2015 Standards



2015 Standards Documents for On-Site Review and Document ChecklistThis document is designed for programs that are being visited in fall 2019 and spring 2020. Program Directors of CAAHEP-accredited medical assisting programs need to provide the MAERB site surveyors with documents for them to review during the visit. This document provides an overview of the materials that are necessary. At the end of the document is a checklist that you will be able to copy and use.This handout both provides instructions about what documentation is necessary as well as details on how to organize the documentation. Here are some general guidelines to think about when you are putting together your electronic resources:The material cannot be embedded in a Learning Management System (Blackboard, Canvas, E-College, and so on). Surveyors can’t be expected to negotiate and learn the Learning Management System in order to access the resources. The electronic organization shouldn’t have too many folders, as that becomes too complicated and time-consuming for the site surveyors. The document titles must be significantly abbreviated. You will note examples below to provide you with guidelines. The programs will need to provide computers with a couple of screens in order to help the surveyors look at the material. The electronic documents can be stored on the institutional server, as long as the MAERB site surveyors have access to it, but the program should have a backup such as an external hard drive or cloud location. If you decide to combine a large group of documents (such as tracking tools of 25 students from a medical assisting course) into a single PDF, you need to add bookmarks so that the surveyors can easily and efficiently access the material. You will find a visual representation of the organization throughout this discussion to help you “see” the possibilities, and you will find a discussion for how to organize these materials electronically. The organization outlined below is optional, but it is based upon conversations with Program Directors and Surveyors. You can certainly organize the material in a variety of different ways, so you can consider these to be guidelines rather than rules. You do, however, need to think about your audience. You will note that there are certain documents--such as the raw data for the Annual Report Form and specific course records--that you can still supply in a paper format if you choose, just for ease of use. The documentation that you provide to the site surveyors fits into these five categories:Annual Report Form (ARF) —Raw data Optional Electronic FormatCourse Records—Rosters, Gradebooks, and tracking mechanism for achievement of all the psychomotor and affective competencies Optional Electronic FormatCurricular Materials—Blank assessment tools for cognitive objectives and psychomotor and affective competencies Required Electronic FormatSupporting Documentation—Materials that support some of the reports/information that was submitted in the SSR Required Electronic FormatUpdated Materials—Information that you provided in your SSR that might have changed during the ensuing months Required Electronic FormatPLEASE NOTE: Programs applying for initial accreditation are not required to provide ARF raw data, since they haven’t yet completed their first ARF. IMPORTANT NOTE: Programs that are being visited in fall 2019 and spring 2020 will need to have the curricular materials at the site visit. Programs that will be visited beginning in fall 2020 and beyond will need to send in the curricular materials with their self-study, and there are details within the Self-Study Template. For those materials that are provided to the surveyors in electronic format, the discussion that follows provides you with guidelines for organization. The large folder that contains all of your electronic documents could be organized in the following fashion: Annual Report Form Optional Electronic FormatPLEASE NOTE: Programs applying for initial accreditation are not required to provide this ARF-related information. You are required to provide the site surveyors with the following raw data in order to support the information on the Annual Report Form. The “Outcomes Threshold Chart” provides more detail about the raw data. Five years of raw data (matching the program’s current ARF) for the following outcomes:Retention: Course rosters for the trigger course for the admission cohorts or formal admission documentationJob Placement: Positive job placement rates (if you use some other method than the Graduate Survey, then you need to document the method by which you received that information, such as a spreadsheet with those details.) Graduate Survey Participation and Graduate Satisfaction: completed surveys, or a detailed spreadsheet from Survey Monkey that shows each graduate’s response to each question. If a given survey was conducted via telephone, the person transcribing the answers must indicate on the survey that it was conducted via telephone.Employer Survey Participation and Employer Satisfaction: completed surveys, or a detailed spreadsheet from Survey Monkey that shows each employer’s response to each question. If a given survey was conducted via telephone, the person transcribing the results must indicate on the survey that it was conducted via telephone.Documentation for Participation and Passage on national credentialing examsCMA (AAMA)RMA (AMT)NCMA (NCCT) – for any exam taken after November 2011CCMA (NHA) – for any exam taken after