students reported that they did not read the textbooks to supplement the

teacher provided lecture notes. In the surveys of MA 250 and MA 112, 11 out of 17, and 5 out of 17

students respectively reported not using the textbook. The reasons stated include difficulty in

understanding the textbook language and the amount of time it takes to do the reading. Their

preference was to receive prepared lectures, handouts, and discussion questions. Appendix I contains

actual statements from the surveys.

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Providing students with lecture notes was one of the major modifications made in the pedagogy in response to

the continual reports of this nature over a series of semesters and other indicators on the matter of textbook

usage, the faculty now provide written lectures in order to help weaker readers as well as those pressed by

time limitations. Not to seem to be endorsing the reliance on the notes as substitutes for comprehensive

information in the textbooks, faculty routinely encourage and remind students of the importance of reading the

text book chapters by assigning homework assignments which necessitates the need for students to use their

textbooks. Lecture notes supplement the textbook by providing additional information to the students and

help to focus the students on the essential information. Students tend to rely more on the lecture notes than the

textbook and some actively resist reading the textbook.

In the Spring 2007 survey, 10 out of 17 MA 112 students indicated that they needed more time to

practice their lab skills. One change made to MA 112 in Fall 2007 was to incorporate the use of a “Virtual

Medical Office” which allows students to practice the administrative skills in a “real-life” simulation, thus

addressing their need to practice longer lab skills. This software program provides the opportunity for students

to practice skills at their own pace and time, and has proven to be effective. This ancillary resource has

increased the students’ understanding of the material and their ability to apply their knowledge in “real life”

situations. Surveys from MA students cited the need for additional time in MA 299 – Medical Assistant

Externship; in response, an additional hour of lecture was added in Spring 2008, and it provided the time

necessary to better meet the course objectives.

Another attempt to address student concerns indicated on the mid-semester evaluations, albeit one that

did not get positive reception from students, was the offer to meet with instructors outside of class time.

Across the courses reviewed, only 30% of the students said they routinely met with the instructors outside of

class time for additional help.

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End of the semester Evaluation of course effectiveness by students: In the standard evaluation form

administered by the Department of Allied Health, students are asked to evaluate seven categories that address

the syllabus, course objectives, textbook, reading assignments, homework assignments, quizzes/examinations,

and adequacy of course material in preparing students for subsequent courses. Students are also asked to

comment on what they liked and disliked about the course and what changes would they like to see that would

improve course effectiveness. From 2006-2008, approximately 90 % of the students have indicated that the

1. Syllabus and course objectives explained what the students were expected to learn and

2. Types of activities they were to perform in the course were helpful and appropriate

3. The textbook was written at an appropriate level;

4. Reading and homework assignments reinforced the lecture material;

5. Quizzes and examinations assessed what the students learned throughout the course;

6. Course material adequately prepared them for subsequent courses at the College;

7. Assignments and examinations are appropriate.

Students reported that they liked the practice-based, hands-on laboratory classes the best. Comments

provided for what the students did not like about the courses included: not enough lecture time, doing research

projects, and the difficulty level of the examinations. Very few students saw the need for changes. The few

suggested changes included increasing the amount of lecture and lab time; hiring a teaching assistant; and

providing more hands-on activities such as role playing, problem solving, and computer simulations in some

courses.

Some students indicated that they experienced difficulty with the textbooks. For example, in at least

three courses offered in the year 2006, 3 out of 8 students reported difficulty with textbooks; the same number

of students also indicated they thought the number of assignments and exams were too many. In response to

the concern regarding the difficulty of the textbooks, new textbooks have been adopted for several of the

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courses. Appendix J contains the responses of the students to the end of the year course effectiveness

evaluations.

Evaluation of Course Effectiveness by faculty: All MA and AH courses in the curriculum are evaluated by

faculty. Faculty teaching courses in the MA curriculum have evaluated MA110 – Introduction to Clinical

Skills, MA 115 – Medication and Medical Specialty Procedures, MA 250 – Medical Office Laboratory

Procedures, AH 112- Medical Administrative Procedures, AH 220 – Information Management Systems in

Health Care and AH 260 – Supervisory Management in Health Care, AH 103- Medical Terminology, AH

204- Medical Law and Ethics, AH 104 – Basic CPT Coding, AH 265 – Human Disease and Treatment.

In general, faculty commented on the amount of instructional time necessary for lecture and

laboratory skills development, opportunities for reinforcement through practice, field trips and guest lectures,

provision of advanced instruments for enhancement of learning, changes in course sequencing or

prerequisites, and making courses offered to multiple Allied Health majors more efficacious.

Regarding instructional time available for lecturing, the general consensus is that a minimum of 1.5

hours is needed prior to taking students into the laboratory experience. Or as in the case of AH 260-

Supervisory Management in Health Care, lecture time was deemed more crucial than the lab component.

Effectively, the lab component of AH 260 was dropped and the lecture hours were increased from two to

three. Currently class time is spent on proven hands-on interactive exercises that enable the students to gain

and retain the information more successfully through these types of exercises. More user-friendly computer

software based lessons are also being used.

To resolve the need to spend more time on laboratory skills in order to provide adequate

reinforcement, faculty recommended providing students with instruments such as software for simulated

practice, as well as provision of instruments such as a stethoscope and sphygmomanometer for practice at

home. This would solve the problems that arise from not having sufficient practice/reinforcement

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opportunities, and with readily accessible materials, students can continue the practice beyond the confines of

the laboratory at the College.

In courses that are not heavily lab oriented but needed additional reinforcement of concepts beyond

lecture, faculty suggested expanded learning opportunities via field trips to locations, inviting practicing

professionals as guest-lecturers to the class, and the purchase of more sophisticated equipment. These

suggestions are illustrated further by a sampling of faculty suggestions as follows:

• Students are not making a connection between class, work, and field experience. Trips to clinics to see what a medical assistant does may help.

• Have American Academy of Pediatrics [person] come in for lecture on pediatric immunizations (recommendations for guest lecturers also mentioned the Medical Law and Ethics course)

• Purchase equipment that will assist students in grasping anatomy of ear and eye examinations • Purchase equipment to assist students in better understanding ECG lead placement and interpretation

of common arrhythmias • Request for increased funds for the supply budget as the reagents for POCT is expensive and students

need more than one opportunity to practice a test. • Maintain currency of equipment purchased for the course as technology increases rapidly in this area. • Find more software applications for students to be able to use outside of class which will assist them to

better understand and visualize hematology, chemistry, microbiology and urinalysis testing All of these recommendations have been implemented with the exception of increasing the software applications for students to use outside of the classroom. The Curriculum Coordinator is in the process of investigating different types of software to comply with this recommendation.

MA Program faculty made the following recommendations regarding the sequencing of courses and/or

course prerequisites:

• Students should be able to take this course (MA 115 – Medications and Medical Specialty Procedures) without having completed MA 110 as the two courses do not overlap one another. This will give students the opportunity to start the Program prior to September.

• Discontinue the ECG externship as the type of clinical experience is limited and clinical sites are more

interested in students performing both administrative and clinical medical assisting skills. These two recommendations have been implemented and the enrollment in MA 115 increased for Spring 2008. There was no change in enrollment for Spring 2009 due to options presented by the PSVR and HSVM programs.

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Over the past five years, faculty have determined, by monitoring the success rate of students who did

not have the prerequisite, that students do not have to complete Biology 110 prior to registering for MA 250 –

Medical Office Laboratory Procedures course. As a result, in the most recent MA curriculum revision, the

prerequisites for the course were changed to Biology 109.

Faculty also suggested that courses that serve students from different allied health programs be

redesigned to include a broader perspective. Hence MA courses that met this standard were re-designated as

AH (Allied Health) courses to indicate that they were open to different allied health populations of students.

These changes were the result of the MA Program faculty course effectiveness evaluations that produced the

following comments:

• There is a great deal of material in this course that includes both administrative and financial components of a medical practice. Because the students are not just MA students, the MA 112 course content needs to be broadened to address other student populations (Patient Service Representatives and Health Service Management).

• The MA 112 course should be taught on two days rather than three days a week because there is not

enough time to perform some of the skills in class. Although a lab would be helpful for students to work on some of the administrative tasks, it is not feasible for the course. Faculty need to make themselves available to students outside of class to work with them for additional support with the course content.

• Challenge is finding a textbook that is ideal for the MA 112 course that is not specifically geared to

MA students but that covers all components of the course. • This course (MA 112) could be developed for online format.

• The major challenge associated with the AH 120 course is finding a textbook which meets the

objectives of the course and its student populations. Faculty have indicated that due to the diversity of students in the course (Health Services Management, Patient Service Representative and Medical Assisting students) the scope of the reimbursement must be expanded to cover the needs of each student group.

Most of the above recommendations have been implemented. Finding the appropriate textbook that meets the

broad range of course objectives has been challenging but the Curriculum Coordinator continues to meet with

textbook representatives to determine what may be possible. In addition, Faculty teaching the course have

47

given the students additional material to supplement the course. The Curriculum Coordinator is in the process

of creating an on-line version of MA 112 which will be ready Spring 2010. Appendix K contains the

summary results of the surveys.

. End of the Semester Student Evaluation of instructor quality: For teaching evaluation purposes, the

Department of Allied Health created a form titled, “Student Evaluation of Faculty Teaching”. The evaluation

addresses five areas which include:

• Teaching Methods/Preparation • Instructional Delivery/Professionalism • Student Support • Assessment • Overall Instructor Effectiveness

MA Program faculty have consistently been ranked by the majority of the MA students with a positive rating

in the each of the above categories indicating that overall faculty are effective instructors in the classroom and

students are satisfied with their learning experiences.

“The instructor really made the information come clear with real life examples along with her vast knowledge of the subject matter.” “This class has been fun as well as educational. Mrs. Rossi is an inspiration to her students and we have all benefited from this experience.” Mrs. Rossi is a wonderful teacher and a wonderful person. She makes sure we learn what we need to know. She is always there to help.” “Best teacher I’ve ever had.”” Class is amazing.” “I like the in class discussions and writing assignments.” “The course itself was very interesting. It was a lot to learn.” “Professor Singer was interactive with the class. She explained and discussed everything in the textbook.”

In a few instances a smaller percentage of students have indicated some concerns about a few part-time faculty

members. The Curriculum Coordinator has addressed those concerns with the faculty member in question.

End of the semester Externship Site evaluation by Students:

MA students have consistently rated their externship course as excellent or good in providing a

valuable learning experience in which they are able to perform medical assisting skills. The majority of

students (84%) have also indicated that the sites have exceeded or met their expectations and they would

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recommend the use of the clinical site in the future. A few students (20%) commented that the administrative

and laboratory procedures experiences were not as available to them as they would like. More and more

externship sites are limiting the number of administrative procedures they allow students to perform due to

HIPAA regulations and the increase in the number of offices/clinics that are outsourcing the financial aspects

of the medical practice. The clinical site supervisors and staff are viewed by the students as being helpful,

responsive, and cooperative which demonstrates the collaborative affiliation that exists between the externship

site staff and MA Program faculty. Students also indicated that the externship sites provided them with

opportunities to develop human relation skills, develop communication and critical thinking skills, and solve

problems thus preparing them to meet employers’ expectations as entry-level medical assistants. The MA

Program faculty continue to establish new clinical affiliations which will provide a fuller experience to the

students.

The selection of externship sites follows a well established procedure that involves a Practicum

Coordinator, input from the advisory committee members and efforts made to follow the accrediting agency’s

guidelines. A summary of the students’ evaluation of the MA Externship course and the Externship sites can

be found in Appendix L.

Student performance evaluations by Externship (Clinical) Site Supervisors:

The externship course in the Program is MA 299- Medical Assistant Externship. Over the past seven

years, the clinical site supervisors have rated the externs as excellent or good in each performance skill and

professional attributes with the exception of one student who scored low on punctuality. All supervisors felt

the College is successful in educating the medical assisting students to embrace and demonstrate the

knowledge and skills of the medical assistant professional. It was unanimous that the supervisors felt students

were able to meet the objectives of the course and that the objectives were clear. The clinical site supervisors

felt that there was an adequate amount of communication between the clinical site and the MA Program’s

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Practicum Coordinator and that the evaluation forms are easy to understand and complete. This positive

response is further demonstrated by their willingness and interest in offering future students an externship

position at their sites. The surveys indicate that the medical assistants placed at the externship sites adequately

perform a wide range of clinical and administrative skills. (See Appendix M)

B. Outcomes Measurements for the MA Program

Average Graduation GPA and Graduation rates:

The mean semester grade point average (GPA) for Program students between the Fall 2001 and the Spring

2006 semesters ranged from 2.25 to 2.89. The overall mean semester GPAs was 2.54. To remain in the

Program, a student must maintain a grade of “C” or better in all required core courses and an overall GPA of

2.0. Program students completed most (average = 90.58%) of the credits they attempted in the semesters

studied (see table 3, Appendix N). During the 2002 to 2008 academic years, the Program graduated 67

students. The number of AAS degrees awarded per year ranged from 8 to 13 and students finished with a

mean GPA of 2.88 (See Table 4 in Appendix N). In addition to the fact that initial enrollment in the program

has not reached a maximum number, some students change their mind about pursuing a career as a Medical

Assistant and switch programs before graduation.

Certification Pass Rates Program graduates are eligible to take the Certified Medical Assistant (CMA) certification examination,

administered by the American Association of Medical Assistants (AAMA). Although certification is not

always required for employment, becoming a CMA gives the graduate a professional edge, increases her/his

prestige among peers and employers, provides enhanced job security, and greater career advancement

opportunities. Beginning year 2009, the certification examination is mandatory and all MA Programs are

required to appoint a credentialing coordinator and offer a course in preparation for the examination. Up until

now, coaching for the exam has been offered on an informal basis as part of a MA course. MA students have

50

passed the certifying exam at a rate consistently exceeding the national pass rate. For five out of the nine years

100% of the MA students passed the exam. Over the past eight years, the average overall pass rate for

Program graduates has been 91%, in comparison with the national average pass rate of 65%. Upon successful

completion of this exam, graduates are awarded the Certified Medical Assistant (CMA) (AAMA) credential.

(See Table 5 in Appendix N)

Some Program graduates have also opted to sit for the national certification examination given by the

American Society of Clinical Pathologists (ASCP) in phlebotomy. From the Spring 2007 and Spring 2008

graduating classes, five MA students have taken the ASCP examination in phlebotomy and all have

successfully passed it. Their scores have ranged from 550 to 575 that far surpass the required passing score of

400. Furthermore, for the past five years, 20 to 50 percent of the class graduates have continued their

professional education in healthcare fields that include nursing, physician assistant, and health services

management. Some Program graduates have transferred to and graduated from four year institutions such as

Drexel University, Philadelphia University, Holy Family University and LaSalle University.

Retention Patterns

One available indicator of persistence is the percentage of students who are enrolled in the Fall

Semester and return for the following Spring semester. Another is the percentage of students who are enrolled

in the Fall semester and return for the subsequent Fall semester. The persistence rate of MA students from the

Fall to Spring semester has been comparable to those students in all health career programs. From Fall 2002 to

Spring 2007, on average, 78.5% of the MA students persisted from the Fall to the Spring semester in

comparison to the 73.5% of all health career students. A few (2.9%) of the MA students elected to return to

the College but in a different major and an average of 17.8% failed to return. Of those who failed to return in

the Fall semester, only a very small percentage (< 1%) can be accounted for by the fact that the students

graduated in the Fall semester. (See Table 6 in Appendix N).

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The persistence rate from Fall to Fall for the MA students (average = 42.2%) is comparable to that for

all students in all the health career programs (38.6%). On average, 18.9% of the MA students who did not

return the following Fall semester graduated from the college whereas 11.3% of all health career students who

did not return the following Fall semester graduated from the College (See Table 7 in Appendix N).

The Curriculum Coordinator has collected data regarding student who leave the program before

completion. From 2000-2008 the data showed the following reasons for early departure from the program:

1. Experienced academic difficulty 17% (16/132)

2. Decided to change their major 31% (41/132)

3. Transferred to another school 5% (6/132)

4. Financial Aid problems prevent continuing 5% (6/132)

5. Experienced personal problems 6% (8/132)

Beginning January 2009, the Curriculum Coordinator in collaboration with a CLT faculty member have identified ESL students in these Programs and engaged those who were interested, to participate in a weekly workshop, designed to enhance their academic, clinical and communication skills. There are two MA students participating in addition to three to five CLT students. The project was begun due to the fact the MA Curriculum Coordinator noticed a discrepancy

between the student’s verbal performance in class and their poorer performance on written tests. The

Curriculum Coordinator also wanted to identify common medical phrases (e.g. the blood pressure cuff should

fit “snuggly” around the arm) that may not be familiar to these students. The students’ performance has

steadily improved throughout the semester.

Employed graduates’ job satisfaction survey results:

Nine months after commencement, a standard questionnaire is sent by the Office of Institutional

Research to all graduates of the Program. Part A of the questionnaire asks graduates of the MA Program

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about their field of employment, annual salary, satisfaction with their academic preparation among other

things. Most former students (96.4%) who returned the surveys expressed their full satisfaction with the MA

Program and the employer survey responses match those of the graduates. Table 8 in Appendix N shows that

many of the students completing the MA program find employment in the medical assisting field (71.4%) and

that the majority of the students are employed in jobs in the Philadelphia area (91.7%). These results are

lower than other health care programs in the division where 82.3% of the graduating students find

employment in the field, but higher in regards to those who are employed in the Philadelphia area (82.5%).

However, the total number of students who returned the survey for the MA program was exceptionally small

(N = 11 students over seven years). Data collected by the Curriculum Coordinator from 2003 to 2007 showed

that 91.7% (44/48) of the MA graduates had found employment in the field. On average the salaries are lower

for medical assistant (average salary = $22,644) than for other Health Care workers (average salary =

$42,680).

In addition, the MA Curriculum Coordinator conducts a survey of Program graduates and their

employers approximately six months after graduation. The 2008 graduates have indicated that the Program has

helped them to acquire the medical assisting knowledge appropriate to their level of training, in addition to

preparing them for performing administrative and clinical skills. All Program graduates indicated that the

overall quality of the Program was “excellent” or “very good”.

Based on surveys conducted with employers from 2002 to 2007, recommendations were made by

employers to increase instruction in information on medications, computer applications for scheduling

appointments, and business writing. Through a curriculum revision the program has expanded the time spent

on medication. Also, software for computer applications has been updated to reflect what medical offices are

using. Writing assignments have been increased and faculty provide feedback prior to the final document.

Strengths of the Program that were cited included:

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• organization, communication, and training for a wide variety of tests performed

• vocabulary/billing/clinical and administrative skills

• self-confidence and rapport with patients

• well informed and knowledgeable regarding the duties of a medical assistant

Results indicate that the Program is adequately preparing its graduates in all these components. Complete

survey results can be found in Appendix O.

Transfer to other two or four year programs: Data collected by the Curriculum Coordinator indicates that

some medical assisting students opt to continue their education at a four year institution. The chart below

shows where MA students are most likely to transfer. Students graduating from the Program have gone on to

Thomas Jefferson University’s Cytotechnology Program, Philadelphia University’s Health Services

Management Program, LaSalle University’s Nursing Program and Drexel University’s Health Care

Administration Program (See Table 9 in Appendix N).

C. Instructor and student ratio

Since the last audit report and the last accreditation site visit, one full time MA faculty member has

resigned from the College. The present instructor-student ratio is 1:24 for MA lecture courses. Based on

current enrollment and laboratory constraints, the instructor-student ratio for the laboratory is 1:12 or less in

all courses. Whereas, the current ratio may not dictate the need to hire a second full-time faculty into the MA

Program, the need for another full-time faculty member is justified well within the scope of broadened

curricular and pedagogic needs of students as well as the expanded administrative responsibilities of the

Curriculum Coordinator. The current Curriculum Coordinator was elected to the position of Department

Head of Allied Health beginning January 2004 while continuing to maintain the role of Curriculum

Coordinator of the MA Program. In addition, she also oversees the Health Services Management and the

Patient Service Representative Programs. This has significantly increased her administrative workload. She

54

has continued to teach a minimum of nine contact hours per week since 2005. Added to this, there are the

increased degree and course offerings and anticipated increase in student enrollment for these programs.

Regardless of the future expansions, the Curriculum Coordinator of the Program indicates the current need for

the replacement of the lost faculty member in light of the expanded administrative and pedagogic needs due to

the many changes that were explained earlier in the Curriculum section of this document. The College did

advertise for a full-time hire for the MA Program in 2007 that resulted in an unsuccessful search. A new

search for a full-time faculty member was opened for the 2009-2010 academic year. The results of this search

yielded applicants who were limited to health care administration experience and other candidates who did not

satisfactorily meet the Program’s needs.

