Plan

A.A.S. Medical Assisting

Educational Effectiveness

Assessment Plan

Version 3.5

Adopted by

The Medical Assisting faculty: June 15, 2008

Submitted to

The Dean of the Community and Technical College: June 15, 2008The Office of Academic Affairs: June 15, 2008

document.doc Submitted 6-17-08 of 28

TABLE OF CONTENTS

Mission Statement____________________________________________________________________3

Program Introduction________________________________________________________________3

Assessment Process Introduction_______________________________________________________3

Program Outcomes__________________________________________________________________4

Assessment Measures________________________________________________________________6

Table 2: Program Outcomes Assessment Measures and Administration________________________6

Assessment Implementation & Analysis for Program Improvement___________________________9

Appendix A: Employer Survey________________________________________________________12

Appendix B: Graduate Survey________________________________________________________15

Appendix C: AAMA Membership Roster_______________________________________________17

Appendix D: CMA (AAMA) Exam____________________________________________________19

Appendix E: Externship performance evaluation________________________________________20

Appendix F: Job placement__________________________________________________________23

Appendix G: Example of skill competency evaulation______________________________________24


MISSION STATEMENT

The mission of the UAA Medical Assisting program is to provide quality training to individuals desiring to work in the fast-paced, highly technical, ever-changing field of medical assisting.

PROGRAM INTRODUCTION

The UAA Medical Assisting Program is accredited by the Commission for Accreditation of Allied Health Education Programs (CAAHEP). The UAA Medical Assisting program was awarded 10-year continuing accreditation from CAAHEP in September 2006. The outcomes identified for the Medical Assisting Program are based on Standards and Guidelines for an Accredited Medical Assistant Educational Program which was adopted by the American Association of Medical Assistants (AAMA) in 2003 and became effective in January 2005. These standards and guidelines have been specifically established for CAAHEP accreditation of medical assisting programs. The 2003 Standards applied to the UAA Medical Assisting Program when it submitted self-study and underwent site visit for program CAAHEP accreditation in 2005-2006. In September 2006, the Medical Assisting Program received notification from CAAHEP that full 10-year continuing accreditation was granted.

Assessment strategies have been chosen to align with identified program outcomes. The American Association of Medical Assistants (AAMA) has established specific outcomes which must be met by the program in order to maintain CAAHEP accreditation. Several assessment tools developed by AAMA, including graduate and employer surveys, are required by AAMA for continuing program accreditation. Although some reviewers may feel that surveys should not be included as assessment tools, the UAA Medical Assisting Program is required to include them in the assessment process.

ASSESSMENT PROCESS INTRODUCTION

This document defines the expected outcomes for the Medical Assisting Program and outlines a plan for assessing the achievement of the stated outcomes. As mentioned above, the outcomes are based on the Standards and Guidelines for an Accredited Medical Assistant Educational Program which was adopted by the American Association of Medical Assistants (AAMA) in 2003. This plan was reviewed and adopted by full-time faculty in the department in September 2003; revised in June 2004, June 2005, October 2006, June 2007, October 2007, and May 2008.

The Medical Assisting Department formulated its first formal assessment plan in December 1990 when the department completed and submitted a programatic self-study document as it applied for initial program accreditation to the Commission on Allied Health Education and Accreditation (CAHEA). Full seven-year accreditation was awarded by CAHEA in October 1991, with no deficiencies noted in the area of assessment and outcomes. The Medical Assisting Program Assessment Plan established in 1990 included three major outcomes which are still a part of the present departmental assessment plan.

The Medical Assisting Department underwent program self-study and site visit again in 1997-1998 and was notified in October 1998 that the Program was granted full seven-year accreditation by the Commission for Accreditation of Allied Health Education Program (CAAHEP), with no deficiencies noted.


