Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
Academic Year of Report: 2009-2010
College of Education and Professional Studies
Department of Nutrition, Exercise, and Health Sciences - EMS Paramedic Program
1. What student learning outcomes were assessed this year and why?
The EMS Paramedic Program continued to assess six programmatic outcomes this year:
1. The students were assessed in their demonstrated knowledge of programmatic and
course-specific goals, as well as professional benchmarks in preparatory, assessment,
and medical therapeutics in prehospital paramedicine. These goals were constructed
from national standard curriculum guidelines as well as accreditation-specific program
goals. Great emphasis is placed on these goals as they are critical in assessing Program
effectiveness and will continue to be assessed each year to trend progress and success.
Placing such emphasis on notably aggressive goals is essential to the continued
programmatic distinction and national recognition.
Additionally, these goals were related to the Department/Program goals of “Students
will demonstrate the knowledge, skills, and attitudes to be successful in their field as
practitioners as well as leaders” and “The EMS Paramedic Program will continue to be
recognized in the region for its outstanding program attainment and accomplished
graduates, as well as for its comprehensive programmatic content and innovative
educational methodologies.”
Additionally, College Goals 1 and 5 are related: “Provide for an outstanding academic
and professional growth experience for students at all CWU location” and “Provide
professional, high-quality, staffing, facilities, technologies, and appropriate resources
to ensure the highest level of academic and professional development.” and University
Goals I, IV, and V are also related: “Maintain and strengthen an outstanding academic
and student life on the Ellensburg campus.” and “Build mutually beneficial
partnerships with the public sector, industry, professional groups, institutions, and the
communities surrounding our campuses.” and “Achieve regional and national
prominence for the university.”
2. Students were assessed in the demonstration of their ability to use critical and
creative thinking to interpret and solve problems, as well as integrate information and
prioritize interventions. As a measure of disciplinary excellence, this goal is critical in
setting the CWU EMS Paramedic Program apart from other similar programs
nationwide. As such, this goal should be regularly assessed. This goal was related to
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
the Department/ Program goals of “Students will demonstrate the knowledge, skills,
and attitudes to be successful in their field as practitioners as well as leaders” and “The
EMS Paramedic Program will continue to be recognized in the region for its
outstanding program attainment and accomplished graduates, as well as for its
comprehensive programmatic content and innovative educational methodologies.”
Additionally, College Goals 1 and 5 are related: “Provide for an outstanding academic
and professional growth experience for students at all CWU location” and “Provide
professional, high-quality, staffing, facilities, technologies, and appropriate resources
to ensure the highest level of academic and professional development.” and University
Goals I and IV are also related: “Maintain and strengthen an outstanding academic and
student life on the Ellensburg campus.” and “Build mutually beneficial partnerships
with the public sector, industry, professional groups, institutions, and the communities
surrounding our campuses.”
3. Program graduates will have knowledge of research methodologies and principles
in EMS research. One areas of weakness within the Program is contribution toward
research within its discipline. To respond to this weakness, the new EMS Paramedic
Curriculum has been redesigned with research-specific content incorporated.
Beginning with the 2010 Paramedic Program cohort, students will be provided didactic
instruction in research design, development and application, along with opportunities
to apply the attained knowledge. To gauge progress in this area, this goal should be
periodically assessed.
This goal was related to the Department/Program goals of “Students will demonstrate
the knowledge, skills, and attitudes to be successful in their field as practitioners as
well as leaders” and “The EMS Paramedic Program will continue to be recognized in
the region for its outstanding program attainment and accomplished graduates, as
well as for its comprehensive programmatic content and innovative educational
methodologies.” Additionally, College Goals 1 and 5 are related: “Provide for an
outstanding academic and professional growth experience for students at all CWU
location” and “Provide professional, high-quality, staffing, facilities, technologies, and
appropriate resources to ensure the highest level of academic and professional
development.” and University Goals I and IV are also related: “Maintain and
strengthen an outstanding academic and student life on the Ellensburg campus.” and
“Build mutually beneficial partnerships with the public sector, industry, professional
groups, institutions, and the communities surrounding our campuses.”
