emergency medical technician advanced emergency … · 7 academic program review profile program...

EMERGENCY MEDICAL TECHNICIAN

ADVANCED EMERGENCY MEDICAL TECHNICIAN

Wisconsin Indianhead Technical College 30-531-3 Technical Diploma 30-531-6 Technical Diploma

2014 Program Review

and

Improvement Plan

CONTENTS

Catalog Page ....................................................................... 1 Review Team Membership ................................................. 5 Self-Study Reports .............................................................. 9 Perkins Data Review ......................................................... 29 Program Improvement Plan ............................................. 41

5

TEAM MEMBERSHIP

7

ACADEMIC PROGRAM REVIEW PROFILE

Program Number & Name

30-531-3 Emergency Medical Technician and 30-531-6 Advanced Emergency Medical Technician

Program Academic Dean Title/Location

Susan Yohnk Lockwood Divisional Dean, Public Safety

Team Lead(s) Title/Location

Cindy Lazorik EMS Teaching Specialist Ashland

Greg Carlson EMS Teaching Specialist New Richmond

Team Members Title/Location

Lee Kennedy EMS Teaching Specialist Superior

Steve Mackiewicz Director, Paramedic and EMS Teaching Specialist Rice Lake

Tom Hall Adjunct EMS instructor, Rice Lake

Jana Macone Student Services Assistant, Rice Lake

Bev Schuelke CE Technician Ashland

Blake Faust Student from Rice Lake

Program Information:

Capacity (new students admitted/year): 220

Number of Faculty: FT: 0 PT: 22

Statewide Curriculum: Yes? X No?

Number of Technical Studies Courses in each of the following delivery modes: (there may be duplication for courses offered in multiple modes)

Classroom: 1

Online: 0

ITV/IP: 0

Blended: 1

Program Accredited by: NA

Date of Last Accreditation

Date of Next Accreditation

Is a visit required? If so, when is the next visit?

Program Licensed by: WI Department of Health Services (DHS)

Date of Last Licensing: June 30, 2012

Date of Next Licensing: June 30, 2016

Is a visit required? If so, when is the next visit? no

Please list other program memberships:

National Association of EMS Educators

WEMSA

Arrowhead EMS Association

8

National Registry

Note: The accreditation, licensing, and membership information listed above will be listed in the annual

WITC Fact Book.

9

SELF-STUDY REPORT

11

SELF-STUDY SUMMARY REPORT

Program Information

Program Name: EMT and A-EMT Team Chair: Cindy Lazorik and Greg Carlson

Academic Dean: Susan Yohnk Lockwood Divisional Dean: Susan Yohnk Lockwood

Process Used to Complete the Self-Study

Meeting format (in-person, IP, conference calls etc.)

In-person

Number of meetings 1

How was the self-study handled? (as a group, assigned to individuals to rpt back to group, etc.)

Full group

Additional comments:

Summary of Findings

As you completed this self study section of the program review, what areas “stand out” in your program? Please explain.

Pass rates for certification/licensing exam was impressive. This is tied to the quality of our instructors and their passion to make sure students are prepared for certification and licensing. In addition, scenario-based, real world experiences contribute to the student’s preparation for testing.

What has surprised you? Please explain. Best practices are not being shared throughout the district with all instructors.

List two or three of the items identified through your self-study that you will focus on to make improvements to your program.

-Blackboard and other online activities have differed by campus and instructor.

-Some advisory committee members report they unsure of their responsibilities as a committee member.

-Storage and classroom needs continue to be an issue.

When/where in your program will you implement these improvements?

The items mentioned above will take 2-3 years to implement these steps.

What methods (direct or indirect) will you use to assess the success of this implementation?

-We will use student evaluations for Blackboard and other online activities.

-Advisory committee will be measured directly by the amount of input that is given.

-The storage issues will be assessed directly by a plan being developed and implemented.

What new outcomes or benchmarks do you hope to achieve through these recommended changes?

The outcome we hope to achieve is to increase student access to online resources and meet the changing delivery methods requested by students.

Additional comments:

13

SELF-STUDY CATEGORY RESULTS

Program and Category

Program: EMT and AEMT Category: Review of Most Improvement Plan

PLUSES (Strengths) DELTAS (Opportunities)

-Review Team Cross functional team participated in the self-study and developing the improvement plan.

-Program Statistics The action item of implementing a reading assessment district-wide to increase retention anecdotally appears to have made a positive change.

-Self-Study Implementation of scenario based learning was accomplished with positive results.

-Opportunity to get feedback from larger, metropolitan agencies in a self-study

-Self-Study-The goal of utilizing HPS (Human Patient Simulation) more frequently varied from campus to campus. Adjunct instructors did not receive training district-wide.

-A district-wide facility plan was not provided to the VP of CE.

Select one PLUS item and explain the root cause:

The implementation of the reading assessment college-wide was a collaborative effort between CE and Student Services that positively benefited students. Students were aware of the rigor required in the program prior to investing dollars into the EMT program.

Select one DELTA item and explain the root cause:

The district-wide facility plan was not developed and shared with the VP of CE. The reason for the plan not being developed came down to time available to research and create a plan. The very nature of EMS is to “just make it work.” We continue to make space and equipment facilities “work” even though it is not efficient or effective.

