One Year Periodic Program Review Report

Statement of Collaboration One Year Periodic Program Review Report Academic Programs MEA Medical Assisting Associate of Applied Science The program faculty, college staff, students, and community members listed below collaborated in an open and forthright dialogue to prepare this Periodic Program Review. Statements included herein accurately reflect the conclusions and opinions of this group. Participants in the review: Department Faculty: Lori Hogue Program Director Melody Redman RF JoAnne Franz - RF Non-discipline Faculty: Click here to enter text. Associate Faculty: Click here to enter text. Student/Alumni: Click here to enter text. Academic Support Staff: Click here to enter text. Date Submitted to the Dean of Instruction Click here to enter a date. Authorization After the document is complete, print just this page and submit it to the Office of Instruction for the Dean s signature. Signature of Dean 1 P a g e

Report Sections and Guidelines The report sections are described below. If you have questions on any section, please contact the Office of Instruction for assistance. 1. Mission and Goals Identify the certificate(s) and degree(s) under review. Write the mission and goals for each certificate and degree program(s) under review. Briefly describe the relationship of your program to the college s Mission, Vision, Core Values, and College Goals. List the program outcomes for each program under review. Medical Assistant Program Mission The mission of Mohave Community College Medical Assistant Program is to be a learning-centered institution to foster the professional and academic development of the Medical Assistant program to better serve the students and the community. The Mohave Community College Medical Assistant Program will provide an environment for educational excellence for students to become competent and professional Medical Assistants. Students will become aware of the world of Medical Assisting as they develop the structured skill set to perform as a Medical Assistant under the supervision of a licensed Physician. The students of the Medical Assistant program will develop into safe, competent healthcare practitioners, thus providing a much needed service to Mohave County, surrounding communities and states. The goals and Mission of the Medical Assisting program is to be in line with the mission of the college. All faculty strive to provide a learning-centered environment that is aimed at student retention, completion and success. Certificates and Degrees Associate of Applied Science, Medical Assistant General Certificate Medical Assisting Phlebotomy Certificate Insurance Coding Certificate Mission and Goals The Medical Assistant Program Goals: Provide open access and a supportive environment that encourages student success in the classroom, the externship site and the job site. Provide students the opportunity to meet education and career goals through quality education using state of the art technology and equipment. Prepare competent entry-level medical assistants in the cognitive (knowledge), psychomotor (skills), and affective (behavior) skills. Encourage professionalism, integrity and high standards in students, faculty, and staff. Help students to develop skills in communication, critical thinking, analysis, and problem-solving, leading to accurate decision-making. Respond to and meet the medical assistant training needs specifically of Mohave County health care community while meeting national association accreditation guidelines. Prepare students to work in a variety of settings such as physician offices, clinics, hospitals, public agencies, and volunteer agencies. Develop closer partnerships with the health care industry. 2 P a g e

2. Program Data and Trend Analysis Data will be supplied by Institutional Research. Faculty will be asked to respond to the trends found within the data. (See Appendix B in the Periodic Program Review Guide for Faculty 2015 for detailed listing of the data sets.) 2.1. Data 2.1.1. Program Resources (Profit/Loss): Please provide commentary on the program resources data points related to program revenue and expenses. Please comment on the adequacy of program resources, including such things as classroom and office space, laboratory space (if applicable), library and technology resources, and personnel. Click here to enter The Program is becoming better equipped with instruction materials and equipment. However, the past three years the program has had to rely on donations from medical offices and other programs to provide students exposure to materials and equipment. We have had to use expired supplies but, it was better than nothing. We were approved to be part of the Perkins Grant as of 2015/16 semester allowing us to purchase larger nonconsumable items that were cost prohibited before. REVENUE SOURCES/ 2012 2013 2014 $ $ Tuition 409,716 318,711 $261,118 Course Fees (2014 includes Program Fees where applicable) $ 12,330 $ 7,395 $10,480 $ $ Program Fees: 2012 and 2013 only - - - Instructional Income: Tuition + Course Fees + Program Fees $422,046 $326,106 $271,598 $ 109,454 $ 88,830 $73,316 State Allocation based on hours Revenues: Instructional Income + State Allocation $531,500 $414,936 $344,914 State Allocation as a % of Revenues 21% 21% 21% 2.1.2. Student Metrics: Please provide commentary on the student metrics related to program success. Please comment on the adequacy of student metrics as the effect the program under review. The Medical Assisting program made changes in the program in both 2012 and 2014. The program has gone from non-tracking of students to tracking. The faculty has worked to contact students taking medical assisting courses and make sure they are on progressive 3 P a g e