4. Program graduates were assessed as to their ability to effectively demonstrate
cognitive and skill competency on the use of contemporary diagnostic and therapeutic
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
EMS-related equipment, computers, and other technology for EMS purposes. In the
past academic year, EMS Paramedic Program students were introduced to several
advanced skill sets and innovative cognitive objectives that exceed standards within
the paramedicine industry. These included, but were not limited to ophthalmoscopy,
otoscopy, comprehensive cardiovascular assessment, and the use of Doppler
technology in patient assessment.
As another measure of disciplinary excellence, this goal will be measured frequently to
determine compliance and to set the CWU Program apart from the others. This goal
was related to the Department/Program goals of “Students will demonstrate the
knowledge, skills, and attitudes to be successful in their field as practitioners as well as
leaders” and “The EMS Paramedic Program will continue to be recognized in the
region for its outstanding program attainment and accomplished graduates, as well as
for its comprehensive programmatic content and innovative educational
methodologies.” Additionally, College Goals 1 and 5 are related: “Provide for an
outstanding academic and professional growth experience for students at all CWU
location” and “Provide professional, high-quality, staffing, facilities, technologies, and
appropriate resources to ensure the highest level of academic and professional
development.” and University Goals I and V are also related: “Maintain and strengthen
an outstanding academic and student life on the Ellensburg campus.” and “Achieve
regional and national prominence for the university.”
5. Program graduates were assessed in their ability to communicate effectively in a
variety of formats. This goal was chosen to assess the effectiveness of the newly
introduced educational methods that emphasize student communication. New,
scenario-based, practical integrative labs were employed that demanded a highly
intensive, interactive simulation with the delivery of concise and effective medical
communication as elemental components.
This goal was related to the Department/Program goals of “Students will demonstrate
the knowledge, skills, and attitudes to be successful in their field as practitioners as
well as leaders” and “The EMS Paramedic Program will continue to be recognized in
the region for its outstanding program attainment and accomplished graduates, as
well as for its comprehensive programmatic content and innovative educational
methodologies.” Additionally, College Goals 1 and 5 are related: “Provide for an
outstanding academic and professional growth experience for students at all CWU
location” and “Provide professional, high-quality, staffing, facilities, technologies, and
appropriate resources to ensure the highest level of academic and professional
development.” and University Goals I and V are also related: “Maintain and strengthen
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
an outstanding academic and student life on the Ellensburg campus.” and “Achieve
regional and national prominence for the university.”
6. Students in the EMS Paramedic Program were continually assessed in 12 specific
areas of the affective domain. These areas have been officially identified by the
accreditation body (CoAEMSP) and educational guidance instruments (EMS Education
Research Agenda for the Future) as the critically germane areas of affective
performance for professional paramedicine. Faculty assessed these affective
parameters continually using a “competent/not yet competent” metric on all students.
Students receiving a “not yet competent” result were counseled on how to improve
performance in the affective domains.
2. How were the student learning outcomes assessed, who were assessed, and when?
1. The Program Goal, “Students will demonstrate knowledge of programmatic and
course-specific goals, as well as professional benchmarks in preparatory, assessment,
and medical therapeutics in prehospital paramedicine.” was assessed through several
traditional methods. In all courses of the Major, students were evaluated on their
cognitive abilities through traditional psychometric testing approaches. Periodic, midterm, and end-of-course final exams were administered. These exams varied in format
(multiple choice, short answer, completion, and essay) to assess effectively, scope and
breadth of knowledge. Additional assessments were conducted in group discussions,
presentation evaluations using an established rubric, skill performances in practica
using the National Standard Curricula Guidelines and National Registry Skill
Performance Guidelines skill sheets, field performances through clinical preceptor
evaluation and established evaluative guidelines, and qualitative assessment of
knowledge in a problem-based learning environment.
All students in all of the courses are assessed in the same manner, simultaneously,
with identical outcome measures. For the 2009-2010 academic year, this included all
30 students initially and the 28 students remaining (2 lost due to attrition) by year’s
end.
