Measure 1

2020 Status
Achieved
This data was collected through a code of ethics comparison assignment completed by students. Students demonstrated the following results: 12/12 (100%) received greater than 80%. Overall students have demonstrated adequate knowledge in the values/ethics sub-competency of Inter-professional Education.

Measure 1

2020 Status
Achieved
This data was collected through a collaborative roles and scenarios assignment completed by students. Students demonstrated the following results: 12/12 (100%) received greater than 80%. Overall students have demonstrated adequate knowledge in the roles/responsibilities sub-competency of Inter-professional Education.

Measure 1

2020 Status
Achieved
This data was collected through a collaborative case analysis on conflict completed by students. Students demonstrated the following results: 12/12 (100%) received greater than 80%. Overall students have demonstrated adequate knowledge related to the inter-professional communication sub-competency of Inter-professional Education.

Measure 1

2020 Status
Achieved
This data was collected through a case analysis on team performance completed by students. Students demonstrated the following results: 12/12 (100%) received greater than 80%. Overall students have demonstrated adequate knowledge in the teams/teamwork sub-competency of Inter-professional Education.

Measure 1

2019 Status
Not Yet Achieved
This data is scored and reported by clinical preceptors on the midterm and final eval evaluations. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Patient Centered Care is broken down into 5 sub-categories: 1) Share power and responsibility with patients and caregivers, 2) Communicate with patients in a shared and fully open manner, 3) Take into account patients’ individuality, emotional needs, values, and life issues, 4) Implement strategies for reaching those who do not present for care on their own, including care strategies that support the broader community, 5) Enhance prevention and health promotion. Midterm evaluation scores: 1) 8% NP, 67% E, 17% A, 8% P; 25% A or P 2) 8% NP, 50% E, 33% A, 8% P; 41% A or P 3) 0% NP, 67% E, 25% A, 8% P; 33% A or P 4) 42% NP, 50% E, 8% A, 0% P; 8% A or P 5) 8% NP, 75% E, 17% A, 0% P; 17% A or P Final evaluation scores: 1) 8% NP, 67% E, 17% A, 8% P; 25% A or P 2) 0% NP, 58% E, 33% A, 8% P; 41% A or P 3) 0% NP, 58% E, 25% A, 17% P; 42% A or P 4) 33% NP, 67% E, 0 % A, 0% P; 0% A or P 5) 8% NP, 67% E, 25% A, 0% P; 25% A or P There were slight improvements in items three and five between the midterm and final evaluations, but none of the areas reached the 80% threshold of adequate or proficient. This is expected for a student in their first semester in the program as they are learning these skills.

Measure 2

2019 Status
Not Yet Achieved
This data is scored and reported by clinical preceptors on the midterm and final eval evaluations. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Patient Centered Care is broken down into 5 sub-categories: 1) Share power and responsibility with patients and caregivers, 2) Communicate with patients in a shared and fully open manner, 3) Take into account patients’ individuality, emotional needs, values, and life issues, 4) Implement strategies for reaching those who do not present for care on their own, including care strategies that support the broader community, 5) Enhance prevention and health promotion. Midterm evaluation scores: 1) 8% NP, 67% E, 8% A, 17% P; 25% A or P; compared to Final eval in ATH 521 (25% A or P) = 0% increase 2) 8% NP, 42% E, 17% A, 33% P; 50% A or P; compared to Final eval in ATH 521 (41% A or P) = 9% increase 3) 0% NP, 58% E, 17% A, 25% P; 42% A or P; compared to Final eval in ATH 521 (42% A or P) = 0% increase 4) 33% NP, 50% E, 17% A, 0% P; 17% A or P; compared to Final eval in ATH 521 (0% A or P) = 17% increase 5) 17% NP, 67% E, 17% A, 0% P; 17% A or P; compared to Final eval in ATH 521 (25% A or P) = 8% decrease Final evaluation scores: No scores due to COVID-19 remote learning requirement. There were slight improvements in items two (Communicate with patients in a shared and fully open manner), and four, (Implement strategies for reaching those who do not present for care on their own, including care strategies that support the broader community) but none of the areas reached the 80% threshold of adequate or proficient.