track and taking courses in a progressive order. The program has gone from two clinical courses to three. This has proven to increase the success of students in both the externship and in passing national certification exams. The program added the requirement for students to take their national exams at the end of the externship course. The program has a 100% pass rate on national exams and, as of December 2015, 100% employment rate for students graduating with national certification. a. Average COMPASS Scores: This data is not available as data has been tracked until 2015. b. Retention: 2013 FA to 2014 FA Retention Rate = 100% Graduation: July 1, 2014 to June 30, 2015 Graduates (Count) = 59 2013 FA continued to 2014 FA = 66 2013 FA Count of this major = 66 Retained Count = 66 a. University Transfer: No data at this time. b. Cumulative GPA: 2.92 c. Demographics: Gender: Female; 552 Male; 111 Ethnicity: 2 or more races 15 Asian 9 Black 8 Hispanic 145 Native American 16 Nonresident Alien 2 Unknown 15 White 472 d. Number of certificates/degrees awarded: 2012/13 93 AAS Medical Assisting degrees = 28 General Certificate Medical Assisting = 8 Certificate Phlebotomy = 34 Certificate Insurance Coding = 23 2013/14 77 AAS Medical Assisting = 23 General Certificate Medical Assisting = 5 Certificate Phlebotomy = 18 Certificate Insurance Coding = 31 4 P a g e

2014/15 59 AAS Medical Assisting = 15 General Certificate Medical Assisting = 7 Certificate Phlebotomy = 10 Certificate Insurance Coding = 27 e. Pass Rate on professional certificate exams Pass Rates on National Exams 2013/14 100% Medical Assisting 2014/15 100% Medical Assisting 2013/14 100% Phlebotomy 2014/15 100% Phlebotomy 2.1.3. Instructional Productivity: Please provide commentary on the instructional productivity related to program success. Please comment on the trends found in this data. a. Credit hour production by prefix by semester 2012 2013 2014 Number of Sections MEA/HES 79 100 78 Student Head count in all Sections 1,270 793 663 Duplicated Student Enrollment 1,523 1,276 999 Credit Hours 4,713 3,904 3,045 Net per Student $197.01 $96.00 $140.00 Net per Hour $42.93 $20.00 $31.00 Net per Section $2,561.10 $761.56 $1,192.00 Expense to Income Ratio 0.62 0.82 0.73 Income to Expense Ratio 1.61 1.22 1.37 Profit Margin 38.1% 18.4% 27.0% Cost per credit hour $69.84 $86.78 $82.73 Revenue per credit hour $112.77 $106.28 $113.27 Tuition only per credit hour $87.00 $82.00 $86.00 Instructional income per credit hour $90.00 $84.00 $89.00 Average Hours per student 4.6 4.9 4.6 Average Hours pre course 59.7 39.0 39.0 Average Hours per section 3.1 3.1 3.0 Breakeven Hours 2,918.9 3,187.5 2,223.9 Breakeven Headcount 636 647 484 Breakeven FTSE 97.3 106.2 74.1 5 P a g e