What items in this category MUST be addressed on our improvement plan?

Developing a facilities plan must be addressed in the next improvement, as well as increasing the use of HPS in the classroom.

What items in this category MIGHT be addressed on the improvement plan?

What items in this category may be considered a BEST PRACTICE OR INNOVATION?

Cross functional team as part of self-study group.

14

Team Rating

Please indicate by an (X) the team rating of your program on this category.

All areas need improvement

Some areas meet expectations, but most

areas need improvement

All areas meet expectations —few areas

need improvement

Exemplary—all areas exceed expectations—use

as a model for other programs

x

Additional Comments: (optional)

15



Program: EMT and AEMT Category: Program Statistics


EMT -Number of graduates are upward trend (minus the 2012-13)

-Satisfaction remains consistently high.

-Certification numbers are high.

-EMT Headcount is downward trend Graduate placement is trending down -AEMT Satisfaction has declined Headcount is declining


EMT: Students continually report high satisfaction scores. Satisfaction comes from the fact that students successfully complete National Registry. They are able to pass National Registry because of the instructors and activities. Instructors are content experts, certifiable by both WTCS and DHS. The instructors genuinely care about and have a passion for the field of EMS. WITC invests in the development of the adjunct faculty that are hired for the program.


-EMT: Graduate placement numbers are trending down. We have seen an increase in the program of students enrolling to use the class as credits for other programs. More students are paying for the program on their own, prior to being hired by an agency.

-AEMT: Headcount is declining. With the curriculum modifications, WITC reduced the number of classes offered. Students are also choosing to enroll into Paramedic and skip AEMT. There is a significant difference in pay for AEMT versus Paramedic.


EMT: Headcount is trending downward. As a department, the decision was made to offer fewer classes during the recent curriculum modification. In addition, with the implementation of the reading assessment as an entrance requirement, less students are being admitted. In addition, with the curriculum modifications, hours increased which increased the cost of tuition.



EMT: Satisfaction rates are consistently high because of the instructors.

16

Team Rating






need improvement



x


17



Program: EMT and AEMT Category: Curriculum


EMT: -Opportunity existed to review and revise the catalog page and it is up-to-date

Curriculum checklist is correct

-New state curriculum has been updated in WIDS

-State-wide curriculum

-Scenario based activities build throughout the program

-Incorporation of adaptive testing software and applications throughout the program help prepare students for National Registry

AEMT: -Opportunity existed to review and revise the catalog page and it is up-to-date

-Curriculum checklist is correct

-New state curriculum has been updated in WIDS

-State-wide curriculum

-Scenario based activities build throughout the program

-Incorporation of adaptive testing software and applications throughout the program help prepare students for National Registry.

EMT: -Assessment portion of WIDS needs to be completed.

-TSA has not yet been implemented for EMT.

-The use of Blackboard/online varies by campus.

AEMT: -Assessment portion of WIDS needs to be completed.

-TSA has not yet been implemented for EMT.

-The use of Blackboard/online varies by campus.


Incorporating adaptive testing software into the classroom better prepares students for their licensing exam. The software is similar to the National Registry in that it is an adaptive system. The tests are validated and give students a more realistic testing experience.


Blackboard and other online activities have differed by campus and instructor. No parameters have been set by the EMS Teaching Specialists. It has been based on personal interest. The limited amount of time is another factor that prevents instructors from using the technology.


The use of Blackboard/online.

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Technical Skills Attainment (TSA), depending on direction of WTCS.


Scenario based activities that build throughout the semester are a best practice. It allows students to continually practice skills and build upon them.

Team Rating






need improvement



x


19



Program: EMT and AEMT Category: Assessment of Student Learning


EMT and AEMT: -State-wide curriculum identifies the program outcomes. Based on the outcomes, skill sheets are used to measure the students’ achievements of those outcomes.

-Skill grids are consistent college-wide for each individual skill.

-Use of one testing source for the didactic portion adds to the validity and consistency college-wide of testing.

-Online and paper options for testing.

-Patient Care Report is the rubric used for patient contacts. The criteria used are the Wisconsin Data Points. This is what is used once they are employed as EMTs.

EMT and AEMT: -Unit exams and summative exams vary by campus and instructor, compromising consistency. -Become more aware of tools such as HR’s Student Forum document and Classroom Visit document.


College-wide skill grids are consistent. Students, regardless of campus, are prepared for employment as an EMT. The EMS Teaching Specialists along with CE Technician have worked closely for the past two years to develop consistent forms that are accessible via The Connection.


Classroom visits and student forums have not been completed consistently. The reasons for this are: the Specialists have limited time, lack of awareness of documents and resources that exist to be used, location and timing of classes are a challenge.


Unit exams and summative exams must be consistent college-wide.


Classroom visits and student forums systematic approach.


Use of one testing source for the didactic portion adds to the validity and consistency college-wide of testing.

20

Team Rating






need improvement



x


Opportunity to develop four unit exams in which instructors can choose from one of the four, adding to consistency.