Measure 1

2019 Status
Achieved
Achieved as evidenced on from Systematic Review project in ATH 514.

Measure 2

2019 Status
Not Yet Achieved
The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Evidence Based Practice is broken down into 4 sub-categories: 1) know where & how to find the best possible sources of evidence, 2) formulate clear clinical questions, 3) search for relevant answers to those questions from the best possible sources of evidence, including those that evaluate or appraise the evidence for its validity & usefulness with respect to a particular patient or population, 4) determine when and how to integrate these new findings into practice. Midterm: 1) NP - 0%, E - 75%, A - 25%, P - 0%; 25% (A or P) 2) NP - 25%, E - 67%, A - 8%, P - 0%; 8% (A or P) 3) NP - 8%, E - 67%, A - 25%, P - 0%; 25% (A or P) 4) NP - 17%, E - 75%, A - 8%, P - 0%; 8% (A or P) Final: 1) NP - 0%, E - 100%, A - 0%, P - 0%; 0% (A or P) 2) NP - 0%, E - 85%, A - 17%, P - 0%; 17% (A or P) 3) NP - 8%, E - 85%, A - 8%, P - 0%; 8% (A or P) 4) NP - 0%, E - 92%, A - 8%, P - 0%; 8% (A or P) It was evident that in the first semester of the program that students are learning about the concepts of evidence based practice. They are not anywhere near the threshold, but this is expected as they are learning the concepts in their first semester and are not yet able to apply them to the clinical setting.

Measure 3

2019 Status
Not Yet Achieved
This is the second semester for students in the MAT and we only have scores for the midterm and not the final. Due to COVID-19 remote learning restrictions students stopped attending their sites in the second half of the semester. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Evidence Based Practice is broken down into 4 sub-categories: 1) know where & how to find the best possible sources of evidence, 2) formulate clear clinical questions, 3) search for relevant answers to those questions from the best possible sources of evidence, including those that evaluate or appraise the evidence for its validity & usefulness with respect to a particular patient or population, 4) determine when and how to integrate these new findings into practice. Midterm evaluation scores: 1) 0% NP, 50% E, 25% A, 25% P; 50% (A or P); compared to Final eval in ATH 521 (0% A or P) = 50% increase 2) 8% NP, 58% E, 33% A, 0% P; 33% (A or P); compared to Final eval in ATH 521 (17% A or P) = 16% increase 3) 17% NP, 58% E, 25% A, 0% P; 25% (A or P); compared to Final eval in ATH 521 (8% A or P) = 17% increase 4) 33% NP, 50% E, 17% A, 0% P; 17% A or P; compared to Final eval in ATH 521 (8% A or P) = 9% increase Final evaluation scores not collected due to COVID-19 restrictions. It was evident that students, even by midterm of their second semester in the program were starting to understand and grasp the concepts of evidence based practice and implement them into the clinical setting.

Measure 2

2019 Status
Not Yet Achieved
This is baseline scoring for this content. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Health Informatics Practices broken down into 5 sub-categories: 1) Employ word processing, presentation, & data analysis software, 2) Search, retrieve, manage, and make decisions using electronic data from internal information databases & external online databases & the internet, 3) Communicate using email, instant messaging, listserves, and file transfers, 4) Understand security protections such as access control, data security, and data encryption, and directly address ethical & legal issues related to the use of information technology in practice. 5) Enhance education & access to reliable health information for patients. Midterm: 1) NP - 25%, E - 33%, A - 33%, P - 8%; 41% (A or P) 2) NP - 17%, E - 50%, A - 25%, P - 1%; 26% (A or P) 3) NP - 0%, E - 42%, A - 42%, P - 17%; 59% (A or P) 4) NP - 17%, E - 58%, A - 17%, P - 8%; 25% (A or P) 5) NP - 42%, E - 33%, A - 25%, P - 0%; 25% (A or P) Final: 1) NP - 8%, E - 33%, A - 42%, P - 17%; 59% (A or P) 2) NP - 8%, E - 58%, A - 25%, P - 8%; 33% (A or P) 3) NP - 0%, E - 25%, A - 42%, P - 33%; 75% (A or P) 4) NP - 8%, E - 67%, A - 25%, P - 0%; 25% (A or P) 5) NP - 25%, E - 58%, A - 17%, P - 0%; 17% (A or P) Increases are seen between midterm and final evaluation scores but all scores are still below the threshold.