D. Student Demographics

Full-time enrollment averaged 44% and part-time enrollment averaged 56% over the period of study

Fall 2001- Spring 2008 in the MA Program whereas enrollment of full-time and part-time students in all

health career programs, during this period, averaged 31% and 69%, respectively. During the period studied,

enrollment in the MA Program was diverse: 53% were Black students, 24% were White students, 14% were

Hispanic students, 4% were Asian students, <1% was American Indian students and 4% identified themselves

as “other.” Female students averaged 98% of students enrolled in the Program and male students averaged 2%.

Sixty-eight percent of the Program’s students were between the ages of 16 and 29 years: 20% between 16 and

21 years and 48% between 22 and 29 years. Twenty-eight percent were 30 years or older and the ages of 4%

were unknown.

Comparatively, enrollment in all health career programs was 54% Black students, 26% White students,

6%Asian students, 6% Hispanic students, <1% American Indian students and 8% identified themselves as

“other.” Female students averaged 82% and male students averaged 18%. Sixty-one percent of all health

career students were between the ages of 16 and 29 years old: 27% between 16 and 21 years and 33% between

55

22 and 29 years. Twenty-four percent were between the ages of 30 and 39 years. Thirteen percent were

students who were 40 years or older. The ages of nearly three percent of these students were unknown.

The racial/ethnic distribution in the MA Program is similar to that found in all health career programs,

with the Program having a greater percentage of Hispanic students and a smaller percentage of students with

ancestry reported as “unknown.” The age distribution of MA students is similar to that for all of the College’s

health career programs, with the greatest percentage of students being younger than 40 years old.

D. Review and Analysis of Outcomes and Assessment Measures

The Program’s use of multiple instruments to measure the quality and effectiveness of the curriculum

and instruction is appropriate and reflects the faculty’s commitment to uphold and provide a comprehensive,

quality education for the medical assisting students. Under the guidance of the Curriculum Coordinator,

faculty have used data to make evidence-based decisions regarding course content, assessment measures,

textbook selection, and curriculum design. The MA Program has been successful in preparing students for

future employment and for insuring that the curriculum content remains current. The problem that students

reported with textbook reading, and exams, especially those that require study of text-based material, deserves

further attention. This expressed difficulty may have to do with the general level of students’ reading, writing

and math skills and their ability to readily tackle the course contents across the Program. Faculty teaching in

the program report that many of the students entering the MA Program have demonstrated weaknesses in

reading and writing skills. For example, most students in their course evaluations expressed their difficulty

with reading the textbooks and with taking written exams. The same group of students also expressed their

preference towards hands-on lab activities, and experiential, practice based learning. Instructors that teach MA

courses that require regular reading, writing and basic calculations concur that students display difficulties

with the requisite basic skills. An excerpt from the Faculty Course Evaluation says:

This course (Medical Law and Ethics) generally has a mix of students from various curricula enrolled in the course that lends itself for good classroom discussions. Writing assignments are an important

56

part of the course and one faculty member indicated that the students’ writing skills were extremely weak. Due to the weak writing abilities noted by the faculty member, additional writing assignments were recommended for use in the course.

Faculty have endeavored to compensate for the students’ lack of basic skills by providing printed lecture-

notes, increasing the amount of time spent lecturing, and providing more experiential learning. In addition, the

average GPA at graduation supports the premise that students in the MA Program may have some academic

difficulties with course work. However, it is to the Program’s credit that, for the most part, MA students do

very well on the AAMA certification exam and perform very well in their place of employment. The results

of the AAMA certification exam demonstrates that MA Program’s graduates compete well at the national

level

An array of evaluation tools are used to gather data on all aspects of the MA Program along with

ongoing assessments of curricular and instructional effectiveness of the Program. These include records of

graduating students’ GPA, transfer, national certification pass rates, employment and employer satisfaction

rates. The data collected from the multiple sources is analyzed and reviewed on a timely basis and

programmatic changes are made as and when necessary. The Curriculum Coordinator has analyzed and

synthesized the data and the following decisions have been made:

1. Modifications to the contents of course, instructor and graduate evaluation forms 2. Modifications to the employer survey and method of data collection 3. Development of a new survey tool to assess institutional and program resources and facilities 4. Change in textbooks and lecture methods 5. Change in software from Medical Manager to Medisoft 6. Change in sequencing of curriculum content within a course (e.g., introduction in patient

assessment techniques before instruction in taking vital signs) 7. Curriculum revisions, 1997, 2007, 2009 8. Securing of new externship sites 9. Acquisition of state-of-the art equipment

Retention in the Program is a concern and additional initiatives should be developed to increase the retention rate. Recently a new initiative targeting ESL students reflects the recognition of the diversity of the MA student population and the need to implement additional supplemental learning activities.

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V. DEMAND AND NEED FOR THE PROGRAM

A. Need for the MA Program

Medical assistants perform administrative and clinical tasks to keep the offices of physicians,

podiatrists, chiropractors and other health practitioners running smoothly. Although medical assistants may be

hired without post-secondary education, such as those offered in vocational-technical high schools, post-

secondary vocational schools and proprietary, for profit organizations, most employers prefer graduates of

accredited, post-secondary, degree granting programs. Employers also prefer to hire experienced workers or

certified applicants who have passed a national examination indicating that the medical assistant meets certain

standards of competence. In the Outcomes Assessment section of this Audit, the satisfaction of employers

with employees that were graduates of the College’s Medical Assisting Program was high.

Nationally, over the past two decades, employment for medical assistants has ranked as one of the top

ten fastest growing professions. The Bureau of Labor Statistics indicates that Medical Assisting is one of the

occupations expected to provide increased job openings over the 2006-2016 decade with employment

expected to grow by 35 percent. This growth is stimulated by the increasing number of group practices and

other health care facilities that need support personnel who can perform both administrative and clinical

medical assisting procedures. Most MA Program graduates secure employment prior to graduation or shortly

thereafter. Based on employment projections from the Delaware Valley Life Science Workforce, medical

assistants will continue to be in demand to meet the needs of physicians in the community. Medical Assisting

is also one of the top 30 jobs most in demand in Philadelphia and jobs in this field are expected to increase

(Philadelphia Workforce Investment Board, January 2009).

As reported by the Philadelphia Workforce Investment Board, medical assisting is one of the

Philadelphia High Priority Programs (www.paworkforce.state.pa.us). In the Philadelphia area, statistics

predict that there will be an average 22.16% increase in job openings up to the year 2014. Since the medical

58

assistant can work in multiple health care settings the job openings are predicted to be high in certain areas

such as ambulatory health care settings (79% increase), specialty or private hospitals (75% increase), and

slightly lower in other areas such as physicians’ offices (33% increase), private general medical and surgical

hospitals (6% increase) and outpatient care centers (40% decrease). Employment opportunities for the medical

assistant in the surrounding region (Philadelphia, Bucks, Delaware, and Montgomery Counties) are also

predicted to be very promising with an average 31.61% increase in job openings. (Economic Modeling

Specialist, Inc. Fall 2008).

B. Demand for the MA Program

Enrollment Data: Table 10 in Appendix P shows the trend of acceptances and actual admissions into the

Program from 2000 to 2008. The number of students accepted into the program ranged from 11 to 32 and the

number of students who actual began the program ranged from 11 to 23. Thus the conversion rate of

applicants to enrolled students was, on average, 72.2%.

The Curriculum Coordinator has investigated reasons as to why student who are admitted into the MA

Program fail to enroll. The reasons include, changes in financial aid, conflict with work or family

responsibilities, and change in major. Over the years covered by this Audit the Curriculum Coordinator has

initiated a number of activities designed to increase the MA applicant pool. Samples of the most recent events

include the following:

1.John Hallahan High School Health and Career Fair

On October 23rd, 2008, representatives from the College’s Allied Health Department participated in

Hallahan High School’s second annual health and career fair. College personnel interacted with over

100 sophomores, juniors, and seniors to learn more about health and dietary recommendations as well

as health degrees available at the associate-degree level, particularly medical assisting.

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2. Health Care Panel Presentation

On February 25th, 2009, the College hosted a career panel discussion featuring health care

professionals currently working in the fields of medical assisting and hospital administration. The

medical assisting representative (herself a graduate of CCP’s Medical Assisting Program) provided

exceptional information about the numerous career options that exist in the health care field beyond

nursing. The event was publicized through on-campus fliers (see Appendix Q) and classroom notices.

In addition, e-mail invitations were sent to approximately 4,000 students enrolled in the College’s

Culture, Science, and Technology Program, which serves as a starting point for many students seeking

to pursue a health career degree. The event generated 40 RSVPs, with 25 students attending, and two

students submitting “change of major” paperwork to enroll in the Medical Assisting Program.

3. Philadelphia Academies, Inc. Visit

On Wednesday, April 1, 2009, approximately 50 high school students affiliated with the Philadelphia

Academies, Inc., visited the College to participate in a campus tour, lunch, and health care “role

playing” exercise. Students were guided through a case study exercise (see Appendix Q) where they

pretended to be crisis management personnel who specialized in medical assisting and hospital

administration. Their goal was to keep a city hospital up and running (patient care, medical records,

supplies, etc.) after a massive earthquake. Afterward, the students were polled and readily understood

that “health careers” existed beyond the traditional occupations of doctors and nurses. The following

is the feedback received from the event

Many of the students stated that they enjoyed the role playing exercises because it gave them an opportunity to learn about other health careers besides nursing. The two staff members were very pleased with the activities of the day, and stated that they would like to bring in groups from other schools.

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Competition in the area for the MA Program is high. There are 92 institutions in the state of

Pennsylvania that offer programs in medical assisting. These range from institutions offering certificate

programs that take less than one academic year of study to complete to those that offer associate degrees. Of

the 92 institutions, 12 are community colleges and three are in the metropolitan Philadelphia area. These are

Bucks County Community College, Community College of Philadelphia and Delaware County Community

College. In addition, there is a medical assisting program at Camden County Community College, in

Blackwood, New Jersey. Three Pennsylvania colleges and two universities offer medical assisting programs

on the associate degree level. These include: Clarion University of Pennsylvania, Harcum College, Mercyhurst

College, Saint Francis University and York College Pennsylvania. There are six proprietary schools in

Philadelphia that offer medical assisting programs. These are DPT Business School, Harrison Career Institute,

Lincoln Technical Institute (formerly Cittone Institute), Prism Career Institute, Star Technical Institute and

Thompson Institute.

The names of the medical assistant programs at these institutions include “medical assistant,”

“certified medical assistant,” “administrative medical assistant” and medical office management.” Some

programs offer the administrative and clinical components of the occupation in a single program and others

offer the two components separately. These offerings range from 63 credit, two-year programs to seven and

one- half month programs, including a 100 hour externship. The costs vary widely, depending on the offering.

In addition to outreach activities and curricular changes designed to make the Program more attractive

to students, the Curriculum Coordinator has also designed a series of short-term, certificates of completion.

These certificates, such as Medical Office Assistant and Insurance Billing Specialist have the potential to

attract students who, although seeking new employment opportunities, may be reluctant to pursue a degree.

The attainment of the certificate may increase their confidence and motivate them to continue in the associate

degree program for Medical Assisting.

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C. Review and Analysis of Demand and Need for the MA Program

In terms of the demand for the Program, there is sufficient evidence to make the case for the success of

the Program from several avenues: there is a high demand for medical assistants in the Philadelphia region,

employers in the region favor hiring the College’s graduates, students who actually graduate from the MA

Program rate their training favorably. The MA Program at Community College of Philadelphia meets the

needs of the community and students quite well. Employers of the graduates reported high level of

satisfaction; the majority of the students who graduate from the MA Program expressed complete satisfaction.

The MA Program attracts students of diverse cultures reflecting the diversity in the city’s population and

competes well with the other private and public outfits that offer training in medical assisting. However,

sufficient program enrollment continues to be a concern despite the fact that multiple and diverse efforts have

been made to market the Program locally.

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VI OPERATING COSTS AND EFFICIENCY

The MA Program ranks as the least expensive of all the College’s Health Care career programs.

College. On average, the total operating cost for the MA program is $355,026.20 per year. Of this, direct

instructional costs-salaries, wages, and an allocation of fringe benefit costs, supplies, travel, repairs, etc. was

on average $237,565 representing 66.9% of the total costs. Average indirect costs were $117,461.12

representing 33.1% of the total costs.

From 2003 until 2007 the Medical Assisting program produced an average of 34.8 of the College’s

15,968.3 mean overall credit FTEs at an average direct cost of $6,808.06. College-wide the average direct

cost was $ 3.026.97 per FTE. The average total cost of the MA Program per FTE is $ 10,169.24 as compared

to $ 6,215.77 for the average College-wide program costs. The Medical Assisting Program produces an

average of 450 credit hours per academic year at an average yearly program cost of $ 458.62 per credit hour.

This is a three and a half times more than the average yearly College-wide program costs of $ $128.08. Tables

11-14 in Appendix R provide detailed information.

The Medical Assisting Program operates effectively within the given operating budget and has

consistently utilized Perkins funding for capital expenditures.

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VII. FINDINGS AND RECOMMENDATIONS – ANALYSIS AND DISCUSSION

A. Strengths of the Program

The MA Program has established a track record of success since inception; it has been reviewed and

accredited four times-1979, 1985, 1996, 2004. The most recent review led to the granting of accreditation

until year 2014 with no citations. Two prior audits have resulted in continued approval of the MA program’s

curricular design and pedagogic practices. The MA Program is well managed in these aspects with timely and

appropriate revisions that would best prepare its students for their future employment or further educational

pursuits. Information from multiple venues is utilized to chart the direction for changes to the MA program.

Outcome data such as graduate and employer feedback, graduation and, retention rates, employment and

transfer rates, and successful pass rates on the certifying exam further support the strong academic quality and

evidence-based decision making demonstrated by the MA Program. These factors along with the demand for

program graduates the contribution of the MA Program in fulfilling College’s Mission and Vision goals.

The MA Program is consistently kept up-to-date not only in terms of curricular revisions and faculty

development activities but through carefully management of the operating and capital budgets. The MA

Program also effectively utilizes the services of the advisory committee members by appointing professionals

from diverse areas that are important for the MA Program, by utilizing the sources to obtain latest information

about advances in the medical assisting field, and to procure viable externship sites. Indirectly, the

engagement with the advisory committee members also helps publicize the good work done by the MA

Program in training its students. Satisfaction ratings of the MA Program by its current students, externship site

supervisors, graduates and employers of graduates range from excellent to good. About sixty percent of the

externship sites also hire the students for full time employment upon graduation, which is an affirmation of the

Program’s success. It has been reported by fifty-two percent of the clinical externship sites that they only

accept the College’s MA students and not the students of proprietary schools in the area.

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In summary, the MA program has focused on effectively and efficiently maintaining a health career

program that holds students accountable for high academic standards while providing strong support systems

for them to meet these goals.

B. Concerns and Limitations Despite the many excellent qualities of the MA Program two concerns present the opportunity for new

initiatives.

Concern 1. Low Enrollment in the MA Program

The Curriculum Coordinator has endeavored to implement multiple and varied recruitment strategies to

increase enrollment in the program. Yet, one factor that influences the lack of increasing enrollment is the

high exposure and marketing campaigns of the proprietary schools that offer a medical assisting program.

Despite the fact that these programs have double the failure rate of credit certificate and degree programs

(National Board of Medical Examiners) they are very successful in attracting students. Thus the competition

in the marketplace for students is intense and confusing to potential students. Potential students are often

attracted by the faster route to program completion and less aware of the consequences such as inability to

pass the credentialing exam and obtain college credits for their courses from a proprietary school.

Recommendations:

1. Continue to broaden recruitment activities to reach more potential students through partnerships with

area high schools such as establishing dual enrollment agreements.

2. Create new avenues to enhance the visibility of the College’s Medical Assisting Program and the

marketing of the current short-term certificates.

3. Explore other short-term certificates that could encourage students to enter the Medical Assisting

Program.

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Concern 2. Low retention and graduation rate

Despite the efforts of the Curriculum Coordinator and the faculty teaching in the program the retention and

graduation rates for the program are lower than desired. Thus it appears that some MA students struggle to

succeed in a high quality program.

Recommendations:

1. Develop retention strategies that will assist students who do not have strong study skills.

2. Work with the Learning Laboratory to incorporate supplemental learning initiatives into the program.

3. Examine the impact of the data from the Learning Strategies Inventory and the Teaching Style

Inventory to determine if additional teaching strategies can be implemented.

4. Develop strategies to increase students’ ability to read a complex textbook.

5. Target students in developmental English and Mathematics courses who may be interested in Medical

Assisting and work to increase their academic skills prior to entering the Medical Assisting Program.

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APPENDIX A

MEDICAL ASSISTING RE-ACCREDITATION LETTER

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AMERICAN ASSOCTION OF MEDICAL ASSISTANTS ENDOWMENT 20 NORTH WACKER DR., STE. 1575 CHICAGO, ILLINOIS 60606 (312) 899-1500

February 22, 2006

Deborah D. Rossi, CMA, MA Department Head for Allied Health Community College of Philadelphia 1700 Spring Garden Street Room W2-5E Philadelphia, PA 19130-3936

Dear Ms. Rossi:

The Curriculum Review Board of the American Association of Medical Assistants Endowment (CRB-MMAE) is implementing the 2003 Standards and Guidelines for Medical Assisting Educational Programs. As a part of this implementation, the maximum time between comprehensive reviews (formerly called site visits) has been increased to ten (10) years. Based on this change, the next comprehensive review for the Community College of Philadelphia medical assisting program will now occur no later than February 2014.

The CRB-AAMAE does reserve the right to schedule a comprehensive review prior to that date, if the program’s outcomes are not meeting the established thresholds.

Please update your files to reflect this change.

Sincerely,

Judy A. Jondahl, MS, RN, CLNC Director of Accreditation Deputy Assistant Executive Director

cc: Stephen Curtis, PhD, President Mary Anne Célenza, PhD, Acting Dean of Mathematics, Science, and Health Careers Cathy Kelley-Arney, CMA, MLT, BSHS, CRB-MMAE Chair Robin Snider-Flohr, EdD, RN, CMA, CRB-MMAE Co-Vice Chair William W. Goding, MEd, RRT, CRB-MMAE Co-Vice Chair

Donald A. Balasa, JD, MBA, Executive Director and Legal Counsel

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APPENDIX B

FOLLOW-UP REPORT FOR THE 1999 AUDIT OF THE MEDICAL ASSISTING PROGRAM

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Community College of Philadelphia Medical Assisting and Office Management Program Audit

One-Year Follow-up Report The Medical Assisting and Office Management (MAOM) Program Audit was presented to the Academic Affairs Committee of the Board of Trustees on February 10, 1999 and to the Board of Trustees on February 24, 1999. The Board recommended acceptance of the MAOM Program Audit and approved the curriculum for five years with the recommendation that the MAOM Program return in one year to report on the areas of concern. Findings

The audit process identified a potential trend of losing students between the time of acceptance and the time classes begin. In 1997, 33% of those accepted did not begin the Program and in 1998, 50% of the students accepted never came to class. Prior to 1997, the percentage of accepted students who did not attend was 20%, a rate that is reflective of other similar College programs. Recommendations

The MAOM Department set a goal of enrolling 24 first-year students for the Fall 1999 semester and would accept up to 36 students to achieve this goal. There were 50 students who either applied for or expressed an interest in the Program for the Fall 1999 semester. Twenty-four students were accepted into the Program and of those eighteen students started classes in September, indicating an enrollment loss of 25% for the Fall. One explanation for the increase in the number of students retained in the Fall 1999 class, as compared to the Fall 1998 class, is the enhanced recruitment strategies that were implemented. The on-going recruitment activities that the Program faculty have participated in are as follows:

• Attended the Allied Health Recruitment meetings in October, December, February and March.

• Visited Frankford and Bartram High Schools and spoke to approximately 50 students regarding allied health opportunities and specifically the career of medical assisting.

• Participated in the College’s Open Houses on March 18th, April 24th, October 2nd, November

10, 1999 and March 25, 2000.

• Ten students who were accepted to the Program for Fall of 1998 and who did not enroll were contacted and encouraged to attend for the Fall 1999 semester. Unfortunately, most of the students were working full-time and had decided to put their educational plans aside, temporarily.

• A request was made to the College’s computer center to provide a list of students enrolled in

the Culture, Science and Technology (CST) Curriculum. Students are placed in this curriculum if they have expressed interest in an allied health program but have not yet satisfied the Program entry requirements. A letter was sent out to all CST-allied health interest coded students about the MAOM Program. This included letters to students who had not yet taken

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the College placement tests and to students who did not meet the Program entry requirements. In November, another letter was sent to these students encouraging them to continue their pursuit of admission to the Program for January or September 2000. Four students began MAOM classes in January and other students were advised about the classes to register for the Spring 2000 semester. These students were contacted in the Spring semester for follow-up.

• Seven students who were accepted into the Program but did not attend classes for Fall 1999

semester were contacted and asked why they did not start classes. The two most frequent reasons given included lack of financial aid and the need to work. The students asked to be contacted again for the Spring semester, in the event their situations had changed. Telephone calls were made to these individuals in December 1999. Unfortunately, none of the students had a change in circumstances that would allow them to attend classes for the Spring 2000 semester.

