Diagnostic Medical Sonography
Educational Effectiveness
Assessment Plan
Version 1.0
Adopted by
The Diagnostic Medical Sonography Faculty: September 6, 2011
Submitted to
The Director of the College: November 15, 2011
The Office of Academic Affairs: <date>
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TABLE OF CONTENTS
Introduction ______________________________________________________________________ 3
Program Student Learning Outcomes __________________________________________________ 4
Assessment Tools __________________________________________________________________ 5
Assessment Implementation & Analysis for Program Improvement __________________________ 6
Appendix A: Clinical Competency Evaluations __________________________________________ 7
Appendix B: Clinical Experience Documentation _______________________________________ 10
Appendix C: Capstone Evaluation ___________________________________________________ 12
Appendix D: Graduate Survey ______________________________________________________ 14
Appendix E: National Certification Results ____________________________________________ 17
Appendix F: Employer Survey ______________________________________________________ 18
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Introduction
The Diagnostic Medical Sonography program goal is to prepare competent entry-level general
sonographers in the cognitive, psychomotor, and affective learning domains. The students completing
the program will receive an Associate of Applied Science degree, and will be eligible to apply for
certification with the American Registry of Diagnostic Medical Sonographers (ARDMS) and the
American Registry of Radiologic Technologists (ARRT).
The program was developed following the National Education Curriculum for Sonography and
information from several diagnostic medical sonography accrediting and certifying organizations. The
professional organizations referenced were: the Commission on Accreditation of Allied Health
Programs (CAAHEP), the Joint Review Committee on Education in Diagnostic Medical Sonography
(JRC-DMS), the Society of Diagnostic Medical Sonographers (SDMS), the American Registry of
Diagnostic Medical Sonographers (ARDMS), and the American Registry of Radiologic Technologists
(ARRT). These organizations’ standards and guidelines address program planning, implementation,
and evaluation; and the standards address curriculum requisites, learning competencies, and clinical
competency requirements.
This document defines the educational objectives and expected outcomes for the Diagnostic Medical
Sonography program, and outlines a plan for assessing the achievement of the stated objectives and
outcomes.
The development of the objectives and outcomes consisted of the faculty, an advisory group, a review
of educational accreditation standards, and a review of national certification requirements.
The faculty met and accepted the objectives, outcomes, and assessment tools on September 6, 2011.
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Program Student Learning Outcomes
Upon completion of this program, students are expected to:
1. Apply entry-level knowledge of physics, anatomy, physiology, and pathophysiology related to
sonography.
2. Perform general sonography procedures with continuing competency.
3. Demonstrate proficiency in patient assessment and care activities related to sonography.
4. Utilize effective oral and written communication with patients, physicians, and other medical
personnel.
5. Employ professional and ethical judgment in the performance of sonographic duties.
Table 1
Apply entry-level knowledge of
physics, anatomy, physiology, and
pathophysiology related to
sonography.
Perform general sonography
procedures with continuing
competency.
Demonstrate proficiency in patient
assessment and care activities related
to sonography.
Utilize effective oral and written
communication with patients,
physicians, and other medical
personnel.
Employ professional and ethical
judgment in the performance of
sonographic duties.
Employer
Survey
National
Certification
Results
Graduate
Survey
Capstone
Evaluation
Clinical
Experience
Documentation
Objectives and Outcomes
Clinical
Competency
Evaluations
Association of Assessment Tools to Program Objectives an Outcomes
1
0
1
1
1
1
1
1
1
1
0
1
1
1
1
1
0
1
1
0
1
1
0
1
1
0
1
1
0
1
0 = Tool is not used to measure the associated objective.
1 = Tool is used to measure the associated objective.
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Assessment Tools
A description of the tools used in the assessment of the program objectives and their implementation
are summarized in Table 2, below. The tools and their relationships to the program objectives are
listed in Table 1, above.
There is a separate appendix for each tool that shows the tool itself and describes its use and the factors
that affect the results.
Table 2
Program Objectives Assessment Tools and Administration
Tool
Description
Clinical
Competency
Evaluations
Tool used to assess student
performance in completion of
required competencies.
Clinical
Experience
Documentation
Tool required by ARRT for
certification to record student
performance of procedures.
Capstone
Evaluation
Graduate Survey
Tool used to assess student
cumulative knowledge, skill,
and behavior in performance of
sonographic duties and
procedures.
Tool used to assess how well
the student feels the program
prepared them for entry-level
employment.
Frequency/
Start Date
Continuously /
During
DMS A295A,
DMS A295B,
and
DMS A395
Continuously /
During
DMS A295A,
DMS A295B,
and
DMS A395
Collection
Method
Administered
by
Submitted to
faculty
Clinical
instructors
and preceptors
Completed
copy
submitted to
faculty
Clinical
instructors,
preceptors,
and faculty
Once /
During last
eight weeks
of DMS A395
Direct
observation
by faculty
Faculty
Once /
Graduation
Submitted to
faculty
Faculty
National
Certification
Results
Examinations administered by
the ARDMS and ARRT
Once /
PostGraduation
Mailed to
program
ARDMS and
ARRT
Employer Survey
Tool used to assess how the
employer feels the program
prepared the student for entrylevel employment.
Once /
90 days
after hire
Mailed to
program
Director or
supervisor
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Assessment Implementation & Analysis for Program Improvement
General Implementation Strategy
The Diagnostic Medical Sonography program will employ the six assessment tools identified in tables
1 and 2. They will be implemented in the following manner: The clinical competency evaluations,
clinical experience documentation, and capstone evaluation will be utilized by clinical trainers and
faculty; the graduate survey will be administered by faculty; the national certification results are
prepared by the ARDMS and ARRT; and the employer survey is mailed by faculty.
The data will be gathered according to the following timelines: The clinical competency evaluations
and clinical experience documentation will be collected weekly during DMS A295A, DMS A295B,
and DMS A395; the capstone evaluation will be conducted once during the last eight weeks of DMS
A395; the graduate surveys are collected by faculty during the two weeks proceeding graduation; the
national certification results and the employer survey are received by mail.
All assessment tools will be reviewed by faculty immediately upon receipt. The data will be analyzed
according to program objectives and outcomes.
Method of Data Analysis and Formulation of Recommendations for Program Improvement
Faculty of the program will meet, at minimum, once a year to review the data collected using the
assessment tools. This meeting should result in recommendations for program changes that are
designed to enhance performance relative to the program’s objectives and outcomes. A plan should be
formulated during this meeting to implement the recommended changes, and to notify program
stakeholders of the changes. The results of the data collected and program changes are to be submitted
using the prescribed format to the office of Academic Affairs by the end of May each year.
The proposed changes may be any action, change in policy, and/or revision of curriculum that the
faculty deems necessary to improve performance relative to programs objectives and outcomes.
Recommended changes should also consider workload (faculty, staff, and students), budgetary,
facilities, and other constraints.
A few examples of changes made by programs at UAA include:
 Changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
 Changes in faculty/staff assignments
 Changes in advising methods and program requirements
 Addition and/or replacement of equipment
 Changes to facilities
Modification of the Assessment Plan
The faculty, after reviewing the data collected and the methods 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 dean/director’s office
and the Office of Academic Affairs.
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Appendix A: Clinical Competency Evaluations
Tool Description:
This tool provides clinical trainers a standardized format to evaluate students in specific performance
areas. There are 31 general sonography procedures and activities that require competency evaluation.
These competencies for general sonography are dictated by the ARDMS and ARRT. Each competency
evaluation utilizes a procedure/activity specific form. It will be utilized throughout DMS A295A, DMS
A295B, and DMS A395.
Factors that affect the collected data:




