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: Mobile Intensive Care Tech

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The last comprehensive review for this program was on 2009, and can be viewed at:
http://ofie.kapiolani.hawaii.edu/wp-content/uploads/2013/01/MICT_Annual_Report_2009.pdf
STEM Program

Program Description

 

Program Mission:

The Department of Emergency Medical Services (EMS) at Kapi’olani Community College provides the education needed for students to work in the Emergency Medical Services pre-hospital field in the state of Hawai'i, the Mobile Intensive Care Technician (MICT) is one of the programs.  In addition to the EMT and MICT programs, the department faculty, also provide continuing medical education classes for those who are current pre-hospital care providers and CPR, first aid, and first responder courses to promote public safety education. 

The MICT is also known as the Paramedic (EMT-P). Certification as an EMT is a prerequisite to the MICT program. The MICT is prepared to perform advanced life support functions in the pre-hospital emergency setting under the direction of a medical doctor. In addition to all functions performed by an EMT, a MICT performs advanced functions such as administering intravenous fluids; administering medication; performing endotracheal intubation; recording and reading electrocardiograms; and using the cardiac monitor defibrillator. Students who successfully complete the program receive an Associate in Science Degree which affords them the opportunity to continue in a career pathway.  In addition, graduates are qualified to take the National Registry Examination for certification as an EMT-P and can apply for work with an ambulance service.  Positions for MICTs are readily available on Hawai'i and O’ahu.  Kapi’olani Community College EMS program is the education/training arm for the state of Hawai’i.

The EMS department is in the unique position of being the primary educational source for initial pre-hospital education as well as for continuing medical education for currently licensed EMS personnel in throughout state. The department has working relationships with every EMS agency in the state as well as the Hawaii State Department of Health, the Department of Commerce and Consumer Affairs, and national EMS related associations. 

The Kap CC EMS program plays an integral role in the quality of patient care in the pre-hospital setting in the state of Hawai'i.  To that end, the MICT program is currently in the process of seeking national accreditation by the Commission on Accreditation of Allied Health Education Programs (CAAHEP).  With the accreditation, all programs within the department will be aligned with the National Registry and therefore with the majority of all 50 states.  Curriculum in the EMT and paramedic programs will be adjusted accordingly and a third level, Advanced Emergency Medical Technician (AEMT) will be developed.  These changes correspond with changes occurring in state licensure levels.

In addition, the state of Hawai'i is currently reviewing the alignment with the national EMS standards for certification/licensure.  The Department of Commerce and Consumer Affairs and the Board of Medical Examiners are moving from two levels of licensure (Emergency Medical Technician, Paramedic) to three different levels of licensure (Emergency Medical Technician, Advanced Emergency Medical Technician, Paramedic).  With the addition of the third level of licensure, Kapiolani CC’s EMS department will need to adjust current curricula to accommodate the state changes.  Course hours and content will all be revamped.  The state plans to implement the new licensure levels in approximately 2 years. The state will be looking to Kapi'olani CC to develop and provide transition courses for those EMS providers who require additional training with the licensure changes as well as for reciprocity providers who desire to be licensed to practice in the state of Hawaii.

Emergency Medical Services Department Mission Statement

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 by:

The mission of the Emergency Medical Services department is to follow the Health Education Unit as well as to serve the needs of the EMS community by:

Part I. Quantitative Indicators

Overall Program Health: Unhealthy

Majors Included: MICT

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 11 14 12 Unhealthy
2 *New & Replacement Positions (County Prorated) 3 6 6
3 *Number of Majors 20 31 33
4 SSH Program Majors in Program Classes 754 899 1,130
5 SSH Non-Majors in Program Classes 40 12 32
6 SSH in All Program Classes 794 911 1,162
7 FTE Enrollment in Program Classes 26 30 39
8 Total Number of Classes Taught 8 10 14

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 12.9 12.8 10.6 Cautionary
10 *Fill Rate 93% 86% 88%
11 FTE BOR Appointed Faculty 1 1 0
12 *Majors to FTE BOR Appointed Faculty 19.5 31 0
13 Majors to Analytic FTE Faculty 8.6 12.1 8.3
13a Analytic FTE Faculty 2.3 2.6 4
14 Overall Program Budget Allocation $352,403 $398,686 $464,062
14a General Funded Budget Allocation $352,403 $398,686 $412,062
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees Not Reported Not Reported $52,000
15 Cost per SSH $444 $438 $399
16 Number of Low-Enrolled (<10) Classes 3 4 7

