Weber State University   

Health Sciences

Results of Assessment

2002-2003 (submitted 10/30/03)

2002-2003 was the first academic year in which a comprehensive assessment plan was written.  The department now has data on several of the outcome measures.

1. Evaluate the addition of a one-hour laboratory experience to HS 2230.

Three semesters of comparisons were run comparing students who enrolled in the voluntary laboratory and students who did not. Students enrolled in the laboratory on average scored 10% higher on examinations than students not enrolled in the laboratory.

2. Evaluate the new health professions mathematics course. 

Pre and post Compass scores were compared.  The mean improvement in pre-algebra scores was +10 and +17 in algebra scores.  The largest improvement was 32 in pre-algebra and 39 in algebra.  The final compass tests revealed that 4% of the students did not improve.  55% improved in pre-algebra. 27% moved to beginning algebra. 4% moved to intermediate algebra and 10% moved to college algebra. The same teacher also taught math 0950 classes in the mathematics department using their pedagogy.  Each class took the same final, so performance in the two classes could be compared.   

In addition students who did not complete the course were also compared.  In the health science class 78% of the students completed the course, compared to 63% in mathematics.  19% of the health science students had unofficial withdrawals compared to 33% of the mathematics students.  Formal withdrawal numbers were much closer, 3% for health science and 4% for mathematics.

3. Reproduce the dissertation study on comparison of student board scores for students who take the biomedical core classes versus the traditional science classes. 

Survey results from the HIM program graduates were obtained on the general quality and satisfaction with support courses.  The three courses taught by the Health Sciences department were ranked on a 4-point scale.  Results of the ranking were: Medical Terminology 3.7, Biomedical Core 3.6 and Pathophysiology 3.3.  The only support course taught by another department was information systems and technology, which ranked 3.1. No comparison work was done between traditional science classes and BioMed core classes and board scores during the 2002-2003 year.  In a previous study run in 1978, there were no significant differences between the two groups.

4. Compare pathophysiology scores for students who take the biomedical core classes versus the traditional science classes.

A study run in the 1990’s found that students taking the traditional science classes on average scored 2% lower in pathophysiology than those taking the biomedical core classes.  This study will be repeated in 2003-2004.

5. Run group comparisons of students utilizing new examinations versus previous examinations, which were not tightly linked to the class objectives.

Prior to the 2002-03 school year, exams in Bio Medical Core were not tied to objectives.  Students could receive no questions on some objectives and multiple questions on only a few objectives. The examinations were revised so each student receives a minimum of one question on each objective.  This increased the amount of material covered by the examinations.  This has resulted in a 4% decrease in average scores. The Spring 2002 mean score was 81% while the Spring 2003 mean score was 77%. 

6. Run group comparisons of students taking classes in various formats: class, online, independent study and concurrent enrollment.

Students taking Health Sciences classes online, score on average 10% lower than campus students.  Students taking independent study score 20% below campus students.  Concurrent enrollment students score 5% HIGHER than campus students.  We have also been evaluating UWs or Ws in the distance classes.  A comparison of all students enrolled in distance classes was run.   The students were subdivided into those living within 50 miles of campus and those living greater than 50 miles from campus.  The percentage of distance students living within 50 miles of campus receiving UWs or Ws was 22%.  For students living greater than 50 miles it was 12%.  In the DCHP students living within 50 miles had 20% UWs or Ws and those living greater than 50 miles had 8% Ws or UWs. Finally, in Health Sciences the numbers are much more similar to the campus at large, reflecting the fact that the students are in prerequisite classes and are not actually in a program.  If they lived less than 50 miles away the percentage receiving UWs or W was 19% and greater than 50 miles the percentage was 12%. Students in Health Sciences campus classes have on average 7.25% UWs or Ws.

7. Track and survey students enrolled in the concurrent classes for the last 6 years.

A Master’s degree student is currently completing this project.  Data will be available at the end of 2003-2004.

8. Do an affective survey of students’ thoughts on their knowledge of learning resources, computer skills and learning and professional skills and values required for health services.

The survey is currently being designed and will be administered Spring semester, 2004.

CHANGES IMPLEMENTED BASED ON OUTCOME RESULTS.

(1) Given the results of the pathophysiology laboratory study, all advisors and teachers are describing the results to students and enrollment in the laboratory is increasing.

(2) Given the results of the mathematics study and the support of the mathematics department, the curriculum committee has approved the health science class for Spring semester.

(3) Based on the comparison of students taking classes in various formats, the department chair is currently writing a grant to obtain funding to support distance students.

(4) With the addition of a new faculty member, work will be done in the 2003-2004 year to match test questions with objectives in pathophysiology.

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