Human Health Sciences BS Program Assessment Plan

College of Health Sciences

University of Kentucky

Spring 2016

1. Introduction The Division of Health Sciences Education and Research (HSER) is comprised of two programs leading to baccalaureate degrees: 1) Clinical Leadership and Management (CLM); and 2) Human Health Sciences (HHS). HHS is a relatively new unique 4-year undergraduate interprofessional healthcare degree program offered by the College of Health Sciences. Cohorts of 75 students are admitted via a selective admissions process each academic year. The curriculum has been designed to challenge students and prepare them for sound academic, research and applied skills making them competitive for admission into professional (e.g. Dentistry, Physical Therapy, Physician Assistant and Pharmacy) graduate programs or career job opportunities in healthcare.

1.1. Unit Mission Statement

Human Health Sciences (HHS) is a relatively new unique undergraduate interprofessional healthcare degree program offered by the University of Kentucky, College of Health Sciences. Graduates from the HHS program will leave with a comprehensive knowledge of health practices and a sound background in the basic sciences for a successful career in healthcare. The curriculum has been designed to challenge students and prepare them for sound academic, research and applied skills making them competitive for admission into professional (e.g. Dentistry, Physical Therapy, Physician Assistant and Pharmacy) graduate programs or career job opportunities in healthcare.

1.2. Basic Assessment Approach Assess 3-5 outcomes within a 3-year cycle using direct methods. Please see the curriculum map in section 4. 1.3. Definition of Key Terms Assessment Liaison- An assessment liaison coordinates the assessment activities of his or her assigned unit. The liaison works in conjunction with the Office of Assessment within the College of Health Sciences to achieve the unit’s assessment goals. CHS- CHS refers to the College of Health Sciences. HSER- HSER refers to the Division of Health Sciences, Education, and Research. HSER is a division within the College of Health Sciences that houses both the Human Health Sciences and Clinical Leadership & Management undergraduate degree programs. HHS- HHS refers to the Human Health Sciences program within the College of Health Sciences.

2. Assessment Oversight, Resources

2.1. College Learning Outcomes Assessment Coordinator

The Office of Assessment within the CHS.

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2.2. Unit Assessment Coordinator Dr. Jami Warren, faculty member in the Division of Health Sciences Education & Research, serves as the unit assessment liaison. 2.3. Other Assessment Resources

Tabatha Christianson, support staff for HSER, serves as an additional coder of student products when needed.

3. Program-Level Learning Outcomes

3.1. Learning Outcomes by Program

Students completing the Bachelor’s degree in HHS will: 1. Apply critical thinking and problem solving skills to make informed ethical healthcare decisions. 2. Apply principles of project management in community based settings. 3. Demonstrate cultural competence during the provision of patient care. 4. Demonstrate competent written, oral, and visual communication skills as both producers and consumers of information (GCCR).

4. Curriculum Map

I = Introduced, R = Reinforced, E = Emphasized

LEARNING OUTCOMES PART OF CURRENT ASSESSMENT PLAN

HHS 101

HHS 102

HHS 241

HHS 350

HHS 353

HHS 354

HHS 356

HHS 361

HHS 362

HHS 405

HHS 443

HHS 444

HHS 453

HHS 454

ETHICS - Students will apply critical thinking and problem solving skills to make informed ethical healthcare decisions.

I

I R E

R

R

R

R E

R

COMMUNITY SERVICE- Student will apply principles of project management in community based settings.

I R

I R E

R E

CULTURAL COMPETENCY - Students will demonstrate cultural competence during

I

R

R

I R

I R E

R

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the provision of patient care. GCCR: Students will demonstrate competent written, oral, and visual communication skills as both producers and consumers of information.

