INSTITUTIONAL SELF STUDY FOR PARAMEDIC … Self...INSTITUTIONAL SELF STUDY FOR PARAMEDIC PROGRAMS IN...

INSTITUTIONAL

SELF STUDY FOR PARAMEDIC PROGRAMS IN VIRGINIA

Application for EMT-Paramedic Accreditation

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Self-Study Questions for EMT Programs

Section I: Resources

1. What percent of each day will the program director allocate toward participating with the paramedic program before and during the begin and end dates of the course?

Full time (primary job while the program is in progress, min. 40 hours/week)

(There should be at least one-full time position to fulfill the program director responsibilities) The Program Director will devote 100% of an eight hour day, Monday through Friday, to the paramedic program. Approximately 50% of his time will be spent on administration of the program, 20% towards on-site evaluation of students, and 30% towards instruction.

2. Explain how the Program Director is qualified to fulfill the responsibilities of this position.

Job Description (The program director shall possess a Bachelor’s degree from an accredited institution of higher education. Address education, field experience in the delivery of pre-hospital emergency care, certification as a Paramedic required.) The Program Director, Jeffrey M. Reynolds, holds current certification as a Virginia Emergency Medical Technician - Paramedic, and as an Emergency Medical Technician - Instructor. He serves as full time faculty for the EMS Education Program at Patrick Henry Community College. He received an Associate of Science Degee in Business Administration from Danville Community College, and is currently pursuing a Bachelors Degree in Business Administration from Averett University, with a projected completion date of December 2008. He is also completing additional post-secondary coursework related to healthcare and emergency medical services. He has been involved in the delivery of Emergency Medical Services from 1984 to the present, and has been involved with EMS education since 1990. His resume is included in Section I "Resources."

3. What evidence is there that the program director is responsible for:

Organization - Documentation of program's organization, lectures, syllabus, clinical activities.

Administration - Documentation of program's policies and procedures to include but not limited to:

a) passing criteria; b) interim test, quizzes, practicals; c) record keeping of students progress; d) clinical agreements; e) field Internship agreements

Periodic Review - How often, with whom, review criteria. Continued Review - Changes to program, proposed changes to the program, program

evaluation criteria. Effectiveness of the Educational Program - Program stats for test, quizzes, practical

results, NREMT-P results.

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The Program Director is responsible for recruiting, selecting, assigning, training, developing, and evaluating adjunct instructors and skill lab assistants. Faculty will be chosen according to their credentials and will be oriented and scheduled in the same manner as other college faculty. An Adjunct Faculty Manual is located in Appendix E and is available on line at the college web site (www.ph.vccs.edu->faculty/staff->resources). The Program Director will evaluate the didactic and skill lab faculty on an annual basis (or more frequently, as needed). The Program Director is also responsible for scheduling classes; development of course syllabi; oversight of clinical and field activities; evaluating the academic progress of students; and advising the Medical Director. The Program Director, in conjunction with the Medical Director, will determine the passing criteria for classroom, clinical and field components of the program. The above individuals will review the criteria on an annual basis (or more frequently, as needed) to determine if the criteria is acceptable by current college, accreditation and Virginia OEMS standards. This review will documented through meeting minutes and other appropriate reporting mechanisms. The Program Director will review all tests, quizzes and skill evaluations prior to their being proffered to ensure that they are compliant with college, accreditation and Virginia OEMS standards. All tests and quizzes will be constructed from test banks which are developed through resources from the publishers and other sources approved by the Medical Director. Item analysis techniques will be used to validate questions after each test. Skill evaluation instruments will be reviewed and approved by the Medical Director. The Program Director coordinates with the Director of Nursing and Allied Health for the security and maintenance of student records in the Nursing & Allied Health Office on the PHCC campus. (Philpott Building - room 109). The Program Director will maintain records via hard copies and/or electronic medium of each individual student's progress including grade sheets, unofficial transcripts, clinical and field competency sheets, skill competency evaluation forms, completed tests, completed quizzes, attendance records, counseling forms and displinary records, if any. Additionally, student files will contain required immunization and health documentation, criminal background check, and high school diploma or GED documentation. Numerous clinical affiliation agreements (see Clinical Preceptor Agreements located in Section VI "Clinical Resources") and field intership affiliation agreements (see Preceptor Agreements for Field Internships located in Section VII "Field Internship") have been entered into on behalf of our students. The Program Director is responsible for soliciting and maintaining these agreements. He is also responsible for notifying Virginia OEMS of any changes in these agreements or the addition of new agreements.

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The Program Director will maintain statistics on test and exam scores, capstone written and practical exit exam scores, National Registry written and practical exam results, and post-graduation employment rates. In addition, all college programs are on a review schedule that examines the resources, faculty, student retention and graduate placement. Data on each area is collected annually and analyzed regularly. An example of the PHCC Academic Program Review Guidelines in included in Section I "Resources."

4. Indicate by what methods the program director actively solicits and requires the cooperative development of the medical director of the program including but not limited to student selection?

(Reviews curriculum prior to start of program. Monitors faculty presentations. Participates in instruction of program. Reviews instructor list. Reviews tests and quizzes for medical validity. Reviews evaluation criteria and stats. Reviews student applications and any course prerequisites.) The Medical Director, Dr. Thomas Shields, has reviewed and approved the curriculum and evaluation plan prior to the development of this self-study. He is required to monitor faculty didactic and skill lab presentations at least once a year, or on an as needed basis if issues arise, as is the Program Director. Dr. Shields has been requested to present special topics within the curriculum. He has agreed to review the college faculty applications prior to any faculty being assigned to instruct in the program. All course materials including evaluation materials will be reviewed by the Medical Director prior to implementation in the program. The Medical Director will review tests and quizzes initially to determine consistency, medical and academic validity. Thereafter, he will review tests and quizzes any time the tests or quizzes are altered, amended or rewritten. In conjunction with the Program Director, Dr. Shields will determine the passing criteria for classroom, skills, clinical and field component of the program. The above individuals will review the criteria on an annual basis (or more frequently, as needed) to determine if the criteria is acceptable by current college, accreditation and Virginia OEMS standards. This review will documented through meeting minutes and other appropriate reporting mechanisms. A review of student applications by the Medical Director is a component of the application procedure. See also Section II "Medical Direction" for more details.

5. Indicate how the program director has the authority to administer all phases of the educational

program, including didactic, laboratory, clinical, and field internship components?