21



Program: EMT and AEMT Category: Advisory Committee


EMT and AEMT

-Balanced mix from each region, employer and employee.

-Meetings are held centrally district-wide.

-Major equipment needs are discussed.

-Some advisory committee members report they’re unsure of their responsibilities as a committee member.

-Opportunity for committee chair and members to be more active in developing agenda.


The advisory committees are scheduled at a central location. This has occurred because in the past the locations were determined at the last minute, reducing participation.


Committee participation in developing the agenda is an opportunity. Historically, activity has been low. New members follow the lead of the current members.


Some advisory committee members report they’re unsure of their responsibilities as a committee member.



Team Rating






need improvement



x



23



Program: EMT and AEMT Category: Equipment and Facilities


EMT and AEMT

-Equipment is ordered at the beginning of the fiscal year.

-Industry has made donations to EMT program including cots, ambulance, etc.

-Equipment is up-to-date and meets what is currently being used in the field.

-Offer the programs off-site at a reasonable cost.

-AV needs are met by WITC or at the facilities used for classes.

-System of replacing and repairing equipment (“red tagged” broken equipment).

-Participate in the planning process for major equipment.

-Technicians work well with equipment.

-Include computer training due to changes in industry.

EMT and AEMT

-Develop inventory of equipment district-wide

Ashland: storage area adjacent to classroom; cannot access room when classes are in session. -No key will be given to access room from the outside.

-Superior has storage needs and classroom needs.

-All campuses (other than NR) not assigned to a special classroom characteristic (R25) that allows easy access to equipment. Often times, instructors have to improvise to meet the needs of students and requiring additional technician and instructor time to haul equipment.

-Need for consistent equipment technician in RL.


Equipment is up-to-date and meets what is currently being used in the field. Teaching specialists are tied tightly with industry and are aware of the current needs are in the field.


Storage and classroom needs continue to be an issue. Over the year, the teaching specialists have been very creative and made due with the circumstances they are given. An image challenge exists that EMT is “just a CE class.”


Storage and classroom issues.


District-wide equipment inventory.


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Team Rating






need improvement



x



25



Program: EMT and AEMT Category: Staff Development and Innovation


Online component for refreshers.

-WMD website availability for students to do it on their own.

-Simulation lab that is utilized results in students with better assessment skills at all levels.

-Instructors always have a “Plan B” to get done what needs to get done; problem solving people.

-Faculty remain current by learning more about new standards through websites.

-Faculty remain current through their practice as EMT’s.

Districtwide in-service was helpful with curriculum changes that are happening, textbook choice, blackboard etc

-Instructor coordinator workshop is attended annually by many specialists and adjunct faculty.

-Faculty have to maintain license for registry and WTCS requirements through taking continuing education classes.

-For registry, there are additional continuing education requirements.

-Dual licensure rigor is unique.

-Ashland hosts an instructor in-service to cover new things coming down the pike, practice skills, at the beginning of the year.

-Most of our instructors are actively involved with agencies - ends credibility to the classroom.

-Regular communication with instructors.

-Proof of how instructors do: how students do at the registry exam; students are turning out okay.

-Students evaluate instructors and specialists review the evaluations.

Simulation lab has limited access on some campuses because of other program priority. The use is not consistent across the district.

-SimMan doesn’t move and can’t be used at off-site locations. Can’t be used for lifting and moving.

-Budget constraints prohibit many adjunct instructors from attending conferences (not a good handle on need; right now it is first come, first served for training dollars).

-Adjunct instructors don’t have access to training and may pay for classes themselves.

-No formal evaluation process of the adjunct instructors

-Need more access to simulation lab (NR and Ash campus).

-Need someone dedicated to run simulation labs, without taking instructor out of classroom (NR, Ash).

-Need to work around other specialty instructors’ schedules to get them into EMS classes. Would like to see more instructor courses for cross over training (i.e. Driving Simulator, NIMS) to add to innovation and further develop faculty.

26

-Instructors feel comfortable giving feedback to specialists, both good and bad.

-Goals are appropriate to collegewide initiatives


Instructors involved in industry on a daily basis, working. They need to do this to maintain certification and licensure. Lends credibility to the instruction, and adds to the currency of the curriculum.


No formal evaluation process of the adjunct instructors. Although tools exist to evaluate adjunct instructors such as online class evaluations, they have not been implemented. Time is a factor that limits evaluations. In addition, there are differing levels of awareness among the EMS Specialists of the tools available to them.


Consistency and use of simulation lab throughout the district.


Increase opportunities for adjunct instructors to attend training


High standards required of adjunct and full time faculty to maintain dual licensure and certification. It takes great dedication.

Team Rating






need improvement



x



27



Program: EMT and AEMT Category: Collaboration Across the College


Student Services

-At some campuses, Teaching Specialists have participated in Student Services meetings to explain

-Communication varies by campus

-Ashland: Specialist makes the original contact with the disability specialist when accommodation issues arise. She arranges her schedule to accommodate the student.

Academic Affairs -CE now has representation at Academic Affairs.

-Have a positive relationship with Academic Affairs: example, all staff meetings, asked to speak in other programs, provide CPR to some programs at some locations.

