commission on accreditation for respiratory care dr. h. fred helmholz, jr, md education lecture...

Commission on Accreditation for Respiratory Care

Dr. H. Fred Helmholz, Jr, MD

Education Lecture Series

H. Fred Helmholz, Jr., MDH. Fred Helmholz, Jr., MD1911-20121911-2012

Dr. H. Fred Helmholz MD Dr. H. Fred Helmholz MD LecturersLecturers

H. Fred Helmholz Jr., MDShelley Mishoe, PhD, RRTJon Nilsestuen, PhD, RRT,

Marilyn Childers, PhD, RRT, & Stephen Fracek, PhD

William Turner, PhDRobert Wilkins, PhD, RRTGarry Kauffman, MPA,

RRTThomas Johnson, MS,

RRT & Mike Nazarro, MPH, RRT

Sal Sanders, MS, RRTErna Boone, MEd, RRT &

Bob DeLorme, MS, RRTViva Jo Siddall, MS, RRTDavid Shelledy, PhD, RRTJeff Ward, MEd, RRTJoseph Sorbello, MS, RRTMark Taylor, MSW, EdDDavid Vines, MHS, RRT &

Thomas Jones, MEd, RRT

www.coarc.com

Commission on Accreditation for Respiratory Care

Dr. H. Fred Helmholz, MD

16th Annual Education Lecture

Bill Galvin, MSEd, RRT, CPFT, AE-C, FAARC

“Excellence in Respiratory Care Education: Creating an Exemplary RC Program”

A Thank You to CoARC BoardA Thank You to CoARC Board•David Bowton, MD, FCCP, FCCM , Immediate Past President•Stephen P. Mikles, EdS, RRT, FAARC, President•Robert DeLorme, EdS, RRT•Jolene K. Miller, MEd, RRT , Treasurer•Kathy Rye, EdD, RRT, FAARC, President-Elect•Ronald C. Allison, MD •Charles E. Cowles, Jr., MD •Joseph P. Coyle, MD •Diane Flatland, MS, RRT-NPS, CPFT •*Tom Smalling , PhD,RPFT, RPSGT, FAARC – Executive Director

•Allen N. Gustin, Jr, MD, FCCP, Secretary•Thomas Hill, PhD, RRT, FAARC•Ralph L. Kendall, MD, FCCP•Diane J. Klepper, MD, FCCP•Bradley A. Leidich, MSEd, RRT, FAARC •Kevin O’Neil, MD •Pat Munzer, DHSc, RRT, FAARC•Monica Schibig, MA, RRT-NPS, CPFT•David Shelledy, PhD, RRT, FAARC •Gary C. White, MEd, RRT, RPFT

A Thank You to AARC Program A Thank You to AARC Program CommitteeCommittee

Cheryl Hoerr, MBA, RRT, FAARC (Chair)

Ira Cheifetz, MD, FAARC

Patrick Dunne, RRT, MEd, FAARC

Dean Hess, PhD, RRT, FAARC

Garry Kauffman, MPA, RRT, FAARC

Timothy Myers, MBA, RRT-NPS

Shawna Strickland, PhD, RRT-NPS, FAARC

Terry Volsko, MHS, RRT, FAARC

Staff Liaison: Doug Laher, RRT, MBA

*KCR

American Association for Respiratory Care2012 Summer Forum – Santa Fe, NM2012 Summer Forum – Santa Fe, NM

July 15, 2012July 15, 2012

The Distinguished H.Fred Helmholz,MD Education Lecture

Sponsored by Committee on Accreditation for Respiratory Care

Excellence in Respiratory Care Education: Creating an Exemplary

RC ProgramPresented byBill Galvin, MSEd, RRT,CPFT, AE-C,FAARC

Assistant Professor, School of Allied Health ProfessionsProgram Director, Respiratory Care Program

Administrative/ Teaching Faculty, TIPS ProgramGwynedd Mercy College

Conflict of InterestI have no real or perceived conflict of interest that

relates to this presentation. I have however published books, chapters and articles related to

this topic for W.B. Saunders, Elsevier, Delmar/Thompson Learning, and Jones and

Bartlett Publishers. Any use of brand names is not in any way meant to be an endorsement of a

specific product, but to merely illustrate a point of emphasis.