(License, certifications, past experiences, knowledge of EMS, knowledge of curriculum. Educational experience and degree.) The Program Director, Jeffrey M. Reynolds, holds current certification as a Virginia Emergency Medical Technician - Paramedic, and as an Emergency Medical Technician - Instructor. He serves as full time faculty for the EMS Education Program at Patrick Henry Community College. He received an Associate of Science Degee in Business Administration from Danville Community College, and is currently pursuing a Bachelors Degree in Business Administration from Averett University, with a projected completion date of December 2008. He is also

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completing additional post-secondary coursework related to healthcare and emergency medical services. He has been involved in the delivery of Emergency Medical Services from 1984 to the present, and has been involved with EMS education since 1990. His resume is included in Section I "Resources."

Section II: Medical Direction

1. Indicate the various methods with which the medical director reviews the educational content of the program curriculum?

(Reviews or is familiar with curriculum content; i.e. monitors faculty presentations, participates in instruction of program, reviews instructor list, reviews tests and quizzes for medical validity, reviews evaluation criteria and stats, and reviews program stats.) The Medical Director, Thomas Shields MD, has reviewed the program curriculum to ensure compliance with DOT curriculum guidelines, Virginia OEMS rules and regulations, and applicable standard of care. Any changes to or revisions of the program curriculum will be approved by the Medical Director prior to implementation. The Medical Director and Program Director will review lesson plans, evaluation instruments and methodology, didactic and skill lab objectives, as well as clinical and field internship objectives each semester (or more frequently as needed). Dr. Shields has been requested to present special topics within the curriculum. He has agreed to review the college faculty applications prior to any faculty being assigned to instruct in the program. All course materials including evaluation materials will be reviewed by Dr. Shields prior to implementation in the program. The Medical Director will review tests and quizzes initially to determine consistency, medical and academic validity. Thereafter, he will review tests and quizzes any time the tests or quizzes are altered, amended or rewritten. In conjunction with the Program Director, Dr. Shields will determine the passing criteria for classroom, skills, clinical and field components of the program. The above individuals will review the criteria on an annual basis (or more frequently, as needed) to determine if the criteria is acceptable by current college, accreditation and Virginia OEMS standards. This review will documented through meeting minutes and other appropriate reporting mechanisms. The Program Director will maintain statistics on test and exam scores, capstone written and practical exit exam scores, National Registry written and practical exam results, and post-graduation employment rates. The Medical Director will monitor these statistics at the conclusion of each semester, or more frequently, as needed. The Medical Director, in conjunction with the Program Director, will use this statistical information as a basis for proposing alterations to the curriculum, to individual courses within the curriculum, and as a tool in the training and development of the instructional staff.

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See Program Medical Director's Position Description included in Section II "Medical Direction" for detailed information.

2. How will the medical director review the quality of medical instruction?

(Periodically monitors lectures and practicals, reviews instructors for appropriate qualifications, oversees the entire program content) The Medical Director will review tests and quizzes initially to determine consistency, medical and academic validity. Thereafter, he will review tests and quizzes any time the tests or quizzes are altered, amended or rewritten. The Medical Director is required to monitor faculty didactic and skill lab presentations at least once a year (or more frequently, as needed), as is the Program Director. The Medical Director will periodically observe students during clinical rotations, as well as field internships. The Medical Director will participate in the capstone practical exit exam process conducted at the conclusion of each academic year. The Medical Director will periodically review both student and preceptor clinical and field evaluation instruments. The Medical Director has agreed to review college faculty applications prior to any faculty being assigned to instruct in the program. He will also review faculty evaluations completed at the end of each semester by the students, and faculty evaluations completed periodically by the ASET Division Dean. A sample of the student evaluation as well as a sample of the Dean's Faculty Evaluation Plan is included in Section III "Faculty". The Medical Director also will review didactic and skill faculty evaluations completed by the Program Director. The Medical Director and Program Director will review lesson plans, evaluation instruments and methodology, didactic and skill lab objectives, as well as clinical and field internship objectives each semester (or more frequently as needed). Any changes to or revisions of program content will be approved by the Medical Director prior to implementation.

3. How and when will the medical director review the supervision of students by the faculty?

(Defined by program guidelines agreed to by Medical Director to include but not limited to didactic/clinical/internship) The Medical Director will monitor lectures, skill labs, clinicals, and field internships for lack of supervision, structure and control by the student's instructors or preceptors. The Medical Director is required to monitor faculty didactic and skill lab presentations at least once a year (or more frequently, as needed), as is the Program Director. The Medical Director will periodically observe students during clinical rotations, as well as field internships. The Medical Director will periodically review both student and preceptor clinical and field evaluation instruments. The Medical Director will also review faculty evaluations completed at the end of each semester by the students, and faculty evaluations completed periodically by the ASET Division Dean. He also will review didactic and skill faculty evaluations completed by the Program Director.

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4. How and when does the medical director review each student's performance?

(Identified by program policy when the Medical director will minimally review student’s progress, documents used for this and any interview the medical director will have with the student) Each semester the Medical Director, in conjunction with the Program Director, will review each student's academic performance, as reflected by the grades each student receives in courses taken, skill proficiencies demonstrated for courses taken, attendance, clinical and field preceptor evaluations, and by anecdotal evidence regarding each student provided by the instructional staff. The Medical Director and/or Program Director will meet with any student whose mid-semester performance is marginal or whose performance could result in dismissal from the program. Students must receive a final grade of "C" or better in all required courses to maintain enrollment in the program. Marginal performance is defined as a course average within 5% of falling below a grade of "C". If the student receives a final grade below "C" in any required course, the student will be dismissed from the program and will be eligible to apply for readmission in the subsequent academic year. The Medical Director and/or Program Director will counsel the student as to what corrective behavior is necessary. Comments and discussions with the student from this meeting will be documented and included in the student's permanent records maintained by the Program Director. See Program Medical Director's Position Description included in Section II "Medical Direction" for additional information.

5. How will the medical director assure adequate progress toward completion of the program by each student?

(Meets with the program director regularly to review students progress and monitors preceptor's evaluations in clinical and internship settings.) Each semester the Medical Director, in conjunction with the Program Director, will review each student's academic performance, as reflected by the grades each student receives in courses taken, skill proficiencies demonstrated for courses taken, attendance, clinical and field preceptor evaluations, clinical and field competencies obtained, and by anecdotal evidence regarding each student provided by the instructional staff.

6. Indicate the methods the medical director utilizes to attest that each graduating student has

achieved the desired level of competence prior to graduation?