-CE -We work well with the Contract Training department to provide training to business and industry.

-More regular scheduled meetings than in the past within CE.

-Planning and budgeting.

Student Services

-Marketing is passive and through word of mouth through the teaching specialists.

-New admissions process hasn’t been strongly communicated with agencies and potential students are unaware of requirements

-Some specialists could be more firm with deadlines.

-Need to understand the difference between applied, admitted, matriculated

-Change in admission process has been a challenge for students to meet deadlines that are set. It has been a shift in the mindset for students and sponsoring agencies.

-Do try to collaborate with Disability Services; however, there is limited service at three of the campuses because of the part-time nature of the positions.

-Expertise of the EMS specialist is not sought by Student Services when dealing with questions about EMT Basic or EMS programming.

-Seems to be lack of knowledge of all EMS programs.

-Still a best kept secret for business and industry. Used to be a tri-fold that that was shared by contract specialists.

Select one PLUS item and explain the root cause: Contract training collaboration. Regular communication within CE helps facilitate a strong process for contracted training. In addition, consistent operational practices with one contact for support makes things go smoothly.


Lack of knowledge of EMS programming in Student Services: one issue is that the EMS programming tends to be at night and off site.

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Student Services don’t see this “second shift” of people. No one is available on campus to deal with the students at this time. Another reason is that the Student Services staff don’t understand the nature of the EMS Specialist jobs. EMS also needs to initiate regular communication with Student Services.


Increase level of knowledge of EMS programming.


Develop a marketing plan to expand beyond word of mouth.


.

Team Rating






need improvement



x


29

WITC QRP AND PERKINS DATA REVIEW

31

QRP SCORECARD

30-531-3 – Emergency Medical Technician

WTCS State Indicator 2013

Total In Cohort

Total Achieved

Actual WITC

Threshold WITC

Target

C200 Course Completion 97 86 88.66% 61.52% 96.92%

C400 Special Populations Course Completion 26 20 76.92% 60.13% 97.66%

C600 Minority Course Completion 3 3 100.00% NA 100.00%

F200 Second Year Retention 112 112 100.00% 58.22% 100.00%

F651 One Year Graduation 105 88 83.81% NA 84.44%

F851 Second Year Graduation 112 112 100.00% 40.79% 100.00%

I300 Job Placement - All Employment 78 72 92.31% 71.82% 100.00%

I600 Job Placement - Related Employment 78 37 47.44% 13.13% 100.00%

J500 Non-Traditional Gender NA NA NA NA 53.83%

J650 NTO Graduation NA NA NA NA 25.00%

WTCS State Indicator 2012 2011

Total in Cohort

Total Achieved

Actual Total in Cohort

Total Achieved

Actual

C200 Course Completion 117 111 94.87% 24 15 62.50%

C400 Special Populations Course Completion 61 58 95.08% 20 12 60.00%

C600 Minority Course Completion 2 2 100.00% 1 0 0.00%

F200 Second Year Retention 120 117 97.50% 132 121 91.67%

F651 One Year Graduation 112 112 100.00% 120 115 95.83%

F851 Second Year Graduation Additional indicator added in 2013.

I300 Job Placement – All Employment 103 95 92.23% 83 77 92.77%

I600 Job Placement Related Employment 103 29 28.16% 83 18 21.69%

J500 Non-Traditional Gender 117 54 46.15% 24 12 50.00%

J650 NTO Graduation 120 55 45.83% 149 70 46.98%

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QRP SCORECARD

30-531-6 – Advanced EMT

WTCS State Indicator 2013

Total In Cohort

Total Achieved

Actual WITC

Threshold WITC

Target

C200 Course Completion 25 18 72.00% 61.52% 96.92%

C400 Special Populations Course Completion 6 5 83.33% 60.13% 97.66%

C600 Minority Course Completion NA NA NA NA 100.00%

F200 Second Year Retention 28 28 100.00% 58.22% 100.00%

F651 One Year Graduation 27 18 66.67% NA 84.44%

F851 Second Year Graduation 28 28 100.00% 40.79% 100.00%

I300 Job Placement - All Employment 20 20 100.00% 71.82% 100.00%

I600 Job Placement - Related Employment 20 18 90.00% 13.13% 100.00%

J500 Non-Traditional Gender NA NA NA NA 53.83%

J650 NTO Graduation NA NA NA NA 25.00%

35

WTCS QRP SCORECARD ANALYSIS WORKSHEET

Program: Emergency Medical Technician 30-531-3

Target Analysis

Indicator Actual Threshold Target Best Practice or Innovation – Describe and include how this has contributed to your high actual results for this indicator.

C600 Minority Course

Completion

100 NA 100 Overall, EMT has a course completion rate of 88.66 percent. Special efforts are made to retain all students. These efforts include a special orientation 2 weeks prior to the start of the program. This provides students the opportunity to fully understand the program requirements and time needed to be successful prior to the start of classes. Finally, we had a small number of minorities in the program this past year. Retention efforts that helped with course completion of 88.66 percent also helped the 3 minority student complete.