Summer Meetings 2012

ObjectivesObjectives List and explain the three key variables

that shape/ impact program development, design and evaluation

Review the literature regarding successful educational programs

Recognize successful RC programs Identify and discuss select variables from

successful RC programs Briefly list and explain elements of success Identify the single key ingredient to

program and professional success

an obvious starting point is …

a “Systems Approach”to Education*

Point: simply a conceptual way of viewing organizations, a management theory for

administering and controlling education programs

inputs processes outcomes

*DeLapp GT. The Systems Approach for Administration of Respiratory Therapy Education Programs. Respiratory Care. June 1979; vol 24. No.6, 514-520.

Inputs (students)

Processes(faculty/ RC lab/

clinical/curriculum/ library)

Outcomes(RRT success

rates/ Employment)

Environment(Employers/ NBRC/

CoARC)

A “Systems Approach” to Education

Inputs Inputs • The characteristics, traits, skills, talents,

abilities, experiences and capabilities the students bring to the program

• Student inputs are generally assessed during the admissions process where high school and/or previous college academic performance, and life experiences are evaluated in form of:• High school/ college transcripts• Overall GPA• Science GPA• SATs/ACTs• previous life/work experiences• family commitments• work requirements, etc.

ProcessesProcesses

• Represent the sum total of all components that make up or support the teaching/ learning activities, to include:• Curriculum• Didactic/clinical faculty• RC Lab• Clinical affiliates• Library• Student services• Computer/ learning lab• Operating budget

• Processes hold a central role or pivotal position in the system

OutcomesOutcomes• The teaching/ learning activities represented by

the curriculum, faculty, lab, clinical, etc (the process) transforms the student (input) into a caring, compassionate, and competent RT professional (outcome)

• Outcomes can generally be measured by attainment of certain standards or desired results, such as:• professional credentialing exams• meaningful, discipline-specific employment• service• a well-rounded liberal arts education• civic responsibility• a contributing member of society

Key points to the “Systems Key points to the “Systems Approach”Approach”

• Components are interrelated• System is impacted by the external

environment (receiving constant feedback)• It is dynamic (constantly subject to change)• It is considered a processor as it exists for

transforming inputs into some altered form that leaves the system as outputs

Environment(Employers/ NBRC/

CoARC)

Inputs (students)

Processes(faculty/ RC lab/

clinical/curriculum

Outcomes(RRT success

rates/ employment, a “professional”)

What makesWhat makesan RT program an RT program

successful ?successful ?faculty?

students?

curriculum?

program design?

clinical sites?

resources?

Selective Review of the LiteratureFrom the World of Physical

Therapy• Bkgd & Purpose: examine effect of educational

program characteristics on NPTE pass rates• Subjects: 132 accredited PT program surveyed –

regression analysis performed on 21 independent variables and their role in predicting program’s pass rates

• Results: 3 variables that best predicted pass rate on NPTE were: (1) accreditation status, (2) number of faculty with PhD &/or EdD, and (3) years of pre-professional and professional coursework combined

Source: Mohr TM et al. Educational Program Characteristics and Pass rates on the National Physical Therapy Examination. Journal of Physical Therapy Education. 2005;vol19,no 1, 60-66.

Selective Review of the LiteratureFrom the World of Physical

Therapy• Bkgd & Purpose: purpose of study was to

determine which factors are related to NPTE score.• Subjects: 92 alumni of professional Master of PT

program surveyed – Pearson correlation analyses conducted for following variables: age at graduation, professional GPA (PGPA), comprehensive exam (CE) score, PT clinical performance instrument (CPI), and NPTE score

• Results: CE and Professional GPA were most correlated with NPTE score

Source: Kosmahl E. Factors Related to Physical Therapist License Examination Scores. Journal of Physical Therapy Education. 2005;vol19,no 2, 52-56.

