University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Kapiolani Community College
Program: Medical Assisting

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The last comprehensive review for this program was on MEDA underwent professional accreditation in 2012. No CPR required. STEM Program

Program Description

Program Description:

The Medical Assisting Program is competency-based and offers both a Certificate of Achievement and an Associate in Science degree.  The Program is accreditated by standards established by the Commission on Accrediation of Allied Health Education Programs (CAAHEP) and the American Association of medical Assistants (AAMA) and the American Medical Association (AMA).  On March 16, 2012, the Commission awarded continuing accreditation for 10 years.  Graduates of either the certificate or the degree program are eligible to take the national certification examination of the American Association of Medical Assistants.

Program Mission:

The mission of Kapi'olani Community College's Health Education Unit is to develop and deliver student-centered health career programs that employ industry standards through partnerships with the healthcare community.  The Medical Assisting Program follows the Health Science mission as well as meeting the statewide workforce needs for medical assistants by:

Description of the Profession:

Medical assistants are multiskilled professionals specifically educated to work in ambulatory settings performing administrative and clinical duties.  The practice of medical assisting directly influences the public's health and well-being, and requires mastery of a complex body of knowledge and specialized skills requiring both formal education and practical experience that serve as standards for entry into the profession.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: MEDA     Program CIP: 51.0801

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 55 65 80 Cautionary
2 *New & Replacement Positions (County Prorated) 40 49 54
3 *Number of Majors 49 41 38.5
3a     Number of Majors Native Hawaiian 8 9 9
3b     Fall Full-Time 73% 61% 68%
3c     Fall Part-Time 27% 39% 32%
3d     Fall Part-Time who are Full-Time in System 0% 0% 2%
3e     Spring Full-Time 87% 72% 78%
3f     Spring Part-Time 13% 28% 22%
3g     Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes 1,143 856 863
5 SSH Non-Majors in Program Classes 280 225 90
6 SSH in All Program Classes 1,423 1,081 953
7 FTE Enrollment in Program Classes 47 36 32
8 Total Number of Classes Taught 36 29 27

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 18.8 16.8 16.6 Healthy
10 *Fill Rate 86.4% 89.5% 76.4%
11 FTE BOR Appointed Faculty 2 2 2
12 *Majors to FTE BOR Appointed Faculty 24.5 20.5 19.2
13 Majors to Analytic FTE Faculty 18.4 17.3 17.9
13a Analytic FTE Faculty 2.7 2.4 2.1
14 Overall Program Budget Allocation $203,836 $225,942 $209,479
14a General Funded Budget Allocation $203,836 $203,836 $139,704
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $22,106 $69,775
15 Cost per SSH $143 $209 $220
16 Number of Low-Enrolled (<10) Classes 2 5 1
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 84% 87% 97% Healthy
18 Withdrawals (Grade = W) 53 30 1
19 *Persistence Fall to Spring 80.9% 81.3% 87.8%
19a Persistence Fall to Fall     64.7%
20 *Unduplicated Degrees/Certificates Awarded 24 23 21
20a Degrees Awarded 17 8 7
20b Certificates of Achievement Awarded 21 23 20
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed   Not Reported 90%
22 Transfers to UH 4-yr 1 0 1
22a Transfers with credential from program 0 0 0
22b Transfers without credential from program 1 0 1

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 3 3 3  
24 Enrollments Distance Education Classes 86 56 46
25 Fill Rate 97% 64% 48%
26 Successful Completion (Equivalent C or Higher) 83% 82% 87%
27 Withdrawals (Grade = W) 6 4 1
28 Persistence (Fall to Spring Not Limited to Distance Education) 62% 69% 76%

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 100.00 Met  
30 2P1 Completion 50.00 62.50 Met
31 3P1 Student Retention or Transfer 74.25 74.19 Not Met
32 4P1 Student Placement 60.00 67.86 Met
33 5P1 Nontraditional Participation 17.00 4.26 Not Met
34 5P2 Nontraditional Completion 15.25 2.94 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     27  
36 Number of Degrees and Certificates Native Hawaiian     7
37 Number of Degrees and Certificates STEM     27
38 Number of Pell Recipients     12
39 Number of Transfers to UH 4-yr     1
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicators

There has been an increase in the number of new and replacement positions both at the state and county level in the medical assisting field.  The demand indicators show the program to be “cautionary” for this reason.  The program was redesigned to include the development of a certificate of achievement that can be earned in one year (Fall, Spring and Summer).  Although the maximum number of CA students

Had been accepted in fall 2012, attrition was attributed to: transfer to first-choice major (1), and academics (3).  Two students from the previous cohort (fall 2011) rejoined the program in spring 2012 and summer 2013 to successfully complete the CA program in August 2013.  In fall 2012, 8 students from the fall 2011 cohort and 2 from the fall 2010 cohort chose to continue on to the AS degree program with 10 students exiting due to employment in the field after completing their CA.