F200 Second Year

Retention

100 58.22 100 The implementation of the orientation two weeks prior to class, students fully understand the program requirements and time needed to be successful prior to the start of classes. This contributes to retention of students. Additionally, implementation of a reading assessment for all students has also helped with retention. Students have the basic reading ability prior to entering the program.

F851 Second Year Graduation

100 40.79 100 In addition to everything mentioned above, EMT has implemented computer adaptive testing throughout the program. This provides constructive feedback for students consistently throughout the entire program, preparing students for their licensing exam. It enhances student learning districtwide and follows the licensing exam model.

36

Threshold Analysis

Indicator Actual Threshold Target Potential Action – Describe what action(s) could possibly be taken to improve this indicator and why it might work.

I600 Job

Placement- Related

Employment

47.44 13.13 100 In the WITC region, there are limited full-time career opportunities as an EMT. The rural communities utilize EMTs on a volunteer basis, providing a necessary service. Across the state, some colleges enroll a majority of students that are affiliated with full time agencies and employment. As a program, we could work cooperatively with agencies in our region to fill their needs.

C400 Special

Populations Course

Completion

76.92 60.13 97.66 Many of our students are working adults with life responsibilities outside of college. An issue for these students is the availability of services at WITC. Many services such as tutoring, student success center, financial aid office, bookstore are mostly available during daytime hours. One suggestion is to adjust service hours to meet the needs of special populations.

C200 Course

Completion

88.66 61.52 96.92 Over the course of 180 hours (anywhere from 6 months to a year), our non-traditional students have life happen. The majority of EMT student are working adults with full-time jobs, families and outside responsibilities. Very few students fail to complete the coursework because of academic issues. Some attrition is normal. We make every effort to clarify upfront to expectations; we still need to maintain attendance and skills requirements are dictated by regulating agencies.

37

WTCS QRP SCORECARD ANALYSIS WORKSHEET

Program: Advanced Emergency Medical Technician 30-531-6

Target Analysis

Indicator Actual Threshold Target Best Practice or Innovation – Describe and include how this has contributed to your high actual results for this indicator.

C600 Minority Course

Completion

100 NA 100 Overall, EMT has a course completion rate of 88.66 percent. Special efforts are made to retain all students. These efforts include a special orientation 2 weeks prior to the start of the program. This provides students the opportunity to fully understand the program requirements and time needed to be successful prior to the start of classes. Finally, we had a small number of minorities in the program this past year. Retention efforts that helped with course completion of 88.66 percent also helped the 3 minority student complete.

F200 Second Year

Retention

100 58.22 100 The implementation of the orientation two weeks prior to class, students fully understand the program requirements and time needed to be successful prior to the start of classes. This contributes to retention of students. Additionally, implementation of a reading assessment for all students has also helped with retention. Students have the basic reading ability prior to entering the program.

I300 Job

Placement – All

Employment

100 71.82 100 The AEMT program develops problem solving and critical thinking skills, valued in many industries. Even the job placement in the related area is at 90 percent. A majority of students who enroll in AEMT are already employed within EMS agencies as EMTs. It is a natural progression in AEMT agencies.

38

Threshold Analysis

Indicator Actual Threshold Target Potential Action – Describe what action(s) could possibly be taken to improve this indicator and why it might work.

F651 One Year

Graduation

66.67 NA 84.44 Over the course of 180 hours (anywhere from 6 months to a year), our non-traditional students have life happen. The majority of AEMT student are working adults with full-time jobs, families and outside responsibilities. Very few students fail to complete the coursework because of academic issues. The one year graduation is difficult to attain for some because of the clinical requirements. More hospitals in the region are only allowing observation which prevents students from completing skills for successful course completion. A potential solution is HPS, human patient simulation.

C400 Special

Populations Course

Completion

83.33 60.13 97.66 Many of our students are working adults with life responsibilities outside of college. An issue for these students is the availability of services at WITC. Many services such as tutoring, student success center, financial aid office, bookstore are mostly available during daytime hours. One suggestion is to adjust service hours to meet the needs of special populations. Please note that 5 out of 6 completed the coursework in this cohort.

C200 Course

Completion

72.00 61.52 96.92 Over the course of 180 hours (anywhere from 6 months to a year), our non-traditional students have life happen. The majority of AEMT student are working adults with full-time jobs, families and outside responsibilities. Very few students fail to complete the coursework because of academic issues. Some attrition is normal. We make every effort to clarify upfront to expectations; we still need to maintain attendance and skills requirements are dictated by regulating agencies.

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FUTURE TRENDS AND EXTERNAL FACTORS

Program Emergency Medical Technician and 30-531-6 Advanced EMT 30-531-3

Future Trends

Larger health organizations are taking over smaller, rural EMS agencies. The large organizations have their own internal training systems, reducing the demand for external training from technical college.

Larger health organizations are providing medical direction and billing services for smaller EMS services.

The basic population is unaware of EMS structure, function, funding, and services; therefore, community support is declining.

There is the potential for EMS to expand in rural and urban areas into community-based health services.

Employment Trends

Local

Relying on volunteers in communities to serve as EMTs becomes more difficult. This may force communities to increase financial support of EMS agencies, particularly full-time employment instead of volunteer or minimally compensated.