A Selective Review of the LiteratureFrom the World of Physical

Therapy• Bkgd & Purpose: examine relationship between PTA education

program characteristics and PTA graduate pass rates, and develop a model which includes student and programmatic characteristics to predict success

• Subjects: Program Directors of 50 accredited PTA programs• Methods: responses were coded and matched with first time and

ultimate pass rates – correlation and regression analysis performed between pass rates and survey variables

• Results: pass rates of PTA graduates were positively correlated with newer, public programs, more clinical education credits, and less general education credits as a % of total credits required for program. Model best predicting ultimate pass rate success was program inception and whether institution was public or private

Source: Maring J and Costello, E. Education Program and Student Characteristics

Associated with Pass Rates on the National Physical Therapy Examination for

Physical Therapist Assistants. Journal of Physical Therapy Education.

2009;vol23,no 1, 3-11.

Selective Review of the LiteratureFrom the World of Radiologic

Technology• Bkgd & Purpose: to assess factors registered radiologist

assistants & radiologist assistant students perceive to be the most significant for success in an RA educational program

• Methods: An electronic survey sent to graduates & currently enrolled students in RA programs (N-99). Response was 60.6% and represented 8 RA programs. Factor analysis was used to examine relationships among variables.

• Results: Four factors accounted for nearly 93% of the variance, 3 of the 4 related to role of radiologist preceptor. Although the quality of program seemed to be somewhat important, personal characteristics were perceived as contributing little to student success.

• Conclusion: Study supports importance of developing strategies to engage radiologist preceptors in the RA education process.Source: Ludwig R et al. Factors Influencing Success in RA Programs: A Survey. Radiologic Technology. 2010;vol82,no 2, 113-123.

Selective Review of the Literature

From the World of Nursing• Fishbone diagram was used as framework for

identification of cause and effect• Eight causative factors were identified & thought

to influence the achievement of its critical program outcomes (NCLEX-RC pass rates, graduation rates and graduate and employer satisfaction).

• Eight factors were: environment, assessment and evaluation, standards/ criteria, faculty, students, resources, program of study, and policies, procedures and practices.

Brown JF and Marshall, BL. Continuous Quality Improvement: An Effective Strategy for Improvement of Program Outcomes in a Higher Education Setting. Nursing Education Perspectives. 2008, Vol 29, No. 4, 205-211

Hallmarks of Excellence Hallmarks of Excellence in Nursing Educationin Nursing Education

(characteristics in the pursuit of excellence)(characteristics in the pursuit of excellence)

• Students• Faculty• Continuous quality improvement• Curriculum• Teaching/learning evaluations and strategies• Resources• Innovations• Educational resources• Environment• LeadershipKalb K et al. The Hallmarks Survey: For Those Who Care to Teach the Very Best.

Nursing Education Perspectives. 2008, Jan/Feb, vol 29, no 1, 34-37.

Excellence in Nursing Education Excellence in Nursing Education ModelModel

-8 core elements--8 core elements-1. Clear program standards & hallmarks that raise expectations2. Evidence-based programs & teaching/evaluation methods3. Qualified students4. Quality & adequate resources5. recognition of expertise6. Student-centered, interactive, innovative programs & curricula7. Well-prepared educational administrators8. Well-prepared faculty

Source:Engelmann, L et al. Tapping Into Your Center of Excellence. Nursing

Education Perspectives, 2008 Nov/Dec, Vol29, no. 6, p383-385


From the Respiratory Care WorldFrom the Respiratory Care WorldBkgrd & Objective: Study was designed to examine whether a variance in student and faculty credentials and fiscal expenditures were associated with program performance on the 1997 CRTT Exam

Methods: 234 accredited college-based respiratory therapist programs surveyed, 100 (42.7%) returned usable questionnaires

Results: revealed that grade point average of graduates; faculty credentials; and expenditures for travel, lab supplies, instructional aids, and electronic media were the strongest predictors to program effectiveness.Conclusion: Awareness of the degree and interrelatedness between program components (student, faculty, curriculum, and resource) and outcomes contributes to quality program effectiveness.Source: Johnson, PL. The extent to which factors relevant to program function influence effectiveness of respiratory care education. Respiratory Care Education Annual (RESPIR CARE EDUC ANNU), 2001 Spring; 10: 15-32 (41 ref)