(Reviews each student’s progress through program by examining class records, preceptor's evaluations in clinical and internship settings, and meets with students periodically to discuss students progress. Documentation of review and comments to be included in student files.) Each semester the Medical Director, in conjunction with the Program Director, will

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review each student's academic performance, as reflected by the grades each student receives in courses taken, skill proficiencies demonstrated for courses taken, attendance, clinical and field preceptor evaluations, clinical and field competencies obtained, and by anecdotal evidence regarding each student provided by the instructional staff. The Medical Director and/or Program Director will meet with any student whose mid-semester performance is marginal or whose performance could result in dismissal from the program. Students must receive a final grade of "C" or better in all required courses to maintain enrollment in the program. Marginal performance is defined as a course average within 5% of falling below a grade of "C". If the student receives a final grade below "C" in any required course, the student will be dismissed from the program and will be eligible to apply for readmission in the subsequent academic year. The Medical Director and/or Program Director will counsel the student as to what corrective behavior is necessary. Comments and discussions with the student from this meeting will be documented and included in the student's permanent records maintained by the Program Director. At the conclusion of each academic year a cumulative capstone written and practical exit exam, reviewed and approved by the Medical Director, will be given. The student must score a minimum of 75% on the capstone written exam and pass all capstone practical skill stations tested in order to demonsrate the entry-level knowledge and skill proficiency for their appropriate certification level, and to qualify for certification testing. See Appendix B "EMS Student Handbook" pages 19 & 20, and Program Medical Director's Position Description included in Section II "Medical Direction" for detailed information.

7. How does the medical director actively participate in the local medical community?

(Meets regularly with medical community and participates in local regional medical control committees. Takes part in state Medical Direction Committee.) Dr. Shields works as an Emergency Room Physician at Memorial Hospital of Martinsville & Henry County in Martinsville, Virginia. The Martinsville-Henry County Pre-hospital Care Committee, co-chaired by Dr. Shields, is a local committee meeting every other month to discuss EMS, emergency room, and other operational issues. The committee consists of the two local Operational Medical Directors, Emergency Room Manager, Chief Nursing Officer for Memorial Hospital, Henry County Department of Public Safety, and all EMS agencies in Martinsville and Henry County. Dr. Shields participates in the Western Virgnia EMS Council Regional Medical Directorate. This committee reviews regional issues and seeks to develop regionalization of protocols, drug boxes, etc. Dr. Shields has also completed the Operational Medical Director's Course offered by the Virginia Office of EMS. See Dr. Shield's Curriculum Vitae included at the end of Section II "Medical Direction" for detailed information.

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8. To what extent is the medical director familiar with base station operations?

(Currently works either full or part time at a facility which functions as a base station providing on line medical control.) Dr. Shields works as an Emergency Room Physician at Memorial Hospital of Martinsville & Henry County, which is the primary hospital for patient transportation in the area. Memorial Hospital serves as a base station for all on line medical control in the area. Additionally, Dr. Shields is currently serving as co-chairman of the Emergency Physicians Group. See Dr. Shield's Curriculum Vitae included in Section II "Medical Direction" for detailed information.

9. Has the medical director reviewed the DOT Paramedic Curriculum?

(Has reviewed the layout of the curriculum and is familiar with the course guide and the general contents of the curriculum.) Yes. Dr. Shields has copies of and has reviewed the DOT Intermediate and Paramedic curricula.

10. Is the medical director knowledgeable about the state administrative guidelines regarding educational programs in Virginia to include:

EMS Rules and Regulations; Training Administration Manual; Virginia EMS Laws; Possession of and review the contents of the OMD notebook provided by the

Office of EMS.

(The medical director has reviewed the portions of the documents listed above and assures the program meets the criteria each establishes.) Dr. Shields has completed the Operational Medical Director's Course offered by the Virginia Office of EMS. Dr. Shields has reviewed all of the state documents listed above. See Dr. Shield's Curriculum Vitae included in Section II "Medical Direction" for detailed information

Section III: Faculty

1. What evidence is there that the program has assured that each instructor is qualified through academic preparation, training and experience to instruct students in assigned topics?

(Program should be able to provide evidence (CV’s) that each instructor is fully capable of instructing students in assigned topics. Appropriate expertise in the assigned topic should be assessed prior to initial selection and ongoing expertise must be monitored.)

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All instructors must meet the instructor requirements set by the college. Their ability to meet these requirements is based upon their educational and professional backgrounds as demonstrated by their educational transcripts and their job experience. Each instructor will be able to demonstrate experience or training in teaching adults. Each instructor must submit copies of all current certifications and training to the Program Director and the Medical Director. The Medical Director and Program Director will determine whether the instructor is appropriately qualified to teach in a particular course. Additionally, the Medical Director, in conjunction with the Program Director, will evaluate instructional staff as defined under question 2 in the Medical Direction section to determine that an instructor is effectively instructing students. Continuing education in areas of expertise will be required. See "EMS Director/ Instructor Job Description and Duties" included in Section III "Faculty." A copy of the PHCC Adjunct Faculty Manual is included in Appendix E.

2. What evidence is there of appropriate evaluation of instructional faculty?

(Confirmed by copies of students evaluations and documentation by program director and or medical director.) At the end of each semester faculty are evaluated by the students. This is completed independently by each student in a college computer lab and submitted electronically. A sample of this form is included at the end of Section III "Faculty." Course faculty are evaluated periodically by the ASET Division Dean according to the College Faculty Evaluation Plan. A sample of this Faculty Evaluation Plan is included in Section III "Faculty." The Medical Director is required to monitor faculty didactic and skill lab presentations at least once a year (or more frequently, as needed), as is the Program Director. He will also review the faculty evaluations completed at the end of each semester by the students, and the faculty evaluations completed periodically by the ASET Division Dean. The Medical Director also will review didactic and skill faculty evaluations completed by the Program Director.

Section IV: Financial Resources

1. What evidence is there that financial resources are assured for continued operation of the classes of students admitted?

(Confirmed by the commitment of consistent resources, facilities, and materials for conducting educations and training given specific class size.)

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Program will be funded through regular college tuition charges and other normal Patrick Henry Community College resources. Additional resources through grants and foundations will be sought to enhance resources for the program. According to Jeffery Fields, PHCC Applied Sciences and Engineering Technology Dean: "The State of Virginia will fully fund the program as any Degree program based on FTES (Full Time Equivalent Students) generated." The following information is included in this section: (1) Budget Detail Worksheet for 12 Month Budget Period; (2) Narrative Justification by Category; (3) Letter of Grant Award from Small Business Association; and (4) Letter from Dr. Nolan D. Browning, Vice President of Academic Affairs and Student Development, confirming Patrick Henry Community College's commitment to the program and anticipated funding.