2. The Program Goal, “Students will demonstrate the ability to use critical and creative
thinking to interpret and solve problems, as well as integrate information and prioritize
interventions” was assessed in the lab sessions of EMS 335LAB, EMS 336LAB, and EMS
337LAB. During these lab sessions, students are expected to perform specific skills and
to integrate cognitive knowledge into the diagnostic assessment and management of
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
simulated patient cases and scenarios. These instances demand considerable
correlation of information, effective problem-solving skills, decisive decision-making,
and substantial leadership abilities. To establish this standard, students undergo
continual remediation throughout their educational development in the EMS
Paramedicine Major. Compliance to the Goal and successful achievement is measured
by correlation to established disciplinary standards and benchmarks, as well as
universally recognized algorithmic-directed performances. The instructors assess
student compliance and achieve to these standards continuously, providing feedback
and instructional advisements throughout. These assessments occur with all students
in all lab sessions of the designated courses.
All students in the courses are assessed in the same manner, simultaneously, with
identical outcome measures. For the 2009-2010 academic year, this included all 30
students initially and the 28 students remaining (2 lost due to attrition) by year’s end.
Feedback in all areas of assessment was provided to the students immediately.
3. The Program Goal, “Program graduates will have knowledge of research
methodologies and principles in EMS research” is simply assessed by the students’
recapitulation of research principles in traditional cognitive evaluations,
demonstration of research knowledge through journal club article assessment
presentations, and through group discussions on relevant published research.
Students are encouraged to participate in research as principal investigators as well as
co-investigators. These assessments are largely conducted periodically in courses EMS
336 and EMS 337, particularly at Quarter’s end. For the 2010-2011 academic year,
students will received focused instruction in this area with EMS 460 and EMS 461 and
a better assessment of goal attainment will then be possible. In the interim, we will
continue to apply performance assessment efforts in the paramedic core curriculum
courses (EMS 335, EMS 336, and EMS 337).
All students in the courses are assessed in the same manner, simultaneously, with
identical outcome measures. For the 2009-2010 academic year, this included all 30
students initially and the 28 students remaining (2 lost due to attrition) by year’s end.
Feedback in all areas of assessment was provided to the students immediately.
4. The Program Goal, “Program graduates can effectively demonstrate cognitive and
skill competency on the use of contemporary diagnostic and therapeutic EMS-related
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
equipment, computers, and other technology for EMS purposes” is assessed by
instructor-observation of students applying the devices and principles during lab
practica. In all lab sessions associated with courses in the Major, students are
expected to master operational skills of all EMS-related equipment. This process is
facilitated by instructor demonstration, followed by student application, and repeated
rehearsals throughout the academic year. As the lab sessions progress throughout the
academic year, the skills acquired in previous lab sessions are compounded by new
skills and the earlier skills are, thus, reinforced repeatedly. These assessments occur
throughout all lab sessions in all practical courses.
All students in the courses are assessed in the same manner, simultaneously, with
identical outcome measures. For the 2009-2010 academic year, this included all 30
students initially and the 28 students remaining (2 lost due to attrition) by year’s end.
Feedback in all areas of assessment was provided to the students immediately.
5. The Program Goal, “Program graduates will communicate effectively in a variety of
formats” is assessed through verbal expression, written expression, and integrated
communication methods. All students in the Major must attain competency in
communicating EMS-related diagnostic and therapeutic information via the written
format on all simulated patient cases, as well as a standardized verbal format through
radio reporting and person-to-person patient reporting. These skills are progressively
developed throughout the academic year, culminating in the students’ mastery of
effective communication as judged by the instructor, based upon established
benchmarks and guidelines of the National Standard Curricula Guidelines and National
Registry of EMTs Guidelines. These assessments are conducted throughout the
academic year in all lab sessions in a progressively comprehensive manner.
All students in the courses are assessed in the same manner, simultaneously, with
identical outcome measures. For the 2009-2010 academic year, this included all 30
students initially and the 28 students remaining (2 lost due to attrition) by year’s end.
Feedback in all areas of assessment was provided to the students immediately.