Some of the new recruitment activities the MAOM faculty participated in were as follows:

• On October 8th, an ad that promoted the MAOM Program was submitted to the Office of Communications to run on the in-house monitors. This ad continued to run throughout the Fall 1999 and Spring 2000 semesters. (See attached)

• A meeting was held with the College recruiters to organize a MAOM workshop for junior and

senior high school students. Students were selected by their high school counselors to attend a workshop. The first workshop was held on March 22, 1999 and eight students attended the full-day event. A second workshop was conducted on November 1, 1999 and eighteen high school students participated in the medical assisting activities scheduled throughout the day. A third workshop was held in March 2000 and 12 high school students attended. The evaluations received from the students were very positive.

• A flyer describing two courses, MA 112 (Medical Administrative Procedures) and MA 151,

(Medical Management I) which was open to all students for the Spring 2000 semester was sent to all counselors and academic advisors at the College. (See attached)

• A follow-up visit was conducted with the allied health counselors to discuss these two MAOM

courses that were open to any interested student for the Spring 2000 semester. By offering students this option, it provided the opportunity to enroll in the Program at two different times of the year, for September or January. The counselors were very supportive and four new students came into the curriculum as a result of this opportunity.

• A videotape promoting the profession of Medical Assisting was purchased at the American

Association of Medical Assistants’ national convention. This videotape has been used by the MAOM Program faculty in the recruitment activities they have participated in.

• A group of students, entering either their junior or senior year in high school, were invited on

campus for Health Careers Opportunities Program (HCOP) activities during the Summer of

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1999. The MAOM Program faculty met with these students to discuss the career of medical assisting.

• A description for the courses MA 112 (Medical Administrative Procedures) and MA 151

(Medical Management I), were written for the course listing for the Spring 2000 semester. This is sent to approximately 400,000 city households. The purpose of publishing these course descriptions was to increase the visibility of the Program and to provide students an opportunity to take two courses that will introduce them to medical assisting as a career option.

• Both full-time MAOM faculty participated in the Freshman Orientation Seminar (FOS 101)

during the intercession between the Spring and Summer I 2000 semesters. By participating in this workshop, the faculty are qualified to teach the course, network with students new to the college and introduce them to the allied health disciplines.

As a result of the medical assisting program faculty's participation in recruitment and marketing activities throughout the past year, there has been an increase in visibility of the program and applications for the MAOM Program have increased by 30% from last year. The close monitoring of the student application process and the response to all interested students in the MAOM Program by the department head has and will continue to stabilize enrollment figures. Offering students admission into the MAOM Program twice a year may slightly decrease Fall enrollments initially but this will be offset with the January admissions, resulting in a larger second year class for the following year. Findings The audit also identified the on-going need to update equipment for enhanced learning and to practice clinical skills. Recommendations

The capital budget items for academic years 2000-2002 were submitted. Several of the items were approved for grant funding this year. Items received this semester included;

• two audioscopes (used to test hearing acuity) • three electrocardiograph machines • 28-video tapes from Time-Life Education on medical diagnoses • four monocular microscopes • four examination tables

Capital budget items still pending include: four new computers with multimedia capacity and software to enhance student learning; Medical Assisting Videotape Series to replace the outdated videotapes; and an incubator for microbiology testing. In addition, the Department will continue to contact manufacturers of the equipment (Delcrest Medical Supply and Physicians Medical Supplies) to inquire about the feasibility and willingness of the companies to donate and/or loan equipment and related materials to the Program. Although interest from the manufacturers has not been enthusiastic to date, it is hoped that through networking within the medical community and through professional organizations, equipment donations/loans may be a feasible alternative.

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APPENDIX C

MEDICAL ASSISTING CURRICULUM

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Table 1: Course Sequence

Medical Assisting

Course Number and Name Prerequisites and Corequisites Credits Gen Ed Req. FIRST SEMESTER MA 110-Introduction to Clinical Skills 3 AH 103-Medical Terminology 3 ENGL 101-English Composition I 3 BIOL 109-Anatomy and Physiology I 4 CIS 103-PC Applications 3 SECOND SEMESTER BIOL 110-Anatomy and Physiology II BIOL 109 4 AH 116-Interpersonal and Professional Skills in Health Care

3 American/ Global Diversity

CLT 102-Phlebotomy 4 ENGL 102-English Composition II ENGL 101 3 Composition &

Info Lit MA 115-Medications and Medical Specialty

Procedures BIOL 109 which may be taken concurrently 3

THIRD SEMESTER AH 112-Medical Administrative Procedures 3 AH 120-Reimbursement Methodologies in Health Care

ENGL 101 3

MA 250-Medical Office Laboratory Procedures BIOL 109 3 MATH 118-Intermediate Algebra or Higher 3 Mathematics Social Science Elective 3 Social Science FOURTH SEMESTER AH 104-Basic CPT Coding AH 103; BIOL 107 or BIOL 109 3 AH 204-Medical Law and Ethics ENGL 101 3 AH 220-Information Management Systems in Health Care CIS 103; AH 112 3

AH 265-Human Disease and Treatment AH 103; BIOL 107 or BIOL 109 3 Humanities elective 3 Humanities Summer session MA 299-Medical Assisting Externship MA 250; AH 220 4

MINIMUM CREDITS NEEDED TO GRADUATE 67 GENERAL EDUCATION REQUIREMENTS All General Education requirements are met through required courses (as indicated above) except for the Writing Intensive requirement and the Interpretive Studies requirement. Therefore, in order to graduate, students in this program must choose one course that is designated Writing Intensive and one course that is designated Interpretive Studies. The same course may be used to fulfill both requirements. A list of courses that fulfill these requirements and a more detailed explanation of the College’s general education requirements appears elsewhere in this catalog and on www.ccp.edu.

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Table 2: MA Program Competency Matrix as per the Standards of the MAERB

Categories Competencies Courses Evaluation Methods

Administrative Performing specified clerical functions such as scheduling and managing appointments, organizing patients’ medical records Performing bookkeeping procedures such as performing accounts receivable and billing and collection procedures, and posting adjustments, NSF checks, and collection agency payments Processing insurance claims by applying managed care policies and procedures, obtaining managed care referrals and pre-certifications performing procedural and diagnostic coding and completing insurance claim forms

AH 112,

MA 110

AH 120

AH 104

Examinations, quizzes,

homework assignments,

simulations, competency

check-offs, coding activities,

Research projects

Clinical Fundamental procedures such as performing hand washing, performing sterilization techniques and disposing of biohazardous materials Specimen collection such as performing venipuncture, obtaining specimens for microbiological testing and instructing patients on the collection of specimens Diagnostic testing such as performing hematology, microbiology, immunology, chemistry and urinalysis testing; performing electrocardiograms and respiratory testing Patient care such as obtaining vital signs, preparing and maintaining patient examination and treatment areas, and applying pharmacology procedures to prepare and administer oral and parenteral medications

MA 110

MA 115

MA 250

CLT 102

AH 103

AH 265

MA 299

Examinations, quizzes,

homework assignments,

simulations, competency

check-offs, research

projects, externship

evaluations

General Professional communication such as responding to and initiating written communications, recognizing and responding to nonverbal communications, and demonstrating telephone techniques Legal concepts such as identifying and responding to issues of confidentiality, performing within legal and ethical boundaries, and demonstrating knowledge of federal and state health care legislation and regulation, documenting each appropriately Patient instruction such as explaining general office procedures, providing instruction for health maintenance and disease prevention, and

MA 110

MA 112

AH 204

MA 115

MA 250

AH 220

MA 299

Examinations, quizzes,

homework assignments,

simulations, competency

check-offs, research

projects, externship

evaluations

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Categories Competencies Courses Evaluation Methods

General identifying community resources Operational functions such as performing an inventory of supplies and equipment, performing routine maintenance of administrative and clinical equipment, and utilizing computer software to maintain office systems

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APPENDIX D

MEDICAL ASSISTING ADVISORY COMMITTEE

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Community College of Philadelphia Medical Assisting and Office Management Program

Advisory Committee 2008-2009

1. Danielle Anderson (new) WorkNet Occupational Medicine Board and Vine Streets, Mail Stop 101 Philadelphia, PA 19102 (215)762-1591

2. Jan Biresch

1122 Maplecrest Circle Gladwyne, PA 19035 610-896-0650

3. Kathleen Blake 1156 South10th Street

Philadelphia, PA 19147 215-468-7185

4. Elizabeth F. Capella, CMA-A 1110 Welsh Road Philadelphia, PA 19111 215-673-5096 5. Pam Coles, RN Thomas Jefferson University Hospital Family Medicine Department 833 Chestnut Street Philadelphia, PA 19107 215-955-7190 215-955-4500 voice mail 6. Jan Harris

Director, Career Services Center Community College of Philadelphia 1700 Spring Garden Street, Room C1-34 Philadelphia, PA 19130 215-496-6169

7. Vicky Hung (Second year student) (new) 2606 S. 8th Street Philadelphia, PA 19148 (215)850-4013 Vhung1@ccp.edu

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8. Connie Love, M.Ed., CMA 310 Kent Road Broomall, PA 19096 610-353-2331 9. Cynthia Meli (new) Cardiology Associates 401 Township Line Road, Suite 100 Elkins Park, PA 19027 215-663-1188

10. Philip Mesisca, MBA, CMPE Department of Anesthesia University of Pennsylvania 3400 Spruce Street, 6 Dulles Philadelphia, PA 19104-4283 215-662-6522 11. Aruna Rajagopalan, CMA (AAMA)

101 Fox Hill Drive Wrightstown, PA 18940 215-598-9934

12. Charles Reed, MD (Medical Advisor) – (New) Chief, Section of General Pediatrics St. Christopher’s Hospital for Children Erie Avenue at Front Street Philadelphia, PA 19134-1095 (215)427-5454 Charles.Reed@drexelmed.edu 13. Linda Shattuck, CMA (AAMA) 16 Brentwood Drive Reading, PA 19608 (610) 763-8417 14. Deb Sinni (new) Office Manager Jedwin Wood Clinic 700 Spruce Street, Suite 304 Philadelphia, PA 19106 (215) 829-5727

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15. Annmary Thomas 1814 South 2nd Street Philadelphia, PA 19145 215-467-3687 16. Maryann Vergara (new) Administrative Director of Pathology and Laboratory Services 2 Third Avenue Westville, NJ 08093 215-518-0078 267-463-3008 (Blackberry) Maryann.vergara@neh.temple.edu 17. Suzanne Walker, Office Manager Philadelphia College of Osteopathic Medicine 2204 West Cambria Street Philadelphia, PA 19132 215-578-3300 18. Kristina Ziolkowski, CMA (AAMA) (new) 10714 Haldeman Ave. Apt. C2 Philadelphia, PA 19116 215-512-8642 ziolkowski@email.chop.edu 19. Mary Anne Celenza, Ph.D. Dean, Math, Science and Health Careers Community College of Philadelphia 1700 Spring Garden Street Philadelphia, PA 19130 20. Judith Gay, Ph.D. Vice President of Academic Affairs Community College of Philadelphia 1700 Spring Garden Street Philadelphia, PA 19130

MAOMAdvisory2008-2009

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APPENDIX E

LEARNING STYLE INVENTORY

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Learning Style Inventory Directions: To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so, you will be able to develop strategies which will enhance your learning potential. The following evaluation is a short, quick way of assessing your learning style. This 24-item survey is not timed. Answer each question as honestly as you can. Place a check mark on the appropriate line after each statement. Often Sometimes Seldom

1. Can remember more about a subject through the lecture method with information, explanations, and discussion. _____ _____ ______

2. Prefer information to be written on the chalkboard, with the use of visual aids and assigned readings. _____ _____ ______

3. Like to write things down or to take notes for visual review. _____ _____ ______

4. Prefer to use posters, models or actual practice and some activities

in class. _____ _____ ______

5. Require explanations of diagrams, graphs, or visual directions. _____ _____ ______

6. Enjoy working with my hands or making things. _____ _____ ______

7. Am skillful with and enjoy developing and making graphs and charts. _____ _____ ______

8. Can tell if sounds match when presented with pairs of sounds. _____ _____ ______

9. Remember best by writing things down several times. _____ _____ ______

10. Can understand and follow directions on maps. _____ _____ ______

11. Do better at academic subjects by listening to lectures and tapes. _____ _____ ______

12. Play with coins or keys in pockets. _____ _____ ______

13. Learn to spell better by repeating the words out than by writing the word on papers. _____ ______ ______

14. Can better understand a news article by reading it in the paper than by listening to the radio. _____ _____ ______

15. Chew gum, smoke or snack during studies. _____ _____ ______

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Often Sometimes Seldom

16. Feel the best to remember is to picture it in your head. _____ ______ ______

17. Learn spelling by “finger spelling” words. _____ _____ _____

18. Would rather listen to a good lecture or speech than read about the same material in a textbook. _____ _____ _____

19. Am good at working and solving jigsaw puzzles and mazes. _____ _____ _____

20. Grip objects in hands during learning period. _____ _____ _____

21. Prefer listening to the news on the radio rather than reading about it in the newspaper. _____ _____ _____

22. Obtain information on an interesting subject by reading relevant materials. _____ _____ _____

23. Feel very comfortable touching others, hugging, handshaking, etc. _____ _____ _____

24. Follow oral directions better than written ones. _____ _____ _____

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Scoring Procedures Directions: Place the point value on the line next to the corresponding item. Add the points in each column

to obtain the preference scores under each heading.

Often: 5 points Sometimes: 3 points Seldom: 1 point

Visual Auditory Tactile

Number Points Number Points Number Points 2 _____ 1 _____ 4 ____ 3 _____ 5 _____ 6 ____ 7 _____ 8 _____ 9 ____ 10 _____ 11 _____ 12 ____ 14 _____ 13 _____ 15 ____ 16 _____ 18 _____ 17 ____ 19 _____ 21 _____ 20 ____ 22 _____ 24 _____ 23 ____ Total _____ VPS _____ APS ____ TPS VPS = Visual Preference Score APS = Auditory Preference Score TPS – Tactile Performance Score If you are a visual learner, then by all means be sure that you look at all study materials. Use charts, maps, videos, notes, and flashcards. Practice visualizing or picturing words/concepts in your head. Write down everything for frequent and quick visual review. If you are an auditory learner, you may wish to use tapes. Tape lectures to help you fill in the gaps in your notes. But do listen and take notes, reviewing notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something, summarize and recite it aloud. If you are a tactile learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets.

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Assessing Your Learning Style

Personal Style Inventory

The following items are arranged in pairs (a and b) and each member of the pair represents a preference you may or may not hold. Rate your preference for each item by giving it a score of 0 to 5 (0 meaning you really feel negative about it or strongly about the other member of the pair, 5 meaning you strongly prefer it or do not prefer the other member of the pair. The scores for a and b must add up to 5 (for example, 0 and 5, 1 and 4, or 2 and 3). Do not use fractions. I prefer: _____ 1 a. making decisions after finding out _____ 1 b. making decisions without consulting others what others think _____ 2 a. being called imaginative or intuitive _____ 2 b. being called factual and accurate _____ 3 a. making decisions about people in _____ 3 b. making decisions about people in organizations based on available data organizations based on empathy, feelings, and and systematic analysis of situations understanding of their needs and values _____ 4 a. allowing commitments to occur if _____ 4 b. pushing for definite commitments to ensure others want to make them that they are made _____ 5 a. quiet, thoughtful time alone _____ 5 b. active, energetic time with people _____ 6 a. using methods I know well that are _____ 6 b. trying to think of new methods of doing tasks effective to get the job done when confronted with them _____ 7 a. drawing conclusions based on _____ 7 b. drawing conclusions based on what I feel and unemotional logic and careful step- believe about life and people from past experiences by-step analysis _____ 8 a. avoiding make deadlines _____ 8 b. setting a schedule and sticking to it _____ 9 a. inner thoughts and feelings others _____ 9 b. activities and occurrences in which others join cannot see in

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____ 10 a. the abstract or theoretical ____ 10 b. the concrete or real ____ 11 a. helping others explore their feelings ____ 11 b. helping others make logical decisions ____ 12 a. communicating little of my inner ____ 12 b. communicating freely my inner thinking and thinking and feelings feelings ____ 13 a. planning ahead based on projections ____ 13 b. planning as necessities arise, just before carrying out the plans ____ 14 a. meeting new people ____ 14 b. being alone or with one person I know well ____ 15 a. ideas ____ 15 b. facts ____ 16 a. convictions ____ 16 b. verifiable conclusions ____ 17 a. keeping appointments and commitments ____ 17 b. using appointment books and notebooks as in notebooks as much as possible minimally as possible (although I may use them) ____ 18 a. carrying out carefully laid, detailed plans ____ 18 b. designing plans and structures without with precision necessarily carrying them out ____ 19 a. being free to do things on the spur of ____ 19 b. knowing well in advance what I am expected o the moment to do ____ 20 a. experiencing emotional situations, ____ 20 b. using my ability to analyze situations

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Personal Style Inventory Scoring Instructions: Transfer your scores for each item to each pair in the appropriate blanks. Be careful to check the a and b letters to be sure that you are recording the scores in the correct blank spaces. Then total the scores for each dimension.

Dimension Dimension I E N S

1 b. _____ 1 a. _____ 2 a. _____ 2 b. _____ 5 a. _____ 5 b. _____ 6 b. _____ 6 a. _____ 9 a. _____ 9 b. _____ 10 a. _____ 10 b. _____ 12 a. _____ 12 b. _____ 15 a. _____ 15 b. _____ 14 b. _____ 14 a. _____ 18 b. _____ 18 a. _____

Totals: ______ I ______ E ______ N ______ S

Dimension Dimension

T F P J

3 a. _____ 3 b. _____ 4 a. _____ 4 b. _____ 7 a. _____ 7 b. _____ 8 a. _____ 8 b. _____ 11 b. _____ 11 a. _____ 13 b. _____ 13 a. _____ 16 b. _____ 16 a. _____ 17 b. _____ 17 a. _____ 20 b. _____ 20 a. _____ 19 a. _____ 19 b. _____

Totals: ______ T ______ F ______ P ______ J

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Personal Style Inventory Interpretation

Letters on the score sheet stand for: I = Introversion E = Extroversion N = Intuition S = Sensing T = Thinking F = Feeling P = Perceiving J = Judging If your score is: The likely interpretation is: 12-13 balance in the strengths of the dimensions

14-15 some strength in the dimension; some weakness in the other member of the pair

16-19 definite strength in the dimension; definite weakness in the other

member of the pair 20-25 considerable strength in the dimension; considerable weakness in the

other member of the pair Your typology is those four dimensions for which you had scores of 14 or more, although the relative strengths of all of the dimensions actually constitute your typology. Scores of 12 or 13 show relative balance in a pair so that either number could be a part of the typology.