The Medical Assisting Program has actively been involved in continuous improvement activities since 1990. In preparation for UAA's 2000 self-study for the Northwest Commission's accreditation process, Robin Wahto, Medical Assisting faculty, worked on a summer assignment during the summers of 1998 and 1999 and developed a detailed assessment plan which included learning outcomes, assessment strategies, and sample assessment tools. This plan was reviewed and approved by the other full-time faculty, Pam Ventgen, and the Executive Assistant to the Provost for Accreditation, Assessment and Program Review at that time, Roberta Morgan, as well as Will Jacobs, who was involved with assessment efforts.

PROGRAM OUTCOMES

At the completion of this program, students are able to:

demonstrate entry-level knowledge and skills in the Administrative curriculum content areas of medical assisting. (These are shown through this link, and are embedded within courses and evaluated throughout the program.)

demonstrate entry-level knowledge and skills in the Clinical curriculum content areas of medical assisting. (These are shown through this link, and are embedded within courses and evaluated throughout the program.)

demonstrate entry-level knowledge and skills in the General curriculum content areas of medical assisting. (These are shown through this link, and are embedded within courses and evaluated throughout the program.)

demonstrate professional and ethical behavior in the healthcare setting.

demonstrate commitment to the medical assisting profession by sitting for the CMA exam, maintaining the CMA credential, and becoming a member of the professional association, the American Association of Medical Assistants.

when seeking employment as a medical assistant, find gainful employment in the field of medical assisting or a health-related field.


Table 1: Association of Assessment Measures to Program Outcomes

Outcomes

CM

A e

xam

Ext

erns

hip

Eva

luat

ion

of

stud

ent

Com

pete

ncy

Che

ck o

ff

Em

ploy

er

Sur

vey

Gra

duat

e S

urve

y

Job

Pla

cem

ent

AA

MA

Ros

ter

demonstrate entry-level knowledge and skills in the Administrative curriculum content areas (14 competencies) of medical assisting.

1 1 1 1 1 0 0

demonstrate entry-level knowledge and skills in the Clinical curriculum content areas (14 competencies) of medical assisting.

1 1 1 1 1 0 0

demonstrate entry-level knowledge and skills in the General curriculum content areas (6 competencies) of medical assisting.

1 1 1 1 1 0 0

demonstrate professional and ethical behavior in the healthcare setting.

0 1 1 1 1 0 0

demonstrate commitment to the medical assisting profession by sitting for the CMA exam, maintaining the CMA credential, and becoming a member of the professional association, the American Association of Medical Assistants.

1 0 0 0 0 0 1

when seeking employment as a medical assistant, find gainful employment in the field of medical assisting or a health-related field.

0 0 0 0 0 1 0

0 = Measure is not used to measure the associated outcome.1 = Measure is used to measure the associated outcome.


ASSESSMENT MEASURES

A description of the tools used in the assessment of the program outcomes and their implementation are summarized in Table 2 below. The measures and their relationships to the program outcomes are listed in Table 1, above.

TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION

Measure DescriptionFrequency/ Start Date

Collection Method

Administered by

CMA (AAMA) Exam

Certified Medical Assisting exam administered by the National Board of Medical Examiners

Tri-annually/June 1991

CMA exam results

AAMA

Externship Student Performance Evaluation

Performance evaluation completed by externship supervisors and/or physicians

During MA 295, Externship course/June 1991

Evaluation form prepared and required by AAMA

Faculty for MA 295

Employer Survey Survey sent to employers of MA graduates

Send annually in June/ 1997

Survey Program Director

Competency Check Sheets

Competency check sheets for each of the clinical and administrative skills

Weekly within individual courses/2003

Competency check sheets completed in MA classes

Individual instructors

Graduate SurveySurvey mailed to graduates

Send annually in March/1997


Membership Roster Roster of members of the Alaska Medical Assistants Society

Annually inApril/1998

Query Program Director

Job Placement Rate List of graduates and place of employment

Annually in April/1998


The AAMA has developed a graduate survey, employer survey, and externship evaluation as resources for assessment. AAMA requires that all questions on their surveys be included in program assessment; therefore the Medical Assisting Program has adopted the surveys provided by AAMA. Several other assessment tools have been provided by AAMA. The following information is provided at the AAMA website:

“Resource Assessment ToolsAlso available to assist you in addressing the outcome assessments that are required in the 2003 Standards and Guidelines for Medical Assisting Educational Program are the following tools. Please note that you must collect all of the data found on the survey tools provided. You may opt to collect additional information. These documents are in Microsoft Word format, except for the Resource Matrix, which is in Microsoft Excel format.