Section V: Facilities

1. Do the classrooms have adequate seating for the number of students in each class? Classrooms will be located in Philpott Hall - the Applied Science & Engineering Technology building on the main PHCC campus. Classrooms will have adequate seating with tables and chairs for students. Audiovisual equipment will be in place to allow for projections of DVD's/videos, computer assisted instruction, power point presentations, etc. Pictures of a typical classroom are located in Section V "Facilities."

2. Are the laboratories adequate to support the curriculum requirements for the number of students assigned?

(There is available adequate number of rooms and space for the practical skills to be practiced.) The college has dedicated laboratory space and storage for the Paramedic program. The paramedic lab has seating with tables and chairs for students. Audiovisual equipment is located in the lab to allow for projections of DVD's/videos, computer assisted instruction, power point presentations, etc. The paramedic lab will house the Laerdal SimMan and SimBaby simulation manikins on loan from the Virginia OEMS. The PHCC nursing skills lab has eight functioning hospital beds and a variety of manikins to support skills practice, and is available for use by the paramedic program. In addition, a college-owned Laerdal Sim Man is available in the nursing skills lab. Additional manikins for simulated skill practice are available from the Henry County Department of Public Safety. Pictures of the PHCC skills lab are located in Section V "Facilities."

3. Is sufficient equipment available for the provision of instruction for the lesson plans and number of students enrolled to include all age groups?

(Is the equipment owned or borrowed. If borrowed, is there a written agreement for use of the equipment? Is there a sufficient quantity of equipment to allow half the class to practice with a ratio of 1 complete set per 6 students? A list of available equipment to the program should be included.)

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Adult, pediatric and infant manikins are available to simulate patient care activities with equipment and supplies appropriate to each age group. PHCC owns some of the equipment. Additional equipment is available from Henry County Department of Public Safety, based on a written agreement between PHCC and HCDPS. There is a sufficient quantity of equipment available to allow half of the program enrollment to practice skills with a ratio of 1 set of equipment per 6 students. The Program Director will evaluate the equipment each semester to determine whether the equipment is satisfactory and in good repair. The Program Director will determine whether the equipment available will accomodate the enrollment in the program. If the equipment is unsatisfactory, in need of maintenance, or does not accomodate the enrollment in the program the Program Director will notify the ASET Division Dean, who will then remedy the situation pending approval by college administration. An Equipment Inventory for the PHCC Allied Health Programs is located in Section V "Facilities." Lab supplies are scheduled to be inventoried and ordered each summer for the upcoming academic year. Any needs that arise during the semester are ordered as needed. All supplies and equipment utilized in the program is state of the art for the Martinsville-Henry County area and the Western Virginia EMS Council region.

4. Are there library facilities readily accessible to students?

(Are the facilities used by students? Example: Are research papers assigned and reviewed) The Lester Library provides a diverse collection of print and non-print resources, including books, periodicals, microforms, videos, DVDs, e-books, as well as access to over 100 full-text and bibliographic databases. Students have access to the library’s circulating materials, reference services, online resources, and the Internet. Wireless Internet access is available throughout the library and Learning Resource Center. Trained library staff are available to provide bibliographic instruction and research assistance for individuals and groups. Off-campus students may access the college’s licensed databases through a proxy server and have access to reference services through e-mail, fax, phone, as well as LRC Live, an online reference service that uses chat and Web page sharing software to connect students in need of reference help with a Virginia Community College System (VCCS) librarian. Virtual Library of Virginia (VIVA) is the consortium of nonprofit academic libraries in the Commonwealth of Virginia, including the 39 state assisted colleges and universities, as well as the 30 independent institutions and the Library of Virginia. VIVA’s mission is to provide enhanced access to library and information resources and facilitate cooperation among institutes of higher learning. Through its VIVA membership, the Lester Library makes available a variety of full-text and bibliographic databases, free to students, faculty and staff. Also, as a member of the OCLC interlibrary loan network, the library can borrow materials from other member libraries throughout the country, making it possible for students to obtain almost any material needed. Most borrowed materials can be procured in 5-7 days. The library also provides a high quality document delivery service through ARIEL, a system that transmits documents over the Internet.

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The hours of operation for the library are: Monday - Thursday 8:00 am to 9:00 pm, Friday 8:00 am to 5:00 pm and Saturday 9:00 am to 12:00 pm. Specific classes within the curriculum will require the students to demonstrate research skills and utilize the library.

5. Does the library include current EMT and medial periodicals, scientific books, audio-visuals, self-instructional resources, and other references?

The college plans to purchase subscriptions to JEMS, Emergency Medical Services, Rescue Technology and EMS Insider. Additions to the library pertinent to EMS education will be made as suggested by students, faculty, the Program Director and the Medical Director.

Section VI: Clinical Resources

1. Is there a signed clinical affiliation agreement with each clinical affiliate associated with the program that are appropriate to the objectives of that rotation?

(Are there signed agreements with each clinical affiliation indicating student needs which meet the programs requirements for each of the below listed areas.)

Emergency Department Intensive Care Operating Room Coronary Care Recovery Room Labor and Delivery Pediatric Unit Psychiatric Unit/Crisis Center

The contracts with clinical agencies allow the students to be placed in the areas needed to meet the objectives for the various clinical experiences for each semester. The various agreements do not restrict student access to any departments or clinical areas. Clinical agreements with non-acute care settings are established to provide the necessary clinical experiences needed to meet the objectives of each course. (See Clinical Preceptor Agreements located in Section VI "Clinical Resources).

2. What evidence exists that the students will have access to adequate numbers of patients who present common problems in the delivery of advanced emergency care?

(Documentation that the facility has the census, patient visits, and variety of cases that meet the curriculum needs.)

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Clinical assignments are chosen to provide students with the opportunities to work with clients with common problems encountered in advanced emergency care settings. Each contact is documented and show the variety of contacts made. See Appendix A "Clinical and Field Internship Manual."

3. Will the students encounter patients of appropriate distributions by sex and age?

(See #2 above. Must provide evidence that students will have contact with neonates, infants, children, adults [young, middle aged, geriatric] of both sexes.) Clinical rotations will be assigned to give students the opportunity to work with clients in all age groups and sexes. For example: Emergency room and urgent care clinical times would be scheduled in the evenings and on weekends to give students the opportunity to work with sick/injured children after the pediatrician offices are closed. Each patient contact is documented by the student thoughout this program. The documentation indicates the sex and age of the patient that was contacted. (See Clinical Preceptor Agreements located in Section VI "Clinical Resources.")