Number of Sections NUT 6 6 5 Unduplicated student Head count 109 124 76 Duplicated Student Enrollment 109 124 77 Credit Hours 333 372 231 Net per Student $197.01 $96.00 $140.00 Net per Hour $42.93 $20.00 $31.00 Net per Section $2,561.10 $761.56 $1,192.00 Expense to Income Ratio 0.62 0.82 0.73 Income to Expense Ratio 1.61 1.22 1.37 Profit Margin 38.1% 18.4% 27.0% Cost per credit hour $69.84 $86.78 $82.73 Revenue per credit hour $112.77 $106.28 $113.27 Tuition only per credit hour $87.00 $82.00 $86.00 Instructional income per credit hour $90.00 $84.00 $89.00 Average Hours per student 4.6 4.9 4.6 Average Hours pre course 59.7 39.0 39.0 Average Hours per section 3.1 3.1 3.0 Breakeven Hours 2,918.9 3,187.5 2,223.9 Breakeven Headcount 636 647 484 Breakeven FTSE 97.3 106.2 74.1 b. Number of sections by prefix HES 2012/13 = 34 HES 2013/14 = 32 HES 2014/15 = 30 MEA 2012/13 = 72 MEA 2013/14 = 67 MEA 2014/15 = 53 NUT 2012/13 = 6 NUT 2013/14 = 6 NUT 2014/15 = 5 c. Number of sections <9 students HES 2012/13 = 0 HES 2013/14 = 0 HES 2014/15 = 3 MEA 2012/13 = 15 MEA 2013/14 = 35 6 P a g e

MEA 2014/15 = 25 NUT 2012/13 = 0 NUT 2013/14 = 0 NUT 2014/15 = 0 d. Number of section >20 students HES 2012/13 = 15 HES 2013/14 = 13 HES 2014/15 = 9 MEA 2012/13 = 5 MEA 2013/14 = 11 MEA 2014/15 = 9 NUT 2012/13 = 3 NUT 2013/14 = 5 NUT 2014/15 = 2 e. Average class size by prefix HES 2012/13 = 20.34 2013/14 = 18.0 2014/15 = 15.8 MEA 2012/13 = 11.9 2013/14 = 11.27 2014/15 = 12.8 NUT 2012/13 = 18.5 2013/14 = 21.5 2014/15 = 15.4 f. Number of credits offered in the academic year MEA/HES 2012/13 = 332 credits MEA/HES 2013/14 = 300 credits MEA/HES 2014/15 = 254 credits NUT 2012/13 = 12 NUT 2013/14 = 18 NUT 2014/15 = 15 2.1.4. Enrollment Trends: Please provide commentary on the enrollment trends for the program(s). Enrollment trends are in line with other Allied Health programs. Enrollment has declined over the past three years in all programs. 7 P a g e

a. Number of students in declared majors 99 current active degree declarations for MASSD and MASSC from 2012 to 2014 catalog years. Students with an active degree declaration on file for Medical Assisting. Catalog years; 2012/13 22 2013/14 26 new declarations 2014/15 51 new declarations Total Degree declarations for Medical Assisting = 99 With enrollment trends going down over the past three years the increase in degree declarations shows an increase interest for the Medical Assisting program over the past three years. b. Gender in declared majors Female 552 Male 111 (Includes all MEA/HES courses) Female 95 Male 4 (current active degree MASSD, MASSC) this does not take into account those taking HES/MEA courses without a degree declaration in Medical Assisting. c. Ethnicity in declared majors 2 or more races 15 Asian 9 Black 8 Hispanic 145 Native American 16 Nonresident Alien 2 Unknown 15 White 472 2.1.5. Faculty Data Points: Please provide commentary on the faculty data points related to program success. Please comment on any trends or gaps found in the data. a. Number of faculty teaching by prefix 2014/15 HES 113 6 MEA 131 4 HES 128 3 MEA 141 3 HES 129 3 MEA 150 3 MEA 100 3 MEA 205 1 MEA 101 3 MEA 235 3 8 P a g e