Resource Matrix Student Resource Assessment Employer Survey Graduate Survey Faculty Evaluation Externship Evaluation Externship Student Evaluation ”


http://www.aama-ntl.org/endowment/library/ExternshipStudentEvaluation.doc

http://www.aama-ntl.org/endowment/library/ExternshipEvaluation.doc

http://www.aama-ntl.org/endowment/library/FacultyEvaluation.doc

http://www.aama-ntl.org/endowment/library/GraduateSurvey.doc

http://www.aama-ntl.org/endowment/library/EmployerSurvey.doc

http://www.aama-ntl.org/endowment/library/StudentResourceSurvey.doc

http://www.aama-ntl.org/endowment/library/Resource_Assessment_Matrix.xls

The following outcome assessments thresholds have been established by the American Association of Medical Assistants Endowment (CRB-AAMAE). The following document has been copied from the AAMA website (www.aama-ntl.org).

“Outcome Assessment Thresholds2003 Standards and Guidelines for Medical Assisting Educational Programs

The Curriculum Review Board of The American Association of Medical Assistants Endowment (CRB-AAMAE) has established the following thresholds for outcome assessment in medical assisting programs accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP). These outcomes are mandated as part of the 2003 Standards and Guidelines for Medical Assisting Education Programs, Section IV.B., and they will be monitored annually through the CRB-AAMAE Annual Report.

Outcome Threshold ExampleAccredited National Exams (AAMA-CMA, AMT-RMA) Success Rate

>50%

If a program has 20 students take the examinations within the 5-year reporting period, at least 10 of those 20 would need to pass the exam.

Accredited National Exams (AAMA-CMA, AMT-RMA) Participation Rate – Profile only

>20%

If a program has 100 graduates within the 5-year reporting period, at least 20 would be expected to take the exam. Programs will be accountable for tracking their participation rate and for efforts to encourage graduates to attempt the examination(s), but adverse accreditation will not result from an outcome below this threshold.

Programmatic Retention/Attrition Rate<50%

If 100 students enter the program during the 5-year period, the attrition can be no more than 50.

Graduate Satisfaction (Survey – CRB Instrument) Success Rate

>80%

If 30 graduates return surveys during the 5-year period, at least 24 of these would need to give a satisfactory rating on the program.

Graduate Survey Participation Rate>30%

If the program had 100 graduates in the 5-year period, at least 30 would need to return the survey.

Employer Satisfaction (Survey – CRB Instrument) Success Rate

>80%

If a program received 12 employer satisfaction surveys in the 5-year period, at least 10 would need to report satisfaction with the graduates of the program.

Employer Survey Participation Rate>30%

If 40 employer surveys were sent to employers within the 5-year period, at least 12 would need to be returned.

Positive Job Placement (includes work in medical assisting, continuing in school or being in the military) >70%

If a program had 100 graduates in the 5-year period, at least 70 would need to have a position in medical assisting, be continuing their education and/or be in the military.


http://www.aama-ntl.org/

Programmatic Summative Measures Threshold ExampleCompetency Evaluation Success Rate Administrative Clinical General (include cut score in reporting)

100%

If a program had 100 graduates in the 5-year period, all would need to have successfully completed all competencies with a minimum cut score determined by the program.

Competency Evaluation Participation Rate

100%

If a program had 100 graduates in the 5-year period, a competency evaluation would need to be completed for each graduate.

Externship Evaluation of Students Success Rate Cognitive Psychomotor Affective (include cut score in reporting)

100%

If the program had 100 graduates in the 5-year period, all would need to have successfully completed cognitive, psychomotor, and affective skills performed during the externship.

Externship Evaluation of Students Participation Rate

100%

If a program had 100 graduates in the 5-year period, an externship evaluation would need to be completed for each graduate.