4. Are the overall clinical resources adequate to support the number of students enrolled?

(Documentation indicating the number of students allowed at any one time in each of the areas described in number 1 of this section.) In any given facility the program allows no more than 2 students in the Emergency Department and Urgent Care, and allows no more than 1 student in the other various clinical areas. See Appendix A "Clinical and Field Internship Manual." Based on the number of in-patient and out-patient visits recorded by the facilities we have agreements with, we feel that we have more than adequate clinical resources to support the numbr of students enrolled.

5. Are there clearly established learning objectives for each clinical assignment? (Documentation which is provided to each of the clinical affiliations describing what is expected of each student as far as skills, and listing the learning objectives.) Clinical Objectives for each rotation will be reviewed with the clinical preceptors during their orientation to the program. (See Appendix A "Clinical and Field Internship Manual" and also Appendix I "Clinical Preceptor Orientation Manual.")

6. Indicate how the learning in the clinical setting is efficient and effective in achieving the learning objectives of each clinical assignment?

(Copy of the evaluation forms used for each student during clinicals which relate back to clinical objectives indicating satisfactory and unsatisfactory performance.) Clinical Evaluation forms for each rotation will be reviewed with the clinical preceptors during their orientation to the program. (See sample forms found in Appendix A "Clinical and Field Internship Manual" and also Appendix I "Clinical Preceptor Orientation Manual.")

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7. Describe the evidence found to substantiate that adequate supervision is available in each clinical site to assure effective learning?

(Documentation describing the arrangement with clinical preceptors/instructors. Documentation describing their formal orientation to the program and ratios of students to instructors.) Students will be supervised by a clinical preceptor for each facility and rotation they are assigned to. Clinical preceptors will undergo preceptor orientation provided by either the Program Director or an appropriately trained designee of the respective clinical department. Each preceptor shall supervise no more than 1 student at anytime. The preceptor shall be responsible for reporting attendance at the site and reporting the student's performance via the various forms found in the "Clinical Preceptor Orientation Manual" found in Appendix I. Additional supervision will be provided by the Program Director, working in conjunction with the Medical Director, who will make announced and unannounced visits to the clinical sites to ensure the students' attendance and competencies are being properly documented. Additionally, the Program Director and/or the Medical Director may make visits to the participating facilities to address any issues that may arise. The Program Director will review the various clinical documentation forms on a weekly basis, and the Medical Director will periodically review both student and preceptor clinical evaluation instruments.

Section VII: Field Internship

1. What evidence is there of medical accountability within the EMS system in which the field internship of the program functions?

(Students are functioning only with approved preceptors present who are authorized by the program's OMD. Run sheet reviews are conducted as well as evaluation forms by the programs OMD. Communication with on-line medical control by program OMD for additional evaluation.) All students must be accompanied by a program approved preceptor during their field internship rotations. Each preceptor will be responsible for no more than 1 student at a time. The preceptor will evaluate the students as they complete assessments and skills during their field internships. The preceptor will record his comments and findings on the appropriate forms (See sample forms found in Appendix J "Field Preceptor Orientation Manual.") All preceptors will be reviewed and approved by the Medical Director prior to student assignment. The Medical Director also serves as the Operational Medical Director for many of the field internship agencies. In addition, all field internship sites are open to the Medical Director for visitation at any time he deems necessary throughout the program.

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Each semester the Medical Director, in conjunction with the Program Director, will review each student's clinical and field internship performance, as reflected by clinical and field preceptor evaluations, clinical and field competencies obtained, and by comments regarding each student provided by the field preceptors. The Medical Director works as an Emergency Room Physician at Memorial Hospital of Martinsville & Henry County, which is the primary hospital for patient transportation in the area. Memorial Hospital serves as a base station for all on- line medical control in the area. The Medical Director serves as an on-line control physician as part of his routine duties, and can periodically consult the other on-line medical control physicians within the department to solicit additional comments and evaluative materials, especially if issues arise.

2. Are written affiliation agreements or memoranda of understanding with agencies that provide field/internship experience under appropriate medical direction and clinical supervision?

(Copies of agreements must be included with self study) See copies of the Preceptor Agreements for Field Internships in Section VII "Field Internship."

3. Are the students under the direct supervision of preceptors at all times?

(Documented in program guidelines, field agreements, and program guidelines to students.) Students are required to be under the direct supervison of approved preceptors operating under the appropriate field internship affiliation agreement at all times of the field internship. Failure to comply with this requirement constitutes grounds for dismissal of the student and/or the preceptor from the program, depending upon the circumstances. Orientation with the field preceptors and students will include the information that students need to be supervised at all times. The supervision requirement is included in the clinical agrements and contracts. (See the Preceptor Agreements for Field Internships in Section VII "Field Internship" & also Appendix A "Clinical and Field Internship Manual," pages 4-6).

4. Describe the program's methods utilized to designate preceptors?

(Documentation reviewing the formal training received by the preceptors that has the approval of the OMD. Should include learning objectives, expectations, skills evaluation, and evaluation reports. How contact is made with programs coordinator and OMD.) Preceptors will be selected by the Program Director in consultation with the EMS agency and the Medical Director, and will be approved if they meet the program's minimal preceptor requirements. Preceptors must attend an orientation conducted by the Program Director in which the preceptors will be advised of program policies and procedures and instructed on how to evaluate and properly record student's field performance. Included in the orientation will be a description of the field internship objectives, performance expectations, skills evaluation, evaluation reports, and methods used to communicate with the Program Director and Medical Director. (See Appendix J "Field Preceptor Orientation Manual.")

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Preceptors will be assigned by the EMS agency based on the clinical experience needed and program guidelines, unless some condition indicates the preceptor and student have or have had a relationship that would impair the teaching environment, such as a relative or spouse.

5. What relationship to the program do the preceptors have?

(Documentation on how the preceptors are formally recognized by the paramedic program.) The preceptors' primary affiliation shall be to the EMS agency that employs them or with which they volunteer. Preceptors shall be acknowledged by the program as an endorsed preceptor if approved by the Program Director and the Medical Director, if they satisfy minimal preceptor requirements, and have completed a program approved orientation program.

6. What evidence is there that assures the students receive objective evaluations?

(Documentation which describes conflicts of interest and periodical interviews with preceptors and students during the field internship with involvement of the medical director and/or programs internship coordinator.) Supervision will be provided by the Program Director, working in conjunction with the Medical Director, who will make announced and unannounced visits to the field internship sites to ensure that the students' attendance and competencies are being properly and objectively documented. Additionally, the Program Director and/or the Medical Director may make visits to the participating EMS agencies to address any issues that may arise. The Program Director will review the various field internship documentation forms on a weekly basis. The Medical Director will also periodically review both student and preceptor field evaluation instruments. (See Appendix A "Clinical and Field Internship Manual," and Appendix J "Field Preceptor Orientation Manual.")