February 2012CMAC (AMCA) – for any exam taken after October 8, 2015You might determine that it is simply more efficient to have paper copies of the ARF raw data. The site surveyors need to be able to verify the aggregated data that you reported on your most recent ARF, so it is important for them to be able to count the information easily and quickly. Below is a format that you can use, and there are certainly variants to those formats. With anything that you do, however, you need to go back to the central issue of accessibility. The large ARF folder can consist of five folders, one for each year represented on the most recent ARF. You might actually find that you have six folders, if you are in the midst of organizing for the most recent ARF or have submitted it during the period prior to the site visit. The folders must be labeled by year, with the year representing the year of admission into the program based on MAERB’s trigger date policy and corresponding to the year on the most recent ARF. In other words, the material needs to be organized by admission cohort, NOT by graduation year. The only exception to this would be the exam data, which is organized by the exam takers’ year of graduation. Within each folder, you would have specific documents and folders that contain the ARF raw data. You could also include whatever outcome assessment tracking form that you use, but that does not replace the raw data. It might, however, provide a good map for the site surveyors. In the fall of 2019, programs will begin a new system of reporting the Annual Report Form outcomes. We are, however, asking programs that are being visited in fall 2019 and spring 2020 to provide the raw data for the 2018 Annual Report Form, which still follows the pattern outlined above. Course Records Optional Electronic FormatYou are required to include the following information for the most recently assessed class of students for every course in which the MAERB Core Curriculum is taught. Again, you might find it easier to have paper copies of these materials, but you could certainly organize it electronically. Rosters (the official course lists of students for each most recently assessed course) Gradebook (all the grades, which includes test scores, assignments, etc…., for each student in the course)Tracking mechanism (master competency checklist for each student, or a detailed gradebook that shows the assessment of the student on each psychomotor and affective competency) NOTE: If you don’t use a tracking mechanism, you need to include the dated evaluation assessment (completed student work) for all the students indicating that they have been assessed on each of the psychomotor and/or affective competencies for that course. You would organize folders within the larger folder by course and then have the rosters, gradebooks, and tracking mechanisms in sub-folders within each course folder:You would then have specific folders within each course: For the Master Competency Checklists, you can organize each document by student name to match with the course roster. Curricular Materials Required Electronic FormatIMPORTANT NOTE: Programs that are being visited in fall 2019 and spring 2020 will need to have the curricular materials at the site visit. Programs that will be visited beginning in fall 2020 and beyond will need to send in the curricular materials with their self-study, and there are details within the Self-Study Template. These resources, with the exception of the textbooks, are required to be in electronic format. Copies of textbooks used—Have copies of textbooks available in the resource room.Blank assessment tools for each of the Cognitive Objectives Blank assessment tools for each of the Psychomotor and Affective Competencies The assessment tools are required to be available electronically, and the organizational system below can help to avoid any confusion. It would be easiest to have one larger electronic folder for curriculum and then three separate folders for each domain. Organizing them as stand-alone folders simplifies the hierarchy and eliminates lots of clicking. Then, within the folder, you can include separate documents that contain the assessment tool for each objective or competency. Below you will find an example of documentation for the Affective Domain. Most of your assessment tool documentation is likely to be stand-alone documents. There may be times, because you have several assessment tools for a given competency, in which you’ll want to include a folder for a specific objective or competency, as is shown above with IV.A.2 or IX.A.1. MAERB WARNINGIt is important to recognize an idiosyncrasy that exists with the numbering system. The MAERB Core Curriculum uses Roman numerals and, in computer ordering, Roman numeral “IX” (9) falls before Roman numeral “V” (5) rather than before Roman numeral “X” (10) where it actually belongs. In addition, if you use folders, the folders will be organized as a separate category and then the documents will be organized as its own category. These are small idiosyncrasies, but it is something to note. With electronic filing, you will need to provide the site surveyors with the same amount of direction that you provide with the paper documents. You must highlight the specific question or checkoff step that assesses that objective. In addition, written or typed at the top of each blank assessment tool should be the abbreviated course number in which that particular assessment is occurring. You would follow that pattern for