USAHS continuously measured program effectiveness through the assessment of learning outcomes process. Incorporated into the process is evidence-based decision making and a systematic approach to program assessment. Program level assessment is derived from the institutional mission, with alignment between the Program Learning Outcomes (PLOs) to the Institutional Learning Outcomes (ILOs). Courses within the program contain signature assignments, which are designed to assess course learning outcomes that align to the PLOs. This ensures a program level quality assurance process that supports the institutional mission.
Learning Outcomes Assessment
| Degree | Evidence used to determine that graduates have achieve stated outcomes | Findings used |
|---|---|---|
| Master of Occupational Therapy (MOT) | • NBCOT licensure pass rates for 2017: 186 graduates tested. 99% pass rate. 2016: 148 graduates tested. 99% pass rate. • AOTA performance evaluation for fieldwork IIB results taken between Sep-Dec 2016 on a 4-point scale (1=unsatisfactory, 2=needs improvement, 3=meets standards, and 4=exceeds standards): o On average, all performance items achieved an above 3, meets standards. Performance is consistent with entry-level practice. o The areas where the average score is greater than 3.3 are: professional behaviors, communication, intervention, and fundamental of practice. • Graduation rates • Retention reports | Faculty determine areas for improvement during an annual faculty retreat. Faculty review responses related to curriculum on the student professional development plan each year. Student perception is one input faculty use to assess the effectiveness of the curriculum. |
| Doctor of Occupational Therapy (OTD) | The program was implemented in January 2017; thus, no data has been reviewed yet. | The program was implemented in January 2017; thus, no data has been reviewed yet. |
| Doctor of Physical Therapy (DPT) | • FSBPT ultimate licensure pass rate reported on the 2017 annual report for the past two-year average, 2014 and 2015. The two-year average is the official published ultimate licensure pass rate per programmatic accreditation’s guideline: o DPT: 97% (St. Augustine, FL), 98% (San Marcos, CA), and 98% (Austin, TX). o Flex DPT: 91% (St. Augustine, FL), and 100% (San Marcos, CA). • 2016 results on the American Physical Therapy Association (APTA) PT Clinical Performance Instrument (CPI) for internship III on an 11-point scale by areas achieving at least 8-point or at entry-level performance are: safety, professional behavior, accountability, communication, cultural competence, professional development, and documentation. | During an annual faculty retreat, faculty discuss the assessment results and determine if adjustments to content, sequencing, pedagogical approach, or evaluative tools are needed. |
| Transitional Doctor of Physical Therapy (tDPT) | • Graduation rates • Capstone II final paper grading rubric • Pharmacology midterm & final exam grades • IPE7000 grades and/or student/faculty feedback | The program faculty and leadership recommended that some actions be taken because of the assessment findings: 1. Revise the rubric used in the capstone courses. Results are too general to be actionable. Goal: Summer 2018. 2. To address the wide range of scores on the Pharmacology exam, faculty will revise exam questions to increase clarity and precision. Goal: Summer 2018. |
| Master of Health Science (MHS) | • MHS 7700 Comprehensive Project (Capstone course) presentation that highlights achievement of Program Learning Outcomes (PLOs) • Personal essay reflection with hyperlinks to learning artifacts collected across courses in the degree program | The assessment findings are used to drive curriculum change, including content and delivery. These changes are then tied to budget planning, as needed. Contributing faculty are involved in all steps of the process and are developed using data from their courses and goals from their performance evaluations. |
| Doctor of Education (EdD) | • Performance on written comprehensive examination • Dissertation performance • Graduation rates • Alumni survey results • Student focus groups • Faculty feedback • Residency participation interviews | As a result of program assessment data analysis: -a new course was created to increase student dissertation success and preparation; -new specialization courses were added -foundational courses were improved for applicability -the doctoral residency was re-designed -the rubric and preparation process for written comprehensive exams were improved -an advisement position was created. |
| Doctor of Health Science (DHSc) | • Performance on written comprehensive examination • Dissertation performance • Graduation rates • Alumni survey results • Student focus groups • Residency participation interviews | Program directors create an action plan during an annual retreat and make program assessment and evaluation assignments. Examples of changes or improvements include creating an orientation process for post-professional students, which includes new courses and an advisor. Furthermore, many courses were added, the dissertation process was streamlined, and assessments were recalibrated to match these changes. |
| Master of Science in Nursing (MSN) | The program was implemented in January 2017; thus, no data has been reviewed yet. | The program was implemented in January 2017; thus, no data has been reviewed yet. |
| Doctor of Occupational Therapy (OTD), Post-Professional | • Capstone course • Signature assignments • Alumni survey results • Comparison between IPE 7000 ILO assessment to PLO assessment in the final course: Capstone Project (While capstone data has been collected for some time, going forward, comparisons will be made between entering student performance in IPE 7000 and student performance at the end of the program in the capstone.) • Time to completion rates | The dean of post-professional studies and the program director supervised initiation and completion of programmatic and/or course changes. |