7. What evidence is there that assures students progress is appropriate and progressive?

(Documentation indicating how often internship reviews are held with program coordinators, medical director and preceptors using evaluations and comments.) Preceptors shall review their evaluations of the student with the student during the field rotation. Additionally, the Program Director will make announced and unannounced visits to the field internship sites to ensure that the students' progress is appropriate and being properly and objectively documented. The Program Director will review the various field internship documentation forms on a weekly basis and will routinely discuss the evaluations with the field preceptors. The Medical Director will also periodically review both student and preceptor field evaluation instruments. (See Appendix A "Clinical and Field Internship Manual," and Appendix J "Field Preceptor Orientation Manual.")

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8. Do the field internship experiences occur on intensive care vehicles?

(Documentation that verifies all internship rotations must be on ALS vehicles delivering ALS level of care at the level for which the program is geared.) The program will only authorize field internships on transport vehicles delivering a level of care appropriate for the training level of the student . The program will only enter into affiliation agreements with EMS agencies capable of delivering a level of care at the Intermediate/Paramedic level. The specific field objectives will specify the type of experiences that will meet the criteria. (See the Preceptor Agreements for Field Internships in Section VII "Field Internship," Appendix A "Clinical and Field Internship Manual," and Appendix J "Field Preceptor Orientation Manual.").

9. Does the field internship occur in an EMS system that has the capabilities of voice telecommunications with on-line medical direction?

Yes, the program will only enter into affiliation agreements with EMS agencies capable of voice telecommunications with on-line medical direction. All transport vehicles must be equipped with either radio or cellular communications equipment. Memorial Hospital of Martinsville & Henry County, which is the primary hospital for patient transportation in the area, serves as a base station for all on-line medical control in the area, and has both radio and telphone communication capabilities with EMS agencies transporting to their facility.

10. Is the EMS system in which the field internship occurs supplied with equipment and drugs necessary for advanced life support?

Yes, the program will only enter into affiliation agreements with EMS agencies that are supplied with equipment and drugs necessary for advanced life support and that meet minimum state and regional requirements for the provision of care at the Intermediate/Paramedic level.

11. How is the field internship component integrated with the overall curriculum of the program?

(Documentation showing how the field internship is weighted when evaluating satisfactory performance for the overall program.) Field internships are incorporated into the appropriate clinical and field courses of the program. They are scheduled after the student has demonstrated through written and skill evaluation an appropriate level of skills and knowledge to work with patients in the field setting. Field internships utilize evaluation tools, with the relationship to course grade explained in the course syllabus. It is possible to pass didactic and clinical portions of the course and not pass the field internship, thereby failing the whole course. See Appendix A "Clinical and Field Internship Manual" for further clarification.

12. Is there evidence that a student is never a substitute for paid or regular personnel or a required team member within the EMS system during the field internship component of the program?

(Documentation showing that the agreement with agencies conducting field internships understand that students are not substitutes for staffing the EMS organization. Furthermore, students are provided documentation stating this and what they should do if

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ever placed in this situation.) The affiliation agreements with EMS agencies clearly identify that the student is not to be substituted for minimal staffing by the EMS agency. This information is clearly articulated to the preceptors in their orientation and in their orientation manual. It is also identified in the Clinical and Field Internship Manual that the students are given and required to read. The students are advised to notify the Program Director immediately if asked to substitute for paid or regular personnel or a required team member. (See the Preceptor Agreements for Field Internships in Section VII "Field Internship," Appendix A "Clinical and Field Internship Manual," and Appendix J "Field Preceptor Orientation Manual").

13. What methods are utilized to assure that there is medical accountability throughout the field internship component of the program?

(Documentation describing and or showing ongoing review of student's field internship activities based upon program objectives and local protocol.) Supervision will be provided by the Program Director, working in conjunction with the Medical Director, who will make announced and unannounced visits to the field internship sites to ensure that the students' attendance and competencies are being properly and objectively documented. The Program Director will review the various field internship documentation forms on a weekly basis. The Medical Director will also periodically review both student and preceptor field evaluation instruments.

14. What evidence exists that there is adequate opportunity for each student to attain the required competencies?

(Documentation demonstrating the ability of students to perform patient intervention activities and evidence that the system participating in the field internship program has adequate call volume and acuity to permit students to apply intervention skills being taught.) Martinsville Fire & EMS responds to approximately 2,000 EMS calls and 500 fire calls per year. The six EMS agencies serving Henry County and Stone Ambulance Service also answer approximately 5,000 primary 911 responses in the Henry County area. All EMS agencies utilized for field preceptorships have an appropriate case mix needed for students to attain the required competencies.

Section VIII: Student Relations

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1. Is there evidence that the program has published admissions and course administration

policies and procedures?

(A copy of which is provided to each student. Should include but not limited to prerequisites for the program, student expectations, class/course rules, policies for all student activities such as clinicals and internships.) Admission and progression criteria will be published annually in the PHCC catalog and will also be available on the college web site. Copies of the EMS program policies and procedures are provided to the student in Appendix B "EMS Student Handbook" during the first week of classes. They are required to read and sign a form that indicates they understand all policies and procedures in the handbook. This form is maintained in each student's file.

2. Are evaluations conducted frequently enough to assure that both students and program faculty have evidence of student progress?

(Documentation demonstrating the frequency and evaluation tools used to measure progress.) Faculty meet regularly with students through the semester to evaluate student progress. Test grades and other graded paperwork are returned in a timely manner to students. All grades are maintained throughout the program. Each course syllabus specifies the frequency and type of evaluation tools used to measure progress. See Appendix D "2007-08 PHCC College Catalog - Student Handbook Section, Page 168 which addresses commonly asked questions including "How will I be notified of my grades?" The Medical Director, in conjunction with the Program Director, will review each student's academic performance, as reflected by the grades each student receives in courses taken, skill proficiencies demonstrated for courses taken, attendance, clinical and field preceptor evaluations, and by anecdotal evidence regarding each student provided by the instructional staff. The Medical Director and/or Program Director will meet with any student whose mid-semester performance is marginal or whose performance could result in dismissal from the program. Students must receive a final grade of "C" or better in all required courses to maintain enrollment in the program. Marginal performance is defined as a course average within 5% of falling below a grade of "C". If the student receives a final grade below "C" in any required course, the student will be dismissed from the program and will be eligible to apply for readmission in the subsequent academic year. The Medical Director and/or Program Director will counsel the student as to what corrective behavior is necessary. Comments and discussions with the student from this meeting will be documented and included in the student's permanent records maintained by the Program Director. See Program Medical Director's Position Description included in Section II "Medical Direction" for additional information.