The CRB-AAMAE will be collecting a total of five years of data each year (i.e., a moving 5-year window), beginning with the 2005 Annual Report. These data will be averaged to determine where a program falls with regard to each of the established thresholds. Also, on a random basis, selected programs will be required to submit documentation of Programmatic Summative Measures as part of their annual report.

If a program fails to meet one or more of the thresholds, the CRB-AAMAE will initiate a dialogue to assist the program in its determination of the reason(s) for the noncompliance and in its development/implementation of an effective action plan to achieve compliance.

Examples of the types of dialogue between the program and the CRB-AAMAE include, but are not limited to the following:

A list of questions prepared by the CRB that the program would answer to communicate its analysis and action plan for improving the outcome(s).

A progress report. A focused on-site survey. A comprehensive review (i.e., a full self-study, self-study report, and on-site survey).

Ultimately, if one or more outcomes are not corrected within the designated time frame, the CRB-AAMAE would forward an adverse accreditation recommendation to the Commission on Accreditation of Allied Health Education Programs (CAAHEP).

The CRB-AAMAE is committed to assisting programs in their efforts to achieve and maintain the outcomes assessment thresholds.”


ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT

General Implementation Strategy

The Medical Assisting Program implemented this assessment plan in 1998-1999, although the current template for assessment plans was not used at that time. The department has been utilizing most of the assessment tools described in this document for collecting data for the past 18 years and the faculty have been making changes to improve the program based on that data, although the data have not been incorporated into an excel spreadsheet, as is now provided as a report.

The following plan was originally developed in the Summer 1999 and has been revised when it was incorporated into this format. Assessment tools are implemented as follows.

1. CMA (AAMA) exam (CMA exam results have been reviewed annually since September 1991)September 15, June 15, Program Director

a. reviews scores of certified medical assistant exams taken within the past 12 months.

b. compares UAA average scores with national average scores in following areas: general, administrative, and clinical medical assisting.

c. calculates percentage of UAA graduates sitting for and passing CMA exam. d. reviews exam results with faculty; Program Director and faculty make

recommendations for improvement as indicated by scores.e. compares list of students who sat for June exam with list of UAA

graduates who are eligible to sit for the exam.f. gives applications to students for January, June and October CMA exam which have

deadlines approximately 3 months prior to exam.

Beginning of each semester and ongoing, Program Faculty:a. include in all publications that UAA graduates are eligible to sit for exam.b. include cost of exam on department estimated cost sheet.c. encourage all eligible students to sit for the CMA exam.

2. Alaska Medical Assistant Society membership roster September 15:

a. Faculty give information and membership applications regarding professional association to students during orientation, in medical office procedures course, MA 120, and again at time of registration for the CMA exam.

b. Faculty may include on syllabi that extra credit may be earned for attending local chapter and state society meetings of AAMA.

May 1:a. Program Director reviews Alaska Medical Assistant Society membership roster to determine percentage of graduates who are members of the professional association (AAMA).b. MA 295, Medical Office Externship, faculty give membership applications to

students who are enrolled in the medical office externship class, as students may join at a reduced rate after May 1.


3. Graduate Surveys

March 1:a. Program Director mails out graduate survey to graduates who

completed CMA preparation program within the past 6 months.

June 1:a. Program Director reviews graduate surveys and shares analysis with

faculty; recommendations for improvements made by faculty and program director based on findings.

b. Program Director compiles list of graduates who are employed and place of employment

4. Employer SurveysMarch 31:

a. Program Director mails employer survey.

June 1: a. Program Director reviews employer surveys.b. Program Director reports to faculty; recommendations made by faculty based

on findings.

5. Externship Performance EvaluationsAugust 15:

a. Program Director reviews externship evaluations completed for MA A295.b. Program Director reports to faculty, recommendations made by faculty based

on findings.