6. The Program Goal, “Students in the EMS Paramedic Program were continually
assessed in 12 specific areas of the affective domain,” is accomplished through an
industry-specific rubric that represents the new standard in affective domain student
evaluation. The rubric employs a twelve-parameter assessment device that queries a
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
“competent/not yet competent” status of each student. Subsequent to any
assessment event, any failures to meet competency results in an immediate counsel
session with the faculty and Program Director. These sessions are designed to identify
weakness and develop a corrective plan for improvement. The affective domain is
then reassessed for evidence of improvement. Assessments are conducted both
formally and informally, with formal results filed for each student. Affective domain
performance directly affects the overall performance grade for each student.
3. What was learned?
1. For the Goal, ““Students will demonstrate knowledge of programmatic and coursespecific goals, as well as professional benchmarks in preparatory, assessment, and
medical therapeutics in prehospital paramedicine,” the following performance
outcomes were recorded for 2009-2010 academic year by course (cut score of 75%):
Course
Percent failing to
Percent met
meet standard
standard
EMS 335
6.45%
93.55%
EMS 335LAB
0%
100%
EMS 336
0%
100%
EMS 336LAB
0%
100%
EMS 337
0%
100%
EMS 337LAB
0%
100%
EMS 440
0%
100%
EMS 441
0%
100%
EMS 443
8.34%
91.66%
EMS 444
0%
100%
EMS 451
6.45%
93.55%
EMS 459
0%
100%
EMS 493
17.86%
82.14%
1 Course outcomes are graded as successful/unsuccessful
Student Performance
Average
83.5%
Successful1
81.26%
Successful1
85.47%
Successful1
88.16%
86.87%
83.55%
84.44%
85.81%
87.82
Successful1
From this data, it can be determined that programmatic and course goals are being
met within a reasonable range of the benchmark. Given the academic rigor of the
Program and the student performance during previous National Registry performance
examinations, the student performance average is well above the national standard
(composite scores of 63%). This information is useful to assess the adequacy in the
level of cognitive content of the various courses and the difficulty of the academic
challenge offered the students. It is also helpful in assessing pedagogic effectiveness.
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
The Program will continue to monitor these parameters and strive to achieve higher
performances among the Paramedic Program cohorts in the future.
2. For the Goal, “Students will demonstrate the ability to use critical and creative
thinking to interpret and solve problems, as well as integrate information and prioritize
interventions,” the following performance outcomes were recorded for academic year
2009-2010 by course (successful/unsuccessful criteria):
Course
Percent failing to
Percent met
meet standard
standard
EMS 335LAB
0%
100%
EMS 336LAB
0%
100%
EMS 337LAB
3.6%
96.4%
1 Course outcomes are graded as successful/unsuccessful
Student Performance
Average
Successful1
Successful1
Successful1
This information is critical to informing one of the most distinct aspects of the CWU
EMS Paramedic Program in comparison to other programs nationwide – that of
leadership and high-skill proficiency development. As we continue to evolve the
Program, we continue to endeavor to establish unparalleled standards that make the
CWU EMS Paramedic Program unique and highly sought by prospective students.
3. For the Goal, “Program graduates will have knowledge of research methodologies
and principles in EMS research,” the students’ performance in this outcome for
academic year 2009-2010 are embedded in the cognitive outcomes of the courses in
the Major (EMS 335, EMS 336, and EMS 337), as well as in the critical assessment of
student’s research analysis presentation. The results from the research analysis
presentation are provided below as a proxy for this outcome:
Parameter
Percent failing to
meet standard
0%
Percent met
standard
100%
Student Performance
Average
83.41%1
Research
Analysis
Presentation
1 Outcome measure is incomplete as data from EMS 337 have not yet been collected.
As another important distinction among other paramedic programs across the country,
the CWU EMS Paramedic Program breaches the academic limits by assuring its
graduates possess effective and meaningful research skills within the EMS profession.
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
Our assessments in these learning objectives help us to gauge future effort and
curricular content to maintain our elite status among accredited programs nationwide.