R E

R

R E

5. Assessment Methods and Measures

5.1 Direct methods are used to assess all HHS program learning outcomes (see Assessment Matrix below). A random sample (20%) of student products will be gathered for assessment purposes for all program learning outcomes. For courses that have enrollment of 10 or fewer students, an analysis of all assignments will occur. Two independent coders will utilize the attached rubrics (see Appendices 1-4b) to evaluate the student product associated with each learning outcome. The two independent coders will norm together (using each rubric) on 10% of the student products collected for analysis. The coders will then meet to discuss their independent evaluations on those products and resolve any discrepancies in coding. Then, the remaining products will be split evenly between the two coders to be coded separately. Finally, each coder will enter final evaluations into a spreadsheet to be analyzed/summarized later for each year’s assessment report. Dr. Jami Warren is responsible for final analysis and reporting.

5.2 All student learning outcomes use direct measures of student learning.

6. Data Collection and Review

6.1. Data Collection Process/Procedures

HHS Assessment Matrix

Learning Outcomes

Artifacts Assessment Methods

Benchmarks/ Targets

Assessment Year

Data Collection Timeline

Assessors

Apply critical thinking

and problem solving

skills to make informed

ethical healthcare

decisions.

CLM/HHS 353 Case Study Papers

Two independent coders will use the rubric in Appendix 1 to score each paper.

80% of students will earn an 80% or better on the scoring rubric.

2017-2018 (cycle 1) 2020-2021 (cycle 2)

Data Collected: Spring 2018 and 2021 Data Analyzed: Summer/Fall 2018 and 2021

Dr. Jami Warren & Tabatha Christianson

Apply principles of

project management in

community based

settings.

CLM/HHS 356 Reflection Assignment

Two independent coders will use the rubric in Appendix 2 to score each assignment.

80% of students will earn at least a 2 (meets expectations) in both evaluation categories on the scoring rubric.

2016-2017 (cycle 1) 2019-2020 (cycle 2)

Data Collected: Spring 2017 and 2020 Data Analyzed: Summer/Fall 2017 and 2020

Dr. Jami Warren & Tabatha Christianson

Demonstrate cultural

competence during the

CLM/HHS 453 Final Papers

Two independent coders will use

80% of students will

2015-2016 (cycle 1)

Data Collected: Spring 2016

Dr. Jami Warren &

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provision of patient

care.

the rubric in Appendix 3 to score each paper.

earn at least a 2 (meets expectations) on the scoring rubric.

2018-2019 (cycle 2)

and 2019 Data Analyzed: Summer/Fall 2016 and 2019

Tabatha Christianson

Demonstrate

competent written,

oral, and visual

communication skills

as both producers and

consumers of

information (GCCR).

HHS/CLM 453 Final Papers & Final Presentations

Two independent coders will use the rubric in Appendices 4A & 4B to score each paper and presentation.

80% of students will earn an 80% or better on each scoring rubric

2016-2017 (cycle 1) 2019-2020 (cycle 2)

Data Collected: Spring 2017/2020 Data Analyzed: Summer/Fall 2017 and 2020

Dr. Jami Warren & Tabatha Christianson

6.1.1 Please see the matrix above for detailed information about when data will be collected for each outcome. In general, data collected in the fall semester will be analyzed the following spring semester and submitted for that year’s report the following fall. Data collected in the spring semester will be analyzed during the following summer and early fall semester to be submitted for that year’s report that fall.

6.1.2 The professor/instructor of record for each course associated with a learning outcome will be expected to compile the student products for the two independent coders, Dr. Jami Warren and Tabatha Christianson. Dr. Jami Warren will then randomly select a 20% random sample of those products to use for analysis. Finally, Dr. Jami Warren and Tabatha Christianson will then norm with the assessment rubric and then evaluate the remaining products. Dr. Jami Warren will then analyze the data and write the final assessment report and share the results with the faculty.

6.1.3 The division chose the benchmark/targets for each learning outcome based on students’ past performance/historical data. For example, in previous CLM 453 courses, about 8 out of 10 students achieve the equivalent of an 80% on the scoring rubric. The benchmarks are included in the table above.

6.1.4 Dr. Jami Warren and Tabatha Christianson will be responsible for collecting and analyzing the data. Dr. Jami Warren will write the final assessment report and share the results with the faculty.