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Possible Strengths Possible Weaknesses Introvert - I Is independent Avoids others Works alone Is secretive Reflects Loses opportunities to act Works with ideas Is misunderstood by others Is careful before acting Dislikes being interrupted Extrovert - E Interacts with others Does not work without people Is open Needs change, variety Acts, does Is impulsive Is well understood Is impatient with routine Intuitor- N Sees possibilities Is inattentive to detail, precision Works out new ideas Is inattentive to the actual and practical Works with the complicated Is impatient with the tedious Solves novel problems Loses sight of the here-and-now Jumps to conclusions Sensor - S Attends to detail Does not see possibilities Is practical Loses the overall in details Has memory for detail, fact Mistrusts intuition Is patient Is frustrated with the complicated Is systematic Prefers not to imagine the future Feeler - F Considers others’ feelings Is not guided by logic Understands needs, values Is not objective Is interested in conciliation Is less organized Demonstrates feelings Is overly accepting Persuades, arouses Bases judgments on feelings Thinker- T Is logical, analytical Does not notice people’s feelings Is objective Misunderstands others’ values Is organized Is interested in conciliation Has critical ability Does not show feelings Is just Shows less mercy Stands firm Is uninterested in persuading

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Possible Strengths Possible Weaknesses Perceiver - P Compromises Is indecisive Sees all sides of issues Does not plan Is flexible Does not control circumstances Decides based on all data Is easily distracted from tasks Is not judgmental Does not finish products

Judger- J Decides Is stubborn Plans Is inflexible Orders Decides with insufficient data Makes quick decisions Is controlled by task or plans Remains with a task Wishes not to interrupt work

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APPENDIX F

MA FACULTY PROFESSIONAL DEVELOPMENT

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Faculty Credential Matrix

Faculty Member Courses Assignments

Professional Development Activities

Deborah D. Rossi MA 250 – Medical Office Laboratory Procedures

Emergency Preparedness Workshop - 2008 Chronic Kidney Disease - 2008 Modern Medicines Derived from Rainforest Plants - 2008 The Right Weigh to Better Health - 2008 The Patient’s Medical Record - 2007

Deborah D. Rossi AH 260 – Supervisory Management in Health Care

Consenting Adults – Are They Truly Informed? – 2007 Benefits Plans for Your Staff – 2007 How Executive Coaching Shifts Health Care Culture for Collaboration – 2007 How May I Assist You? Excellence in Customer Service – 2007 The Vital Choices of Health Care – 2007 The Imperfect Science of Medicine and How to Address the Quality of Patient Care – 2007 Health Literacy – Do Your Patients Really Understand What They are Told? - 2007 Using the ACMPE Guide to the Body of Knowledge for Medical Practice Management for Professional Development and Practice Improvement - 2007

Deborah D. Rossi MA 299 – Medical Assisting Externship

ICD-10 Ready or Not, Here It Comes – 2008 When Warm Fuzzies Work with Cold Pricklies - 2008 Rx for Change – 2008 Successful Externships – 2007 Effective Classroom Humor – 2007 Hands-on with Administrative Competencies – 2007 Health Care Provider CPR

Aruna Rajagopalan

MA 110 – Introduction to Clinical Skills

Microbiology for the POL Patient Care Assessment The Art of Active Listening

Annmary E. Thomas

AH 112 – Medical Administrative Procedures

Communication Skills for Pre-hospital Providers Science of Learning How to “Chill Out” not “Burn Out”

Annmary Thomas MA 115 – Medications and Medical Specialty Procedures

Advanced Assessment for the Pre-hospital Provider Pharmacology for the Pre-hospital Provider Fundamentals of Pharmacology and Cardiology Basic Cardiac Life Support

Annmary Thomas AH 220 – Information Management Systems in Health Care

Technology and Health Care Emerging Issues in Health Care

Suzanne Singer AH 204, Medical Law and Ethics

Public Health Ethics – 2005 Credentialing Physicians - 2007 Health care law and ethics – 2007 Health Policy and Resource Allocation – 2007 Cross cultural communication – 2007 Informed Consent – 2006

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Faculty Member Courses Assignments

Professional Development Activities

Suzanne Singer AH 220 - Information Management Systems in Health Care

Health Education and Computers – 2005 ICD – 9-CM – 2008 Coding Flu Shots - 2007 High Deductible Health Plans - 2008 Medisoft – Program update and in-service - 2007

Joyce Garozzo AH 103 – Medical Terminology

The Role of the Clinical Data Specialist The Importance of Documentation to Regulatory Bodies

Joyce Garozzo AH 104 – Basic CPT Coding

New Technologies in the World of Coding and Reimbursement E & M Facility Coding Guidelines Head Start to Implementation: Preparing for ICD 10 Implementation of the Electronic Patient Record

Joyce Garozzo AH 265 – Human Disease and Treatment

The Role of the Clinical Data Specialist The Importance of Documentation to Regulatory Bodies Universal Healthcare for All: A Call for “Patients without Walls”

Regina Strupczewski

AH 120 – Reimbursement Methodologies in Health Care

New Technologies in the World of Coding and Reimbursement E & M Facility Coding Guidelines Head Start to Implementation: Preparing for ICD 10 Universal Healthcare for All: A Call for “Patients without Walls”

Regina Strupczewski

AH 104 – Basic CPT Coding

New Technologies in the World of Coding and Reimbursement E & M Facility Coding Guidelines

Robin Krefetz CLT 102 – Phlebotomy

Legal Aspects of Phlebotomy – 2008 Managing Pre-analytic variables – 2008 Ensuring Quality Blood Specimen Collection – 2008 Patient Safety and the Clinical Laboratory – 2007 R16 A Bioterrorism Phlebotomy Exercise 2008 Using Rubrics for Evaluating Student Performance and Laboratory Skills

Lynn Schaaf CLT 102 – Phlebotomy

Two day symposium focused on emerging topics in phlebotomy and other areas of clinical lab science – 2008, 2006

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APPENDIX G

CAPITAL PURCHASES THROUGH PERKINS GRANT

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Capital budget purchases 2007-2008

1. Auscultation Trainer and Smart Scope 2. Venipuncture and injection arm – 3 3. Self breast exam models 4. Mr. Hurt Simulator

2006-2007

1. DVD Series for Health Care Professionals – Career Success for Health Care Professionals 2. Intramuscular injection models -2 3. Muscle mate injection model – 3 4. Suture tutor and suture and stapling practice arm -4 5. Functional eye -2 6. Functional ear model 7. Hemosense INRatio Meter - 2

2005-2006 1. Tympanometer 2. Welsh Allyn Ear Wash system 3. Thomson Delmar Medical Assistant DVD Video Series 4. Tanita Digital Beam Scale 2004-2005 1. Hemoglobin analyzer – Hemopoint 2. CoaguChek – 2 3. Basic buddy CPR manikin 5-pack 4. Bone density scanner 5. Auscultation trainer and smartscope 2002-2003 1. Meijao Microscopes – 8 2. Blood pressure simulator with speaker system 3. Saunders Critical Thinking Skills for MA 4. Intradermal injection simulators – 4 5. Lifeform breast examination simulator – 4 6. Wheelchair – 2 7. Adding machines – 12 2001-2002

1. Phlebotomy chairs – 2 2. ISTAT – 2 3. Pulse oximeter - 4 4. Task Chairs – 12 5. Thermoscan Thermometer - 4 6. Cholestech –

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7. Spirometers with printers – 3 2000-2001

1. Welsh Allyn Audiometers – 2 2. Burdick Eclipse LE – 3 3. Time Life Video Series 4. Ritter exam table - 2 5. Task Chairs – 12 6. Incubator 7. Crit Spins 8. Refractometers 9. Cell Dyn 1200 10. Ishihara Color Blind Tests 11. Propak CPR Prompt - 3

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APPENDIX H

ASSESSMENT SURVEYS

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Mid-Semester Evaluation

For the first eight weeks of the semester, the following topics have been covered in lecture:

1. Pharmacology 2. Administration of Drugs 3. Dosage Calculations 4. ECG and Spirometry

1. Do you feel the topics have been adequately covered in lecture?

Yes No

If not, what suggestions would you make for improvement?

2. Do you feel the handouts/PowerPoint slides that have been provided related to the topics of discussion were helpful to you?

Yes No If not, what suggestions would you make for improvement?

3. Do you feel the extra in class assignments are helpful in supporting your review of the course materials?

Yes No If not, what suggestions would you make for improvement?

4. Do you read the textbook to supplement the lecture notes provided by the instructor?

Yes No If not, why?

5. Do you find the assignments in the workbook reinforce the theory given to you each week in class?

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Yes No If not, what suggestions would you make for improvement?

6. Do you complete the exercises in the workbook for each chapter to as a means in learning the course material?

Yes No If not, why?

7. Do you feel adequate time is provided to cover the topics in lecture?

Yes No If not, what suggestions would you make for improvement?

8. If you have had difficulty in understanding and/or completing assignments, have you made arrangements outside of class time with the instructor(s) for additional assistance?

Yes No If not, why?

9. What do you like about the course so far?

10. What don’t you like about the course up to this point and why?

11. If you are not earning the grade you desire, why do you think that is so?

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12. What changes over the remaining six weeks would you like to see occur with regard to:

a. Lecture:

b. Homework assignments:

c. Examinations:

d. Classroom activities: Other comments/suggestions:

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COMMUNITY COLLEGE OF PHILADELPHIA Department of Allied Health

End of the Semester Course Evaluation by Students Semester: ____________ Course: _______________________________________________ Year: ____________

A. Please provide your input to help improve this course. Answer the following questions as completely and honestly as possible. This is an evaluation of the course, not the instructor. Indicate your response on this form by placing a check mark in the box and circle a response for items #8 and #9. If using a Scantron sheet, record your responses by filling in “a” to correlate with always, “b” for often, etc.

Always Often Sometimes Never 1. Did the syllabus help explain what you were

expected to learn and do in this course?

2. Did the course objectives help explain what you were expected to learn and identify the activities you were to perform in this course?

3. Was the textbook(s) written at an appropriate level for you to understand?

4. Did the reading assignments help you learn the course content?

5. Did the homework assignments reinforce the lecture material?

6. Did the quizzes/examinations assess what you learned throughout the course?

7. Do you think the course material has adequately prepared you for subsequent courses at the College?

8. The number of assignments in the course were:

Just right Too many Too few

9. The number of evaluations/exams in the course were:

Just right Too many Too few

B. Please provide other comments or suggestions as follows: (Write on the back of this page if you wish)

1. What did you like most about this course?

2. What did you like least about this course?

3. What changes would you like to see to improve the effectiveness of this course?

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End of Semester Course Evaluation by Faculty

Course Number and Title: ________________________________________________________ Course Instructor: ________________________________________________________ Semester: __________________ Year: __________ Course Design 1. The prerequisites for this course seem adequate. Yes No If no, please explain. __________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. The amount of time scheduled for this course is appropriate in providing the best amount of time for learning the

subject matter. Yes No If no, please suggest a preferable time block and the

rationale for it. ________________________________________________________________________ ________________________________________________________________________ 3. Students' interest in this course seems to be stimulated by the content and structure of the course. Yes No If no, please comment. ______________________________________________________________________ ______________________________________________________________________ 4. The latest findings/technologies relevant to this course’s content have been incorporated into the course. Yes No Please identify new content added and how it was incorporated. ________________________________________________________________________ ________________________________________________________________________ 5. The amount of work required for students of this course is appropriate for the credit earned. Yes No If no, please make suggestions.

________________________________________________________________________ ________________________________________________________________________ 6. The teaching methods used in this course include: (Check all appropriate responses)

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Lecture ____ Discussion _____ Demonstration ____ Role Playing _____ Lab _____ Problem Solving _____ Case Studies _____ Review Questions _____ Competencies _____ Other _____ (Please describe) _____________________________________________________ 7. The evaluation methods used to assess student learning in this course include:

Exams _____ Quizzes _____ Review Questions _____ Journals _____ Competencies _____ Research Assignments _____ Written Abstracts _____ Final Exam _____ Homework Assignments _____ Other _____

Please explain other types of assessment tools used: ___________________________ 8. This course, as described in the course syllabus, provides adequate and appropriate student activities to promote

student learning. Yes No If no, make any suggestions you may have for improving and/or

enhancing student activities. ________________________________________________________________________ ________________________________________________________________________ 9. The types of tests used in this course are: Multiple Choice _____ True/False _____ Essay _____ Short Answer _____ Project Lab Practical _____ Hands-on _____ Take-home __ Other (please list) ________________________________________________________________________ 10. Testing in this course adequately measures the course performance objectives. Yes No If no, please state how they can better measure performance objectives. ________________________________________________________________________ ________________________________________________________________________ 11. The reading level of the textbook is appropriate for this course. Yes No If no, please explain._________________________________________ ________________________________________________________________________

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12. Appropriate writing assignments are incorporated into this course. Yes No If no, please explain and make suggestions for the reason(s) why writing assignments are not a part of the course. ________________________________________________________________________ ________________________________________________________________________ 13. The instructional materials (including overheads, A.V. media, etc.) for this course are varied, up-to-date, readily

available, and in sufficient quantity to support quality instruction. Yes No If no, please make suggestions for improvement. ________________________________________________________________________ ________________________________________________________________________ Course Supplies and Equipment 14. There are adequate equipment and supplies for student use in this course. Yes No If no, add suggestions. ________________________________________________________________________ Student Retention and Performance 15. Students who start the course seem to finish it successfully. Yes No If no, please add suggestions for student retention. ________________________________________________________________________ ________________________________________________________________________ 16. Student enthusiasm for learning in this class has been: Very high High Average Low Very low __ Comments: ___________________________________________________________ 17. For students who have not been successful in completing the course, the strategies that were implemented to try

to assist the student to pass the course included: Academic Conferencing _____ Referral to Learning Lab _____ Learning Style Assessed ____ Peer Tutor Assigned _____ Additional Assignments Developed _____ Study Group ____ Other (Please list)

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__________________________________________________________ ________________________________________________________________________ General Questions 18. I would rate the overall value of this course to the students as: Low High 0 1 2 3 4 5 Comments: ______________________________________________________________ ________________________________________________________________________ 19. What are benefits/strengths identified from students completing this course as they prepare for their role as a

health care practitioner? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 20. What other suggestions would you make for improving this course? __________________________________________________________________ DR/2007

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STUDENT EVALUATION OF TEACHING FACULTY MEDICAL ASSISTING PROGRAM Faculty Name: Course Title: Semester/Date: Using the following descriptions, circle the appropriate response for each statement. (1) Strongly Agree (4) Disagree (2) Agree (5) Strongly Disagree (3) Uncertain N/O Not Observed INSTRUCTIONAL PLANNING 1. The instructor is prepared and organized for class. 1 2 3 4 5 N/O INSTRUCTIONAL DELIVERY Teaching Methods 2. The instructor uses class time productively. 1 2 3 4 5 N/O 3. The instructor indicates the importance of the subject matter. 1 2 3 4 5 N/O 4. The instructor utilizes the textbook and other relevant materials. 1 2 3 4 5 N/O 5. The instructor's use of current events, research, or real life examples helps to get points across in class. 1 2 3 4 5 N/O 6. The instructor encourages participation from the class including the asking of questions. 1 2 3 4 5 N/O 7. The instructor frequently checks for student understanding about subject matter. 1 2 3 4 5 N/O Presentation Skills 8. The instructor explains materials clearly. 1 2 3 4 5 N/O 9. The instructor answers questions clearly. 1 2 3 4 5 N/O 10. The instructor provides alternative explanations when requested. 1 2 3 4 5 N/O 11. The instructor is enthusiastic when presenting course material. 1 2 3 4 5 N/O 12. The instructor can be heard and understood clearly by the students when information is being presented. 1 2 3 4 5 N/O

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13. The instructor attempts to involve all students in the learning experience. 1 2 3 4 5 N/O SUPPORT TO STUDENTS 14. The instructor provides individual assistance when requested. 1 2 3 4 5 N/O 15. The instructor provides information on the student's progress when requested. 1 2 3 4 5 N/O 16. The instructor provides clear assignments. 1 2 3 4 5 N/O 17. The instructor encourages students to do their best work. 1 2 3 4 5 N/O 18. The instructor exercises appropriate authority in the classroom. 1 2 3 4 5 N/O 19. The instructor directs students to auxiliary services or appropriate offices when needed. 1 2 3 4 5 N/O ASSESSMENT 20. The instructor reviews and discusses tests. 1 2 3 4 5 N/O 21. The instructor allows students opportunities to express their opinions. 1 2 3 4 5 N/O OVERALL INSTRUCTOR EFFECTIVENESS 22. The instructor encourages the student to meet the course objectives. 1 2 3 4 5 N/O 23. The instructor establishes an atmosphere that encourages and promotes learning. 1 2 3 4 5 N/O 24. The instructor shows flexibility in accommodating unexpected events in the classroom. 1 2 3 4 5 N/O INSTRUCTOR PROFESSIONALISM 25. The instructor presents a professional image. 1 2 3 4 5 N/O 26. The instructor treats students with respect. 1 2 3 4 5 N/O DEMOGRAPHICS 27. What is your overall grade point average? (Circle) 3.4-4.0 2.8-3.3 2.3-2.7 2.0-2.2 28. How many other courses have you taken at this college before this term? (Circle) 7 or more 5-6 3-4 1-2 none GENERAL COMMENTS:

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Community College of Philadelphia Medical Assisting Program

This survey is designed to help program faculty determine the appropriateness of individual externship sites.

All data will be kept confidential and will be used for program evaluation purposes only.

Name of Externship Site:

INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any item. 5 = Strongly Agree 4 = Agree 3 = Neutral (acceptable) 2 = Disagree 1 = Strongly Disagree N/A = Not available at this site At this externship site, I was: 1. Provided orientation to the office/facility. 5 4 3 2 1 N/A 2. Assigned to a supervisor/preceptor who actively participated in

my learning experience. 5 4 3 2 1 N/A

3. Allowed to perform the entry-level skills I had learned in school. 5 4 3 2 1 N/A 4. Given the opportunity to perform administrative skills. 5 4 3 2 1 N/A 5. Given the opportunity to perform clinical skills. 5 4 3 2 1 N/A 6. Adequately supervised and informed of whom to ask for help if I

needed it. 5 4 3 2 1 N/A

7. Treated respectfully by healthcare providers and other staff. 5 4 3 2 1 N/A 8. Provided with adequate personal protective equipment (e.g.

gloves) to protect my health and safety. 5 4 3 2 1 N/A

9. Provided the opportunity to communicate with: a. patients/clients/family members 5 4 3 2 1 N/A b. physicians/health care professionals 5 4 3 2 1 N/A c. staff and co-workers 5 4 3 2 1 N/A d. supervisory personnel 5 4 3 2 1 N/A 10. Not used to replace paid employees. 5 4 3 2 1 N/A 11. Provided regular constructive verbal feedback by supervisor. 5 4 3 2 1 N/A 12. Provided a final written performance evaluation. 5 4 3 2 1 N/A Were you asked to perform any skills for which you were not prepared by your medical assisting program?

Yes No If yes, please identify: Would you recommend this site for future externship students? Yes No

Why?

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What part of the externship experience did you like best and/or least?

__________________________

Print Student’s Name: Signature:

Date

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EXTERNSHIP EVALUATION 0F STUDENT Community College of Philadelphia

Medical Assisting Program Name of Externship Student Being Evaluated:

INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any item. 5 = Strongly Agree 4 = Agree 3 = Neutral (acceptable) 2 = Disagree 1 = Strongly Disagree N/A = Not available at this site Student extern was able to perform the following tasks to a satisfactory level of competence: 1. Demonstrate telephone technique 5 4 3 2 1 N/A 2. Recognize and respond to verbal communication 5 4 3 2 1 N/A 3. Recognize and respond to non-verbal communication 5 4 3 2 1 N/A 4. Maintain confidentiality 5 4 3 2 1 N/A 5. Document appropriately 5 4 3 2 1 N/A 6. Schedule appointments 5 4 3 2 1 N/A 7. Schedule inpatient and/or outpatient procedures 5 4 3 2 1 N/A 8. Organize patients’ medical records 5 4 3 2 1 N/A 9. File medical records 5 4 3 2 1 N/A 10. Prepare bank deposit 5 4 3 2 1 N/A 11. Post entries on day sheet 5 4 3 2 1 N/A 12. Apply managed care policies and procedures 5 4 3 2 1 N/A 13. Perform ICD-9 and/or CPT coding 5 4 3 2 1 N/A 14. Perform hand washing 5 4 3 2 1 N/A 15. Dispose of biohazardous waste 5 4 3 2 1 N/A 16. Perform sterilization procedures 5 4 3 2 1 N/A 17. Practice standard precautions 5 4 3 2 1 N/A 18. Perform venipuncture or capillary puncture 5 4 3 2 1 N/A 19. Instruct patient in the collection of specimens 5 4 3 2 1 N/A 20. Perform electrocardiography 5 4 3 2 1 N/A 21. Perform respiratory testing 5 4 3 2 1 N/A 22. Perform CLIA waived test(s) 5 4 3 2 1 N/A 23. Obtain vital signs 5 4 3 2 1 N/A 24. Obtain and record patient history 5 4 3 2 1 N/A 25. Prepare and maintain examination and treatment area(s) 5 4 3 2 1 N/A 26. Prepare patient and assist with physical exam or minor office procedure 5 4 3 2 1 N/A The student extern demonstrated professionalism in the following categories: 27. Appropriate judgment 5 4 3 2 1 N/A 28. Ability to work well with healthcare providers and other staff 5 4 3 2 1 N/A 29. Appropriate interaction with patients/clients 5 4 3 2 1 N/A 30. Punctuality and dependability 5 4 3 2 1 N/A 31. Grooming and hygiene 5 4 3 2 1 N/A 32. Clean and appropriate attire 5 4 3 2 1 N/A 33. Verbal/written communication 5 4 3 2 1 N/A 34. Self motivation 5 4 3 2 1 N/A 35. Student extern followed directions and asked questions appropriately 5 4 3 2 1 N/A

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Comments: Signature of individual completing this evaluation Credentials &Title Date

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APPENDIX I

MID-SEMESTER STUDENT EVALUATION OF MA PROGRAM COURSES

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Do you read the textbook to supplement the lecture notes provided by the instructor? • But sometimes I may not understand it. • The lecture notes were more helpful. It gets straight to the point of understanding the book. • It’s time consuming and I like the lecture notes because they are straight to the point,

what I have to focus on. (MA 260) • It’s easier to study from the notes, handouts, which are more brief and to the point. • I don’t feel as if I need to. • Because I feel that the handouts provide me with the necessary information for the topic. • Everything I need to know is in the lecture notes. • Not to supplement the notes but I read it just to compare and read it over for myself. • I only used the textbook to help write my procedures so far. • I think the notes provided and what is in the book is the same. • I tend to only focus on the lecture notes. • The handouts provide enough information. • I feel the lecture notes are just right.

If you have had difficulty in understanding and/or completing assignments, have you made arrangements outside of class time with the instructor(s) for additional assistance? If not, why?