Method of Data Analysis and Formulation of Recommendations for Program ImprovementThe faculty of the program meet as outlined above to review the data collected using the assessment tools. The faculty makes recommendations for program changes that are designed to enhance performance relative to the program’s outcomes. The results of the data collection, an interpretation of the results, and the recommended programmatic changes are forwarded to the CTC Dean’s office and the Office of Academic Affairs (in the required format) during the month of June each year. The plan and report will be reviewed in September of each year; the plan and report will be changed and updated in October and forwarded to the CTC’s dean office and the Office of Academic Affairs on October 15 of each year.

Proposed programmatic changes may be any action or change in policy that the faculty deems as being necessary to improve performance relative to programs outcomes. Recommended changes should also consider resources, such as workload (faculty, staff, and students), budgetary, facilities, and other relevant constraints. A few examples of changes made by programs at UAA include:

o changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.o changes in faculty/staff assignmentso changes in advising methods and requirementso addition and/or replacement of equipment or facilities

The specific timeline which has been outlined by the Medical Assisting Program is included in the section above.


Modification of the Assessment Plan

The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter the assessment plan. Changes may be made to any component of the plan, including the objectives, outcomes, assessment tools, or any other aspect of the plan. The changes are to be approved by the faculty of the program. The modified assessment plan is to be forwarded to the CTC Dean’s office and the Office of Academic Affairs.

Annual Reporting to the American Association of Medical Assistants (AAMA)

The American Association of Medical Assistants (AAMA) requires that the UAA Medical Assisting Program submit an annual report which is due in March of each year. The information required by AAMA includes the number of entering students; number of returning/continuing students; number of graduates; number of graduates sitting for the CMA exam; number of graduates passing the CMA exam; number of graduates employed in the field; percentage of graduates satisfied with the program; percentage of employer satisfied with graduate performance; as well as additional information regarding evaluation of resources.

The annual report has been required since 2005. Thresholds established by AAMA, and outlined on page 7 and 8 of this document, have been consistently met by the UAA Medical Assisting program.

The appendices include assessment tools that have been approved by AAMA and are utilized by the UAA Medical Assisting Program.


APPENDIX A: EMPLOYER SURVEY

Tool Description:

An employer survey which has been developed by the American Association of Medical Assistants is sent to all employers on an annual basis. The employer survey will ask employers to evaluate their employees who have graduated from UAA for performance and professional capabilities.

Factors that affect the collected data:

Factors that need to be taken into consideration when analyzing the data include: Response rate Sample size Personal bias when asking narrative questions

Sample Survey:

A survey has been recently developed by AAMA and was used for the first time during 2005. This survey is attached on pages 13 and 14. A similar survey has been administered in the past and has been found to be a useful tool. It is mailed by the Program Director. The Program Director reviews the results and tabulates them for use for faculty outcomes review.


EMPLOYER SURVEYUniversity of Alaska Anchorage

Medical Assisting ProgramCAAHEP Accredited Program Accred #201

The primary goal of a Medical Assisting Education program is to prepare each graduate to function as a competent Medical Assistant. This survey is designed to help program faculty determine their program’s strengths and those areas that need improvement. All data will be kept confidential and will be used for program evaluation purposes only. We request that this survey be completed by the graduate’s immediate supervisor.

BACKGROUND INFORMATION:

Name of Graduate (Optional):

Certification Status (check all that apply):

CMA RMA

Length of employment at time of survey: years and months

Place of employment:

Name of evaluator completing this form:

INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any rating.

5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly Disagree

I. KNOWLEDGE BASE (Cognitive Domain)

THE GRADUATE:

A. Has medical assisting knowledge appropriate to his/her level of training. 5 4 3 2 1

B. Has general medical knowledge appropriate to his/her level of training. 5 4 3 2 1

C. Is able to collect pertinent data accurately from charts and patients. 5 4 3 2 1

D. Is able to perform appropriate diagnostic and medical

procedures as directed. 5 4 3 2 1

E. Uses good judgment while functioning in the ambulatory healthcare setting. 5 4 3 2 1

Comments:

II. PROCEDURAL PROFICIENCY (Psychomotor Domain)

THE PROGRAM:A. Prepared the graduate to perform all clinical skills appropriate

to entry level medical assisting 5 4 3 2 1

B. Prepared the graduate to perform all administrative skills

appropriate to entry level medical assisting. 5 4 3 2 1

Comments:


BEHAVIORAL SKILLS (Affective Domain)

THE GRADUATE: A. Communicates effectively in the healthcare setting. 5 4 3 2 1

B. Conducts himself/herself in an ethical and professional manner. 5 4 3 2 1

C. Functions effectively as a member of the healthcare team. 5 4 3 2 1

D. Accepts supervision and works effectively with supervisory personnel. 5 4 3 2 1

E. Is self-directed and responsible for his/her actions. 5 4 3 2 1

F. Arrives to work prepared and on time. 5 4 3 2 1

G. Contributes to a positive environment in the department. 5 4 3 2 1

Comments:

IV. GENERAL INFORMATION (Affective Domain) (Circle yes or no)

A. Do you encourage/motivate employees to take and pass the CMA Certification exam? Yes

No

B. Do you encourage/motivate employees to take and pass the RMA Registry exams? Yes

No

C. If you answered NO to any of the above questions, please explain why:

Comments:

V. ADDITIONAL COMMENTS

OVERALL RATING:

Please rate and comment on the OVERALL quality of this graduate:

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor

Comments:

What qualities or skills did you expect of the graduate upon employment that he/she did not possess?

Please provide comments and suggestions that would help this program to better prepare future

graduates.

What are strengths of the graduate(s) of this program?


Name and Title of Evaluator:

(Please Print) Date:Signature: Thank you in advance


APPENDIX B: GRADUATE SURVEY

Tool Description:

A graduate survey is sent to graduates who have completed the Medical Assisting Program within the past 6 months each year. The graduate survey includes questions on the current employment status of the graduate and whether or not their education has been adequately prepared them to work as an entry-level medical assistant. It also asks questions about continuing education to determine participation and support.


Factors that need to be taken into consideration when analyzing the data include: Response rate Sample size Graduates may move from Alaska

Sample Survey: A survey has been developed by the American Association of Medical Assistants and was used for the first time in 2005. A similar survey been administered in the past and has been found to be a useful tool. The sample survey is attached on pages 16 and 17. It is mailed to graduates by the Program Director. The Program Director reviews the results and tabulates them for use for faculty outcomes review.


GRADUATE SURVEYUNIVERSITY OF ALASKA ANCHORAGE

MEDICAL ASSISTING PROGRAMCAAHEP Program Accreditation #201

The primary goal of a Medical Assisting Education program is to prepare its graduates to function as competent Medical Assistants. This survey is designed to help your program faculty determine the strengthsof your program as well as those areas that need improvement. All data will be kept confidential and will be used for program evaluation purposes only.BACKGROUND INFORMATION:Job Title: If not working, what are you doing?

Current Salary (optional):

Place of employment:

Length of employment at time of survey: years and/or months.

Name of graduate (Optional):

I finished the medical office externship course in ___________________________ (month, year).

I sat for the CMA exam in _____________________________________ (month, year).


5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly Disagree

I. KNOWLEDGE BASE (Cognitive Domain)

THE PROGRAM:

A. Helped me acquire the medical assisting knowledge appropriateto my level of training. 5 4 3 2 1

B. Helped me acquire the general medical knowledge baseappropriate to my level of training 5 4 3 2 1

C. Prepared me to collect patient data effectively. 5 4 3 2 1

D. Prepared me to perform appropriate diagnostic andmedical procedures. 5 4 3 2 1

E. Trained me to use sound judgment while functioning in thehealthcare setting. 5 4 3 2 1

Comments:

________

II. PROCEDURAL PROFICIENCY (Psychomotor Domain)

THE PROGRAM:

A. Prepared me to perform all clinical skills appropriateto entry-level medical assisting 5 4 3 2 1

B. Prepared me to perform all administrative skills appropriate to entry-level medical assisting. 5 4 3 2 1


Comments:

III. BEHAVIORAL SKILLS (Affective Domain) THE PROGRAM:

A. Prepared me to communicate effectively in the healthcare5 4 3 2 1

B. Prepared me to conduct myself in an ethical and professional5 4 3 2 1

C. Taught me to manage my time efficiently while functioning in5 4 3 2 1

D. Strongly encouraged me to apply for and pass my CMA exam 5 4 3 2 1

Comments:

IV. GENERAL INFORMATION (Affective Domain) (Check yes or no)

I have attained CMA certification. YES NO

I am a member of the American Association of Medical Assistants YES NO

I actively participate in continuing education activities. YES NO

If you answered NO to any of the above questions, please explain why:

V. ADDITIONAL COMMENTS

OVERALL RATING:

Please rate and comment on the OVERALL quality of your preparation as a medical assistant:

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor

Comments:

Please identify two or three strengths of the program.

Please make two or three suggestions to further strengthen the program.

What qualities/skills were expected of you upon employment that were not included in the program?

Please provide comments and suggestions that would help to better prepare future graduates.

Other comments.

_________________________________________________________________________________________________

Thank you. Today’s Date: _______________


APPENDIX C: AAMA MEMBERSHIP ROSTER

Tool Description:

This query comes from the professional organization AAMA annually. This tool is used to determine the number of graduates who demonstrate a commitment to the medical assisting profession through membership in the American Association of Medical Assistants.


Membership roster information is only available for the state of Alaska. If a graduate has moved to another state, then that data is not available.

How to interpret the data: A listing of UAA graduates is compared to a roster of AAMA members who reside in Alaska.The query is tabulated by the Program Director. Results are calculated on a percentage basis: percentage of graduates who are members of the professional association.


APPENDIX D: CMA (AAMA) EXAM

Tool Description:

Graduates of the Medical Assisting Program are eligible to sit for the CMA (AAMA) exam. The test has been administered in June and January in the past, and now is also offered in October of each year. It is administered by the American Association of Medical Assistants, in conjunction with the National Board of Medical Examiners. Over the past 18 years, 99% of all eligible UAA students have sat for this exam.


None known.

How to interpret the data:

The data interpreted and tabulated by the American Association of Medical Assistants. Number of students sitting for the exam is provided, along with number of students passing the exam. The average score for all UAA candidates in the three knowledge areas is provided, as well as the overall average percentile where UAA students are compared to all students in the US sitting for the same exam.

Scores for individual students, without identifying information, is provided in three main categories of medical assisting knowledge areas. Total number of candidates sitting for the exam nationwide is provided, with percentage of overall candidates passing, as well as percentage of UAA students passing. Average scores for the three knowledge areas are given for all candidates and UAA candidates.

The Medical Assisting faculty utilized this information to determine if particular content areas need to be strengthened within the medical assisting curriculum.

The percentage of total students sitting for exam and the percentage of students passing the exam must be reported on an annual base to the program accreditation agency, CAAHEP. Outcome thresholds have been established in these two areas, and if programs fall below the threshold, the program may be audited by the accrediting agency.


APPENDIX E: EXTERNSHIP PERFORMANCE EVALUATION

Tool Description:

Each Medical Assisting graduate completes MA A295, Medical Office Externship. This course places the student in a medical office or physician's office for a total of 240 hours. The students are required to demonstrate competency in administrative, clinical and general skills required of an entry-level medical assistant. The department utilizes an evaluation form which is completed by the student's on-site supervisor. The Externship Performance Evaluation form has been prepared by AAMA and CAAHEP accreditation requires that the specific questions on the form be utilized for evaluation of medical assisting externs. Therefore the AAMA Externship Evaluation form has been adopted by the UAA Medical Assisting program.


The tool, although designed with an objective rating scale, is extremely subjective.

How to interpret the data:

Results must be interpreted with caution. The faculty looks at trends.