Measure 3

2019 Status
Not Yet Achieved
This is baseline scoring for this content. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Health Informatics Practices are broken down into 5 sub-categories: 1) Employ word processing, presentation, & data analysis software, 2) Search, retrieve, manage, and make decisions using electronic data from internal information databases & external online databases & the internet, 3) Communicate using email, instant messaging, listserves, and file transfers, 4) Understand security protections such as access control, data security, and data encryption, and directly address ethical & legal issues related to the use of information technology in practice. 5) Enhance education & access to reliable health information for patients. Midterm: 1) NP - 8%, E - 42%, A - 33%, P - 17%; 50% (A or P); 9% decrease from ATH 521 final 2) NP - 17%, E - 42%, A - 33%, P - 8%; 41% (A or P); 8% increase from ATH 521 final 3) NP - 0%, E - 25%, A - 50%, P - 25%; 75% (A or P); 0% increase from ATH 521 final 4) NP - 17%, E - 50%, A - 33%, P - 0%; 33% (A or P); 8% increase from ATH 521 final 5) NP - 0%, E - 75%, A - 25%, P - 0%; 25% (A or P) 8% increase from ATH 521 final Final: There is no final evaluation data due to remote learning requirements with COVID-19 just after midterm. Scores indicate a slight increase from the end of clinical I (ATH 521) to midterm of clinical II (ATH 522).

Measure 1

2019 Status
Achieved
Achieved as measured by exam questions #'s 5, 6, 7, 9 and 10. Refer to below tools.

Measure 2

2019 Status
Not Yet Achieved
This is baseline scoring for this content. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Quality Assurance and Improvement is broken down into 5 sub-categories: 1) Continually understand and measure quality of care in terms of structure, or the inputs into the system, such as patients, staff, and environments; process, or the interactions between clinicians and patients; and outcomes, or evidence about changes in patients’ health status in relation to patient and community needs. 2) Assess current practices and compare them with relevant better practices elsewhere as a means of identifying opportunities for improvement, 3) Design and test interventions to change the process of care, with the objective of improving quality.4) Identify errors and hazards in care; understand and implement basic safety design principles, such as standardization and simplification and human factors training. 5) Both act as an effective member of an interdisciplinary team and improve the quality of one’s own performance through self-assessment and personal change. Midterm: 1) NP - 33%, E - 58%, A - 8%, P - 0%; 8% (A or P) 2) NP - 42%, E - 50%, A - 8%, P - 0%; 8% (A or P) 3) NP - 50%, E - 42%, A - 8%, P - 0%; 8% (A or P) 4) NP - 33%, E - 50%, A - 17%, P - 0%; 17% (A or P) 5) NP - 17%, E - 58%, A - 17%, P - 8%; 25% (A or P) Final: 1) NP - 25%, E - 75%, A - 0%, P - 0%; 0% (A or P); 8% decrease from midterm 2) NP - 17%, E - 83%, A - 0%, P - 0%; 0% (A or P); 8% decrease from midterm 3) NP - 33%, E - 58%, A - 8%, P - 0%; 8% (A or P); 0% increase from midterm 4) NP - 33%, E - 50%, A - 17%, P - 0%; 17% (A or P); 0% increase from midterm 5) NP - 17%, E - 50%, A - 33%, P - 0%; 33% (A or P) 8% increase from midterm There is very little change between midterm and final scores and all scores are still below the threshold. The 8% increase or decrease represents the change of one student.

Measure 3

2019 Status
Not Yet Achieved
This is the second clinical semester in scoring for this content. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Quality Assurance and Improvement is broken down into 5 sub-categories: 1) Continually understand and measure quality of care in terms of structure, or the inputs into the system, such as patients, staff, and environments; process, or the interactions between clinicians and patients; and outcomes, or evidence about changes in patients’ health status in relation to patient and community needs. 2) Assess current practices and compare them with relevant better practices elsewhere as a means of identifying opportunities for improvement, 3) Design and test interventions to change the process of care, with the objective of improving quality.4) Identify errors and hazards in care; understand and implement basic safety design principles, such as standardization and simplification and human factors training. 5) Both act as an effective member of an interdisciplinary team and improve the quality of one’s own performance through self-assessment and personal change. Midterm: 1) NP - 17%, E - 75%, A - 8%, P - 0%; 8% (A or P); 8% increase from ATH 521 final 2) NP - 8%, E - 92%, A - 0%, P - 0%; 0% (A or P); 0% increase from ATH 521 final 3) NP - 25%, E - 75%, A - 0%, P - 0%; 0% (A or P); 8% decrease from ATH 521 final 4) NP - 8%, E - 75%, A - 17%, P - 0%; 17% (A or P); 0% increase from ATH 521 final 5) NP - 8%, E - 75%, A - 17%, P - 0%; 17% (A or P) 16% decrease from ATH 521 final Final: There is no final clinical evaluation due to remote learning requirements with COVID-19 which occurred shortly after midterm. There is very little change between midterm and final scores and all scores are still below the threshold. An 8% increase or decrease represents the change of one student.