7. Assessment Cycle and Data Analysis

7.1 Assessment Cycle [1-3 years]

7.1.1. Includes measurement of all learning outcomes

The HHS Program follows a 3-year assessment cycle, with one to two outcomes assessed each year. Faculty in each representative course are asked to maintain records and artifacts specific to the outcome measure specified. Data are compiled and analyzed in the summer/early fall each year. Drafts of the results are analyzed and interpreted by the Unit Assessment Coordinator in conjunction with the College Learning Outcomes Assessment Coordinator in the late summer/early fall semester. Results are presented to the HSER faculty members during the September faculty meeting of each year. Assessment reports are completed by October 1st of every year and submitted to the College Learning Outcomes Assessment Coordinator for review. Final reports are sent to the university’s assessment office no later than October 31st of every year.

7.1.2. Identifies at a minimum an annual date for sharing results with faculty and planning

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improvement actions Each year’s assessment results and report will be shared at the first September

faculty meeting with members of the faculty so that the faculty can discuss plans for improvement actions to include with the annual assessment report.

7.2. Data Analysis Process/Procedures See coding discussion in section 5.1.

7.2.1. How will the data and findings be shared with faculty?

Data and findings will be shared with the faculty each September so that we can discuss improvement actions to be included with the annual assessment report. The faculty will also discuss changes that are needed in each course in the future to align with those improvement actions.

7.2.2. Who was involved in analyzing the results?

Dr. Jami Warren, assessment liaison and faculty member, will analyze results compiled by both independent coders and summarize those results for the faculty.

7.2.3. How are results aligned to outcomes and benchmarks/targets given?

When assessment results are presented to faculty for review and reflection, they are shared in comparison to the benchmark/target for the learning outcome under review. As part of this process, the benchmark/target is also reviewed to determine whether it should be altered or remain the same based on the assessment results.

7.2.4. How will the data be used for making programmatic improvements?

Dr. Warren will share the results of each year’s assessment report at the first September faculty meeting. Faculty will discuss the results to determine improvements that need to be made to each course or assignment if necessary. If we find that students are not meeting any specific learning outcome consistently, the faculty will discuss potential program curriculum changes to ensure that students are meeting that learning outcome.

7.3 Data Analysis Report Process/Procedures

Each degree-granting academic program within the College submits a six-year assessment plan as part of the UK periodic review process. The assessment plan template is provided by the UK Office of Assessment. The assessment plans contain two three-year assessment cycles of student learning outcomes, curriculum maps and assessment tools. The completion of the annual assessment reports and improvement action plans is a priority for the College and has been included as a metric in previous versions of the college strategic plan.

8. Teaching Effectiveness

8.1. Identify measures of teaching effectiveness

Effective teaching is measured in two ways within the HSER division. The faculty gather data at midterm in each course via an anonymous Qualtrics survey. This provides the faculty with an idea about how their course is going at midterm and allows any changes to be made to the course or the

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instructor’s teaching at that point if needed. End of semester Teacher Course Evaluations are also collected by the university and instructors are able to review those reports after the semester is over. Instructors use the feedback from students at both midterm and at the end of the semester to improve their teaching and/or their course.

8.2. What efforts to improve teaching effectiveness will be pursued based on these measures?

A key measure of teaching effectiveness is the performance on the annual faculty performance review. The review includes evaluation of the teaching portfolio, including the teacher course evaluation data. This information is used to develop individualized faculty intervention plans and/or College-wide faculty development initiatives as needed.

9. What are the plans to evaluate students’ post-graduate success?

The CHS Office of Student Affairs (OSA) collects post-graduate success data for the HHS program. More specifically, OSA surveys students post-graduation to determine whether they have been accepted into a graduate and/or professional program or have received a job in healthcare. Those results will be used to make program changes if needed.

10. Appendices

APPENDIX 1. HHS 353 Case Study Paper Rubric

3 2 1 0 Score

Model used for analysis

Model is appropriate for analysis and rationale for choice is clearly defined.