Students are now admitted into the program once a year, which makes monitoring their progress much easier and has reduced the number of low-enrolled classes.  Students entering the career pathway for Certificate of Achievement or AS Degree program take the same courses for the first two semesters; CA students complete the program in the third semester, AS degree students finish in two additional semesters.

Graduates of the Certificate and AS degree are eligible to take the industry certification exam.  We are now requiring students to take the exam just prior to completing the CA program in August.  Program fees are used to cover the expense of the exams.  Accreditation requirements now mandate that at least 70% of all program graduates must pass the national certification exam. CA students that took the exam in summer 2013 had a pass rate of 90%.  The national pass rate is 68%.

Program Efficiency

Efficiency indicators are healthy.  However, not all CA students choose to continue for their AS degree, as a result, the 2nd year courses are generally lower in enrollment.    50% of the fall 2011 cohort continued for their AS degree in fall 2012 and 75% of the fall 2012 cohort continued for their AS degree in fall 2013, an increase of 25%.  Adjustments to number of available seats for the AS program courses have been implemented to more accurately reflect fill rate.

Program Effectiveness

Persistence of majors from fall to spring has increased from 81.3 % in 2011-2012 to 87.8% in 2012-2013.  All students receive their CA before continuing in the AS degree program.  Unduplicated Degrees/Certificates Awarded should closely follow the number in the fall cohort.  There is currently a cohort of 15 students in the AS degreee program. The number of degrees awarded should be higher in 2013-2014.

The College is considering reconfiguring the second year of the current medical assisting AS to focus on health information technology.  Health information technology is a good complement to the medical assisting program.  Students are currently able to sit for the entry level national AHIMA certificates as they complete courses within the program.  The program is also seeking instructor certification for the Advanced Coding course already being taught in the final semester of the AS degree to qualify students to sit for the national AHIMA coding exam.  An informal survey of the current CA student cohort indicated that an AS degree in Medical Assisting was their primary reason for entering the program at KCC.  However, they see the value in the health information technology AS degree.

Perkins Indicators

The program did not meet three of the six Perkins Core Indicators including student retention or transfer, nontraditional participation and nontraditional completion.  Regarding nontraditional Perkins IV indicators, the field continues to attract female students.  However, the Fall 2012 cohort included 4 male students.  All 4 graduated with their CAs.  3 are currently enrolled in the AS degree program.  Internal program tracking data for program accreditation indicated that in 2012, 90% of the CA graduates were positively placed (either continuing their education, in the military or employed as a medical assistant or in a related field).

Part III. Action Plan

Long term plans for the Medical Assisting program are guided by the college’s strategic plan.  In the intermediate term, plans are guided by the program’s three-year comprehensive program review (CPR).  The actions indicated in this report provide short term measures which will contribute to the goals of the three year comprehensive program review, aligned with the college’s strategic plan.

The workforce demands show that the Medical Assisting field continues to be characterized by high job demand with relatively low pay.  Certification in Hawaii is not a job requirement and may be preferred by employers but does not always result in higher pay.

Despite the lack of State requirements, the national accreditation threshold standard, requires that the program participate in the national examination.  Professional fees are used to finance the cost of the exam with a $50.00 increase in the fees implemented in Fall 2013.

To meet the workforce demands and fill the available positions, students must pass the certification exam.  To that end, the program purchased a web based review tool to assist students in their preparation for the certification examination.  The first cohort of CA graduates that utilized the tool took the exam prior to graduating in Summer 2013. They achieved a pass rate of 90%.  The contract for this review tool is limited to 2 year increments by our purchasing policies.  After the Fall 2013 cohort completes their certification exam in Summer 2014, we will re-evaluate before deciding to extend the contract another 2 years.

Computer skills are integral in the duties of a medical assistant.  The ability to function efficiently has become even more important as the curriculum focuses on health informatics.  Upgrading of computers in the lab and for program faculty is necessary to implement review tools, new medical office administrative programs, and the delivery of this content. Funding for 24 new laptops and 2 instructor desktop computers has been approved for purchase in Spring 2014.