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 76% 94% 78% Unhealthy
18 Withdrawals (Grade = W) 6 8 6
19 *Persistence (Fall to Spring) 7% 95% 23%
20 *Unduplicated Degrees/Certificates Awarded 3 6 2
20a Degrees Awarded 3 6 2
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 0 1 2
22a Transfers with credential from program 0 0 2
22b Transfers without credential from program 0 1 0

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollment Distance Education Classes 0 0 0
25 Fill Rate 0% 0% 0%
26 Successful Completion (Equivalent C or Higher) 0% 0% 0%
27 Withdrawals (Grade = W) 0 0 0
28 Persistence (Fall to Spring Not Limited to Distance Education) 0% 0% 0%

Perkins IV Core Indicators
2010-2011
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 100.00 Met  
30 2P1 Completion 45.00 0.00 Not Met
31 3P1 Student Retention or Transfer 56.00 64.44 Met
32 4P1 Student Placement 51.00 94.44 Met
33 5P1 Nontraditional Participation N/A N/A N/A
34 5P2 Nontraditional Completion N/A N/A N/A
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Program Demand

The "unhealthy" demand indicators for new and replacement positions are based upon one county’s number.  However, the MICT program is a state program and the number of majors (33) is based upon four state counties (Kaua’i, O’ahu, Maui and Hawai’i).    By recalculating the demand rate based on the reported ARPD state figure of 12 positions, the demand rate is "healthy" at 2.75. 

The City and County of Honolulu continues to strive for the goal of having 2 MICT’s working on each ALS ambulance.  At this time they have not met this goal.  As a result, the demand for MICT’s on O’ahu remains high.  In addition, Hawai’i County Fire Department MICT’s continue on their career ladders leaving MICT positions for promotions to management as engineer and officer levels.  As a result, the demand for new MICT’s continues on the Big Island. 

Program Efficiency

Efficiency fill rate indicators show the program to be "healthy" with an increase to 88%.  The Efficiency Indicators show that there is no FTE BOR Appointed Faculty resulting in the “cautionary” status.  One full time FTE BOR Appointed Faculty is assigned to the MICT program at this time.  The program continues to have 2 tenured faculty positions vacant on O’ahu and 1 on Hawai’i island.

College EMS programs are currently in the process of being nationally accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP).  With the accreditation, all programs within the department will be aligned with the National Registry and therefore with the majority of all 50 states. 

Program Effectiveness

Persistence rates dropped from 95% to 23%.  The program moved from being an 18 month program to a 13 month program.  The program starts in the spring semester, goes through the summer semester and completes in early in the next spring semester. All MICT graduates received certificates of achievement in Spring 2012.

Perkins Indicators 

Because of the misalignment between the timeline of MICT intake and the calculation of Perkins indicator 2P1 (completion) the MICT program is shown not to have met this measure.

Part III. Action Plan

The Action Plan for the MICT Program is found in the EMS Departmental Goals

1.  Gain national accreditation from the Commission on Accreditation for Allied Health Education Programs (CAAHEP) through the Committee on Accreditation of Educational Programs for the Emergency Medical Services Programs (CoEMSP).  Ensure that all EMS sites throughout the state are prepared for the accreditation site visit projected to be in the spring of 2013.

2.  Fill three vacant full-time faculty positions as well as a full-time office assistant position on Hawai’i island.

3.  Submitted proposal to raise the necessary pay increase for both full-time and part-time instructors to meet market rates. 

4.  Continue to develop mentoring program to oversee MICT student internship rotations and to assist with instruction in skills lab sessions. 

Goals 1 and 4 will ensure that the program to meet the Demand Indicators of the state.  Goal 2 and 3 will help the program to meet the Efficiency and Effectiveness Indicators by ensuring that the program is adequately staffed to ensure student learning outcomes are met.

Part IV. Resource Implications

Funding allocation to increase pay rates for full-time and part-time faculty members to meet market rates.  If current grant funds are not obtained for equipment, money will be needed to ensure that all EMS programs have the appropriate up-to-date equipment. 

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
1. Apply and possess the knowledge, skills, and critical thinking necessary for an entry-level Paramedic required to ensure scene safety, effectively assess patient(s), make critical decisions, competently treat patient(s), safely extricate and appropriately transport patients in a variety of settings.