Model is appropriate for analysis but rationale for choice is not clearly defined.

Model is not appropriate for analysis.

No model is identified.

Dilemma Identification

Multiple dilemmas are identified if applicable

A dilemma is identified No dilemma is identified.

Alternatives

Several alternatives

are identified. and

described

A single alternative is

identified and

described

A single alternative is identified but not described

No choice is identified.

Compelling Value Conflicts

Multiple values in conflict are clearly defined.

A value for each conflict is

clearly defined. Multiple values are identified but are not clearly defined.

No values are identified.

Decision

A decision is clearly outlined with appropriate details.

A decision is clearly outlined with minimal details provided.

No clear decision is included.

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Justification

Justification is detailed and directly relates to the decision consistent with model

Justification is not fully detailed but directly relates to the decision outlined and consistent with model used

Justification is included but does not directly relate to the decision outlined and/or not consistent with

model used.

No justification is included.

Evaluation

Self-evaluation includes thoughtful self-reflection about the process

Self-evaluation includes some self-reflection about process/decision.

Self-evaluation includes little, if any self-reflection

No evaluation is included.

Total /21

APPENDIX 2. HHS 356 Community Engagement Project Reflection Rubric

Evaluation Criteria 3 = Exceeds

Expectations 2 = Meets Expectations 1 = Does Not Meet

Expectations Reflection on goals set

Explains the project goals set by their instructor; discussed any challenges associated with meeting those goals and whether the goals were achieved. Reflects on what they might do differently the next time.

Discusses whether project goals set by their instructor were achieved. Reflects on what they might do differently next time.

Did not explain goals that were set by their instructor or explain whether those goals were achieved. Also did not address what they might do differently next time.

Explanation of project plan, working with others, and time management.

Explained their team’s specific role in detail and discussed in detail how they worked with their team to implement/execute their plan. Also explained in detail how they managed their time to achieve project success.

Explained how they worked with their team to implement/execute their plan. Also explained how they managed their time to achieve project success.

Did not discuss working with their team to implement/execute their plan. Also did not address time management.

Total: _____/ 6

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APPENDIX 3. HHS/CLM 453 Final Paper Rubric

Evaluation Criteria 3 = Exceeds Expectations 2 = Meets Expectations 1 = Does Not Meet Expectations

Acknowledges intersecting identities of the individual patient

Clearly acknowledges all of the intersecting identities of the individual patient.

Acknowledges the intersecting identities of the patient at a basic level.

Does not acknowledge intersecting identities of the patient.

Acknowledges health disparities that exist for the patient

Clearly acknowledges several health disparities that exist for the patient.

Acknowledges at least one health disparity that exists for the patient.

Does not acknowledge health disparities that exist for the patient.

Articulates recommendations for how to provide care to the individual

Clearly articulates recommendations for how to provide care to the individual in a culturally competent way

Articulates recommendations for how to provide care to the individual at a basic level; demonstrates a basic understanding of cultural competence.

Does not articulate recommendations for providing care to that individual.

Total: _____/9

APPENDIX 4A. GCCR Paper Rubric

4

3

2

1

Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop and explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Genre and disciplinary conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary).

Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices (using APA format).

Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices (using APA format).

Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation.

Attempts to use a consistent system for basic organization and presentation.

Sources and evidence Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Demonstrates an attempt to use sources to support ideas in the writing.

Control of syntax and mechanics

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error- free.

Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

Uses language that sometimes impedes meaning because of errors in usage

Total Score: ______/16

APPENDIX 4B. GCCR Presentation Rubric

4 3 2 1

Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Language Language choices are imaginative, memorable and compelling and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Supporting Material

A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which significantly supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which generally supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which partially supports the presentation or establishes the presenter's credibility/authority on the topic.

Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis which minimally supports the presentation or establishes the presenter's credibility/authority on the topic.

Central Message Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)

Central message is clear and consistent with the supporting material.

Central message is basically understandable but is not often repeated and is not memorable.