From the Respiratory Care WorldFrom the Respiratory Care WorldBkgrd & Objective: Study designed to examined the extent to which program resources predicted program performance on WRRT ExamMethods: analysis of BSRT Programs – 36 our of 57 surveyedResults: found significant relationship between program resources and program performance on WRRT ExamConclusion: Programs with more financial and personnel resources consistently have better scores on the WRRTE. Therefore, RCE programs must assure their constituents that programs have the financial and personnel resources necessary to provide quality preparation for graduates

Source: Ari A. A study of program effectiveness: the relationship between program resources and program performance on the Written Registry for Respiratory Care Examination. Respiratory Care Education Annual (RESPIR CARE EDUC ANNU), 2007 Fall; 16: 39-48 (15 ref)

A Review of the Literature

Forthcoming from the Forthcoming from the Respiratory Care WorldRespiratory Care World

Forthcoming research: Karen Shaw, Program Director form College of Southern Nevada, will be undertaking an extensive research project for her doctoral degree attempting to identify different factors between successful and less successful RC program Objective: examined the extent to which program resources predicted program performance Methods: analysis of all RT Programs throughoutthe country and analyze data from 3 distinct groups or cohorts of programs (top 3rd, middle 3rd and lower 3rd)Point: I urge you to help her when requested to do so

Excellence* …Excellence* …

“Can be attained if you care more than others think is wise, risk more than others think is safe, dream more than others think is practical, and expect more than others think is possible”

*Valiga,T & Grossman S. The New Leadership Challenge: Creating the Future of Nursing, 2000, FA Davis.

Successful RC Programs2011 CoARC Distinguished RRT

Credentialing Success Awardees (32)

• Borough of Manhattan Community College, New York, NY

• Broward College, Coconut Creek, FL• Central Virginia Community College, Lynchburg, VA• Chattanooga State Community College, Chattanooga,

TN• College of Southern Nevada, Las Vegas, NV• ConCorde Career College, Garden Grove, CA• ConCorde Career College, Memphis, TN• Dakota State University, Madison, SD• Foothill College, Los Altos Hills, CA• Georgia Health Sciences University, Augusta, GA• Gwinnett Technical College , Lawrenceville, GA



• Harrisburg Area Community College - Harrisburg, PA• Henry Ford Community College - Dearborn, MI• Ivy Tech Community College -Wabash Valley, Terre Haute, IN• Kalamazoo Valley Community College - Kalamazoo, MI• Kapiolani Community College - Honolulu, HI• Long Island University - Brooklyn, NY• Louisiana State University Health Sciences - Shreveport, LA• Macomb Community College - Clinton Township, MI• Millersville University - Millersville, PA• Ohio State University - Columbus, OH• Ohlone College - Newark, CA



• Ozarks Technical Community College - Springfield, MO• St Alexius Medical Center/University of Mary, - Bismarck,

ND• Stony Brook University - Stony Brook, NY• Texas Southern University - Houston, TX• University of Arkansas for Medical Sciences - Little Rock,

AR• University of Missouri-Columbia - Columbia, MO• University of Missouri at Mercy Hospital - St. Louis, MO• University of Texas Health Science - San Antonio, TX• University of Texas Medical Branch - Galveston, TX• Victoria College - Victoria, TX

Survey of 32 Survey of 32 Programs with RRT Programs with RRT

SuccessSuccess1st – Congratulations!2nd – Thank You!3rd – Share results (descriptive not evaluative)

• Suggestion – view data from perspective that this is what the 32 reported out and how does the data compare with my program

• What nuggets can I garner from thesurvey results to aid me in makingimprovements in my own program?

Faculty

Students

Laboratory

Institutional Information

Curriculum

Advisory Board

Clinical

Medical Direction

Budget

Successful RC Programs-Survey Results of Select -Survey Results of Select

Variables-Variables-Institutional Data

•Type of Degree • AS or BS

•Institution Type • Community College/Junior College, Technical or Vocational

School, Career or Technical College, 4-yr college/university, Academic HCS/Medical center, US Military

•Institutional Control/ Funding• Public/ Not for Profit, Private/ Not for Profit, Private/ for