• My schedule is really compacted. • I never have additional time unfortunately. • Figure I’d eventually get them. • I am going to just do more work in the text like vocabulary and answer the main objective questions. • Because I ask for too much. I think I get annoying. Too many excuses on my part. • Unavailability. • At first I wasn’t sure but now I got the hang of it. • I find out that after getting the test results that I have issues with the assignments. • Sometimes because my schedule can be a little crazy! I sometimes use my CCP email to talk to my

instructor. • I can only blame myself for having difficulty in this class. Additional assistance would probably not

make any difference as far as my grade goes. I just need to read the text when it’s assigned rather than days before the test.

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APPENDIX J

RESULTS OF STUDENT EVALUATION OF END OF SEMESTER COURSE EFFECTIVENESS

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Coding for the Physician’s Office HIT 104 – Spring 2008 Results N = 11 For the first eight weeks of the semester, the following topics have been covered in lecture:

• Introduction to CPT • Evaluation and Management Section • Anesthesia Section and Modifiers • Introduction to the Surgery Section and Integumentary System • An Overview of the ICD-9-CM • Using the ICD-9-CM

1. Do you feel the topics have been adequately covered in lecture? Yes10 No1

If not, what suggestions would you make for improvement? • We just went through things quickly.

2. Do you feel the handouts/PowerPoint slides that have been provided related to the topics of discussion were helpful to you?

Yes11 No 0 If not, what suggestions would you make for improvement?

3. Do you feel the extra in class assignments are helpful in supporting your review of the course materials? Yes 11 No 0

If not, what suggestions would you make for improvement?

4. Do you read the textbook to supplement the lecture notes provided by the instructor? Yes 8 No 3

If not, why? • Before the test I do but not daily. • I haven’t made the time to sue the textbook but when I did read it, it was helpful.

5. Do you find the assignments in the textbook reinforce the theory given to you each week in class? Yes 9 No 2

If not, what suggestions would you make for improvement? • Because everything is going too fast and it becomes hard to focus on what you are doing especially

when you are full time student. • I like the worksheets.

6. Do you complete the exercises in each chapter to as a means in learning the course material? Yes 5 No 6

If not, why? • I don’t usually have time to try them. • Not all of them just the ones I have the most difficulty with.

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• Sometimes class activities help and if not, then I used other books to make clear problem. Also lack of time.

• It’s hard making the time to do them all. 7. Do you feel adequate time is provided to cover the topics in lecture?

Yes 7 No 4 If not, what suggestions would you make for improvement?

• Review what we covered in the class before. • Need more time in individual tutoring if possible

8. If you have had difficulty in understanding and/or completing assignments, have you made arrangements outside of class time with the instructor(s) for additional assistance?

Yes 4 No 6 If not, why?

• My schedule is really compacted. • I’m not having difficulty. • I didn’t need further assistance. • If I ask.

9. What do you like about the course so far? • CPT coding • N/A • I like learning how to code. I find it challenging. • It is interesting. • Mrs. Rossi teaches the course on some days. • The fact that we are half way through. • Surgery section. • Coding really applies to externship so it helps a lot. • ICD-9-CM

10. What don’t you like about the course up to this point and why? • CPT, it’s confusing, tricky • Too complicated • CPT coding is so difficult • ICD-9 complicated questions when it comes to code • The teaching technique by one particular professor. She doesn’t show any concern and pretty much

rushes through everything. • It’s difficult • Not too much. Some stuff is too confusing. • N/A x 2

11. If you are not earning the grade you desire, why do you think that is so? • Because I’m not putting in enough time to practice • I think I am doing okay; just have to keep it up. • I am satisfied with my grade. • No idea • Not putting enough time into it

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• N/A • The CPT and ICD definitions are hardly talked about. We only focus on coding but the exams consist

of more than that • It is just too much to learn in such a small time. • I had problems with CPT codes • I’m doing fine so far but some chapters are too difficult • Not arranging outside class time for extra help.

12. What changes over the remaining six weeks would you like to see occur with regard to: Lecture:

• N/A x 3 • More in class • Have Mrs. Rossi do lecture • More details.

Homework assignments: • N/A x 3 • Starting collecting book homework assignments that always been told to do but never taken so

seriously so I skip it and still it is blank. Examinations:

• Less multiple choice questions • No short answer • More exam review. Force every individual to participate in answering the questions and make sure

they get to understand it. • N/A x 4 • Classroom activities: • Work in groups together • Have group activities to help us help each other • N/A x 4 • More giving handout to be collected/graded

Other comments/suggestions: We have always been told to do exercises in Step by Step book. Many of those, I still didn’t do because of other handouts and plus it never collected to be graded so we should take more seriously through the class activities and if possible arrange one more day or hour to be gathered for this class for those who need more hands on.

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Medical Office Management MA 260 – Spring 2008 – Results N=13 For the first eight weeks of the semester, the following topics have been covered in lecture: Supervising in Uncertain Times The Managerial Functions Communication: The Vital Link in Supervisory Management Motivational Principles As Applied to Supervision Solving Problems: Decision Making and the Supervisor Positive Discipline Supervisory Planning Supervisory Organizing

Survey Questions and responses 1. Do you feel the topics have been adequately covered in lecture?

Yes 10 No 3 If not, what suggestions would you make for improvement?

• Felt like we rushed through everything. • Stress on the definitions that we need to know more than others • Better explanation of subject matter. • Maybe read through the textbook.

2. Do you feel the handouts/PowerPoint slides that have been provided related to the topics of discussion were helpful to you?

Yes 11 No 2 If not, what suggestions would you make for improvement?

• Were not consistent with the book – [Response – They are taken from the instructor’s manual that accompanies the book.]

• I have read them and the chapters and I feel I understand but still managed to not do so well on the test.

3. Do you feel the online quizzes are helpful in supporting your review of the course materials? Yes 11 No 2

If not, what suggestions would you make for improvement? • Class quizzes – the online one really doesn’t help. • Did not get any quizzes. [Response: all the quizzes are online and students have been required to

submit answers to instructor for each chapter.] 4. Do you read the textbook to supplement the lecture notes provided by the instructor?

Yes11 No 2 If not, why?

• But sometimes I may not understand it. • Only a day or two before the test. • Not as much as I would like, and not as thoroughly as I should. But I do skim through it when I have

the time. • The lecture notes were more helpful. It gets straight to the point of understanding the book. • It’s time consuming and I like the lecture notes because they are straight to the point,

what I have to focus on.

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5. Do you find the assignments in the textbook reinforce the theory given to you each week in class?

Yes12 No 0 Somewhat 1 If not, what suggestions would you make for improvement?

• But I also think that we could probably use more case studies and help to understand the terminology.

6. Do you find the case studies helpful as a means of classroom discussion in learning the course material?

Yes 12 No 1 If not, what suggestions would you make for improvement?

• They need to relate to the topic at hand.

7. Do you feel adequate time is provided to cover the topics in lecture?

Yes 10 No 3 If not, what suggestions would you make for improvement?

• More class time.[Response: an hour of class time was arranged for Mondays at 9-10:00 AM] • Because at times when the instructor is out, the next instructor teaches or covers the same topic and

time gets wasted that way. • I think that more time should be given toward covering the handouts.

8. If you have had difficulty in understanding and/or completing assignments, have you made arrangements outside of class time with the instructor(s) for additional assistance?

Yes 1 No 8 No answer 4

If not, why?

• I am going to just do more work in the text like vocabulary and answer the main objective questions. • Because I ask for too much. I think I get annoying. Too many excuses on my part. • Unavailability. • At first I wasn’t sure but now I got the hang of it. • I find out that after getting the test results that I have issues with the assignments. • Sometimes because my schedule can be a little crazy! I sometimes use my CCP email to talk to my

instructor. • I can only blame myself for having difficulty in this class. Additional assistance would probably not

make any difference as far as my grade goes. I just need to read the test when it’s assigned rather than days before the test.

• Because I felt that I could handle it.

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9. What do you like about the course so far?

• It helps me to learn how to deal with people and how to work as a team. • Lecture in class/notes; it helps a lot. • Nothing. • Class discussions. • Cases in groups; role playing • The case studies • I like group interactions, getting people’s opinions help. • Definitely the online quizzes and the classroom activities • The online stuff really helps. • I like the case studies because it challenges me to think outside the box. • I don’t have any particular likes. • The content is straightforward. No unnecessary information and it seems almost common sense • Not too much may be I am not catching on as good because I am less interested.

10. What don’t you like about the course up to this point and why?

• I am just not as interested. I have to find a way to stimulate my mind reading the book is not bad but I

need more than that. • Nothing. x 2 • I don’t have any particular dislikes. • I think it’s kind of boring. • I feel like I know what’s going on but apparently it’s the complete opposite. The work is a bit

confusing. The excitement has also died down. • My exam grades. I normally do much better than this. • It’s informative and useful in every circumstance of life, not just in management position. • The quizzes online are fun and reinforce the chapters. • I feel like I have learned nothing thus far because I just can’t wrap my fingers around the topic. • The case study because it’s an assignment that is more like of what you think in your own perspective

that to a logical reasoning. Most of the time I’m not even sure if what I think/write is right or wrong. • That we’re not prepared for exams in class. • Because management is my weakness. I find it difficult to understand the material.

11. If you are not earning the grade you desire, why do you think that is so?

• I think I have to put more time into studying the details of this class and not the general topics because

some of the questions on the test are ones that I don’t study at times. • Not spending enough time on reviewing the reading ahead of time to get some feedback if there’s

confusion going on. • Because I am not putting my all into the class because I feel lost in the subject.

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• Not much work is graded except the tests. • I try to do my best, from what I learn and understand. • Maybe I should arrange more time to complete the task and read the text for this class. • The exams so far have been bringing me down all semester. • It’s my fault. • Because I try to remember all the material. I don’t know what parts to focus more on. • I think my grade is more than fair. Thank you. • Because of personal reasons. I need to place school first and lack the tendency to focus on the other

issues. • I just think it is due to not being interested enough. I am going to try my best to get the grade that I

want.

12. What changes over the remaining six weeks would you like to see occur with regard to: Lecture:

• None x 3 • Would like to attend more. • Maybe explain more detail • Sometimes I feel confident with what I’m learning during lecture but when the exam comes….. • Stress on most important definitions more Notes given before class • More defined topics • Give time to review for exams

Homework assignments:

• Assignments that the answer could be found in the text. • Once in a while it’s okay • Understand the terminology and apply it to the scenarios • No changes really need to be made in regards to the homework assignments • The quizzes online are good. • Less case studies • None x 3 • Just more case studies

Examinations:

• I am not sure. • Higher grades • Multiple choice questions • The exam I took was good because I read over the online Power Points • I have no clue. I’m not sure what’s wrong with the exams, but something is not right • Improve my grades

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• Simpler questions and more clear • More simple and less tricky

Classroom activities:

• Maybe more role playing. This may reinforce the topic. • More class discussions and group work. • More group discussions, role playing • Have more! • I think we need more classroom activities. • Use textbook. • More group activities. • Maybe some textbook activities

Other comments/suggestions: Dear Ms. Rossi: I would like to apologize for my excuses and poor behavior as a student. I have put too many personal things first and neglected my studies. I would like to change that before it’s too late. You are an excellent teacher and I don’t think you have to alter anything in this course or any course. Again, I’m sorry.

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Medical Office Laboratory Procedures MA 250 Mid-semester Evaluation Results for 2007 N=17 For the first seven weeks of the semester, the following topics have been covered in lecture and lab:

1. Introduction to the Clinical Laboratory 2. Hematology 3. Clinical Chemistry

1. Do you feel the topic have been adequately covered in lecture? Yes 14 No 3 If not, what suggestions would you make for improvement?

• More open labs for those who need extra practice. [Response: the lab is available for extra practice whenever a student requests extra assistance. To date, no one has requested extra for lab activities or for lecture.]

• This course should have been taken before some of us did phlebotomy. We would have had a better understanding. [Response: CLT 102 is the foundational course for MA 250. It is not appropriate to have an advanced laboratory course prior to the introductory laboratory course.]

13. Do you feel the handouts that have been provided related to the topics of discussion were

helpful to you? Yes 16 No 1 (1 student indicated the handouts were very helpful)

14. Do you feel the discussion questions provided to you are helpful in supporting your review of

the course materials? Yes 16 No 1

If not, what suggestions would you make for improvement? • They were helpful but when going over them in class, I went pretty much with speed and

missed a couple of questions to understand. (Response: It is important that you seek clarification of information either in class or after class so that you do understand the material.

15. Do you read the textbook to supplement the lecture notes provided by the instructor? Yes 7 No 9

If not, why? • One person indicated yes and no and stated: “A little; if there is something in the notes

that I don’t really understand completely, I tried to go to the text to compare.” • Everything I need to know is in the lecture notes. • Not to supplement the notes but I read it just to compare and read it over for myself. • I only used the textbook to help write my procedures so far. • I think the notes provided and what is in the book is the same. • I tend to only focus on the lecture notes. • The handouts provide enough information. • We don’t need a textbook for the class but if we did, yes I would read the book. • I feel the lecture notes are just right.

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Response: The textbook provides a rich source of information. Students are expected to read the textbook to complement the lecture notes. Reading the textbook in a narrative format may help you to comprehend the concepts more clearly.

16. Do you find the review questions given to you each week in lab helpful?

Yes 17 No 17. Do you find the weekly quizzes serve as a helpful review for the previous week’s lab

activities? Yes 17 No

• But reviewing the quiz in a matter of two minutes and not being able to hold on to them

is a bit of a problem. [Response: Reviewing the quiz immediately after its administration should provide reinforcement of important content. When the quizzes are returned the following week, students have the ability to record the errors that were made in their notes to refer to in the future.]

18. Do you feel the quizzes are helpful preparation for the exam on the related topic? Yes 15 No 1

19. Do you feel adequate time is provided to cover the topics in lecture? Yes 15 No 1

If not, what suggestions would you make for improvement?

• One student responded, so, so. “Spend a little more time on lectures so we shouldn’t rush through it so quickly.” [Response: It is difficult to spend additional time on lecture when students do not respond or engage in the material. If students came to class prepared having read the topic and had specific questions on the lecture, it makes sense to prolong the topics addressed in lecture. Observing students’ nonverbal language displays a clear message that nothing more can be added to enhance the learning process.]

• But I like the lab more because I think learning hands on is a better way of learning. Response: This is an appropriate response and the labs are what make the content more “real” and provide the students with the ability to retain the information as they have applied their knowledge by applying it to perform the procedures.

• Sometimes the lecture package doesn’t cover or make sense to the review questions. [Response: The lecture package is never designed to correlate specifically with the review questions. The lecture package may have the answers to the review questions or you may have to refer to your textbook for the answers. The lecture notes are comprehensive in nature and the review questions are to focus you on important concepts that you should remember from the unit being studied.]

• Somewhat, “we should have 2 classes and one lab so we can know best of what we have.” [Response: I do not understand this comment and therefore cannot provide a response.]

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20. Do you feel adequate time and practice is devoted to perform the procedures in lab?

Yes 15 No 1

If not, what suggestions would you make for improvement?

• We are not doing them at the same time so others move on and others are left back trying to understand how things work. [Response: Students are naturally going to work at different paces, some completing the required tasks more quickly than other students. It is not considerate to hold those students back or idle who have successfully completed the procedures while others “catch up”. If students read their lab assignment for the class, the steps are clearly identified and can be followed. Students are always encouraged to ask questions if they do not understand something. No student has ever been left to fend for herself unless she personally chooses to do so.]

• “Just a time management that goes by too fast in lab.” [Response: If students are having difficulty managing assignments in lab, they need to review the required tasks for the class, follow the steps, and stay focused on each task. Three hours is adequate to complete the assigned activities as demonstrated by those who complete assignments each week.]

21. If you have had difficulty in understanding and/or performing procedures in lab, have you made arrangements outside of class time for additional practice?

Yes 4 No 9 If not, why?

• I thought of attending Tuesday lab as well but never got a chance to ask. [Response: My

question would be what prevented you from asking the question?] • Because some people are finished first and you begin showing them the procedures and

others have to guess how it is done. [Response: To date, no students have asked for an explanation on how to perform a procedure when other students have performed tests prior to others and it was not provided. The lab sheet is also designed to provide students with step-by-step instructions on the procedures.]

• Have not had difficulty. • Because I do not have difficulty understanding the procedures. • I never have additional time unfortunately. • I haven’t had any difficulty yet. • I am comfortable with the procedures. • Figure I’d eventually get it. • If I needed to. • I understand the procedures. • I didn’t have any difficulties.

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22. Has the procedures manual assignment each week been helpful in reinforcing the competencies performed each week?

Yes 15 No

23. What do you like about the course so far?

• I really enjoy it. • Interesting and I love to be in the class. • The lab and the activity outside of class. • Lab. • I like the hands on. • The lab work is very interesting and resourceful. • Performing the procedures in the lab because that really helps a lot with understanding

and reinforcing the material for the test. • I like how it is mostly hands-on. I learn better that way and it reinforces the material. • A lot of things to keep busy with. • The lab procedures, hands on. • Yes, mainly lab though like I said, hands-on is the best way for me. • Learning the techniques • That there is a lot of hands-on procedures to be done. • Some stuff was covered in phlebotomy so it makes it easier to go over. • Hematology.

24. What don’t you like about the course up to this point and why?

a. We should all be working together on procedures. [Response: Not all students will work at the same pace. It is not fair to hold students back to wait for others to catch up. It leads to frustration for those ready to move forward.]

b. I don’t dislike the course maybe how long lab is but it goes by pretty fast. c. N/A – 3 d. Blood smears e. Sometimes gets a little confusing when there are a few things going on at the

same time. [Response: When students are performing different procedures, it is important to stay focused on what you are doing. Each student can perform the test as if working independently in a lab. It is important to learn to focus and block out extraneous noise and activities.]

f. Lecture because I kind of felt like we don’t really spend enough time on the topic other than just going over it and asking for clarification. [Response: Please see response to Question 8, answer one.]

g. Can’t think of anything at this point. h. The lab manual, too many steps to remember. [Response: Without the steps,

procedures would not be completed accurately.] i. The course is going great. j. Nothing so far.

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25. If you are not earning the grade you desire, why do you think that is so?

• Maybe is so much in so little lab time. • Personal issues and not enough time to study at home. I know it’s not an excuse. I need to

put more effort in my studies. • Not able to remember what I read and study. • I think I’m earning the grade I desire. • Personal issues. • I probably need to add more study time. • Not studying hard enough. • I just haven’t been studying enough. This semester I am just having trouble concentrating

on school work. • Missing so much class. • N/A • Because I have a lot to do and I try to make time to read more but nothing really goes my

way. [Response: If you are having difficulty with material, ask for assistance.] 26. What changes over the next seven weeks can be made to improve your grade with regard

to: the course:

• Study • Nothing the course is fine. • Nothing – (5) • I like the course the way it is. • I need to find a quiet place to do my work and study. • Learn and hands-on extra practice

yourself:

• Study more and more • I have to deal with my issues and find some sort of resolution. • Study more for weekly quizzes • Study I think putting more hours into studying. (2) • Study, study, study • Study more and stay on top of it • Better study habits; even balance of my time; proper time management all around. • Coming to class more often. • I just need to put more into reviewing and reading. • Study

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the instructor:

• Help (Response: The instructor is available to assist students. Students need to demonstrate an interest in improving performance by seeking assistance.)

• Nothing – (6) • Talk to my instructor for help if needed • Don’t need to change • She is the best. • Need to push us harder

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Medical Assisting Externship MA 299 – Spring 2008 Results N=13 For the first eight weeks of the semester, the following topics have been covered in lecture:

5. Externship Experience 6. Professionalism 7. Case studies – confidentiality, legal issues, etc. 8. Preparation for the CMA examination

1. Do you feel the topics have been adequately covered in lecture? Yes 13 No 0

If not, what suggestions would you make for improvement? 2. Do you feel the research assignments are helpful as a means of preparation for the certification examination?

Yes 12 No 1 If not, what suggestions would you make for improvement?

• Just very hard and time consuming. • If questions are directly taken from CMA exam. • I would like to work from the book a little more.

3. Do you feel the examination accurately reflected the review materials that were provided? Yes 13 No 0 If not, what suggestions would you make for improvement? 4. Did you purchase the textbook to begin preparation for the certification examination?

Yes 9 No 4 If not, why?

• I am getting it soon. • Still trying to get money. • Forgot, didn’t know it was mandatory. • I’m not going to be taking the exam till October.

5. Do you find the two day per week clinical site experience most appropriate to balance with the coursework?

Yes 11 No 2 If not, what suggestions would you make for improvement?

• Sometime if we spend more onsite, we get more practice. I would say just like phlebotomy (SI) would be by itself so we can get to go on site more than twice. We get more than comparing two days in a week and almost like going back to site one week if absent once.

• Needed more time especially for the site that does different things on different days.

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6. If you have had difficulty in understanding and/or completing assignments, have you made arrangements outside of class time with the instructor(s) for additional assistance?

Yes 6 No 5 N/A 2 If not, why?