A partnership with a local electronic medical records (EMR) company is in process to provide the students with an opportunity for exposure to computerized medical office software used locally.  Implementation is anticipated for Spring 2014.

The adoption of a major program textbook with a web based EMR component was implemented in Fall 2013 to provide students with EMR experience on a national level.

There continues to be competition from highly advertised private providers that offer more frequent admissions, evening classes, and shorter programs accredited by other accrediting bodies.

Action Plan is based on the current workforce skill development expected of students who graduate from the program.

1. Update the skills lab with technology and equipment that prepares students for working in physican/medical offices

2. Purchase Elmo visual presenters and whiteboards as standard equipment for the program.

3. Purchase Electronic Health Records Software and 25 laptop computers capable of supporting new software

4. Update the internet access for classroom and laboratory classes.

5. Purchase new pediatric and adult manikins.

6.  Work with UH foundation to attract donors to assist student participation in the annual spring HOSA State and National Conference/Competition.

7.  Provide ICD-10 training for students and instructors to prepare for national implementation in October 2014.

 

Part IV. Resource Implications

To successfully implement the Action Plan requires funding to purchase current equipment and technology so that students graduating from the program have the necessary skills to secure employment.  For example. funding for a lab equipment and technology that simulates a physician office setting with reception desk, exam room partitions and bedside computers.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
• Perform administrative and clinical skills expected of a beginning practicing medical assistant in an entry-level position.

2

Yes
• Maintain professional and ethical behavior as a health care provider.

3

Yes
• Communicate, interact and work appropriately and effectively with patients, patients’ family, peers, staff and supervisors.

4

Yes
• Discuss the value of lifelong learning and being an active member of a professional society.

5

Yes
• Identify and use multicultural perspectives to meet the needs of diverse populations.

6

Yes
• Use general education knowledge and advanced administrative and clinical medical assisting skills in the delivery of quality patient care.

A) Evidence of Industry Validation

The Medical Assisting Program is accredited through standards established by the Commission on Accreditation of Allied Health Education Programs (CAAHEP), the American Association of Medical Assistants (AAMA) and the American Medical Association (AMA).  On March 16, 2012 the Commission awarded continuing accreditation for 10 years.  Graduates of either the certificate or the degree program are eligible to take the national certification examination of the American Association of Medical Assistants.

In addition, the 2012 Employer Survey results indicate that the industry validates our program learning outcomes.

B) Expected Level Achievement

Expected level of achievement is 70% on all assessment tools for all program learning outcomes.

C) Courses Assessed

SLO #1

MEDA 215 (Summer 2013); MEDA 103 (Fall 2012); MEDA 201 (Spring 2013)

SLO #2

MEDA 215 (Summer 2013); MEDA 201 (Spring 2013);

SLO #3

MEDA 215 (Summer 2013);

SLO #4

MEDA 210 (Summer 2013)

SLO #5

MEDA 102 (Fall 2012)

SLO #6

MEDA 222 (Fall 2012)

D) Assessment Strategy/Instrument

SLO #1   - Clinical Evaluation, Written Test and Written Test

SLO #2   - Clinical Evaluation, Online Discussion Board

SLO #3   - Clinical Evaluation

SLO #4   - Written Exam

SLO #5   - Written Exam

SLO #6   - Final Exam

E) Results of Program Assessment

The following data are based on program cohorts for each program outcome

SLO #1

22/22 = 100%  pass rate of 70% or higher

23/23 = 100% pass rate of 70% or higher

22/23 = 96% pass rate of 70% or higher

SLO #2

22/22 = 100% pass rate of 70% or higher

22/23 = 96% pass rate of 70% or higher

SLO #3

22/22 = 100% pass rate of 70% or higher

SLO #4

22/22 = 100% pass rate of 70% or higher

SLO #5

23/23 = 100% pass rate of 70% or higher

SLO #6

10/10 = 100% pass rate of 70% or higher

F) Other Comments

Counseling SLOs for use across campus were developed in 2010.  Since that time, units have assessed these SLOs.  Completed templates and summaries of the assessment cycle for counseling support of this program are available at the OFIE website at http://ofie.kapiolani.hawaii.edu/program-review.

In an effort to better align terminology and respond to feedback gained in previous assessment cycles, on November 21 and 22, 2013, an assessment retreat was held to revise these SLOs.  The revised Counseling SLOs will be assessed in the upcoming year.

G) Next Steps

To further improve the program learning outcomes, a Soft Skills program was purchased in summer 2013.  Implementation began in fall 2013 and will continue into summer 2014.  The topics included in the program are:

Personal Qualities

Customer Care