4. For the Goal, “Program graduates can effectively demonstrate cognitive and skill
competency on the use of contemporary diagnostic and therapeutic EMS-related
equipment, computers, and other technology for EMS purposes,” the students are
assured skill competency through instructional methods in the practical lab sessions;
thereby, reflecting achievement through course completion success. The practical
courses relevant to this Goal are EMS 335Lab, EMS 336Lab, and EMS 337Lab. The
results are as follows:
Course
Percent failing to
Percent met
meet standard
standard
EMS 335LAB
0%
100%
EMS 336LAB
0%
100%
EMS 337LAB
3.6%
96.4%
1 Course outcomes are graded as successful/unsuccessful
Student Performance
Average
Successful1
Successful1
Successful1
To promote the EMS Paramedic Program at CWU as being the most progressive and
advanced, we deliver contemporary educational concepts and innovative techniques
in our instructional content. In addition, we endeavor to utilize state-of-the-art
equipment and technology in our instruction of paramedicine. These goals help us to
achieve and maintain an elite status among nationwide programs. The assessment
results inform us to continue in our current efforts to promote this distinction.
5. For the Goal, “Program graduates will communicate effectively in a variety of
formats,” the students are assured communication skill competency through patient
reporting in the practical lab sessions; thereby, reflecting achievement through course
completion success. The practical courses relevant to this Goal for academic year 2009
– 2010 are EMS 335Lab, EMS 336Lab, and EMS 337Lab. The results are as follows:
Course
Percent failing to
Percent met
meet standard
standard
EMS 335LAB
0%
100%
EMS 336LAB
0%
100%
EMS 337LAB
3.6%
96.4%
1 Course outcomes are graded as successful/unsuccessful
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Student Performance
Average
Successful1
Successful1
Successful1
Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
The information gleaned from this assessment indicates our current practices in
establishing and maintaining effective communication skills among our graduates are
effective and should continue as established. We will continue to monitor our
successes and seek new methods for improvement.
6. For the Goal, ““Students in the EMS Paramedic Program were continually assessed
in 12 specific areas of the affective domain,” each student was continually assessed in
the 12 areas of the domain through the academic year (2009-2010). All students (28)
ultimately achieved competence in the affective domain, some with remediation and
corrective actions following individualized counseling by faculty and the Program
Director.
Number of
Students
28
Percent failing to
meet standard
0%
Percent met
standard
100%
Student Performance
Average
Competence
As one of few select paramedic programs nationwide that have universally adopted
the affective domain standards, we have demonstrated to EMS leadership, other EMS
academicians, the accrediting body, and to future students across the nation, our
commitment to achieve unparalleled program status in promoting all elements
recognized as a critical component to professional paramedicine. We will continue to
utilize the affective domain assessment practices and to encourage other programs to
do the same in all geographic regions.
4. What will the Program do as a result of that information?
1. For the Goal, ““Students will demonstrate knowledge of programmatic and coursespecific goals, as well as professional benchmarks in preparatory, assessment, and
medical therapeutics in prehospital paramedicine,” the Program will continue to
promote success and endeavor to achieve improvements in student learning outcomes
in this area. Specifically, the Program will seek additional means of information
delivery, methods of instruction, and evaluative measures to assure maximal student
comprehension and mastery of cognitive, psychomotor, and behavioral objectives.
New and innovative instructional methods have been, and will continue to be,
employed in the classroom. This will continue to include, but not be limited to, focus
group discussions, supplemental information via Blackboard platform, independent
case investigation by students, problem-based learning curricula in select core
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
development courses, implementation of student-response systems integrated into the
lecture presentations (PowerPoint), and other sound pedagogical approaches.
Psychomotor skill development have been substantively enhanced with additional
core and supplemental objectives (e.g., advanced physical examination procedures,
ophthalmoscopy, otoscopy, 12-lead electrocardiography, etc.), as well as additional
instructional resources to maintain intensity of instruction for these critical skills.
Practical lab sessions are currently designed to allow compliance with national
standard guidelines to assure adequate instructional guidance of students due to the
complexity and criticality of these skills. This standard is critical to our profession and,
in particular, to our educational practices. We will continue to regard this practice as
unalterable within our Program for continued success.