Profit, Federal Government

•Geographic Location•Program Inception Date

Successful RC ProgramsSuccessful RC ProgramsType of DegreeType of Degree

n-32n-32

Successful RC Successful RC ProgramsPrograms

Institutional TypeInstitutional Typen-32n-32

Successful RC Successful RC ProgramsPrograms

Institutional Control/ FundingInstitutional Control/ Fundingn-32n-32

Successful RC ProgramsSuccessful RC ProgramsGeographic LocationGeographic Location

n=32n=32

Successful RC ProgramsSuccessful RC ProgramsProgram Inception DateProgram Inception Date

n-29n-29

Successful RC Programs-survey results of select variables--survey results of select variables-

Student Demographics*•Number of applicants per year•Number acceptances per year•Number of graduates per year•Per cent attrition

* in a typical year

Successful RC ProgramsSuccessful RC ProgramsNumber of ApplicantsNumber of Applicants

n-30n-30

Successful RC ProgramsSuccessful RC ProgramsNumber of AcceptancesNumber of Acceptances

n-30n-30

Successful RC ProgramsSuccessful RC ProgramsNumber of GraduatesNumber of Graduates

n-30n-30

Successful RC ProgramsSuccessful RC ProgramsPercent AttritionPercent Attrition

n-30n-30


Student Characteristics/Profile*•age at program entry•educational level at time of program entry•SAT/ACT Scores at entry•HS/ college/ science GPA•use of HOBET•Personal experiences with health care

* In a typical year for majority of students

Successful RC ProgramsAge at Program Entry

n-30

Successful RC ProgramsEducational Level at Program Entry

n-30n-30

Successful RC ProgramsSAT/ ACT Scores

n-27

Successful RC ProgramsHS GPA -College GPA-Science GPAHS GPA -College GPA-Science GPA

N=6 for HS, 20 for College GPA, 25 for Science GPSN=6 for HS, 20 for College GPA, 25 for Science GPS

Successful RC ProgramsUse of HOBET

N=29N=29

Successful RC ProgramsPersonal HC Experience Motivation to

Enter RCN=29

Successful RC ProgramsOther Significant Features About

StudentsN=16

• Significant ethnic diversity (5)• RC was second choice, i.e. nursing first (3)• Career change (2)• Ernest, professional, motivated students• Serve as role model for children• Found profession by chance

Successful RC Programs-survey results of select variables-

Curriculum•Total college credits•College credits in RC•College credits in math/ natural science•On-line option•other

Successful RC ProgramsTotal College Credits

N=30N=30

Successful RC ProgramsTotal RC Credits

N=30N=30

Successful RC ProgramsTotal Math/Science Credits

N=30N=30

Successful RC ProgramsOn-Line Option

N=32

Successful RC ProgramsOther Significant Features About

Curriculum

• Soft skills and earnest study are stressed• Curriculum includes NALS/PALS as credit

courses• Include problem-based and case-based

learning• Lectures are all video taped and posted (3)• Curriculum dove-tails with another BS

institution• Use a learning management system

Successful RC Programs- survey results of select variables - survey results of select variables

--Faculty Characteristics/ Profile

• Number of full time• Number of part time• Number of adjuncts• Program’s Estimated FTEs• Key Program Faculty

• Program Director• Director of Clinical Education

Successful RC ProgramsNumber of Full Time FacultyNumber of Full Time Faculty

N=32

Successful RC ProgramsNumber of Part Time FacultyNumber of Part Time Faculty

N=30

Successful RC ProgramsNumber of Full Time Equivalent Number of Full Time Equivalent

FacultyFacultyN=22


Characteristics/ Profile of Key Program Personnel

• Highest degree of PD/DCE• Years as PD/DCE at this program• Years as PD/DCE at other institutions• Years of experience in RC for PD/DEC• Years of experience in RC education for

PD/DCE

Successful RC ProgramsHighest Academic Degree of Highest Academic Degree of

Program Director and Director of Program Director and Director of Clinical EducationClinical Education

N=30

Successful RC ProgramsNumber of Years as Program Number of Years as Program

DirectorDirectorN=30

Successful RC ProgramsTotal Years of Experience for Total Years of Experience for

Program Director in RC EducationProgram Director in RC EducationN=30

Successful RC ProgramsTotal Years of Experience for Program Total Years of Experience for Program

Director in All Phases of RCDirector in All Phases of RCN=30

Successful RC ProgramsNumber of Years as Director of Clinical Number of Years as Director of Clinical