all three of the curricular folders: cognitive, psychomotor and affective. IMPORTANT INFORMATIONWhen you are providing assessment tools for the cognitive objectives and the psychomotor and affective competencies, you MUST highlight the specific section that addresses the specific cognitive objective. For example, if you are assessing V.C.1 “Identify styles and types of verbal communication” with a test that includes other topics, highlight the question(s) that specifically require the student to identify styles and types of nonverbal communication. If you use the same test to assess V.C.3 “Recognize barriers to communication,” you would create another electronic file and highlight the question(s) that assess that particular objective. With the psychomotor and affective competencies, you MUST highlight the specific step that addresses the competency. For example, V.P.2 “Respond to nonverbal communication” might be embedded into a checkoff sheet that includes a number of competencies, but when you are including the checkoff sheet in your psychomotor folder under “V.P.2” you need to highlight the specific step. If you use the same checkoff sheet for a different psychomotor competency, you would then create a different file for each competency and highlight the specific step in each one. Supporting Documentation Required Electronic FormatThis documentation supports the information that you provided in the Self Study Report (SSR). Because this documentation is so unique to each program, below you will find some suggested names, which you can explain to the site surveyors, if needed. Supporting DocumentationNaming ConventionsPracticum DocumentationDocumentation, for the most recently assessed cohort of graduates, showing that graduates complete at least 160 unpaid and supervised practicum hours in an ambulatory healthcare setting prior to graduation, including time sheets (completed by the students and verified by the practicum site), and documentation that the Practicum Coordinator (PC) reviews the hours for compliance.Folder: PractEvidDocuments:Lastname.FirstInitialResource Assessment Documentation – See MAERB Policy 225Three years of completed forms that the program has used for its three years of annual resource assessment (i.e., faculty surveys, student surveys, course evaluations, and practicum site evaluations by students, etc.). You will need to create your own mechanism for organizing this information, as each program is unique in this sense. Folder: ResAssmSupFilesFacsurvStudsurvUpdated Materials Required Electronic FormatIf you have changed any of the information that you submitted in the Self-Study Report (SSR), you will need to provide the new, updated information to the surveyors at the beginning of the site visit. Otherwise, the surveyors will use the information that was a part of your original SSR. Summarized Document ChecklistThe checklist below outlines all the material that has been described above. The Program Director should discuss this checklist with the Team Coordinator prior to the site visit, so that all the required information can be readily available to the survey team during the visit. Annual Report Form (ARF) Materials – Not required of Initial AccreditationFive years of raw data (matching the current ARF) for the following outcomes:Retention: Course rosters for the trigger course for the admission cohorts or formal admission documentation, organized by admission cohort. Job Placement: Positive job placement rates (if you use some other method than the Graduate Survey, then you need to document the method by which you received that information, such as a spreadsheet with those details.) Need to be organized by admission cohort. Graduate Survey Participation and Graduate Satisfaction: Completed surveys, organized by admission cohort. Employer Survey Participation and Employer Satisfaction: Completed surveys, organized by admission cohort. Medical Assisting Course Materials - See MAERB Policy 220 for full overviewRosters (the official lists of students for each most-recently assessed course) Gradebook (all the grades, which includes test scores, assignments, and so on, achieved by each student in the course)Tracking mechanism (master competency checklist for each student, or a detailed gradebook that shows the assessment of the student on each psychomotor and affective competency. NOTE: If you don’t use a tracking mechanism, you need to include the dated evaluation assessment (completed student work) for all the students indicating that they have been assessed on each of the psychomotor and/or affective competencies for that course. Curricular MaterialsBlank assessment tools for each of the Cognitive Objectives Blank assessment tools for each of the Psychomotor/Affective Competencies Practicum DocumentationDocumentation, for the most recently assessed cohort of graduates, showing that graduates complete at least 160 unpaid and supervised practicum hours in an ambulatory healthcare setting prior to graduation, including time sheets (completed by the students and verified by the practicum site) and documentation that the Practicum Coordinator (PC) reviews those hours for compliance. Resource Assessment Documentation – See MAERB Policy 225Three years of completed forms that the program has used for its three years of annual resource assessment (i.e., faculty surveys, student surveys, course evaluations, and practicum site evaluations by students, etc.). ................
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