Measure 1

2019 Status
Not Yet Achieved
This is baseline scoring for this content. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Working in interdisciplinary teams is broken down into 8 sub-categories: 1) Learn about other team members’ expertise, background, knowledge, and values; 2) Learn individual roles and processes required to work collaboratively; 3) Demonstrate basic group skills, including communication, negotiation, delegation, time management, and assessment of group dynamics; 4) Ensure that accurate and timely information reaches those who need it at the appropriate time; 5) Customize care and manage smooth transitions across settings and over time, even when the team members are in entirely different physical locations; 6) Coordinate and integrate care processes to ensure excellence, continuity, and reliability of the care provided; 7) Resolve conflicts with other members of the team; 8) Communicate with other members of the team in a shared language, even when the members are in entirely different physical locations. Midterm: 1) NP - 8%, E - 58%, A - 25%, P - 8%; 33% (A or P) 2) NP - 8%, E - 42%, A - 42%, P - 8%; 50% (A or P) 3) NP - 8%, E - 42%, A - 33%, P - 17%; 50% (A or P) 4) NP - 8%, E - 58%, A - 25%, P - 8%; 33% (A or P) 5) NP - 42%, E - 33%, A - 25%, P - 0%; 25% (A or P) 6) NP - 25%, E - 58%, A - 17%, P - 0%; 17% (A or P) 7) NP - 25%, E - 50%, A - 0%, P - 25%; 25% (A or P) 8) NP - 25%, E - 42%, A - 17%, P - 17%; 34% (A or P) Final: 1) NP - 0%, E - 58%, A - 25%, P - 17%; 42% (A or P); 9% increase from midterm 2) NP - 0%, E - 42%, A - 50%, P - 8%; 58% (A or P); 8% increase from midterm 3) NP - 17%, E - 42%, A - 25%, P - 17%; 42% (A or P); 8% decrease from midterm 4) NP - 8%, E - 58%, A - 17%, P - 17%; 34% (A or P); 1% increase from midterm 5) NP - 42%, E - 42%, A - 17%, P - 0%; 17% (A or P) 8% decrease from midterm 6) NP - 42%, E - 25%, A - 33%, P - 0%; 33% (A or P) 16% increase from midterm 7) NP - 25%, E - 58%, A - 8%, P - 8%; 16% (A or P) 9% decrease from midterm 8) NP - 25%, E - 50%, A - 25%, P - 0%; 25% (A or P) 9% decrease from midterm Slight increases and decreases are seen between midterm and final evaluation scores but all scores are still below the threshold. 8% represents 1 student.

Measure 2

2019 Status
Not Yet Achieved
This is baseline scoring for this content. The scoring is: Not Proficient, Emerging, Adequate, or Proficient. Working in interdisciplinary teams is broken down into 8 sub-categories: 1) Learn about other team members’ expertise, background, knowledge, and values; 2) Learn individual roles and processes required to work collaboratively; 3) Demonstrate basic group skills, including communication, negotiation, delegation, time management, and assessment of group dynamics; 4) Ensure that accurate and timely information reaches those who need it at the appropriate time; 5) Customize care and manage smooth transitions across settings and over time, even when the team members are in entirely different physical locations; 6) Coordinate and integrate care processes to ensure excellence, continuity, and reliability of the care provided; 7) Resolve conflicts with other members of the team; 8) Communicate with other members of the team in a shared language, even when the members are in entirely different physical locations. Midterm: 1) NP - 0%, E - 42%, A - 33%, P - 25%; 58% (A or P); 16% increase from ATH 521 final 2) NP - 0%, E - 50%, A - 33%, P - 17%; 50% (A or P); 8% decrease from ATH 521 final 3) NP - 0%, E - 42%, A - 42%, P - 17%; 59% (A or P); 17% increase from ATH 521 final 4) NP - 0%, E - 50%, A - 25%, P - 25%; 50% (A or P); 16% increase from ATH 521 final 5) NP - 25%, E - 67%, A - 8%, P - 0%; 8% (A or P) 9% decrease from ATH 521 final 6) NP - 8%, E - 92%, A - 0%, P - 0%; 0% (A or P); 33% decrease from ATH 521 final 7) NP - 17%, E - 50%, A - 8%, P - 25%; 33% (A or P); 17% increase from ATH 521 final 8) NP - 25%, E - 8%, A - 50%, P - 17%; 67% (A or P); 32% increase from ATH 521 final Final: There is no final clinical evaluation due to remote learning requirements with COVID-19 which occurred shortly after midterm. There is very little change between midterm and final scores and all scores are still below the threshold. An 8% increase or decrease represents the change of one student.