EducationEducationN=30

Successful RC ProgramsTotal Years of Experience for DCETotal Years of Experience for DCE

in RC Educationin RC EducationN=30

Successful RC ProgramsTotal Years of Experience for DCETotal Years of Experience for DCE

in All Phases of RCin All Phases of RCN=30


Laboratory Resources• Dedicated laboratory• Open lab• Use of lab• Square footage• Use of computerized clinical simulation

software• Simulation technology

Successful RC ProgramsDedicated Lab- Open Lab – Usage of Dedicated Lab- Open Lab – Usage of

LabLabN=30

Successful RC ProgramsLab Space (best estimate of square Lab Space (best estimate of square

footage)footage)N=26

• All programs that responded indicated they used some form of computerized clinical simulation software in their program (29)

• C & S Solution software used (8)• NBRC SAE’s used (7)• “Home-grown” simulations used (2)

Successful RC ProgramsUse of Computerized Clinical Simulation Use of Computerized Clinical Simulation

SoftwareSoftwareN=29

Successful RC ProgramsMandatory Performance Requirement Mandatory Performance Requirement

for Use of Computerized Clinical for Use of Computerized Clinical Simulation SoftwareSimulation Software

N=29

Successful RC ProgramsSimulation TechnologySimulation Technology

N=30

Successful RC ProgramsUnusual Facilities/ EquipmentUnusual Facilities/ Equipment

N=14

• Human cadaver, animal lab, simulation center, simulated ICU area

• Bronchoscopy lab• All updated equipment• Separate Polysomnography lab and

computer stations• 24 ventilators – piped gases• Video-capture system• High-fidelity simulators


--Clinical Resources

• Number of sites• Total number of clinical contact hours• Clinical contact hours by specialty area• Compensation of clinical faculty• other

Successful RC ProgramsNumber of Clinical SitesNumber of Clinical Sites

N=29

Successful RC ProgramsNumber of Clinical Contact HoursNumber of Clinical Contact Hours

N=29

Successful RC ProgramsPer Cent of Clinical Contact Hours in Per Cent of Clinical Contact Hours in

Routine Care/ProceduresRoutine Care/ProceduresN=28

Successful RC ProgramsPer Cent of Clinical Contact HoursPer Cent of Clinical Contact Hours

in Critical Carein Critical CareN=28


in in DiagnosticsDiagnosticsN=28


in Neonatal/ Pediatricsin Neonatal/ PediatricsN=28


in Physician Interactionin Physician InteractionN=28

Successful RC ProgramsFaculty primarily responsible for

assuring student clinical competency are faculty:

N=29


--Medical Director

• Contractual academic appointment• Time in administrative role• Time in teaching role• Compensation

Successful RC ProgramsDoes Medical Director have a

contract and/or hold an academic appointment

N=29

Successful RC ProgramsHours per year Medical Director

Spends in an Administrative Capacity

N=25

Successful RC ProgramsHours per year Medical Director Spends in a Teaching Capacity

N=26

Successful RC ProgramsDo you Pay your Medical Director?

N=29

Successful RC ProgramsIf yes, how much?

N=10


--Advisory Board

• Number• Frequency of meetings• Role and activity

Successful RC ProgramsNumber of Advisory Number of Advisory Board MembersBoard Members

N=29

Successful RC ProgramsNumber of Advisory Board Meetings Number of Advisory Board Meetings

Per YearPer YearN=29

Successful RC ProgramsRole/ Activity Level of Advisory BoardRole/ Activity Level of Advisory Board

N=23

• Review program statistics• Information sharing/ update• Advise on curriculum, clinical /community

needs• Quarterly email updates• Help maintain quality• Assist as an interview panel (admissions)


--

Budget• Annual capital budget• Annual operating budget

Successful RC ProgramsCapital BudgetCapital Budget

N=19

Successful RC ProgramsOperating BudgetOperating Budget

N=22


-- Participation in Credentialing

Process

• Employer mandated• Program mandated• Motivating factors

Successful RC ProgramsEmployer Mandated Participation in Employer Mandated Participation in

Credentialing Process as Requirement for Credentialing Process as Requirement for EmploymentEmployment