Central message can be deduced, but is not explicitly stated in the presentation.

Total Score: ______/20

Human Health Sciences BS-GCCR Section for Assessment Plan

8. Graduating Composition and Communication Requirement (GCCR)

8.1. Identify at least one specific program student learning outcome for composition and communication (should be identical to at least one of your stated program-level learning outcomes);

Students will demonstrate competent written, oral, and visual communication skills as both producers and consumers of information (GCCR).

8.2. Describe your plan for assessing the composition component of the GCCR;

8.3. Describe your plan for assessing the oral and/or visual components of the GCCR;

Course(s) Assessment

Method Data Collection &

Reporting

Assessment Tool/Instrument and Data Analysis

Procedure Benchmark/Target Person(s) Responsible

HHS/CLM 453

Direct: Written Assignment/papers (including reflection paper, project proposal paper and final project paper)

Cycle 1: Collect-Spring 2017 Report-October 2017 Cycle 2: Collect-Spring 2020 Report-October 2020

Two independent coders will use the rubric (see Appendix) to score each paper. GCCR SLO data is disaggregated by rubric category and analyzed in comparison to the benchmark/target

80% of students will earn an 80% or better on the scoring rubric on each written assignment.

Dr. Jami Warren, HSER faculty member and assessment liaison with assistance from the program Administrative Assistant.

Course(s) Assessment

Methods Data Collection &

Reporting

Assessment Tool/Instrument and Data Analysis

Procedure Benchmark/Target Person(s) Responsible

HHS/CLM 453

Direct: Oral Presentations (including the mapping project presentation and cultural leadership presentation)

Cycle 1: Collect-Spring 2017 Report-October 2017 Cycle 2: Collect-Spring 2020 Report-October 2020

Two independent coders will use the rubric (see Appendix) to score each presentation. GCCR SLO data is disaggregated by rubric category and analyzed in comparison to the benchmark/target

80% of students will earn an 80% or better on each scoring rubric for each presentation

Dr. Jami Warren, HSER faculty member and assessment liaison with assistance from the program Administrative Assistant.

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8.4. Identify clear goals, rubrics, and revision plans for GCCR implementation;

See related assessment details in 8.2, 8.3., and the Appendix. Dr. Warren will share the results of each year’s assessment report at the first September faculty meeting. Faculty will discuss the results to determine improvements that need to be made to each course or assignment if necessary. If the unit finds that students are not meeting any specific learning outcome consistently, including the GCCR, the faculty will discuss potential program curriculum changes to ensure that students are meeting that learning outcome.

8.5. Describe the assignment(s) and instructions resulting in student artifacts;

Please see the attached course syllabus in the appendix for a description of all assignment descriptions that will result in student artifacts that will meet the GCCR requirements. GCCR assignments are highlighted in yellow.

8.6. Describe your sampling plan for collecting and submitting ungraded student artifacts as evidence for GCCR student learning outcomes

Academic units in the College of Health Sciences will adhere to GCCR Artifact Collection Policy guidelines. A 20% sample of artifacts will be used for program-level assessment. At this time, the university-level sampling requirements are still under review. GCCR instructors will be informed by each respective CHS academic unit that the University GCCR Committee/UK Office of Assessment will contact them with relevant GCCR artifact submission instructions.

8.7. Please attach a copy of current assessing rubrics for GCCR assignments(s)

See Appendix.

8.8. Please attach a copy of the current syllabus for the GCCR course(s)

See Appendix.

8.9. For degree programs with outside provider(s) of the GCCR, please attach a copy of the current MOU/MOA which details the involvement and roles of the provider(s) and degree program relative to this assessment plan.

Not Applicable.

APPENDIX 4A. GCCR Paper Rubric

4

3

2

1

Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop and explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Genre and disciplinary conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary).

Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices (using APA format).

Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices (using APA format).

Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation.

Attempts to use a consistent system for basic organization and presentation.

Sources and evidence Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Demonstrates an attempt to use sources to support ideas in the writing.