In the WITC district, there are less than 6 AEMT services. Most are BLS or Paramedic level.

State

There is a declining number of AEMT services because they are electing to go Paramedic/Critical Care Paramedic level for financial reasons. There is greater reimbursement for Paramedic level than AEMT.

According to the Bureau of Labor Statistics, employment of emergency medical technicians (EMTs) and paramedics is projected to grow 23 percent from 2012 to 2022, much faster than the average for all occupations. Emergencies, such as car crashes, natural disasters, or acts of violence, will continue to create demand for EMTs and paramedics. Demand for part-time, volunteer EMTs and paramedics in rural areas and smaller metropolitan areas will also continue.

Growth in the middle-aged and elderly population will lead to an increase in the number of age-related health emergencies, such as heart attacks or strokes. This, in turn, will create greater demand for EMTs and paramedic services. An increase in the number of specialized medical facilities will require more EMTs and paramedics to transfer patients with specific conditions to these facilities for treatment.

External Factors

Requirements to become and maintain EMT licensure have increased and will continue to increase because of outside agency mandates. This increasing time and cost for potential EMTs.

In MN, legislation exists to support financially community-based non-emergency EMS healthcare.

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IMPROVEMENT PLAN

43

ACADEMIC PROGRAM IMPROVEMENT PLAN

PROGRAM: EMT 30-531-3 and AEMT 30-531-6

Defined Outcome:

Explore districtwide medical direction QRP

Indicator #

Perkins Indicator #

Responsibility Timeline Resources

I600

Action Plan/Action Items: -Meet with Divisional Dean, Allied Health to identify best practices.

-Research what other colleges in WTCS are doing.

-Explore partnerships and potential collaborations with regional medical health organizations.

-Develop plan based on research data.

EMS Teaching Specialists

Spring 2017

Time

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Will be focused on in FY16 and 17 January 2016: Explored possibility of divisional Medical Director and due to the variety of EMS providers, divisional Medical Director is not feasible. June 2016: No further action taken on this item. January 2017: The possibility was explored for a Divisional Medical Director and we came to a conclusion that there will be one Medical Director for each campus within the WITC district. This is due to the unique structure of our College’s four campus structure and the community needs. Also, Associate Dean of EMS/ Paramedic Program Director (Phillip Rach) has been out in the community building partnerships with many of our agencies within the district.

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PROGRAM:

EMT 30-531-3 and AEMT 30-531-6

Defined Outcome:

Develop facility plan that addresses storage and classroom needs for EMT and AEMT

QRP Indicator #

Perkins Indicator #


Action Plan/Action Items: -Identify and document current storage and classroom needs.

-Develop a plan that addresses storage and classroom needs.

-Provide documentation to VP, Continuing Education.

-Collaborate with appropriate staff in long range building planning.

EMS Technician, EMS Teaching Specialists, Dean of Public Safety, VP of CE

Fall 2015

Time

46

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Work has begun on identifying current storage needs. An inventory of all equipment and supplies is being developed in the spring and summer 2015. January 2016: After analyizing current storage and classroom needs, we have identified needs: Ashland – Readily access to equipment strorage room from exterior door, key access available but key not issued to EMS Specialist, after repeated requests. New Richmond – EMS Skill Lab area needs to be created in future building remodeling. Rice Lake – Storage and access needs adequate at this time. Superior – Classroom 134 needs to be reorganized, remodeled for better instructional delivery. (Locked cabinets, moble furniture, more efficient use of space) Ambulance Simulater; fold-out version for future development. Next step is to share with Divisional Dean. June 2016: The facility need above will be brought forward in Fall 2016 during the planning process. January 2017: All campus locations have modified their storage facilities based on need and procured storage trailers for the hauling of equipment for regional training purposes. All equipment goes through a central facility, is barcoded, and distributed to individual sites. The SIM Lab in Rice Lake was completed.

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Defined Outcome:

Incorporate higher definition simulation in the EMT and AEMT classes

QRP Indicator #

Perkins Indicator #


Action Plan/Action Items: -Rehabilitate and refurbish high definition simulation equipment.

-Provide training to instructors and equipment technicians on simulation equipment.

-Identify scenarios that HPS (Human Patient Simulator) can be utilized.

-Implement in class

-Survey students regarding use of HPS.

EMS Teaching Specialists EMS Technicians Adjunct faculty

Spring 2016

Budget for refurbishing equipment Time for training Staff development dollars for adjunct faculty

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: List of current equipment being inventoried during summer 2015 for further work in FY16. January 2016: Existing high definition simulation equipment refurbished as much as possible. Refurished Sim-Man available for district wide use. Simulation manikin purchased for Ashland and New Richmond campuses. Rice Lake campus simulation manikins currently adequate. Simulation software will be implemented in 2016/2017. Additional scenarios for simulation will be developed as instructors become more experienced with simulation equipment. Specific survey questions regarding simulation use will be added to student course evaluation. Pediatric simulation equipment will be investigated for use on Ashland, Superior, and New Richmond campuses. June 2016: Simulation software was purchased Ashland and New Richmond. It is currently being used in EMT and EMR, EMT refresher, EMR refresher. Course evaluations will be monitored by the dean for student feedback. January 2017: No changes have been made.