MEA 102 3 MEA 255 3 MEA 110 2 MEA 258 3 MEA 116 4 MEA 130 4 b. Full-time (resident) part-time (associate) 2011/12 there were 38 associate faculty and 1 Resident faculty 2012/13 there were 28 associate faculty and 2 Resident faculty 2013/14 there were 26 associate faculty and 3 Resident faculty 2014/15 there were 14 associate faculty 2 Resident faculty and 1 Director Over the past three years the class size has decreased. Offering fewer sections and adding additional sections as they fill has resulted in fewer low enrollment classes and the need for additional associate faculty. The resident faculty are now teaching courses previously taught by associate faculty. c. Gender 2011/12 Female = 33 Male = 6 2012/13 Female = 25 Male = 5 2013/14 Female = 26 Male = 3 2014/15 Female = 14 Male = 3 2.1.6. Other Data Points: Please provide commentary on any additional data points reviewed for this review. Extracting data from the Commencement Programs for the years listed. These are the number of graduates for each year. 2012 25 AAS Medical Assisting degrees awarded 12 General Certificates in Medical Assisting awarded 20 Certificates in Phlebotomy 44 Certificates in Insurance Coding Total Degree and Certificates awarded = 101 Total Graduates = 70 2013 28 AAS Medical Assisting degrees awarded 8 General Certificates in Medical Assisting 34 Certificates in Phlebotomy 23 Certificates in Insurance Coding Total Degrees and Certificates awarded = 93 Total Graduates = 75 9 P a g e

2014 23 AAS Medical Assisting degrees awarded 5 General Certificates Medical Assisting 18 Certificates in Phlebotomy 31 Certificates in Insurance Coding Total Degrees and Certificates awarded = 77 Total Graduates = 54 2015 15 AAS Medical Assisting Degrees awarded 7 General Certificates Medical Assisting 10 Certificates in Phlebotomy 27 Certificates in Insurance Coding Total Degrees and Certificates = 59 Total Graduates = 46 Students in the Medical Assisting program can earn stacked certificates in Insurance Coding and by taking the Basic Phlebotomy Techniques course they can also earn a certificate in Phlebotomy. This allows students to graduate with multiple certificates, and an AAS degree and or a general certificate in Medical Assisting. Students now graduate with national certification in Medical Assisting and Phlebotomy as the national certification exam is a requirement in the externship courses for both. The Program underwent changes in 2012 adding BIO 100, BIO 201 and BIO 202. This change in the program proved to cause students to take longer to complete which could be reasons for lower graduation numbers. The department also implemented prerequisites to some courses to keep students on the progressive path of taking courses in an order of succession. Previous to the changes students would take course in any order they chose. This resulted in some students not being able to enter the externship course due to lack of skill sets and knowledge to be eligible to be placed at a medical facility. This resulted in students having to repeat a courses and or not complete the program. With the prerequisites in place and students taking courses in a progressive order, students are carrying skill sets from one clinical course to the next and throughout the program and, are able to complete the program in 4 semesters. Many students are attending part time taking only 2 or 3 courses each semester. This has resulted in students taking 4-5 years to complete the program. 10 P a g

2.2. Strengths, Weaknesses, Opportunities, Threats (SWOT) 2.2.1. What are the strengths of your program as indicated in the above data? Diverse Faculty o Certified Medical Assistants o RN s and LPN o Lab Technicians/Phlebotomist o Certified Coding Specialists Faculty to student ratio greater than other Medical Assisting programs o Faculty >35 years of clinical experience Employment opportunities o 100% employment rate o Receive weekly notifications regarding employment opportunities for Medical Assistants/Phlebotomist/Coder o Bureau of labor statistics predicts a 23% national job growth Affordable occasion o $7,831 to $20,441 for potential income of $27,250 to $31,100 per year income Educational environment o Ample space & opportunities for student success o Around 1292 square feet of classroom and lab space per campus o Clinical and Phlebotomy lab areas o Updated technology Video recording system, primal pictures National Certification Pass Rate o 100% for class of 2014 o 3 year average 98% o Students score above 85% on national exams which exceeds the 70% requirement to pass national certification exams. 2.2.2. What are the weaknesses of your program as indicated in the above data? Rural location limits the number of applicants to the program compared to larger areas. o Offering the same courses on all three campuses each semester causes small class size and cancellation of classes. o Students are not willing to travel to other campuses to fill those small classes Students self-advise and get off track o Students in 2010/11 catalog still taking classes o Students who took clinical courses years ago are not able to pass assessment for entrance into the externship course. Students use the MEA program as a filler until they are accepted into Nursing, Surg Tech, PTA, Rad Tech, etc. This throws our numbers off as many of these students do not complete the MEA program once they are accepted into another program. The part time Program Secretary is located on the other side of the campus. o She Knows Surg Tech, but not a lot about MEA 11 P a g