Control of syntax and mechanics

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error- free.

Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

Uses language that sometimes impedes meaning because of errors in usage

Total Score: ______/16

APPENDIX 4B. GCCR Presentation Rubric

4 3 2 1 Organization Organizational pattern (specific

introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Language Language choices are imaginative, memorable and compelling and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Supporting Material

A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which significantly supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which generally supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which partially supports the presentation or establishes the presenter's credibility/authority on the topic.

Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis which minimally supports the presentation or establishes the presenter's credibility/authority on the topic.

Central Message Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)

Central message is clear and consistent with the supporting material.

Central message is basically understandable but is not often repeated and is not memorable.

Central message can be deduced, but is not explicitly stated in the presentation.

Total Score: ______/20

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University of Kentucky College of Health Sciences Department

of Clinical Sciences

HHS 453: Cultural Competence in Healthcare Course Credits: 3

Meeting Days and Times: lecture meets on Tuesdays from 12:30-1:45pm or 2:00-3:15pm

lab meets on Thursdays from 12:30-1:45pm (Sections 001 – 004) or 2:00-3:15pm (Sections 005 – 006)

Course Meeting Location and Group Leaders: All class meetings will be held in room CTW

405 in the Charles T. Wethington building. Lab leader contact information and lab locations are listed below:

Section 001 Section 002

CTW 409

UHS 130

Alex Lengerich

Della Mosley, della.mosley@uky.edu

Section 003

CTW 405

Blanka Angyal, blanka.angyal@uky.edu

Section 004

CTW 415

Sang-hee Hong Minnah Farook

Section 005

CTW 405

Brett Kirkpatrick

Section 006

CTW 403

Roberto Abreu, r.abre001@uky.edu

Instructor Information: Instructor: Randa Remer, PhD Office Address: C.T. Wethington Building room 111 Office Phone: 859-218-0545 Email: randa.remer-eskridge@uky.edu Preferred Method of Contact: email Office Hours: 9:00 a.m. – 10:00 a.m. Monday or by appointment

Co-Instructor: Whitney W. Black, M.S., Ed.S. Office Address: C.T. Wethington Building room 111 Email: whitney.black@uky.edu Preferred Method of Contact: email Office Hours: by appointment

Co-Instructor: Jami Warren, PhD Office Address: C.T. Wethington Building room 209B Office Phone: 859-218-5189 Email: jami.warren@uky.edu Preferred Method of Contact: email Office Hours: by appointment

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Course Description: This course is designed to introduce students to concepts of culture, race, ethnicity, and competence. It will include both a lecture meeting and a lab meeting, during which students will have the opportunity to explore the lecture concepts in more detail in small groups. Emphasis will be placed on identifying individual characteristics and their influence on bias, especially in the context of healthcare. Factors related to culturally and linguistically appropriate healthcare will be reviewed. Prerequisite: Admission to HHS program in the College of Health Sciences or permission of instructor. This course fulfills the Graduation Composition and Communication Requirement (GCCR) for graduation from the Human Health Sciences program.

Course Goals: The purpose of this course is to introduce issues of cultural competency in

healthcare service delivery and explore ways to address them. Activities, readings, and discussions will be designed to heighten awareness of individual cultural beliefs, increase student knowledge of cultural and religious beliefs about healthcare in general, and help students consider strategies for ensuring the provision of culturally and linguistically sensitive interactions and healthcare practices.

GCCR: All students must earn a C or better and complete the assignments with a GCCR designation in the syllabus, as well as earning a C or better in the course. The GCCR requires all students to provide drafts of their original work, receive feedback, and apply that feedback in revised final submission. Also, to receive GCCR credit you must have completed 30 credit hours in advance of

taking this course. Student Learning Outcomes: At the completion of the course, students will be able to

• Define terms related to cultural competence, including race, ethnicity, gender, sexual orientation, religion, class, custom, and culture, and describe their implications in healthcare.

• Consider students’ own cultural heritage, gender, class, ethnic/racial identity, etc. and be able to reflect on how it may impact future work as a healthcare provider.