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Defined Outcome:

Establish a baseline of content to use consistently in Blackboard across the district in 25 percent of all EMT and AEMT classes

QRP Indicator #

Perkins Indicator #


Action Plan/Action Items: -EMS Teaching Specialists and instructors complete the required online Blackboard class.

-Define the topics that will be moved online to include lecture, videos, and assessment for 31 hours of didactic content.

-Create and implement Blackboard component.

-Evaluate the implementation and effectiveness of the topics moved online using student assessment scores (comparison of prior test scores versus those in Blackboard).

-Survey students for feedback.

EMS Teaching Specialists Adjunct instructors Blackboard mentors

Spring 2015

Time, staff development dollars for adjunct faculty

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Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: EMS Teaching specialists will be participating in a training session July for Blackboard. Topics have been identified that can be moved to Blackboard for fall 2015. January 2016: Established and created template for EMS courses using Blackboard/alternative delivery system. Due to nature of instructional staff Blackboard/alternative delivery will be organized through EMS Specialists. June 2016: State of WI granted permission for WITC to use alternative delivery for all EMS courses. Core content continued to be developed for all EMS classes this semester. January 2017: Blackboard is currently being used in many EMS course offerings. Templates were created and will be used on all EMS courses beginning Fall 2017. Joe Belany and Nick Bilderback have been developing these courses for Blackboard.

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Defined Outcome:

Increase the completion rate over the next three years from 88.66% to WITC Target of 96.92%

QRP Indicator #

Perkins Indicator #


C200

Action Plan/Action Items: -Introduce resources such as LRC, ETC, Student Success Center available to students during EMT and AEMT orientation.

-Provide training to adjunct faculty and teaching assistants on campus resources and referral processes for students.

-Expand open lab opportunities to Ashland, Superior, and New Richmond for make-up work and additional help based on the model used in Rice Lake.

-Implement the requirement of all students utilizing online adaptive testing throughout the entire course.

EMS Specialists, Student Services staff, Dean of Public Safety EMS Specialists, Room schedulers

Fall 2015

Time Time Increase 5299 budget to include cost of adaptive testing

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Work scheduled to begin fall 2015. January 2016: Across the district, the ETC/LRC/Student Success staff does a classroom visit with EMT and AEMT students to share resources that are available. This will be expanded to the other campuses. EMSTesting/Platinum has been implemented into the programs as well. This adapative online testing allows students to experience testing similar to the certification testing they will take upon completion. Utilized throughout the program, it provides students unlimited review and practice taking exams. Open labs have been held at Rice Lake and Superior. June 2016: In March 2016, a instructor inservice was held for EMS instructors. Information was provided on the Student Success Center. January 2017: We are working on means to increase the success rate by working with Student Success staff and also offering skill review sessions for skill assessment and mastery with the goal of students passing the certification exam given by the National Registry.

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Defined Outcome:

Expand understanding of the EMT and AEMT Programming within the College

QRP Indicator #

Perkins Indicator #


Action Plan/Action Items: -Meet annually with Student Services teams on each campus to review the EMT and AEMT programs, entry requirements, and answer specific questions.

-Communicate any changes or unique requirements with impacted staff to establish collaborative relationships.

-Communicate with PR specialists with special EMS activities or events to promote the EMT and AEMT program (National EMS Week, Career Day, Health Fair, etc...)

EMS Teaching Specialists, Dean of Public Safety

Fall 2015

Time

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Scheduled to begin fall 2015. January 2016: EMT, AEMT and Paramedic applied for program marketing in Fall 2015. Paramedic was chosen to promote. EMT/AEMT worked with the PR specialist in NR to purchase program banners, flashlights, pens, water bottles to be used at recruitment events. We are also collaborating to develop a video tape of information from the EMT/AEMT orientation to provide up-to-date information. EMT/AEMT also actively participated in the Career Days on all campuses in the fall. Divisional Dean met with all counselors and admissions advisors during programming update meeting in September. Associate Dean met with NR and Superior Student Services staff to discuss the programs. June 2016: EMS actively promoting their programs by attending “Be Somebody” recruiting event in Brule, participating in county fairs, and council meetings; this expands the knowledge externally. Due to staffing changes, the new Dean will be working with the Enrollment Managers and other Student Services staff. As part of the restructuring, there will be a central point person to deal with EMS questions and issues.

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January 2017: EMS programs have been actively involved in Career Day activities at all campus locations. EMS personnel are actively involved in districtwide EMS organizations to promote programs, understand community needs, and recruit potential students and new staff. In Fall 2017, the EMS Conference will rollout a new format based on service agency feedback and Advisory Committee suggestions. A review of entry requirements was performed and resulting changes were communicated to Student Services to increase enrollment.

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Defined Outcome:

Develop an active advisory committee QRP

Indicator #

Perkins Indicator #


Action Plan/Action Items: -Confirm Advisory Committee membership and commitment.

-Review attendance and update membership list.

-Clarify roles, responsibilities, and terms.

-Offer meetings using alternative delivery such as ITV.