o Less than optimal communication and secretarial duties due to the secretary s office location and student file location. Lack of knowledge about the program and students. o With 99 active degree declarations and 663 unduplicated students taking MEA/HES courses as of 2014 we could use a Full-time secretary designated to the MEA program that is located in the same building as the director. Could accept more phlebotomy students if we had guaranteed extern sites to place them at each semester including summer. 2.2.3. What opportunities exist for your program based on the above data? Continued employment opportunities o Receive weekly employment opportunities from local employers o Clinical sites are pleased with student performance and are hiring students directly from their externships. CMS now requires all Medical Assistants to be credentialed to work in field. o Increase enrollment in the program o Medical Offices will hire our credentialed students o Local Hospitals can t fill all openings Work with hospitals to fill positions Place students at hospital owned sites for externship Only Campus based Medical Assisting Program in Mohave county 2.2.4. What threats exist for your program based on the above data? Losing Clinical sites to place externs at o Extern sites are not always able to accommodate externs each semester o Not all extern sites allow student to perform all clinical skills o Extern sites may not renew clinical agreements The number of clinical sites varies per area Lack of qualified associate faculty to teach the clinical courses. The ever changing medical field requires both the program and faculty to keep up with the changes and requirements. Students move from one program to another without completing 3. Assessment of Student Learning 3.1. What percentage of courses have identified student learning outcomes (SLOs)? (comment of progress/lack of progress) 12 P a g

Two course have identified the SLOs. HES 113 which was found not to be the right course for the assignment. We then chose HES 129 which has proven to be a better assessment. However, data is not accurate as the dual enrollment course has not turned in any assignments for either the the HES 113 or the HES 129 course despite multiple requests and notifications for data. 3.2. What percentage of courses have ongoing SLO assessment? (comment on progress/lack of progress) Four sections of HES 129 have been assigned the SLO including the Dual Enrollment section. Of the three sections where data was measured the students have had positive scores. Overall scores are in the Met area of the rubric. 3.3. How has assessment of course level SLOs led to improvements in student learning and achievement? Students are scoring higher on exams for the material used for the SLO and retaining the material throughout the course and caring it into the next courses. 3.4. How has assessment of program-level SLOs led to improvements in transfer or certificate/degree awards? Students are completing the program and they are passing national credentialing exams with higher scores. 3.5. What challenges remain to make course and program level SLOs more effective? Submission of the assessment scores by dual enrollment courses would allow the department to analyze the scores from all students and evaluate the student learning across all sections offered and not just the campus sections. 4. Evaluation of Progress Toward Previous Goals 4.1. Evaluate steps taken to achieve goals established in the last periodic program review. There is not data to use as this is the first periodic program review completed by the department. 4.2. In cases where resources were allocated towards goals, evaluate the efficacy of that spending. No resources were allocated towards goals as this is the first periodic program review. 5. Program Goals and Plan 5.1. Short-term Goals (2 year cycle): 13 P a g

Goal 1: To have larger clinical classes. This will give students more opportunity for practice scenarios and hands on experience in learning and mastering clinical skills. Measurable Outcome: 1. Students will score higher on documentation and practical assessment skills. 2. Students will exercise critical thinking skills with assessment of patients, and skills required to be successful in the field. Plan: Consolidate clinical courses per campus each semester and rotate them each semester. Students will move through the clinical courses as a cohort which will give them support from classmates, and continuity in learning groups. Example: MEA 150 Clinical I will be offered on the LHC campus. Students will need to travel from BHC and NCK for clinical I class MEA 235 Clinical II will be offered on the BHC campus. Students will need to travel from LHC and NCK for clinical II MEA 255 Clinical III will be offered on the NKC campus. Students will need to travel from BHC and LHC for clinical III Responsible Party (ies): Program Director, Faculty teaching clinical courses Goal 2: Graduates will pass National Certification Exams with a 90% or higher score. Measurable Outcome: Plan: All students will be required to meet the minimal competency of 85% on written assignments and 100% on practical exams. Students must have a minimum of 77% to pass a program course. Responsible Party (ies): All MEA program faculty What specific aspects of these goals can be accomplished without additional financial resources? All of them 5.2. Long-term Goals (4 year cycle): Goal 1: Obtain accreditation through the CAAHEP allowing students to be eligible to sit for the CMA (AAMA) certification. Currently there are only 2 colleges with CAAHEP accreditation in Arizona. This is the highest most desired certificate in the industry. Measurable Outcome: Pass accreditation standards and approval and obtain CAAHEP accreditation 14 P a g