• Describe the importance of diversity in health and recognize the challenges for culturally competent patient care.

o GCCR Outcome – Research and write a paper about cultural leadership project that you have implemented within a community different from your own and reflect on bias, disparity, and culturally and linguistically appropriate healthcare. Students will have the opportunity to revise their papers based on feedback from the instructor.

• Establish awareness of current events in health, disparities in healthcare quality and their implications.

o GCCR Outcome- Research and reflect on current events in the media in order to discover the landscape of current healthcare issues through reflection.

• Describe the impact of health beliefs, customs, and practices on healthcare.

o GCCR Outcome – Explore implications for the provision of culturally competent healthcare based on health beliefs, customs, and cultural practices through service activity reflection assignment.

• Recognize individuals’ own potential for bias and stereotyping through identification and reflection about individual biases and stereotypes.

• Articulate strategies for dealing with biases in healthcare encounters.

• Describe appropriate use of resources, including other healthcare professionals and interpreters in healthcare encounters.

• Identify advocacy strategies for dealing with diverse populations in healthcare setting.

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Required Texts, Readings, and Materials: Brawley, O. W., & Goldberg, P. (2012). How we do harm: A doctor breaks ranks about being sick in

America. Macmillan. IBSN-13: 978-1250015761, Amazon.com sells for $10-15 Students will be assigned readings and review media dealing with cultural competence in healthcare. These readings will be posted on Canvas and/or on reserve at William T. Young Library. Examples of assigned and recommended articles include: Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X.

(2013). Readings for diversity and social justice, third edition. Routledge. Betancourt, J. (2006). Improving quality and achieving equity: The role of cultural competence in

reducing racial and ethnic disparities in health care. Commonwealth Fund pub. no. 961. Retrieved from www.cmwf.org

Committee on Understanding and Eliminating Racial and Ethnic Disparities in Health Care. (2002). Unequal treatment: Confronting racial and ethnic disparities in care. Washington, DC: The National Academies Press.

McIntosh, P. (1990). Unpacking the knapsack of white privilege. Independent School, 49(2), 31-36. Worlds Apart. Fanlight Production, 2003 (four videos)

Students are expected to stay current with events in the world related to healthcare. Additional readings may be assigned by lab instructors. Students are responsible for completing readings as assigned and coming ready to discuss these in class.

Course Content: Issues pertaining to delivering culturally competent healthcare will address the general topics listed below. Specific readings and activities are found in the syllabus. Topics include:

Culture and Cultural Competence Unconscious Bias Cultural Competence in Healthcare Health and Healthcare Disparities International Health Disparities/Immigration Bias, Stereotyping, and Culture Patient Advocacy/Holistic Healthcare Rural Healthcare Communication and Language Differences Social Identities (Ability, Age, Class, Race/Ethnicity, Religion, Sex/Gender, Sexual Orientation)

Grading Scale:

Points Percent Grade 900-1000 90-100% A 800-899 80-89% B 700-799 70-79% C 600-699 60-69% D < 599 < 60% E

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Evaluation Components: Requirement Point Value Percent of Course

Participation Checkmark Class

200

20% I Am Diversity Reflection Paper (1 page) Class Service Activity Reflection Paper (GCCR) (2 pages)

Cultural Leadership Activities of Interest Cultural Leadership Project Group Contract Cultural Leadership Project Group Meetings with Instructor (x2)

Cultural Leadership Project Presentation Practice at Presentation U

Cultural Leadership Project Presentation (Q&A) Panel Discussion Question Submissions (x2) Other Activities As Designated by Instructor In-Class Group Discussions In-Class Quizzes

Participation Checkmark

Lab

200

20% Map Exercise Reflection Activity In-Lab Book Club Discussions In-Lab Activities

Ethical Topics Debate 70 7%

Mapping Project and Presentation (GCCR; 5 minutes of speaking time per student)

80 8%

Midterm Exam 150 15%

Cultural Leadership Group Portfolio 300 total

(breakdown of points below)