3. Do students have ample time to correct identified deficiencies?

(Documentation providing policies for the appropriate management of deficiencies.)

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Faculty meet regularly with students through the semester to evaluate student progress. Test grades and other graded paperwork are returned in a timely manner to students. Each course syllabus specifies the frequency and type of evaluation tools used to measure progress. The Medical Director, in conjunction with the Program Director, will review each student's academic performance, as reflected by the grades each student receives in courses taken, skill proficiencies demonstrated for courses taken, attendance, clinical and field preceptor evaluations, and by anecdotal evidence regarding each student provided by the instructional staff. The Medical Director and/or Program Director will meet with any student whose mid-semester performance is marginal or whose performance could result in dismissal from the program. Students must receive a final grade of "C" or better in all required courses to maintain enrollment in the program. Marginal performance is defined as a course average within 5% of falling below a grade of "C". If the student receives a final grade below "C" in any required course, the student will be dismissed from the program and will be eligible to apply for readmission in the subsequent academic year. The Medical Director and/or Program Director will counsel the student as to what corrective behavior is necessary. Comments and discussions with the student from this meeting will be documented and included in the student's permanent records maintained by the Program Director.

4. Are evaluation instruments related to behavioral objectives stated in the curriculum?

(Evaluation instruments include reference to the behavioral objectives.) Behavioral objectives from the curriculum are listed on each class syllabus and can be found in the primary text for each course. The student receives a copy of the class syllabus at the beginning of each course. All questions on written evaluation instruments are referenced to behavioral objectives in the curriculum utilizing testing software packages for each text adopted by the program. Skill evaluation instrument criteria can be referenced to both didactic and psychomotor objectives from the national curricula. Clinical and field internship evaluation criteria as noted in the "Clinical and Field Internship Manual" can also be referenced to the cognitive, psycomotor and affective domain objectives from the national curricula.

5. What evidence is there that frequent review of the effectiveness of student evaluation will occur?

(Documentation which defines the frequency which a student's performance is reviewed and by whom.) Student course evaluations are reviewed at the end of each course. Any valid concerns will be addressed by the faculty and program director. Strengths and weaknesses in student performances will be evaluated to identify any consistent patterns. Weak areas will be reviewed and revised to improve student performance as needed. The Program Director, in conjunction with the Medical Director, will review the passing criteria for classroom, clinical and field components of the program. The above individuals will review the criteria on an annual basis (or more frequently, as needed) to determine if the criteria is acceptable by current college, accreditation and Virginia OEMS standards. This review will documented through meeting minutes and other appropriate reporting mechanisms.

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The Program Director will review all tests, quizzes and skill evaluations prior to their being proffered to ensure that they are compliant with college, accreditation and Virginia OEMS standards. All tests and quizzes will be constructed from test banks which are developed through resources from the publishers and other sources approved by the Medical Director. Item analysis techniques will be used to validate questions after each test. Skill evaluation instruments will be reviewed and approved by the Medical Director. The Program Director will maintain statistics on test and exam scores, capstone written and practical exit exam scores, National Registry written and practical exam results, and post-graduation employment rates. The Medical Director will monitor these statistics at the conclusion of each semester, or more frequently, as needed. The Medical Director, in conjunction with the Program Director, will use this statistical information as a basis for proposing alterations to the curriculum, to individual courses within the curriculum, and as a tool in the training and development of the instructional staff.

6. Does the program require records of each student's health status? (i.e. immunizations, TB, etc.)

Admission policies are addressed in Appendix B "EMS Student Handbook" including health requirements. A completed EMS Student Physical Exam Form must be on file before students are allowed to particpate in clinical or field internships. This "EMS Student Physical Exam Form" is included in Section XIII "Students." Infectious disease exposure guidelines are included in the "Clinical and Field Internship Manual." Post exposure follow-up will be implemented according to the facility/agency policies where the exposure occurred.

7. Is there evidence that students have information about access to health care services of the institution?

(Documentation which defines how student health care during the program is handled.) Students are responsible for their own health care services. See page 16 in Appendix B "EMS Student Handbook" for further clarification.

8. Will students received accurate information regarding the program's:

Requirements Fees Expectations Grievance Process

Documentation regarding admission, financial requirements are in Appendix C "General Information" Section of the 2007-08 PHCC College Catalog, and is also available on the college web site: www.ph.vccs.edu. Information on fees specific to the EMS program are listed in the EMS Student Handbook (Appendix B) on pages 4, 9 and 32. Pre-requisite and co-requisite courses are identified in the proposed course descriptions. This information will also be available on the college web site: www.ph.vccs.edu. Samples of these pages and the EMS Advising Sheets are

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located in Section XIII "Students."

9. Is a descriptive synopsis of the current curriculum available to students and applicants of the program?

(Documentation to minimally include program description, length of program, list of primary text book and resource materials, program syllabus including scheduled class times, dates, subject to be taught, faculty.) Appendix A "Clinical and Field Internship Manual," identifies clinical objectives. The program curriculum is included at the end of this section XIII and will be included in the 2007-2008 PHCC college catalog which will include a sample schedule for full time students. Pre-requisite and co-requisite courses are identified in the course descriptions. The information will also be available on the college web site: www.ph.vccs.edu. Samples of these pages and the EMS Advising Sheets are located in Section XIII "Students."

10. Are objectives for the program available for the students?

(Copy of the program objectives which at a minimum satisfy the DOT curriculum.) Program objectives are included as part of the "EMS Student Handbook," each student receives at the first class meeting of the program (See Appendix B - EMS Student Handbook, pages 34-40). Specific objectives for the individual courses are listed on each class syllabus, and follow at a minimum DOT curriculum requirements (See Appendix H - Course Syllabi for specific program objectives covered in each individual course of the program).

11. What evidence is there that the following meet the minimum standards for:

current and updated teaching plans? current and updated course objectives?

Course notebooks are maintained that contains all information for each specific course. Documentation includes teaching plans for each course, course syllabus which includes specific course objectives that follow at a minimum DOT curriculum, evaluation tools, and skill proficiency checklists. (See Appendix F for skill proficiency checklists, and Appendix H for specific course syllabi listing the specific program objectives covered in each course of the program).

12. Are there on file appropriate records addressing:

clinical and field internship experience schedules? class and laboratory schedules? copies of course outlines?

Each student has a file in the Program Director's office including the student's clinical and field schedules, skill competencies, and evaluations. Course notebooks are maintained that contains documentation including course syllabi

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that note class and skill laboratory schedules for each course. (See Appendix H for specific course syllabi listing class and laboratory schedules).