Behavioral objective achievement has been effectively assessed and those successes
assured with a newly implemented evaluative instrument adopted from the most
recent national standard curricula guidelines. This assessment tool will continue to be
applied periodically each quarter with summary results shared with the students
throughout the academic year. This parameter of education (affective domain) will
continue to be given equal relevance in student completion of Program goals and
requirements.
Additionally, student field assessment and performance documentation will continue
to receive 100% review by the Program’s faculty and staff, as means and facilities
permit. Despite the arduous nature and the significant demand it places on our
faculty, we will continue this practice as it results in programmatic standards that far
exceed current accreditation and industry benchmarks as an element of student and
program assessment.
2. For the Goal, “Students will demonstrate the ability to use critical and creative
thinking to interpret and solve problems, as well as integrate information and prioritize
interventions,” the Program has achieved remarkable success in this aspect of
paramedical education. It may very well be the single-most attribute of our graduates
that set them apart from graduates of other programs and that motivates so many
regional employers to seek-out our graduates for employment. The intent is to
maintain our successes with this standard and to seek new and innovative means of
developing our successes and promote even greater achievements in critical thinking,
problem-solving, and integrated delivery of care.
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
4. For the Goal, “Program graduates can effectively demonstrate cognitive and skill
competency on the use of contemporary diagnostic and therapeutic EMS-related
equipment, computers, and other technology for EMS purposes,” the Program has also
received considerable recognition and accolades from providers, employers and
clinical preceptors from the region on behalf of our students’ knowledge and
performances. The students’ familiarity with a diverse and complex array of medical
diagnostic and therapeutic equipment, coupled with their advanced comprehension of
discipline concepts, has established the growing recognition of our Program. We will
endeavor to maintain that level of recognition and seek new ways to promote
development in this area.
In the last two years, the Program has enjoyed widespread recognition, both regionally
and nationwide, for its recent academic achievements and curricular development.
Discussions with prospective employers of our graduates, the Director of the
accrediting body (CoAEMSP), the Associate Director of the National Registry of EMTs,
and the Director of the Washington state Office of EMS and Trauma Care have all
acknowledged the significant accomplishments within our Program and the promises it
holds for future discipline development. We will continue to promote our Program
and assert our accomplishments regionally and nationally.
This will be achieved through professional publications, conference presentations, and
planned marketing strategies in an effort to promote the Program and extol its
achievements. Funding will be sought to enable the anticipated Program growth in the
future.
5. For the Goal, “Program graduates will communicate effectively in a variety of
formats,” the Program has again realized substantive successes. Program students
have been able to consistently demonstrate competency in this area to clinical
preceptors and potential employers during their field internships. This positive
association has been bolstered by our graduates’ performances early in their career
with local EMS agencies. A common aspect of deficiency in most graduates from other
EMS education programs, competency in communicative scenarios for the
transference of patient information, has been stellar in our Program graduates.
This information will become part of our marketing campaign and be cited as one of
the many unique qualities of the CWU EMS Paramedic Program.
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Central Washington University
Assessment of Student Learning Report – EMS Paramedic Program
6. For the Goal, ““Students in the EMS Paramedic Program were continually assessed
in 12 specific areas of the affective domain,” the successes found with this action will
be supported and ensured in future academic years. All faculty members will be
instructed in proper implementation of the affective domain assessment practices and
students, as well as outside interests, will become more aware of the emphasis the
CWU EMS Paramedic Program places on professional behavior within the profession.
This, coupled with the achievements in the affective domain by our graduates, will
help to establish our Program as one of the best. Employers and other institutions of
higher learning will invariably admire the conduct and high behavioral standards
exhibited by our graduates.
5. What did the Program do in response to the feedback from last year’s assessment report?
The feedback from last year’s assessment report has helped the EMS Paramedic
Program immeasurably in developing further the assessment of the Program’s learning
goals. Input was invaluable and, coupled with the data collected, the Program is able
to enhance assessment goals, practices, and improve outcomes universally. It is the
Program’s plan to achieve near 100% accomplishment in goal-oriented outcomes in
the years to come.
6. Questions or suggestions concerning the Assessment of Student Learning at Central
Washington University:
This year’s questions and suggestions remain the same as last year’s.
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