The experience of the clinical trainer.
The leniency of the clinical trainer.
The medical condition of the patient.
The cooperation of the patient.
How to interpret the data:
The clinical competency evaluations indicate the minimum level of proficiency, under normal
conditions, required for each procedure or task. The data on this form correlates directly to all program
objectives and outcomes. The data will show trends in performance of a specific task and/or student.
Trends in performance failure for a specific task can indicate where a change might need to be made,
in either the curriculum or the clinical education.
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Appendix B: Clinical Experience Documentation
Tool Description:
This tool provides students a method to document completion of specific procedural requirements. The
ARRT requires the documented performance of all required procedures within the 24-month period
immediately preceding the student’s application for certification. It will be utilized throughout DMS
A295A, DMS A295B, and DMS A395.
Factors that affect the collected data:


The initiative of the student.
The workload of the clinical training facility.
How to interpret the data:
The clinical experience documentation indicates completion of the minimum number of procedures
required to be eligible to apply for certification by the ARRT. The data on this form correlates directly
to three program objectives and outcomes. The data will show the volume of procedures completed by
a student during the clinical practicums. The volume demonstrated may help faculty determine the best
clinical training facilities for specific procedures.
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Appendix C: Capstone Evaluation
Tool Description:
This tool provides faculty an opportunity and a standardized format to evaluate the sonographic
knowledge and skill of each student. This evaluation will be used to determine a student’s final grade
for the course. It will be utilized at some point during the last eight weeks of DMS A395.
Factors that affect the collected data:

None.
How to interpret the data:
The capstone evaluation indicates the readiness of a student to perform general sonography with entrylevel ability. The data on this form correlates directly to all program objectives and outcomes. The data
will show the student’s cumulative proficiency in the performance of sonographic duties and
procedures. This data will help faculty to determine the effectiveness of the program to prepare
students for entry-level employment.
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Appendix D: Graduate Survey
Tool Description:
This tool provides students an opportunity to assess how well they feel the program prepared them for
entry-level employment based upon their academic knowledge and clinical proficiency. This survey
will evaluate specific aspects of the course. It will be administered during the last two weeks of DMS
A395.
Factors that affect the collected data:

The individual experiences of the student.
How to interpret the data:
The graduate survey indicates student preparedness to perform entry-level general sonography upon
graduation. The data on this form correlates directly to all program objectives and outcomes. The data
will show the students’ satisfaction with the program in meeting the program objectives and outcomes.
This data will help faculty make improvements to the program based on student feedback.
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Appendix E: National Certification Results
Tool Description:
This tool provides a method for the program to receive statistical information on the number of
students who pass the certification examination. It evaluates sonographic knowledge in specific topical
areas. This examination is administered by the ARDMS and ARRT. The student can challenge the
examination post graduation, and after submitting the appropriate application/documentation.
Factors that affect the collected data:

The amount of preparation by the student.
How to interpret the data:
The certification examination results indicate the academic knowledge of the student. The data from
these results correlate directly to one program objective and outcome. The data will show how well the
program taught specific sonographic information. This data will help faculty make adjustments to
curriculum content to match knowledge areas being tested.
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Appendix F: Employer Survey
Tool Description:
This tool provides employers/supervisors an opportunity to assess how well they feel the program
prepared the student for entry-level employment based upon the sonography services offered, and the
needs of the health care facility. This survey will evaluate specific aspects of the course. It will be
administered no sooner than 90 days after being employed as an entry-level general sonographer.
Factors that affect the collected data:

Notification of being employed as a sonographer by the student.
How to interpret the data:
The employer survey indicates student preparedness to perform entry-level general sonography post
graduation. The data on this form correlates directly to all program objectives and outcomes. The data
will show the employers’ satisfaction with the program in meeting the program objectives and
outcomes. This data will help faculty make improvements to the program based on employer feedback.
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