• No difficulty. • Worked with classmates. • I don’t need it. • I look over the handout and the textbook for more information to better my

understanding. If not, I would ask you outside of class. 7. What do you like about the course so far?

• The preparation for the certification exam. • I think it is good and smooth. • It’s a great review of everything we learned thus far. • The practice tests. • The clinical x 3 • I like the clinical experience I receive. • Externship: I am actually working with real patients. I have learned a lot about myself

and my interactions with patients. • Externships because we can get experiences and become confident but the hours should

be lower. Barely have time for our school work/study. • The externship experience and the CMA preparation. I don’t have any problems with the

research assignment. • Overview of previous material. • Externship which was bad at first but now it is a piece of cake.!

8. What don’t you like about the course up to this point and why?

• Too much things to keep in touch in such a small time. I wish there were nine days in a week so I could have some time for myself as well.

• Not sure. • I like and enjoy this course. • Nothing really. • I think the hours of the externship required are too much. • I feel the externship should be longer maybe two semesters so that we can rotate to

different sites. • How long it is because it’s two hours that could be made into just one. • All the administration at my clinical. • The review • Nothing x 2 • Everything is just going by so fast and I feel like there’s not enough time to go over the

work

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9. If you are not earning the grade you desire, why do you think that is so? • I’m satisfied with the externship class grade. • I am. • Lack of effort. I am trying hard now though. • Studying time. • I am satisfied. • Not remembering a lot of material that I should know which reflects this course. • Lack of time.

10. What changes over the remaining six weeks would you like to see occur with regard to: Lecture:

• Focus on administrative and comprehensive stuff that is important but forgotten.

Homework assignments: • More time for long assignments.

Examinations:

• None x 10

Classroom activities: • More practice exams on the computer. • More group activities. • More time to discuss group project (Response: There is not a group project assigned to

this course.) Other comments/suggestions: Please tell Uncle Bush to change a week to 9 days. Everything is going too fast that wraps you so much in everything you focus on.

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COMMUNITY COLLEGE OF PHILADELPHIA Department of Allied Health

Course Evaluation by Students N=15 Semester: Fall Course: MA 104 – Medical Law and Ethics Year: 2006

B. Please provide your input to help improve this course. Answer the following questions as completely and honestly as possible. This is an evaluation of the course, not the instructor. Indicate your response on this form by placing a check mark in the box and circle a response for items #8 and #9. If using a Scantron sheet, record your responses by filling in “a” to correlate with always, “b” for often, etc.

Always Often Sometimes Never 6. Did the syllabus help explain what you were

expected to learn and do in this course? 12 3

7. Did the course objectives help explain what you were expected to learn and identify the activities you were to perform in this course?

13 2

8. Was the textbook(s) written at an appropriate level for you to understand?

13 2

9. Did the reading assignments help you learn the course content?

14 1

10. Did the homework assignments reinforce the lecture material?

14 1 1

6. Did the quizzes/examinations assess what you learned throughout the course?

11 4

7. Do you think the course material has adequately prepared you for subsequent courses at the College?

13 2

8. The number of assignments in the course were:

Just right 14

Too many 1

Too few

10. The number of evaluations/exams in the course were:

Just right 15

Too many

Too few

B. Please provide other comments or suggestions as follows: (Write on the back of this page if you wish)

4. What did you like most about this course?

a. The instructor is great and interesting. b. Learning the law and how to apply it in health care. c. How important it is to be aware of the legal issues facing health care workers. d. All the different issues in health care law. e. Ethics and the discussions we had. f. Ms. Koteski is very passionate about the course and makes it interesting. g. Class discussions were great. h. Everything. i. The textbook has great case studies and it is actually easy to read. I can understand it without having to read it four

times. j. The discussions in class and learning about the law. k. Case studies. l. All the information.

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5. What did you like least about this course?

a. The obnoxious students who were disrespectful. b. The assignments on the computer – rolodex seemed stupid. c. I liked everything. d. N/A (3) e. The rules in the classroom. Get real it is college. f. Nothing.

6. What changes would you like to see to improve the effectiveness of this course?

a. Maybe offer the course online. b. Offer the course more than once a year for other students to take it. c. Only allow students who can act like college students enroll in the class. d. I can’t think of anything that could improve the course. Ms. Koteski is a great teacher and really was a super instructor. e. I like the class the way it is. f. Don’t change anything.

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COMMUNITY COLLEGE OF PHILADELPHIA

Department of Allied Health Course Evaluation by Students

N=12 Semester: Fall Course: MA 104 – Medical Law and Ethics Year: 2007

C. Please provide your input to help improve this course. Answer the following questions as completely and honestly as possible. This is an evaluation of the course, not the instructor. Indicate your response on this form by placing a check mark in the box and circle a response for items #8 and #9. If using a Scantron sheet, record your responses by filling in “a” to correlate with always, “b” for often, etc.

Always Often Sometimes Never 11. Did the syllabus help explain what you were

expected to learn and do in this course? 10 2

12. Did the course objectives help explain what you were expected to learn and identify the activities you were to perform in this course?

9 2 1

13. Was the textbook(s) written at an appropriate level for you to understand?

11 1

14. Did the reading assignments help you learn the course content?

10 2

15. Did the homework assignments reinforce the lecture material?

9 2 1

6. Did the quizzes/examinations assess what you learned throughout the course?

10 2

7. Do you think the course material has adequately prepared you for subsequent courses at the College?

10 2

8. The number of assignments in the course were:

Just right 11

Too many 1

Too few

11. The number of evaluations/exams in the course were:

Just right 11

Too many 1

Too few

B. Please provide other comments or suggestions as follows: (Write on the back of this page if you wish)

7. What did you like most about this course?

m. The case studies. n. Taking exams online. o. Working in the computer classroom. p. Ms. Koteski is very knowledgeable and shares a lot of real life examples. q. The real case studies. r. Reading actual case studies that occurred. s. Its relevance to our career. t. The discussions we get into during class. u. The detailed information on where we stand in the course.

8. What did you like least about this course?

g. There’s so much work to do. h. The position paper and the writing assignments.

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i. Going online and doing the research. j. Ms. Koteski locking me out of the classroom if I am late. k. Instructor’s attitude. l. When student’s have too much to say on every topic that we discuss in class. m. Nothing I don’t like – it is a great class and Ms. Koteski is wonderful. n. N/A

9. What changes would you like to see to improve the effectiveness of this course?

g. Maybe not have so many assignments on the internet. h. The time in the computer classroom can be distracting. i. N/A (3) j. I can’t think of any changes. It is a really good class. k. The instructor needs to lighten up a bit.

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COMMUNITY COLLEGE OF PHILADELPHIA Department of Allied Health

Course Evaluation by Students

N=7 Semester: Summer I Course: MA 104 – Medical Law and Ethics Year: 2008

D. Please provide your input to help improve this course. Answer the following questions as completely and honestly as possible. This is an evaluation of the course, not the instructor. Indicate your response on this form by placing a check mark in the box and circle a response for items #8 and #9. If using a Scantron sheet, record your responses by filling in “a” to correlate with always, “b” for often, etc.

Always Often Sometimes Never 16. Did the syllabus help explain what you were

expected to learn and do in this course? 3 2 1 1

17. Did the course objectives help explain what you were expected to learn and identify the activities you were to perform in this course?

5 1 1

18. Was the textbook(s) written at an appropriate level for you to understand?

5 2 1

19. Did the reading assignments help you learn the course content?

2 3 2

20. Did the homework assignments reinforce the lecture material?

3 2 2

6. Did the quizzes/examinations assess what you learned throughout the course?

4 1 1 1

7. Do you think the course material has adequately prepared you for subsequent courses at the College?

4 1 1

8. The number of assignments in the course were:

Just right 6

Too many 1

Too few

12. The number of evaluations/exams in the course were:

Just right 5

Too many Too few 2

B. Please provide other comments or suggestions as follows: (Write on the back of this page if you wish)

10. What did you like most about this course?

v. The teaching methods. w. Learning about law and ethics. x. In class discussions and writing assignments. y. The course itself was very interesting. It was a lot to learn. z. The law and ethics of being a healthcare practitioner. aa. Professor Singer was interactive with the class. She explained and discussed everything in the textbook.

11. What did you like least about this course?

o. Too short but it’s a summer class. p. I should have taken it in the fall for more time to learn slower. q. What I liked least was the grading system. r. Too short – it seemed a little rushed.

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s. The tests weren’t with a lot of information. I studied in the book. Teacher was absent the first two days of class. Grading scale was unethical. Tests were confusing. Grades were confusing.

t. Nothing.

12. What changes would you like to see to improve the effectiveness of this course?

l. Nothing. m. Better test. A “C” should not start at 75-79. A “D” starts at a 69 not 74. Better notes, better assignments that have to do

with law and ethics. n. The course was administered (in my opinion) properly. o. Shorter textbook to fit short summer term.

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COMMUNITY COLLEGE OF PHILADELPHIA Department of Allied Health

Course Evaluation by Students Semester: Fall Course: MA 110 – Clinical Medical Assisting I Year: 2006

E. Please provide your input to help improve this course. Answer the following questions as completely and honestly as possible. This is an evaluation of the course, not the instructor. Indicate your response on this form by placing a check mark in the box and circle a response for items #8 and #9. If using a Scantron sheet, record your responses by filling in “a” to correlate with always, “b” for often, etc.

Always Often Sometimes Never 21. Did the syllabus help explain what you were

expected to learn and do in this course? 13 2

22. Did the course objectives help explain what you were expected to learn and identify the activities you were to perform in this course?

14 1

23. Was the textbook(s) written at an appropriate level for you to understand?

9 6

24. Did the reading assignments help you learn the course content?

10 3

25. Did the homework assignments reinforce the lecture material?

13 1 1

6. Did the quizzes/examinations assess what you learned throughout the course?

11 3 1

7. Do you think the course material has adequately prepared you for subsequent courses at the College?

12 3

8. The number of assignments in the course were:

Just right 14

Too many Too few 1

13. The number of evaluations/exams in the course were:

Just right 14

Too many Too few 1

B. Please provide other comments or suggestions as follows: (Write on the back of this page if you wish)

13. What did you like most about this course? a. The ability to practice what was taught. b. Lab where you actually get to perform with your classmates c. I like that I could do hands on work. d. You get to meet new people and learn throughout about your health that you did not know already. e. A lot of interaction between students as well as the teacher f. Everything g. I love learning about the body and everything that has to do with medical assisting h. It was very practical and very well explaining the terminology words. i. That how interesting is to be a part of medical field. I never thought the medical field had this many roles. j. It was exciting. Lab was the best. k. Learning different things about the course and what a medical assistant needs to do. l. Lab m. It’s helpful.

14. What did you like least about this course?

a. The number of distractions and not being able to have your exams for review.

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b. Quizzes too surprising. c. I think lab time went too fast once we started working. d. N/A e. Nothing f. I’m more of a hands on person. I don’t do well on written tests but I love doing everything. g. So far nothing bad about it. It’s fun and even more fun when you actually are doing things physically not just reading

and writing. h. The hard tests. i. Quiz

15. What changes would you like to see to improve the effectiveness of this course?

a. Change nothing but add a few more chapters from the book. b. N/A (4) c. I think the course is fine. d. Nothing. It was good. I’m excited for next semester. e. To provide more hands-on training. Because reading works but most people are visual and do better when it’s hands on

training. f. It’s just perfect. No improvement necessary. g. Be more on point on my work and study harder. h. More time in lab and more hands on help

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COMMUNITY COLLEGE OF PHILADELPHIA Department of Allied Health

Course Evaluation by Students N=12 Semester: Fall Course: MA 110 – Clinical Medical Assisting I Year: 2007

F. Please provide your input to help improve this course. Answer the following questions as completely and honestly as possible. This is an evaluation of the course, not the instructor. Indicate your response on this form by placing a check mark in the box and circle a response for items #8 and #9. If using a Scantron sheet, record your responses by filling in “a” to correlate with always, “b” for often, etc.

Always Often Sometimes Never 26. Did the syllabus help explain what you were

expected to learn and do in this course? 11 1

27. Did the course objectives help explain what you were expected to learn and identify the activities you were to perform in this course?

10 2

28. Was the textbook(s) written at an appropriate level for you to understand?

8 4

29. Did the reading assignments help you learn the course content?

9 3

30. Did the homework assignments reinforce the lecture material?

10 2

6. Did the quizzes/examinations assess what you learned throughout the course?

10 2

7. Do you think the course material has adequately prepared you for subsequent courses at the College?

11 1

8. The number of assignments in the course were:

Just right 11

Too many Too few 1

14. The number of evaluations/exams in the course were:

Just right 12

Too many Too few

B. Please provide other comments or suggestions as follows: (Write on the back of this page if you wish)

16. What did you like most about this course? n. Practicing in lab. o. Hands-on activities. p. Interacting with my classmates in lab. q. Working with Mrs. Raj in lab and learning skills in relaxed atmosphere. r. That we are learning skills and practicing them in lab. s. Lab t. Working in lab u. Learning new information that I can use in my personal life. v. Learning different things about the course and what a medical assistant needs to do.

17. What did you like least about this course?

j. Punctuality and grading policy k. Too many quizzes l. Tests are too difficult. m. Lab is a small group when someone is absent.

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n. Lecture and having instructor read through handout o. Exams. p. The lab goes too fast. q. Having lecture once a week. r. Nothing.

18. What changes would you like to see to improve the effectiveness of this course?

i. The book. j. Not having to bring the book – it is too heavy! k. I like the class and wouldn’t change it. l. Get students who really want MA in this class. m. No changes. n. More interactive lectures. o. I like the course the way it is. p. Mrs. Raj is very patient yet strict. She is willing to work with us. Keep her as the teacher. q. N/A

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APPENDIX K

RESULTS OF FACULTY COURSE EFFECTIVENESS EVALUATION

142

MA 110 – Introduction to Clinical Skills From Fall 2003-Fall 2006 four different faculty members taught MA 110 – Introduction to Clinical Skills. Despite the change in faculty teaching the course, the responses on the Course Evaluation were similar. Recommendations made by faculty during the past six years included:

• Lectures need to be at least 1.5 hours per session to cover material sufficiently in preparation for lab • Students are not making a connection between class, work, and field experience. Trips to clinics to see

what a medical assistant does may help. • Include a supply list with the cost of items in the syllabus for students • A course in anatomy and physiology would help their understanding of some of the topics covered in

this course and it should be taken prior to taking the clinical courses. • Students should be required to wear uniforms in lab which will make for a more professional

environment and start them early in developing their professionalism. • Students should be supplied with a stethoscope and sphygmomanometer for practice at home. • Field trips and guest lecturers are relevant for this course.

MA 115 – Medications and Medical Specialty Procedures Faculty have made the following recommendations.

• The lecture should be longer – make the course a three credit course for students • More time should be spent on dosage calculations, medication administration and top 100 drugs • Have American Academy of Pediatrics come in for lecture on pediatric immunizations • Purchase equipment that will assist students in grasping anatomy of ear and eye examinations • Purchase equipment to assist students in better understanding ECG lead placement and interpretation

of common arrhythmias • Students should be able to take this course without having completed MA 110 as the two courses do

not overlap one another. It will give students the opportunity to start the Program prior to September. • Offer the course in spring semester

MA 250 – Medical Office Laboratory Procedures Over the past five years, faculty have determined that students do not have to complete Biology 110 prior to registering for this course. As a result, in the most recent MAOM curriculum revision, the prerequisites for the course were changed to Biology 109. Other recommendations made have included:

• Discontinue the ECG externship as the type of clinical experience is limited and clinical sites are more interested in students performing both administrative and clinical medical assisting skills.

• Increase the number of point-of-care testing (POCT) procedures performed in the course as this aspect has increased tremendously in recent years with continual changes in CLIA waived tests.

• Request for increased funds for the supply budget as the reagents for POCT is expensive and students need more than one opportunity to practice a test.

• Maintain currency of equipment purchased for the course as technology increases rapidly in this area. • Find more software applications for students to be able to use outside of class which will assist them to

better understand and visualize hematology, chemistry, microbiology and urinalysis testing • Engage the students in the learning process through use of clicker technology

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AH 112 – Medical Administrative Procedures In the past year, the faculty adopted a new textbook which included an accompaniment referred to as a “virtual medical office”. This ancillary resource has increased the students’ understanding of the material and their ability to apply their knowledge in “real life” situations. Other comments made from faculty have included:

• There is a great deal of material in this course which includes both administrative and financial components of a medical practice. Because the students are not just MAOM students, the course content needs to be broadened to address other student populations (Patient Service Representatives and Health Service Management).

• The course should be taught on two days rather than three days a week because there is not enough time to perform some of the skills in class. Although a lab would be helpful for students to work on some of the administrative tasks, it is not feasible for the course. Faculty need to make themselves available to students outside of class to work with them for additional support with the course content.

• Challenge is finding a textbook that is ideal for the course that is not specifically geared to MAOM students but that covers all components of the course.

• This course could be developed for online format.

AH 120 – Reimbursement Methodologies for Health Care This course has only been taught on the main campus for two semesters. The major challenge associated with the course is finding a textbook which meets the objectives of the course and its student populations. Faculty have indicated that due to the diversity of students in the course (Health Services Management, Patient Service Representative and Medical Assisting and Office Management students) the scope of the reimbursement must be expanded to cover the needs of each student group. AH 204 – Medical Law and Ethics There have not been too many recommendations for this course over the years. Faculty do believe that guest lecturers are appropriate to speak to the students on specific topics in law. This course generally has a mix of students from various curricula enrolled in the course which lends itself for good classroom discussions. Writing assignments are an important part of the course and one faculty member indicated that the students’ writing skills were extremely weak. Due to the weak writing abilities noted by the faculty member, additional writing assignments were recommended for use in the course. AH 220 – Information Management Systems in Health Care The only recommendations made for this course were to find a textbook that allowed the students to work on the projects at home and to find a way to expose the students to the IDX software in the course. Medisoft is the current software being used to teach the course; however, the textbook does not provide enough material for a 15-week semester for students to be able to work from home. Access to working on projects at home is important in the interest of time spent on task. Requiring the students to purchase the capstone book would be cost prohibitive and therefore, faculty must develop capstone projects to maximize the students’ understanding of the material. AH 260 – Supervisory Management in Health Care The recent Program revision addressed the concerns identified by the faculty in their evaluation of the course. The lab component of the course was dropped and the lecture hours were increased from two to three. The most recent recommendations made for the course were to change the textbook and to continue the interactive activities in the classroom as the students gain and retain the information more successfully through these types of exercises.

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APPENDIX L

RESULTS OF STUDENT EVALUATION OF MA EXTERNSHIP SITES

145

Community College of Philadelphia Department of Allied Health

Student Evaluation of Faculty Teaching Instructor’s Name: Deb Rossi Semester: Spring Course Title: Medical Assisting Externship Year: 2006 Please place a checkmark or an “x” in the response that corresponds most closely with the statement. Always Often Sometimes Never Not

Applicable Teaching Methods/Preparation

Instructor is prepared and organized for class.

12

Instructor begins class promptly and makes good use of time allotted for class.

12

Instructor utilizes the textbook and other materials relevant to course content.

7 5

Instructor incorporates current events, research and/or real life examples into teaching methods to encourage understanding.

6 5 1

Instructor encourages class participation and elicits student questions.

12

Instructor checks for student understanding and answers student questions clearly and respectfully.

12

Instructional Delivery/Professionalism

The course material is presented in a clear manner.

12

Instructor demonstrates enthusiasm and sound understanding of the subject matter.

11 1

Instructor presents a professional image.

12

Instructor motivates students to learn. 11 1 Instructor encourages a climate of mutual respect.

12

Student Support Instructor is available to meet with students and provide assistance when requested.

11 1

146

Instructor directs students to other College services/resources when further assistance is necessary.

9 3

Instructor encourages students to do their best work.

12

Assessment Instructor provides assessments that are clear and relevant to the course objectives.

12

Instructor uses alternative assessments in addition to standard tests (e.g., competencies, quizzes, projects).

11 1

Overall Instructor Effectiveness Instructor promotes an environment which is conducive to learning.

11 1

Instructor supports students to meet course objectives.

12

Comments:

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Community College of Philadelphia Department of Allied Health

Student Evaluation of Faculty Teaching Instructor’s Name: Deb Rossi Semester: Spring Course Title: Medical Assisting Externship Year: 2007 Please place a checkmark or an “x” in the response that corresponds most closely with the statement. Always Often Sometimes Never Not

Applicable Teaching Methods/Preparation

Instructor is prepared and organized for class.

8

Instructor begins class promptly and makes good use of time allotted for class.

8

Instructor utilizes the textbook and other materials relevant to course content.

8

Instructor incorporates current events, research and/or real life examples into teaching methods to encourage understanding.

7 1

Instructor encourages class participation and elicits student questions.

8

Instructor checks for student understanding and answers student questions clearly and respectfully.

8

Instructional Delivery/Professionalism

The course material is presented in a clear manner.