13. Is there evidence that written recruitment and admission policies are non-discriminatory with respect to race, color, creed, sex, age, disabling conditions, handicaps, and national origin?

Recruitment and admission policies and procedures are designed to be non-discriminatory. Qualified applicants are admitted to the EMS Education Program on a first come, first served basis. General college admission information is published in the 2007-08 PHCC college catalog (See Appendix C "General Information" cover page; also pages 11-13).

14. Are faculty selection processes non-discriminatory with respect to race, color, creed, sex, age, disabling conditions, handicaps, and national origin?

All faculty are hired according to Virginia Community College System employment policies. These policies are published and available at the VCCS website www.so.vccs.edu. A copy of the Department of Human Resource Management Policies and Procedures Manual, Policy 2.05 is included at the end of Section IX "Students." It can also be accessed at the following website: http://www.dhrm.state.va.us/hrpolicy/policy/eeo2_05.pdf

15. Is there a grievance policy in place for student grievances? The grievance policy is published in the student handbook portion of the 2007-08 PHCC College Catalog, pages 174-178 (see Appendix D "PHCC Student Handbook"). Specific grievance policy in regards to clinical or field internship performance can be found on page 26 of the "EMS Student Handbook" (see Appendix B).

16. Are there records of student admission, student attendance, academic counseling and evaluation?

A student file will be maintained on each student that documents admission and progression towards graduation. Student evaluation instruments are placed in this file at the end of each semester. Student attendance records are maintained by the faculty until the end of the semester and then placed in the course notebook. Student files are maintained in the PHCC Nursing and Allied Health Office and EMS Education Program Director's office. Student files are maintained for five years after graduation and then discarded appropriately.

17. Are grades and credits for courses completed, recorded, and permanently maintained by the sponsoring institution?

PHCC maintains academic records of courses taken and credits earned in the Peoplesoft Student Information System according to the standards established by the Southern Association of Colleges and Schools. It is possible for advisors to access student information from this system for any time a student has been in the

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VCCS system.

18. In student records, was there evidence of:

high school graduation, or GED

Graduation from high school or Graduate Equivalency Diploma (GED) is required for admission to the EMS Education program. This requirement is shown in the prerequisities for the program. The program has on file a copy of student's high school transcript or GED scores. This documentation is maintained in the student files.

19. How is evidence of completion of all didactic and field internship requirements for each student, including attendance and listings of competencies attained?

Each student has a file in the Program Director's office including the student's clinical and field schedules, skill competencies, evaluations, and evidence of completion of all didactic, clinical and field internship requirements. Student attendance records are maintained and placed in each specific course notebook.

20. Are there copies of examinations and assessments throughout the curriculum and training program on file?

File copies are maintained and updated in the specific course notebooks. Student exams, evaluations, and competencies are maintained in the student files for 5 years.

21. Is there evidence that each student is provided with information about his/her progress in the

curriculum? There is documentation of student conferences that are held througout the semester, maintained in the student files. Students also receive a grade report at the end of each semester reflecting the student's progress in the curriculum.

Section IX: Program Evaluation

1. Is there a plan for the program to periodically assess its effectiveness in achieving goals and objectives?

(Policy describing the frequency and manner by which the program's effectiveness in

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achieving goals and objectives are monitored.) The EMS Education program will have a systematic plan of evaluation in place to track trends in achieving goals and objectives. Changes will be made based on evaluation of student performance and feedback from a variety of sources. Components of the evaluation plan include tracking student performance on certification exams, review of national standards, and employment in the field after graduation. Documentation of results of review including changes will be made in program meeting minutes. See Patrick Henry Community College Academic Program Review Guidelines at the end of Section IX "Program Evaluation."

2. Does the program survey the various communities of interest to determine effectiveness and how is that information utilized?

(Program evaluation methods should emphasize gathering and analyzing data on the effectiveness of the program in developing competencies consistent with the stated program goals and objectives)

In addition to Section IX, #1 above, the EMS Education program plans to establish an advisory committee made up of program faculty, staff, local paid and volunteer EMS agencies, as well as members of the general public. This advisory group will review program data and provide guidance and suggest changes to program personnel in order to ensure that the program is meeting the needs of all system stakeholders.

Section X: Curriculum

1. Is there evidence that the goals and objectives of the program are understood and known by representatives of the medical community.

(Documentation describing how the medical community is notified and participate in the program.) The Medical Director works as an Emergency Room Physician at Memorial Hospital of Martinsville & Henry County in Martinsville, Virginia, and communicates with fellow physicians and health care providers on a regular basis. The Martinsville-Henry County Pre-hospital Care Committee, co-chaired by Dr. Shields, is a local committee meeting every other month to discuss EMS, emergency room, and other operational issues, and is a forum for disiminating information about the program to the local medical and prehospital community. This committee consists of the two local Operational Medical Directors, Emergency Room Manager, Chief Nursing Officer for Memorial Hospital, Henry County Department of Public Safety, and all EMS agencies in Martinsville and Henry County. Dr. Shields also participates in the Western Virgnia EMS Council Regional Medical Directorate. The Program Director also maintains contact with the various clinical department managers and clinical preceptors during preceptor orientation activities and other routine supervision of clinical instruction. This also allows a forum for participation and feedback from the medical community.

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2. Is there evidence that the program goals and objectives are known and understood by students in the program?

Goals and objectives are clearly stated in the EMS Student Manual, the Clinical and Field Internship Manual, and on each specific class syllabus.

Section XI: Self Assessment

1. What are the limitations, if any, that are associated with your program? Unexpected enrollment in the second year of the program (Intermediate to Paramedic) could possibly make scheduling of field externships with paramedic certified preceptors a challenge in light of the current number of program approved preceptors. At this time we do not anticipate having enrollment numbers that will exceed our current field preceptor availability. Future growth of the program will be made possible by the recruitment and training of additonal paramedic certified preceptors from the local EMS system, as well as by developing additional field internship agreements with agencies in the localities surrounding the Martinsville and Henry County area.

2. What are the strengths that are associated with you program? 1. The commitment on the part of the college to create a sound program, as evidenced by the financial and administrative support demonstrated so far during program development and initiation. Also the physical facilities, equipment and resources available to the program from the college. 2. The outstanding relationship and support demonstrated for the program by the various departments and staff of Memorial Hospital of Martinsville and Henry County, the primary clinical resource for the program. 3. The outstanding relationship and support demonstrated for the program by the various EMS agencies in the Martinsville and Henry County area, the primary field internship partners for the program. 4. A willingness on the part of the program and college faculty and staff to assist students and help ensure their success in the program.

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