2

Yes
2. Effectively communicate, interact and work appropriately with patients, family members, bystanders, fellow emergency workers, EMS partners/colleagues, hospital health care providers, and supervisors.

3

Yes
3. Display proficiency managing emergencies on scene and identifying coping strategies to manage long-term stress.

4

Yes
4. Demonstrate professional and ethical behavior as an EMS health care provider.

5

Yes
5. Incorporate knowledge of multicultural perspectives to meet the needs of diverse populations.

6

Yes
6. Develop effective treatment plans that ensure consistent high quality patient care, cognizant of EMS’ role within a larger continuum of care.

A) Evidence of Industry Validation

Determined by the National Highway Traffic Safety Administration (NHTSA) standards

Graduates of the program are qualified to take the National Registry Examination for certification as an EMT-P and can apply for work with an ambulance service.  Positions for MICTs are readily available on Hawai'i and O’ahu.   

B) Expected Level Achievement

 

100% Pass National Registry of Emergency Medical Technicians cognitive and skills examinations.

100% completion rates for MICT 350

C) Courses Assessed

MICT 350

D) Assessment Strategy/Instrument

National Registry of Emergency Medical Technicians Paramedic cognitive and skills examinations.

Students must pass 12 of 12 skills stations along with a cognitive exam with a score of 72% or higher.

The 12 skills stations are:

-Dynamic Cardiology

-IV Therapy/Meds

-Oral Stations   

-Medical Pt Assmt

-Trauma Pt Assmt

-Pediatric IO Infusion

-Pedi Airway Mgmt

-Static Cardiology

-Supraglottic Airway

-Ventilatory Mgmt Adult

-Cardiac Arrest Mgmt

-Supine Immobilization  

E) Results of Program Assessment

Over the last year 2011-2012 on pass rates on the following islands are:

O’ahu:  1 out of 11 or 10% of the students passed the skills exam on the first attempt.  8 out of the 10 or 80% passed the skills exam on the second attempt

F) Other Comments

The Kapi'olani Community College EMS department is the only training entity for qualifying initial MICT candidates to be licensed in the state of Hawai'i.  The EMS agencies throughout the state rely on KCC to educate MICT's to provide quality care to the citizens.  

The EMS programs continue to struggle with attracting qualified full time and part time instructiors.  O'ahu has 2 full time openings, Hawai'i Island has 1 full time faculty and 1 full time office assistant openings.  There are multiple part time slots vacant which should improve with the recent approval for salary increase for part-time instructrors.

The lack of faculty and staff may jeopardize the accreditation of the MICT program.  Without accreditation, program graduates will not be allowed to sit for the National Registry certification examinations.  The state of Hawai'i utilizes these exams for licensure.  Without an accreditated program, there would be a profound effect on the number of trained MICT's and this inturn would effect emergency care throughout the state. 

G) Next Steps

It is anticipated with filling all faculty vacancies on O'ahu, the pass rates will rise to higher levels on the first attempt.  Students will have more face time with faculty members and an increase in time to practice skills.  Our current faculty member's time in Hilo is dispersed between performing his duties as well as the second faculty member and office assistant position's duties.  Part-time personnel have made an attempt to assist the faculty member, but are not as effective as personnel working in a full-time capacity.  Filling the Hilo vacancies (one faculty and one office assistant) will allow the current faculty member more time to work with MICT students and to be able to put his full attention in key areas such as successfully passing national certification examinations.

It is anticipated with filling all faculty vacancies on O'ahu, the pass rates will rise to higher levels on the first attempt.  Students will have more face time with faculty members and an increase in time to practice skills.  Our current faculty member's time in Hilo is dispersed between performing his duties as well as the second faculty member and office assistant position's duties.  Part-time personnel have made an attempt to assist the faculty member, but are not as effective as personnel working in a full-time capacity.  Filling the Hilo vacancies (one faculty and one office assistant) will allow the current faculty member more time to work with MICT students and to be able to put his full attention in key areas such as successfully passing national certification examinations.

Steps have been taken to integrate skills testing process into course skills sessions so students learn skills early and throughout the classroom experience.  Often times skills are tested in a manner that does not align with how they are practiced in the field.  The National Registry is working on how to bring the testing process closer to field situations.