8

Instructor demonstrates enthusiasm and sound understanding of the subject matter.

8

Instructor presents a professional image.

8

Instructor motivates students to learn. 8 Instructor encourages a climate of mutual respect.

8

Student Support Instructor is available to meet with students and provide assistance when requested.

8

148

Instructor directs students to other College services/resources when further assistance is necessary.

7 1

Instructor encourages students to do their best work.

8

Assessment Instructor provides assessments that are clear and relevant to the course objectives.

8

Instructor uses alternative assessments in addition to standard tests (e.g., competencies, quizzes, projects).

7 1

Overall Instructor Effectiveness Instructor promotes an environment which is conducive to learning.

8

Instructor supports students to meet course objectives.

8

Comments: Thanks Mrs. Rossi for always being there. You’re the best.

149

Community College of Philadelphia Department of Allied Health

Student Evaluation of Faculty Teaching Instructor’s Name: Deb Rossi Semester: Spring Course Title: Medical Assisting Externship Year: 2008 Please place a checkmark or an “x” in the response that corresponds most closely with the statement. Always Often Sometimes Never Not

Applicable Teaching Methods/Preparation

Instructor is prepared and organized for class.

12 2

Instructor begins class promptly and makes good use of time allotted for class.

12 2

Instructor utilizes the textbook and other materials relevant to course content.

10 3 1

Instructor incorporates current events, research and/or real life examples into teaching methods to encourage understanding.

10 3 1

Instructor encourages class participation and elicits student questions.

12 2

Instructor checks for student understanding and answers student questions clearly and respectfully.

11 3

Instructional Delivery/Professionalism

The course material is presented in a clear manner.

11 3

Instructor demonstrates enthusiasm and sound understanding of the subject matter.

13 1

Instructor presents a professional image.

13 1

Instructor motivates students to learn. 13 1 Instructor encourages a climate of mutual respect.

13 1

Student Support Instructor is available to meet with students and provide assistance when requested.

13 1

150

Instructor directs students to other College services/resources when further assistance is necessary.

10 3 1

Instructor encourages students to do their best work.

13 1

Assessment Instructor provides assessments that are clear and relevant to the course objectives.

12 2

Instructor uses alternative assessments in addition to standard tests (e.g., competencies, quizzes, projects).

12 2

Overall Instructor Effectiveness Instructor promotes an environment which is conducive to learning.

12 2

Instructor supports students to meet course objectives.

13 1

Comments:

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CONFIDENTIAL STUDENT EVALUATION OF

THE EXTERNSHIP SITE EXPERIENCE

Spring 2005 N=10 Please rate your medical assisting experience during this past semester according to the following criteria. Make additional comments if you wish. The purpose of this form is to provide an opportunity for you to appraise the externship site in the interests of the MAOM Program, clinical site supervisors and future students. Please place a check mark next to your rating. Experience relates to field of medical assisting High _7__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to perform administrative medical assisting skills High __2__ Good _4__ Average __3__ Poor __1__ Very Poor ____ No Observation ____ Opportunity to perform clinical medical assisting skills High __6__ Good __4__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to perform laboratory procedures High __3__ Good __4__ Average __2__ Poor ____ Very Poor __1__ No Observation ____ Responsiveness of the staff to you being assigned to the facility High __10__ Good ____ Average ____ Poor ____ Very Poor ____ No Observation ____ Adequacy of clinical site supervision High _8__ Good __2__ Average ____ Poor ____ Very Poor ____ No Observation ____ Helpfulness of clinical supervisor High __8__ Good __2__ Average ____ Poor ____ Very Poor ____ No Observation ____ Cooperativeness of staff employees High __8__ Good __2_ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to use academic training High _7__ Good _ 3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop human relations skills High __7__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Provision for levels of responsibility consistent with student ability and growth High _7__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop communications skills High __7__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____

152

Opportunity to enhance your skills of professionalism High __7__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to solve problems High __6__ Good _4___ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop critical thinking skills High __7__ Good __2__ Average _1__ Poor ____ Very Poor ____ No Observation ____ Helpfulness of clinical site coordinator High __8__ Good __2__ Average ____ Poor ____ Very Poor ____ No Observation ____ Did the assignment meet __6__ exceed __4__ or fall below ____ your expectations? Would you recommend this site for future medical assisting students? Yes __10__ No ____ Why? 1. Because it is a good experience to be in different teams and every day you come across new things.

2. The staff is very friendly, helpful, and professional. Everyone sticks together and works as a team. 3. Because the staff helps you to continue learning while performing the actual work. 4. Because I feel it is a good teaching facility.

5. Because you get to do different things there. The staff, especially, the supervisor are very nice. 6. Dr. Telegadis is a wonderful teacher.

7. Daisy Rios, my immediate supervisor, is awesome and a graduate of CCP. She is very good at what she does.

8. Because it is a great learning experience. John Telegadis is a great teacher. 9. The office manager, the staff, and the doctors were very welcoming and were happy I was there. 10. You get the opportunity to work close with student doctors and learn new aspects of medicine.

Would you please give your clinical supervisor at the site an overall evaluation? Excellent __8__ Very Good __1__ Good __1__ Average ____ Poor ____ Please make specific comments to help us in further evaluating the site as externship site.

1. My externship site needs to provide more time for administrative training. 95% of the semester I did clinical and laboratory training. It if wasn’t for me speaking up a second time, I don’t think I would have been given a chance to learn the administrative skills.

2. I really enjoyed my experience at my clinical site because the staff as well as the doctor was concerned with my willingness to learn and to help me as an MA.

3. Could teach the student a little more of the clinical aspects. 4. Kathy has a very good personality. She knows what she’s doing. She always offered her help. Very

nice and skilled supervisor. 5. Stephanie Logan was awesome and very helpful. She was able to work with my schedule when needed

and even kept track of my time.

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CONFIDENTIAL STUDENT EVALUATION OF

THE EXTERNSHIP SITE EXPERIENCE

Spring 2006 N=15 Please rate your medical assisting experience during this past semester according to the following criteria. Make additional comments if you wish. The purpose of this form is to provide an opportunity for you to appraise the externship site in the interests of the MAOM Program, clinical site supervisors and future students. Please place a check mark next to your rating. Experience relates to field of medical assisting High _9__ Good __6__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to perform administrative medical assisting skills High __2__ Good _7__ Average __2__ Poor __2__ Very Poor ____ No Observation __2__ Opportunity to perform clinical medical assisting skills High __7__ Good __7__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Opportunity to perform laboratory procedures High __3__ Good __6__ Average __2__ Poor ____ Very Poor ____ No Observation __4__ Responsiveness of the staff to you being assigned to the facility High __7__ Good __7__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Adequacy of clinical site supervision High _9__ Good __6__ Average ____ Poor ____ Very Poor ____ No Observation ____ Helpfulness of clinical supervisor High __8__ Good __5__ Average __2__ Poor ____ Very Poor ____ No Observation ____ Cooperativeness of staff employees High __9__ Good __3_ Average __3__ Poor ____ Very Poor ____ No Observation ____ Opportunity to use academic training High _4__ Good _ 10__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop human relations skills High __7__ Good __7__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Provision for levels of responsibility consistent with student ability and growth High _7__ Good __7__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop communications skills

154

High __7__ Good __6__ Average __2__ Poor ____ Very Poor ____ No Observation ____ Opportunity to enhance your skills of professionalism High __7__ Good __7__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Opportunity to solve problems High __4__ Good _7___ Average __3__ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop critical thinking skills High __4__ Good __8__ Average _3__ Poor ____ Very Poor ____ No Observation ____ Helpfulness of clinical site coordinator High __8__ Good __5__ Average __2__ Poor ____ Very Poor ____ No Observation ____ Did the assignment meet __9__ exceed __5__ or fall below __1__ your expectations? Would you recommend this site for future medical assisting students? Yes __13__ No __1__ (1 no response) Why? 1. Because you don’t get to exercise all you learn, just the clinical side of it. 2. It is a medical practice to learn hands on, but if a student wants to learn/do more of a variety in the

clinical portion, I would refer them to internal medicine/family doctor. 3. The staff are really nice and helpful. Dr. Telegadis is really good and takes time out to teach you

new things. 4. To learn/experience the clinical aspect of an MA. It is a wonderful site. 5. The staff was very helpful in seeing that my skills were used. 6. I learned many different techniques involving patient care. Also the staff are willing to further

explain procedures to you rather than just doing it. The staff tells you why it’s being done and what it means.

7. This site is more administrative but it shows a multiple of front and back office activities. 8. It helps a lot. 9. The people are extremely friendly, helpful and determined to make sure that the students learn. 10. The clinical supervisor is an exceptional individual who is a great teacher. 11. This site was very supportive and encouraging especially for the hands on experience. 12. The education, administratively that I’ve gained was good but this site did help me put into practice

practically the things I’ve learned. It helped me to see just how to use the skills I’ve acquired. 13. The experience was mostly hands on. I believe that if you can show a person then demonstrate the

technique, you have a better chance of learning. 14. They are very patient with the student but consistent with training. Environment conducive to

learning. Would you please give your clinical supervisor at the site an overall evaluation? Excellent __7__ Very Good __5__ Good __2__ Average __1__ Poor ____ Please make specific comments to help us in further evaluating the site as externship site.

6. Michele is very good at assigning duties. She keeps you on your toes but she is not aggressive or

155

pushy. 7. My teacher, Ms. Delilah helped and assisted me whenever I needed help. She also tried to help me

when I made mistakes to prevent these from happening further. Workwise, I enjoyed being at my site and Ms. Delilah was a great teacher.

8. Staff supportive and encouraging, hands-on clinical experience, excellent. 9. Deb Sinni is very nice. Sabrina is great at making sure I felt comfortable at what I was doing. I could

tell her at anytime if I felt it was too much. Everything was great. It was truly a lasting experience. 10. Cooperative. 11. I rated my assigned supervisor, Ms. Logan as very good because I rarely saw her on a day-to-day basis

but when I did interact with her, she was very nice, helpful and informative. 12. The site was nice. You have the opportunity to learn as much as you desire.

156

CONFIDENTIAL STUDENT EVALUATION OF

THE EXTERNSHIP SITE EXPERIENCE

Spring 2007 N=6 Please rate your medical assisting experience during this past semester according to the following criteria. Make additional comments if you wish. The purpose of this form is to provide an opportunity for you to appraise the externship site in the interests of the MAOM Program, clinical site supervisors and future students. Please place a check mark next to your rating. Experience relates to field of medical assisting High _5__ Good __1__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to perform administrative medical assisting skills High __4__ Good _1__ Average ____ Poor __1__ Very Poor ____ No Observation ____ Opportunity to perform clinical medical assisting skills High __5__ Good ____ Average ____ Poor __1__ Very Poor ____ No Observation ____ Opportunity to perform laboratory procedures High __5__ Good ____ Average __1__ Poor ____ Very Poor ____ No Observation ____ Responsiveness of the staff to you being assigned to the facility High __5__ Good ____ Average __1__ Poor ____ Very Poor ____ No Observation ____ Adequacy of clinical site supervision High _4__ Good __1__ Average __1__ Poor ____ Very Poor ____ No Observation ____ Helpfulness of clinical supervisor High __4__ Good ____ Average __2__ Poor ____ Very Poor ____ No Observation ____ Cooperativeness of staff employees High __4__ Good __2_ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to use academic training High _5__ Good _ 1__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop human relations skills High __3__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Provision for levels of responsibility consistent with student ability and growth High _4__ Good __2__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop communications skills

157

High __4__ Good __2__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to enhance your skills of professionalism High __5__ Good __1__ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to solve problems High __3__ Good _3___ Average ____ Poor ____ Very Poor ____ No Observation ____ Opportunity to develop critical thinking skills High __3__ Good __3__ Average ___ Poor ____ Very Poor ____ No Observation ____ Helpfulness of clinical site coordinator High __3__ Good __3__ Average ____ Poor ____ Very Poor ____ No Observation ____ Did the assignment meet __3__ exceed __3__ or fall below ____ your expectations? Would you recommend this site for future medical assisting students? Yes __5__ No ____ (1 no response) Why? 1. The people are very nice and the lab is excellent place to learn; administrative skills are limited due

to limited use of computer. 2. For me it was the right site however, it’s not one to be used as a last clinical site. 3. It is a wonderful experience and the doctors and MAs are dedicated to their jobs. 4. The site was so happy to have a student they could train. There were so helpful in getting me

acquainted with the medical field. 5. It is a great place to work and learn new things. Would you please give your clinical supervisor at the site an overall evaluation? Excellent __4__ Very Good __1__ Good ____ Average __1__ Poor ____ Please make specific comments to help us in further evaluating the site as externship site.

13. Everyone was so nice to me, especially my first day. They never pushed me into doing anything I was uncomfortable doing.

14. This site is better for beginning students not ones that are advanced like myself. 15. Allow students to learn more on office management site; laboratory – clinical side is excellent. You

have numerous opportunities.

158

STUDENT’S EVALUATION OF EXTERNSHIP SITE

Community College of Philadelphia Medical Assisting Program Spring 2008

This survey is designed to help program faculty determine the appropriateness of individual externship sites.

All data will be kept confidential and will be used for program evaluation purposes only.

Name of Externship Site: Dr. John Telegadis

Temple University – Pulmonary Research

Miller and Boselli Internal Medicine (3)

Pennsylvania Hospital Diabetes Education Center

Temple University OB/GYN Clinic

Pennsylvania Heart and Vascular Associates

PCOM Roxborough

J. Edwin Wood Clinic

Biggan and Cowen’s Internal Medicine

Thomas Jefferson’s Family Medicine Department

INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any item. 5 = Strongly Agree 4 = Agree 3 = Neutral (acceptable) 2 = Disagree 1 = Strongly Disagree N/A = Not available at this site At this externship site, I was: 1. Provided orientation to the office/facility. (8)5 (3)4 (1)3 2 1 N/A 2. Assigned to a supervisor/preceptor who actively

participated in my learning experience. (5)5 (5)4 (1)3 (1)2 1 N/A

3. Allowed to perform the entry-level skills I had learned in school. (4)5 (6)4 (2)3 2 1 N/A

4. Given the opportunity to perform administrative skills. (6)5 (1)4 (4)3 (1)2 1 N/A

5. Given the opportunity to perform clinical skills. (5)5 (3)4 (3)3 (1)2 1 N/A 6. Adequately supervised and informed of whom to

ask for help if I needed it. (6)5 (4)4 (2)3 2 1 N/A

7. Treated respectfully by healthcare providers and other staff. (7)5 (5)4 3 2 1 N/A

8. Provided with adequate personal protective equipment (e.g. gloves) to protect my health and (8)5 (4)4 3 2 1 N/A

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safety. 9. Provided the opportunity to communicate with: a. patients/clients/family members (7)5 (4)4 3 2 (1)1 N/A b. physicians/health care professionals (6)5 (4)4 3 (2)2 1 N/A c. staff and co-workers (7)5 (4)4 3 (1)2 1 N/A d. supervisory personnel (8)5 (4)4 3 2 1 N/A 10. Not used to replace paid employees. (2)5 (5)4 (4)3 2 1 N/A 11. Provided regular constructive verbal feedback by

supervisor. (3)5 (6)4 (3)3 2 1 N/A

12. Provided a final written performance evaluation. (6)5 (5)4 3 2 N/A (1) Were you asked to perform any skills for which you were not prepared by your medical assisting program?

2 Yes 9 No If yes, please identify: Insurance preauthorization; precertifications Would you recommend this site for future externship students? 9 Yes 3 No Why?

1. It was a good experience.

2. Not enough hands-on training in both clinical and administrative area.

3. Professionalism

4. They lack patience and helpfulness.

5. Yes because it provides a good learning environment. But there is not enough clinical

opportunities.

6. Because the staff is really nice and you can learn a great deal from them.

7. It was more clinical. It depends on what you’re interested in.

8. Phlebotomy but only twice a week. There are not enough clinical skills performed.

9. You learned a lot with clinical skills. Staff were nice; really built your confidence level.

10. It was a good site where I had great experience.

11. It’s a great site to build on clinical skills.

What part of the externship experience did you like best and/or least? 1. The location was two hours away by public transportation.

2. What I enjoyed the most was the patient contact from 7 AM to 11 AM.

3. I liked doing it all.

4. Clinical.

5. The attitudes are what I disliked.

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6. I liked that it is a slow paced environment most of the time and a great learning environment.

7. I liked the fast pace in which the clinics were run. Overall every aspect of this site was great.

8. I enjoyed seeing the patients.

9. The people there.

10. I liked the clinical because you get to do a lot of things and I liked the administrative the least.

11. The best was that I was a part of a team doing many things.

12. Clinical area was the best part of the externship experience. Being able to assist with GYN

procedures.

Print Student’s Name: Signature:

Date

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APPENDIX M

CLINICAL SITE SUPERVISORS’ EVALUATIONS OF MA STUDENTS

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Clinical Site Supervisor Survey Results Community College of Philadelphia

Medical Assisting and Office Management Program

MA 299 - Clinical Site Supervisor Survey Results for Spring 2007 Clinical Sites: N=6 Please rate the performance of the student in each of the following areas: Excellent Good Fair Poor Not Applicable

Oral communication skills 1 (5) 2 (1) 3 4 n/a Written communication skills 1 (5) 2 (1) 3 4 n/a Listening skills and ability to follow direction 1 (4) 2 (2) 3 (1) 4 n/a Professional attitude and self-confidence 1 (4) 2 (2) 3 4 n/a Attendance 1 (6) 2 3 4 n/a Punctuality 1 (6) 2 3 4 n/a Dependability 1 (5) 2 (1) 3 4 n/a Initiative 1 (4) 2 (2) 3 4 n/a Obtaining patient vital signs 1 (5) 2 (1) 3 4 n/a Performance of ECGs 1 (5) 2 (1) 3 4 n/a Quality of work 1 (4 ) 2 (2) 3 4 n/a Overall Performance 1 (4) 2 (2) 3 4 n/a Please identify any additional skills/competencies that you feel the student should have to better prepare him/her for this externship experience:

1. Students are well prepared and interested.Caring, enthusiastic, and truly professional. 2. Tashara is a wonderful extern – we would hire her immediately if a position was available. 3. Nothing 4. None

Overall, do you feel the College is successful in educating its medical assisting students? YES: 6 NO: Please explain ____________________________________________________________________________ Were the objectives for the MA 299 clinical externship clearly presented? YES 6 NO: Please explain ___________________________________________________________________________ Do you feel the site was able to meet the objectives stated for the externship? YES 6 NO: Please explain __________________________________________________________________________

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Were the evaluation forms easy to understand and complete? YES 6 NO: Would your medical office/facility be interested in serving as a clinical site for future students of the MAOM Program? YES 6 NO: Please explain:

Was there an adequate amount of communication and visit(s) between you and the clinical coordinator during the student’s

externship experience? YES 6 NO: Please explain: Please indicate (by importance) if the medical assistants employed in your office/department are responsible for performing and/or utilizing the following areas: Your Office/Department Very Not Not Important Important Important Irrelevant Applicable Vital Signs 1 (6) 2 3 4 n/a Obtaining Medical Histories 1 (5) 2 (1) 3 4 n/a Performing ECGs 1 (4) 2 (2) 3 4 n/a Performing Respiratory Testing 1 (1) 2 3 (2) 4 n/a Applying Holter Monitors 1 (1) 2 3 (1) 4 n/a (4) Performing Venipuncture 1 (6) 2 3 4 n/a Administrative Skills 1 (5) 2 (1) 3 4 n/a Scheduling Appointments 1 (5) 2 (1) 3 4 n/a Answering the Telephone 1 (5) 2 (1) 3 4 n/a Patient Teaching/Instruction 1 (3) 2 (2) 3 4 n/a Managed Care Referrals 1 (4) 2 (1) 3 (1) 4 n/a Medical laboratory skills 1 (4) 2 (2) 3 4 n/a Administration of Medication 1 (3) 2 (1) 3 (2) 4 n/a Sterilizing Instruments 1 (4) 2 3 (1) 4 n/a (1) Minor surgery 1 (2) 2 3 (1) 4 n/a (3) Medical Terminology 1 (6) 2 3 4 n/a Medical Law/Ethics 1 (5) 2 (1) 3 4 n/a Insurance/billing 1 (3) 2 (2) 3 4 n/a (1) Diagnostic/CPT Coding 1 (4) 2 (1) 3 (1) 4 n/a Computer Applications 1 (4) 2 (2) 3 4 n/a Management Concepts 1 (3) 2 (2) 3 4 n/a (1)

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MA 299 - Clinical Site Supervisor Survey Results for Spring 2006 Clinical Sites: N=13 Please rate the performance of the student in each of the following areas: Excellent Good Fair Poor Not Applicable

Oral communication skills 1 (8) 2 (5) 3 4 n/a Written communication skills 1 (9) 2 (4) 3 (1) 4 n/a (1) Listening skills and ability to follow direction 1 (9) 2 (2) 3 (2) 4 n/a Professional attitude and self-confidence 1 (8) 2 (3) 3 (2) 4 n/a Attendance 1 (6) 2 (6) 3 (1) 4 n/a Punctuality 1 (8) 2 (5) 3 4 n/a Dependability 1 (9) 2 (3) 3 (1) 4 n/a Initiative 1 (8) 2 (3) 3 (2) 4 n/a Obtaining patient vital signs 1 (9) 2 (4) 3 4 n/a Performance of ECGs 1 (8) 2 (4) 3 (1) 4 n/a Quality of work 1 (10) 2 (1) 3 (2) 4 n/a Overall Performance 1 (10) 2 (2) 3 (1) 4 n/a

Please identify any additional skills/competencies that you feel the student should have to better prepare him/her for this externship experience:

5. Caring, enthusiastic, and truly professional. 6. This student is very well prepared. 7. Interaction/communication with staff, emphasis on initiative and consistency of performance 8. Nothing 9. Lindsey’s skills are excellent. 10. It was difficult for extern to get much experience with front desk procedures as our office is new to IDX

system and it requires training. 11. Become a little more confident in her skills by increasing her initiative. 12. None

Overall, do you feel the College is successful in educating its medical assisting students? YES: 13 NO: Please explain ____________________________________________________________________________ Were the objectives for the MA 299 clinical externship clearly presented? YES 13 NO: Please explain ___________________________________________________________________________ Do you feel the site was able to meet the objectives stated for the externship? YES 13 NO: Please explain __________________________________________________________________________

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Were the evaluation forms easy to understand and complete? YES 12 NO: 1 Please explain . They were easy to understand but took up too much time to complete. However, some choices do not allow for gray areas.