Externship Evaluation of Student

University of Alaska Anchorage

Medical Assisting Program

Name of externship student being evaluated:


5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly Disagree N/A = This activity is Not Available at this site

Student extern was able to perform the following tasks to a satisfactory level of competence:

1. Demonstrate telephone technique 5 4 3 2 1 N/A

2. Recognize and respond to verbal communication 5 4 3 2 1 N/A

3. Recognize and respond to non-verbal communication 5 4 3 2 1 N/A

4. Maintain confidentiality 5 4 3 2 1 N/A

5. Document appropriately 5 4 3 2 1 N/A

6. Schedule appointments 5 4 3 2 1 N/A

7. Schedule inpatient and/or outpatient procedures 5 4 3 2 1 N/A

8. Organize patients’ medical record 5 4 3 2 1 N/A

9. File medical records 5 4 3 2 1 N/A

10. Prepare bank deposit 5 4 3 2 1 N/A

11. Post entries on day sheet 5 4 3 2 1 N/A

12. Apply managed care policies and procedures 5 4 3 2 1 N/A

13. Perform ICD-9 and/or CPT coding 5 4 3 2 1 N/A

14. Perform hand washing 5 4 3 2 1 N/A

15. Dispose of biohazardous waste 5 4 3 2 1 N/A

16. Perform sterilization procedures 5 4 3 2 1 N/A

17. Practice standard precautions 5 4 3 2 1 N/A

18. Perform venipuncture or capillary puncture 5 4 3 2 1 N/A

19. Instruct patient in the collection of clean-catch mid-stream urine specimen or fecal specimen 5 4 3 2 1 N/A

20. Perform electrocardiography 5 4 3 2 1 N/A

21. Perform respiratory testing 5 4 3 2 1 N/A

22. Perform CLIA waived test(s) 5 4 3 2 1 N/A

23. Obtain vital signs 5 4 3 2 1 N/A


24. Obtain and record patient history 5 4 3 2 1 N/A

25. Prepare and maintain examination and treatment area(s) 5 4 3 2 1 N/A

26. Prepare patient and assist with physical exam orminor office procedure 5 4 3 2 1 N/A

The student extern demonstrated professionalism in the following categories

27. Appropriate judgment 5 4 3 2 1 N/A

28. Worked well with healthcare providers and other staff 5 4 3 2 1 N/A

29. Appropriate interaction with patients/clients 5 4 3 2 1 N/A

30. Was punctual and dependable 5 4 3 2 1 N/A

31. Consistent grooming and hygiene 5 4 3 2 1 N/A

32. Clean and appropriate attire 5 4 3 2 1 N/A

34. Verbal/written communication 5 4 3 2 1 N/A

35. Self motivation 5 4 3 2 1 N/A

36. Student extern followed directions and asked 5 4 3 2 1 N/Aquestions appropriately

Signature of individual completing this evaluation Title

Date


APPENDIX F: JOB PLACEMENT

Tool Description:

Graduates are surveyed annually and asked if they are employed. Names of students and employers are recorded on an annual basis. This tool is used to determine the number of graduates who are continuing with their education, are serving in the military, or are employed in a health or health-related field.


The return rate of the graduate surveys can affect the data collected, but traditionally the program has an excellent reply rate regarding employment of graduates.

How to interpret the data: A list of UAA graduates and corresponding employers is compiled by the program director. Results are calculated on a percentage basis: percentage of graduates who are employed in a health care or health-related field, continuing with their education, or serving in the military.


APPENDIX G: EXAMPLE OF SKILL COMPETENCY EVAULATION

Tool Description:

Competency evaluation tools for specific skills are utilized by the department in individual courses. These evaluation tools are utilized to assessment specific learning objectives that are embedded throughout the entire program. The American Association of Medical Assistants requires that students demonstrate competency in 61 areas, with specific work products being produced in some cases. The example provided in this document is the competency evaluation tool used to assess competency in the Measuring of Blood Pressure. In order for a student to successfully complete the Medical Assisting Program, he or she must complete all 61 competencies with an 85% or higher.


None known.

How to interpret the data: Records are compiled for each student for each competency and kept on file in the department. Students do not receive a passing grade for a course with required competencies unless the student demonstrates successful completion of all required competencies. Samples of completed evaluation forms, such as the attached example, must be kept on file for one year in the department for program accreditation.


Plan

Documents

Transcript of Plan