EMS Teaching Specialists

Spring 2015

Time

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Advisory committee membership was confirmed during meeting in spring 2015. Meeting was offered via ITV district-wide. Further work is needed to ensure quorum is reached during meetings. January 2016: Additional advisory committee members have been identified and asked to actively participate. The meeting was hosted via ITV, increasing attendance and meeting quorum requirement. The membership list has been reviewed and updated. June 2016: Quorum achieved at March 2016 advisory committee. January 2017: There were two active Advisory Committees (EMS and Paramedic), but they have since combined into one. With the required CoAEMSP visits, a sub-committee will be formed from members of the Advisory Committee. This sub-committee will be utilized during the CoAEMSP onsite certification visit. The Advisory Committee plans to meet twice per year.

57



Defined Outcome:

Establish consistent, systematic instructor evaluation process

QRP Indicator #

Perkins Indicator #


Action Plan/Action Items: -Develop an evaluation instrument to be shared with instructors.

-Establish mentor program for new instructors.

-Establish a schedule of student focus group to be completed by the specialist for adjunct faculty

-Share feedback with instructors and provide training or resources as needed.

-Provide recognition for positive feedback and share best practices at districtwide EMS inservice.

-Continue to host annually scheduled WITC EMS Instructor In-service and state called instructor meeting.

EMS Teaching Specialists, HR

Spring 2016

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Scheduled to begin work in FY16. January 2016: Currently working on an instructor handbook to be shared at the annual WITC EMS Instructor in March 2016. Researching taping instructor inservice to ensure all faculty receive information. Discussion on the mentorship of new faculty and evaluation to continue to be discussed this term. We are currently mentoring instructor I to become instructor II. June 2016: Handbook distributed to instructors at March inservice.

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January 2017: No changes to the current structure have been made due to its completeness. Plans to update the EMS Instructor Handbook and make it available as an electronic document are underway.

59



Defined Outcome:

Curriculum is current and accurate QRP

Indicator #

Perkins Indicator #


Actio.n Plan/Action Items: -Catalog pages and web page are updated and current.

-Students review webpage and make suggestions.

-Plan is developed to update and maintain course outcome summaries.

-Delivery format of IPV and online is reviewed.

-Curriculum is reviewed for new technologies-when and where to incorporate.

-TSA phases are completed by required deadlines established by WTCS.

EMS Teaching Specialist

Dean, Public Safety

Advisory Committee

Students

Spring 2015 Time

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: This review will occur during an EMS Specialist meeting during summer 2015. January 2016: Review of the web page was completed in December 2015 by EMS staff. The delivery format of ITV and online was integrated in Fall 2015 into the EMT program and is currently being evaluated. TSA will be discussed at State called meeting in February 2016. Other items will be addressed late spring 2016 June 2016: Web pages to be reviewed in fall 2016. January 2017: Webpages, contacts, photos, and online documents need to be updated to reflect current re-structuring within the EMS program. This is an ongoing process as the restructuring occurs. All curriculum is currently reflected accurately.

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Defined Outcome:

Maintain and/or increase enrollment in the EMT program over the next 3 years

QRP Indicator #

Perkins Indicator #


Action Plan/Action Items: -Explore opportunities to offer EMT as an introduction/elective credit to other allied health programs within WITC and other institutions. -Research how other colleges are offering it as an elective for internal students in associate degree programs. -Explore and promote funding sources for tuition to offer to new students, including scholarships through organizations such as National. -Association of EMT -Develop a specialized marketing piece for EMT and AEMT that focuses on employability skills (Poster and handout). -Provide marketing pieces and partner with EMS providers, adjunct instructors and recent graduates to promote EMT and AEMT. -Collaborate with college-wide marketing team to create a marketing plan for EMT and - AEMT using social media such as Facebook, online ads, LinkedIn, Constant Contact.

EMS Specialists EMS Specialists, Marketing Team

Spring 2015 Spring 2015

Time, potential meetings with other deans Dollars for marketing pieces

Update: (A mid-year and year-end update will be required each year during implementation.) June 2015: Specialized EMS banners have been purchased and will be utilized at summer open house events at WITC. Newsletters are being sent via email to regional directors and agencies to promote EMS programming at WITC during the summer 2015. Additional activities have been moved to fall 2015 due to staffing modifications during spring 2015. January 2016: Research on opportunities to offer EMT as an elective to other allied health programs continues. Staff are exploring how other colleges and if any within WTCS use this as an elective during spring 2016. Marketing practices are ongoing. June 2016: Incorporated creative scheduling practices, ulitzing alternative delivery to allow districtwide enrollments; attending recruiting events, participating in parades with program ambulances, and county fairs. The EMS vehicles have been branded with graphics and current logos.

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January 2017: There is a plan is in place to complete a marketing strategy that includes social media exposure and publications. All EMT and AEMT course information is included in the 2017 Summer Course Catalog. Phillip Rach has been attending Ambulance and EMS Association meetings to network with business and industry leaders. EMT program staff are continuing their involvement in community-based activities, such as fairs and parades, the “BeSomebody” event held annually in Brule, WI, and recruitment events in Duluth, MN and Hurley, WI to attract potential students.

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