Would your medical office/facility be interested in serving as a clinical site for future students of the MAOM Program?

YES 12 NO: 1 Please explain: Not at this time.

However, the student should be chosen carefully so as to better suit the needs of this office.

Was there an adequate amount of communication and visit(s) between you and the clinical coordinator during the student’s

externship experience? YES 12 NO: 1 Please explain: Would like more follow up with coordinator, perhaps biweekly. Please indicate (by importance) if the medical assistants employed in your office/department are responsible for performing and/or utilizing the following areas: Your Office/Department Very Not Not Important Important Important Irrelevant Applicable Vital Signs 1 (10) 2 (2) 3 (1) 4 n/a Obtaining Medical Histories 1 (6) 2 (5) 3 (1) 4 n/a Performing ECGs 1 (8) 2 (3) 3 4 n/a (2) Performing Respiratory Testing 1 (4) 2 3 (3) 4 (1) n/a (5) Applying Holter Monitors 1 (1) 2 3 (1) 4 n/a (11) Performing Venipuncture 1 (7) 2 (3) 3 4 n/a (3) Administrative Skills 1 (10) 2 (3) 3 4 n/a Scheduling Appointments 1 (10) 2 (2) 3 (1) 4 n/a Answering the Telephone 1 (10) 2 (3) 3 4 n/a Patient Teaching/Instruction 1 (9) 2 (2) 3 (1) 4 n/a (1) Managed Care Referrals 1 (8) 2 (2) 3 (1) 4 n/a (2) Medical laboratory skills 1 (9) 2 (2) 3 4 (1) n/a (1) Administration of Medication 1 (3) 2 (1) 3 (2) 4 n/a (7) Sterilizing Instruments 1 (7) 2 3 (1) 4 n/a (5) Minor surgery 1 (2) 2 3 (1) 4 n/a (10) Medical Terminology 1 (13) 2 3 4 n/a Medical Law/Ethics 1 (9) 2 (3) 3 4 n/a (1) Insurance/billing 1 (8) 2 (3) 3 4 (1) n/a (1) Diagnostic/CPT Coding 1 (8) 2 (3) 3 (1) 4 n/a (1) Computer Applications 1 (11) 2 (2) 3 4 n/a Management Concepts 1 (8) 2 (3) 3 4 (1) n/a (1)

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MA 250 - Fall 2003 Number of Students: 12 Number of Surveys Sent Out: 7 (2 students assigned to the same facility) Number of Surveys Returned: 5 Return Response: 71%

Analysis: The clinical site supervisors rated the externs as excellent or good in each of the performance skills and professional attributes with the exception of one student who was evaluated as fair on four characteristics. All supervisors felt the College is successful in educating the medical assisting students. The supervisors felt they were able to meet the objectives for MA 250 course and that the objectives were clear. There was an adequate amount of communication between the site and clinical coordinator, the evaluation forms were easy to understand and complete, and the clinical sites were all interested in serving again as an externship site. None of the sites have their medical assistants sterilize instruments. Four of the five surveys also indicated their site does not perform respiratory testing. The surveys indicate that the externship sites employing medical assistants have them performing mostly clinical skills.

MA 299 - Spring 2003 Number of Students: 8 Number of Surveys Given Out: 8 Number of Surveys Returned: 5 Return Response: 63%

The clinical site supervisors rated the externs as excellent or good in each of the performance skills and professional attributes with the exception of one on punctuality. All supervisors felt the College is successful in educating the medical assisting students. It was unanimous that the supervisors felt they were able to meet the objectives for MA 299 course and that the objectives were clear. There was an adequate amount of communication between the site and clinical coordinator, the evaluation forms were easy to understand and complete, and the clinical sites were all interested in serving again as an externship site. The surveys indicate that the externship sites employing medical assistants have them performing mostly clinical skills. Most sites indicated the employees are performing a wide range of clinical and administrative skills. Interestingly enough, none of the supervisors selected irrelevant or not applicable for the topics listed as skills performed by their medical assistants. In the 3 of the 5 surveys management concepts was rated as not important, 2 of 5 rated minor surgery and apply holter monitors as not important, and 3 of 5 rated the administration of medication as not important. Overall, the medical assistant employees appear to perform a combination of administrative and clinical procedures.

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MA 299 - Spring 2002 Number of Students: 12 Number of Surveys Given Out: 12 Number of Surveys Returned: 10 Return Response: 83%

The clinical site supervisors rated the externs as excellent or good in each of the performance skills and professional attributes. All supervisors felt the College is successful in educating the medical assisting students. The supervisors felt they were able to meet the objectives for MA 299 course and that the objectives were clear. There was an adequate amount of communication between the site and clinical coordinator, the evaluation forms were easy to understand and complete, and the clinical sites were all interested in serving again as an externship site. The surveys indicate that the externship sites employing medical assistants have them performing mostly clinical skills. Most sites indicated the employees are performing a wide range of clinical and administrative skills.

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APPENDIX N

OUTCOMES MEASUREMENTS FOR THE MA PROGRAM

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Table 3: Average Semester GPA and Hours Earned/Attempted for Medical Assisting Students

Semester Average Semester GPA Hours Earned/Attempted Fall 2001 2.43 91.0%

Spring 2002 2.76 99.0% Fall, 2002 2.25 83.4%

Spring 2003 2.32 88.1% Fall 2003 2.42 85.1%

Spring 2004 2.77 95.2% Fall 2004 2.57 94.0%

Spring 2005 2.79 97.6% Fall 2005 2.63 89.8%

Spring 2006 2.89 95.8% Fall 2006 2.22 87.6%

Spring 2007 2.45 87.9% Fall 2007 2.66 90.4%

Spring 2008 2.39 83.2% Table 4: Graduation Data

Table 5: Pass rates in Board Certification Exam

Graduation Year # of Students Taking

Certification Examination

# of Students Passing

Certification Examination

Program Pass Rate

National Pass Rate

2000 13 13 100% 66% 2001 6 5 83% 59% 2002 12 12 100% 63% 2003 5 5 100% 63% 2004 6 5 83% 67% 2005 11 8 73% 67% 2006 6 6 100% 68% 2007 8 7 88% 69% 2008 6 6 100% 68%

Year of Graduation

Number of graduating students

Average GPA MA Students

2002 13 2.80 2003 8 2.78 2004 8 2.69 2005 11 2.74 2006 10 3.06 2007 9 2.80 2008 8 3.32

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Table 6. Fall to Spring Student Persistence Semesters Total

Number Enrolled

Returned to the same program

Returned to Different Program

No Returns in Spring

Fall Graduations

Fall 02-Spring ‘03

PROGRAM 36 88.9% 2.8% 8.3% 0.0% MSHC HC 3505 69.0% 5.7% 25.1% 20%

Fall ’03 – Spring ‘04

PROGRAM 33 81.8% 3.0% 15.2% 0.0% MSHC HC 4232 68.9% 4.7% 26.1% 0.3%

Fall ’04- Spring ‘05

PROGRAM 27 74.1% 3.7% 18.5% 3.7% MSHC HC 4807 70.4% 4.4% 24.9% 0.3%

Fall ’05- Spring ‘06

PROGRAM 41 78.0% 4.9% 17.1% 0.0% MSHC HC 4091 71.4% 2.7% 25.5% 0.3%

Fall ’06-Spring ‘07

PROGRAM 45 77.8% 0.0% 22.2% 0.0% MSHC HC 4501 71.3% 2.6% 25.6% 0.5%

Fall 07 – Spring 08

PROGRAM 40 70.4% 3.1% 25.2% 1.4% MSHC HC 5127 90.0% 0% 7.5% 2.5%

Average PROGRAM 37 78.5% 2.9% 17.8% 0.85%

MSHC HC 4377 73.5% 3.3% 22.4% 4.0% Table 7. Fall to Fall Student Persistence Semesters

Total Number Enrolled

Returned to the same program

Returned to Different Program

No Returns in next Fall

Spring Graduations

Fall 02-Fall ‘03

PROGRAM 36 52.8% 2.8% 25.0% 19.4% MSHC HC 3505 38.9% 11.3% 44.0% 5.8%

FALL ’03 – Fall‘04

PROGRAM 33 36.4% 9.1% 36.4% 18.2% MSHC HC 4232 39.5% 9.5% 45.2% 5.9%

Fall ’04- Fall‘05

PROGRAM 27 44.4% 0.0% 29.6% 25.9% MSHC HC 4600 39.3% 6.6% 49.3% 4.8%

Fall ’05- Fall ‘06

PROGRAM 41 39.0% 2.4% 26.8% 31.7% MSHC HC 4091 40.3% 6.6% 45.1% 8.0%

Fall ’06- Fall ‘07

PROGRAM 45 40.8% 6.3% 43.2% 9.7% MSHC HC 4501 40.9% 6.8% 38.6% 13.6%

Fall ’07 – Fall ‘08

PROGRAM 40 39.9% 6.6% 44.6% 8.8% MSHC HC 5127 32.5% 10.0% 27.5% 30.0%

Average PROGRAM 37 42.2% 4.5% 34.3% 18.9% MSHC HC 4377 38.6% 8.5% 41.6% 11.3%

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Table 8. Post Graduate Employment Data

Year Percentage of Students Employed in their Academic Field

Percentage of Students Employed in the Philadelphia Region

Average Annual Salary Reported by Graduates

Percentage Reporting Excellent or Good Preparation at CCP

MA Program

Health Care

MA Program

Health Care

MA Program

Health Care

MA Program

Health Care

2000 100% 91.7% 75% 74.0% $21,750 $41,099 100% 96.6%

2001 50% 84.7% ** 75.7% $36,400 $39,976 100% 91.3%

2002 50% 82.7% 100% 77.4% $16,008 $43,136 100% 95.8%

2003 ** 91.1% 100% 84.2% $15,467 $43,154 100% 87.8%

2004 100% 84.6% 100% 90.5% $24,310 $45,276 ** 88.5%

2005 100% 76.6% 100% 91.7% $20,000 $44,871 100% 95.9%

2006 50% 70.5% 66.7% 79.7% $21,220 $37,900 78.7% 71.4%

2007 50% 76.9% 100% 86.9% $26,000 $46,032 ** 96.9%

** Not able to assess from survey.

Table 9: Transfer Data

Graduation Year

# of Students

Transfer Institutions

2002 4 W. Chester, Temple, Jefferson 2003 5 Drexel, Philadelphia Univ., Penn State,

Jefferson 2004 3 Temple, Jefferson 2005 2 Drexel 2006 2 Temple, Drexel 2007 3 Drexel, Temple 2008 2 W. Chester, LaSalle

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APPENDIX O

EMPLOYER SURVEY RESULTS

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Employer Survey Results 2002 Graduates Number of Graduates: 13 Number of Surveys Sent Out: 13 Number of Surveys Returned: 6 Surveys representing 8 graduates Return Response: 62%

Three graduates out of the 13 are continuing their education. One at West Chester University; another student is attending Philadelphia University and the third student is taking pre-requisite courses to be accepted into Thomas Jefferson University’s Cytotechnology Program. One graduate was pregnant at the time of the Certification Exam in June 2002 and delivered the child in October. She opted not to seek employment for an undetermined amount of time.

2003 Graduates Number of Graduates: 5 Number of Surveys Sent Out: 5 Number of Surveys Returned: 3 Surveys Return Response: 60%

One graduate is not employed due to her pregnancy being diagnosed as high-risk. Another graduate has only secured part-time employment and did not have her employer return the survey. Analysis: For the past two cycles of employer surveys, the graduates have been rated as either excellent or good in their competencies. All employers felt that the College was successful in educating its graduates and would hire another graduate if the need arose. Employers felt the clinical skills, administrative skills, medical terminology, and medical law/ethics were very important for medical assistants to be successful in their office. Minor surgery, management concepts and insurance/billing were rated as not important or not applicable. The insurance billing being evaluated in this regard is due to offices using outside services for this purpose. Salaries ranged from $8.00-$15.00 per hour with the medical assistant being employed for 30-40 hours per week.

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Employer Survey Results for 2005 Admissions N=7

Comments I. Knowledge Base

a. Has a wide variety of training and competencies; exercises mature and appropriate judgment

II. Procedural Proficiency

a. Superb organizational abilities of both office organization, her time, and tasks

III. Behavioral Skills

a. Has gone above and beyond expected responsibilities in obtaining her certification in Human Research subjects protection so that she can participate in clinical studies as study staff

IV. General Information a. We encourage all employees to work toward ever higher goals

Overall Rating Excellent (2) Very good (1) Comments: Excellent performance from her and willing to learn a lot. Awesome. She is a hard worker. She is responsible and thorough and she is always willing to learn. What qualities or skills did you expect of the graduate upon employment that he/she did not possess?

1. None 2. Knowledge of medications, computer applications for scheduling appointments 3. The graduate was well prepared. 4. More information on diabetic teaching knowledge along with more information on injection

administration

Please provide comments and suggestions that would help this program to better prepare future graduates.

1. No suggestions, well done. 2. Keep providing them training in the multitude of procedures; office management skills; good writing

skills (business letters, detail-oriented) 3. There should be a live computer system that allows students to actually enter charges and generate

HCFA forms for billing and fake EOBs and post payments. 4. Use scenarios in the lab time for telephone calls 5. Emphasis on team work involving both co-workers and medical professionals – doctors, nurses,

administration

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What are the strengths of the graduate of this program?

1. Organization, communication, training in a wide variety of tests performed in the clinic (venipuncture, processing lab samples, spirometry, ECG, sputum, and nasopharyngeal specimen collection.)

2. Very well informed and knowledgeable regarding all duties of the MA 3. Good handle of the vocabulary, billing, clinical and administrative 4. Well- roundedness, flexibility, responsibility 5. Self-motivation, professional and ethical 6. She has a lot of self confidence and is great with all of her patients

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APPENDIX P

ENROLLMENT DATA

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Table 10: Applicant and enrollment data in years 2000-2008

Academic Year Number of students accepted

Number of students admitted

Number of students declined

Fall 2000 26 20 6 Spring 2001 11 11 0

Fall 2001 16 11 5 Fall 2002 24 18 6 Fall 2003 21 15 6 Fall 2004 31 23 8 Fall 2005 32 21 11 Fall 2006 29 23 6 Fall 2007 22 14 8 Fall 2008 29 18 11

Total 241 174 67

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APPENDIX Q

SAMPLE RECRUITMENT INFORMATION

179

Why Wait? Enroll in an Allied Health Career Now!

Despite the difficult economy, careers in health care continue to provide financial and

employment security

Join CCP for a professional panel discussion to learn about three exciting Allied Health programs

you can begin in the upcoming semester!

Wednesday, February 25th, 2009 5:00-6:00 pm Room C2-28 (CBI Building)

Admissions decisions will be made on the spot

for students who qualify!

To RSVP: e-mail healthcare@ccp.edu

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Earthquake Case Study

Three hours ago, a massive earthquake struck the city of Santa Fe, New Mexico. The magnitude of the earthquake registered at 7.5 on the Richter Scale, which means severe damage to structures has occurred. This also means many, many people have been injured and there will likely be a lot of casualties. The people in this room have been assembled as part of a crisis management team. With Gulfstream jets, you will be flown from Philadelphia to Santa Fe to help one of the city’s only hospitals deal with this emergency. Here are the facts so far:

(1) All major roadways and bridges in and around Santa Fe have suffered significant damage. At this point, it is impossible to maneuver in or leave the city by ground transportation. No cars, no buses, no ambulances, no fire trucks. Once you land at the airport, you will be flown by helicopter to the roof of the hospital.

(2) Most buildings in Santa Fe are old and were never built to withstand an earthquake. As a result, thousands of homes have been destroyed and downtown office buildings have been severely damaged.

(3) Nearly all hospitals in Santa Fe have suffered major damage. They will be able to help some walk-in patients, but only on a very limited basis. Santa Fe Community Hospital is a brand-new building. The structure was designed to be earthquake-proof, so it suffered no structural damage. All patients and employees are safe. The hospital has plenty of doctors and nurses on site.

(4) Because of the damage to the city, water, gas, and electricity (including heat, lighting, phone service and the internet) are all out. Cell phone service is intermittent: the cell phone networks that serve Santa Fe are being overwhelmed by phone calls.

(5) Our hospital has three generators that can supply electricity to the entire hospital. However, there is a limited supply of diesel fuel to run the generators – the fuel tanks will be empty in 24 hours.

The hospital faces three crises which your team has been called in to help solve:

(1) Patient Service Representative: Your job is to help keep everyone calm and keep the intake process orderly. How would you do this, knowing that several thousand injured people will be coming into the Emergency Room? Why is it so important to collect information such as names, addresses, medical histories, etc. for these people?

(2) Medical Assistant: Your job is to provide basic and immediate medical care (‘triage’). What type of care do you think will be most important? How would you decide who gets seen first by doctors: would you base it on age (with children and elderly patients first?) or injury status (minor, serious, critical?) or first come, first served (first patient who comes in to the hospital will be the first person seen by a doctor)?

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(3) Health Services Management: Your job is to make sure the hospital can continue operating during this emergency. The hospital has a limited amount of food, water, medicine, and fuel for its generators. How will you get more supplies to the hospital when all the roads are blocked with debris and rubble? Which supplies are most important?

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APPENDIX R

MA PROGRAM COSTS AND REVENUE DATA

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Table 11. Total Operating, Direct Instructional and Indirect Costs

Medical Assisting Program Costs Fiscal Year Total Operating

Costs Direct Instructional Costs

Indirect Costs

2003-2004 $ 285,284 $ 197,345 $ 87,939 2004-2005 $ 325,962 $ 226,337 $ 99,625 2005-2006 $ 371,128 $ 244,371 $ 126,757 2006-2007 $ 413,291 $ 276,783 $ 136,508 2007-2008 $ 379,466 $ 242,989 $ 136,477 Table 12. FTEs Generated by the Medical Assisting Program and Program’s Direct Cost Per FTE Compared to Average Program Direct Cost Per FTE

Fiscal Year FTEs Generated by the Program

MA Program’s Direct Cost Per FTE

Average College Wide Program Direct Cost Per FTE

2003-2004 31.4 $ 6,281.70 $ 2,490.69 2004-2005 34.3 $ 6,592.30 $ 2,786.84 2005-2006 36.3 $ 6,726.44 $ 3,051.99 2006-2007 37.3 $ 7,422.13 $ 3,309.45 2007-2008 34.6 $ 7,017.73 $ 3,495.88 Table 13. Medical Assisting and College Wide Total Program Cost Per FTE

Fiscal Year Total Program Cost Per FTE

Average College-wide Program Cost Per FTE

2003-2004 $ 9,085.48 $ 5,023.19 2004-2005 $ 9,503.27 $ 5,528.78 2005-2006 $ 10,215.48 $ 6,347.09 2006-2007 $ 11,082.68 $ 6,852.99 2007-2008 $ 10,959.30 $ 7,326.79

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Table 14. Credit Hours Produced by the Medical Assisting Program and the Cost Per Credit Hour Compared to the Average Program Cost per Credit Hour

Fiscal Year Credit Hours Produced by MA Program

Cost Per Credit Hour for MA Program

Average Cost Per Credit Hour College-wide

2003-2004 368 $ 420.56 $ 110.60 2004-2005 431 $ 447.25 $ 118.46 2005-2006 459 $ 432.83 $ 129.79 2006-2007 425 $ 566.70 $ 137.13 2007-2008 567 $ 425.76 $ 144.42