Plan: (Briefly describe how you will accomplish this goal.) 1. Complete the CAAHEP Award Granting Self-study for program accreditation. 2. Apply for accreditation with the help and guidance of MCC 3. Meet or exceed the accreditation standards and requirements needed for program accreditation Responsible Party (ies): Program Director Goal 2: Work with Medical Facilities (Hospitals) and independent medical offices to take externs every semester including summer. Measurable Outcome: 1. More students can be placed throughout the year. 2. Students will have more employment opportunities within the medical communities 1. Students could complete their externship during the summer session. Plan: 1. Identify which facilities will take students each semester and how many students. 2. Develop a plan to utilize each site according to when and how many students they will take. 3. Obtain additional sites to fill gaps in the summer. Responsible Party (ies): Program Director What specific aspects of these goals can be accomplished without additional financial resources? All of them Requests for Resources For any specific aspect of a goal listed in 5.0 that would require additional financial resources, complete the form below. Type of Resource Requested Amount Potential Funding Source Personnel Click here to enter text. Click here to enter text. Facilities Click here to enter text. Click here to enter text. 15 P a g

Equipment Click here to enter text. Click here to enter text. Supplies Click here to enter text. Click here to enter text. Computer Hardware None Click here to enter text. Computer Software None Click here to enter text. Training Click here to enter text. Click here to enter text. Other 0 fee for application. unknown Accreditation Fees: Unknown additional fees Total Requested Amount Unknown at this time. Unknown 5.3. Describe the resource request(s). There is no fee to submit the application for accreditation. There may be committee fees that will be charged when the review process for accreditation takes place. The amount is unknown at this time. 5.4. What program outcome(s) does the resource request(s) address? Obtaining CAAHEP accreditation for the Medical Assisting Program. 5.5. What measurable outcome(s) will result from filling this resource request? MCC will be the 3 rd CAAHEP accredited Medical Assisting program in Arizona. 6. Executive Summary Please list 3 5 strengths of the program(s). Knowledgeable dedicated, experienced Faculty 100% Retention Rate 2014-2015 100% Pass Rate on National Exams 2014-2015 100% Job Placement from 2014-2015 Please list 3 5 areas of enhancement for the program(s). Rural location limits clinical sites for externships. Program advisory committee Increase the number of students in the program Please identify ways the department will address student learning (assessment efforts, curricular redesign, etc.). Monitor industry standards and adjust the program curriculum to meet or exceed those standards Early identification of borderline students, tutoring services, open lab sessions, 16 P a g

providing students with clear instructions for success, and utilizing college resources. Standardized final exams in core courses (HES 113, HES 129, MEA 150, MEA 235, and MEA 255) to assess student learning across all sections. Based on programmatic analysis, please list 2 3 specific questions or areas which you would like the program reviewers to comment on or make recommendations. Suggestions or recommendations on the process for program accreditation Suggestions for improving the program Suggestions for attracting more students to the program. Identify any requests for resources that result from this review. The resources needed for accreditation are unknown at this time. The accreditation instructions state: There is no CAAHEP fee when applying for accreditation services; however, individual committees on accreditation may have an application fee. This will not be known until the application has been submitted. Who to Call? Questions about any of the report sections. Questions about resource allocations/budget requests. Questions about assessment of student learning. Office of Instruction Office of Instruction Office of Instruction Jill Loveless, Dean of Instruction ext. 1918 Jill Loveless, Dean of Instruction ext. 1918 To Be Determined, Assessment Director ext. 1951 Need more data? Institutional Research Bob Faubert, IR Director ext. 1140 17 P a g