N=29

Successful RC ProgramsProgram Mandates Participation in Program Mandates Participation in

Credentialing Process as Requirement for Credentialing Process as Requirement for GraduationGraduation

N=29

Successful RC ProgramsProgram Espouses Professional Program Espouses Professional

Responsibility to Pursue RRTResponsibility to Pursue RRTN=29

Successful RC ProgramsTangible Reward/ Incentive Tangible Reward/ Incentive

ProvidedProvidedN=29

Successful RC ProgramsIncentive, Reward, Motivation/ Strategy Incentive, Reward, Motivation/ Strategy

EmployedEmployedN=29

• Informed that program is RRT not CRT (4)• Higher salary for RRT – monetary incentive (5)• Program expectation – peer pressure• RRT promoted from day 1 – CRT is “rooky status”• Heap praise on them (3)• Take SAE’s – build their confidence• Institution pays for their RRT exam• Share school results – publicly celebrate their success• Names listed on white board – student comes up and places

credential next to name when they pass• It is our culture !• Have an alumni-sponsored dinner

Elements of SuccessElements of SuccessRelative Importance of Program FactorsRelative Importance of Program Factors

N-29

Remediation Ctr

Library

Advisory Bd

Capital Budget

Science Faculty

Adm-non progrm

Operating budget

Med Director

MD Interaction

Students

Laboratory

Clin Faculty

Curriculum

Adm-program

Program Faculty

Clinical Facilities

Summary

• Listed 3 key variables that shape program development, design and evaluation

• Provided a brief reviewed of the literature • Recognized success stories (32 Programs)• Identified some of the variables• Encourage you to view these from

the perspective of your own program• Closing thoughts

Closing thoughtsClosing thoughts Excellence …Excellence …

• … means striving to be the very best we can be in everything we do – not because some institutional administrator or accrediting body or other “authority” figure pushes us to do so, but because we can not imagine functioning in any other way

• … means setting high standards for ourselves and the groups in which we are involved, holding ourselves to those standards despite challenges or pressures to reduce or lower them and not being satisfied with anything less than the very best

• … means not accepting the status quo, it’s being all you can be

Closing thoughtsClosing thoughts

Excellence in Higher EducationExcellence in Higher Education(characteristics in the pursuit of excellence)(characteristics in the pursuit of excellence)

• Students• Faculty• Continuous quality improvement• Curriculum• Resources• Innovations• Educational resources• Environment• Teaching/learning and strategies• LeadershipKalb K et al. The Hallmarks Survey: For Those Who Care to Teach the Very Best.

Nursing Education Perspectives. 2008, Jan/Feb, vol 29, no 1, 34-37.

closing thoughtsclosing thoughts-Foundations of Excellence--Foundations of Excellence-

• Excellence is a process, not an outcome• Excellence is a reflection of character, not

achievement• Excellence allows for learning from mistakes,

not harsh criticism• Excellence sees others in a supportive role,

not an adversarial role• Excellence is willing to wait for

mastery to be achieved and does not expect immediate results

Ok, so what is the single key Ok, so what is the single key ingredient to program and ingredient to program and

professional success?professional success? 3 Elements of Excellence*3 Elements of Excellence*

• Skepticism – keeping a proper distance from the truth, not accepting everything blindly, keeping our mind open to new ideas & approaches• Perseverance – continually striving to fulfill a goal or realize a vision• Passion – being “inflamed” by your work – passion is “the essence of excellence”

*Diers, D & Evans,DL (1980) Excellence in Nursing [Editorial] Image, 12, 27-30.

A MSRC Ode To Dr. Helmholz*1911-2012

He strove to understandWhy certain pilots never landHe increased our knowledge and raised the barBy helping us understand BMRHe shaped our craft to what it could beAnd served us well as the President of the NBRCHe taught us the role of BicarbonateAnd found clever ways to help us dissolve itA man of many talents since he was a ladA better friend, our profession has never hadA writer of poetry we have readA henry you know as Fred*with gratitude to MSRC and Jeff Ward

Thank you

for the privilege and honor of presenting the

2012 Dr. H. Fred Helmholz, MDEducation Lecture

commission on accreditation for respiratory care dr. h. fred helmholz, jr, md education lecture...

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