30%

Project Proposal (Including timeline; GCCR) (3-4 pages) 30 Paper draft to instructor (All sections; GCCR, 8-10 pages)

50

Paper final version to instructor (GCCR) (8-10 pages) 100 Group Presentation (GCCR; 5 minutes of speaking time per group member)

100

Group Member 360 Evaluation 20 1000 100%

Lab Component. All students will be assigned to a lab, which will meet weekly for 90 minutes. Labs will meet each week with the exception of final exam week. The purpose of these labs is to provide an opportunity to explore the lecture topics in more depth with classmates and lab leaders. This lab will also serve as the primary discussion group for your course readings.

Ethical Topics Debates. Students will participate in a group ethical topics debate on April 4 related to cultural competency in healthcare. Groups and topics will be determined in March based on relevant and current topics.

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Mapping Project and Presentation. Students will create a map of their hometown that includes the following: location of section 8 housing, percentage of homes owned versus rented, grocery, convenience, and liquor stores, malls/shopping centers, health care facilities, educational facilities, school rankings, racial and ethnic background in each school, free and reduced lunch by school, and public transportation routes. Students will identify how people access proper health related facilities and discuss the challenges and barriers that exist. A discussion of whether or not the population of your city is making a livable wage (meaning reasonably supporting a family of four) should be included in your presentation. Further, students will reflect on what they have learned about access. Each student will be expected to speak for a total of 5 minutes as part of a larger group presentation. The map (in digital or non-digital format) and presentation will be due on date of presentation, either February 14 or February 21.

Papers should be written in Times New Roman, 12 pt. font, double-spaced with 1” margins

Papers should be uploaded into Canvas by the beginning of class on the due date assigned

Cultural Leadership Portfolio and Presentation. Students will be assigned a group with whom to work on a Cultural Leadership activity and presentation and will research an agency from the community with which they are not already familiar. Students will present the information to the class as a group (each student will speak for at least 5 minutes each) and also write an 8-10-page individual paper, focusing on the background of the agency, the results of their needs assessment, actions taken, results of initiatives implemented, and implications for culturally competent healthcare for members of this target population. A breakdown of assignments associated with this project are below:

Due Date Assignment

January 17 Cultural Leadership activities of interest January 31 Project proposal February 13 – 17 Meeting with instructor #1 March 20 – 24 Meeting with instructor #2 April 11 Completed draft due to instructor April 18 Instructor will return paper with feedback April 7 Class presentation rehearsal completed

at Presentation U April 25 Final paper due April 18, 25, and May 2 (during final exam time)

Final presentations

May 2 Group member 360 evaluation due Midterm Exam. The midterm exam will cover course content during the first half of the semester, including readings, videos, and class discussions. Examination format may include multiple-choice, short answer, experiential activities, and essay items.

Class Service Project. Students will be expected to participate in a class service activity that serves diverse patients or that provides some form of patient advocacy. This activity will take place on April 15. After this experience, students will write a 1000 word reflection paper on what you learned from the experience and how it applies to you future profession which will be due by class on April 25.

Course Policies: Academic accommodations due to disability If you have a documented disability that requires academic accommodations, please see the instructor as soon as possible. In order to receive accommodations in this course, you must provide the instructor with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni

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Gym) for coordination of campus disability services available to students with disabilities. Contact information for the Disability Resource Center is 859-257-2754 or jkarnes@email.uky.edu.

Attendance/Participation Attendance in this course is mandatory. Attendance in both lecture and lab will be necessary to obtain the participation checkmarks needed to excel in the course. Students will receive a checkmark each time they attend lecture or lab, participate in a class activity, or complete a required assignment. You must be present for the full class period; arriving to class late or leaving early will result in a missed checkmark for the day. You are allowed 1 missed check-mark for each lecture and lab. Each missed checkmarks beyond that will result in a 10-point deduction from the appropriate overall participation grades (200 points for lecture or 200 points for lab). If a checkmark is missed due to an University-approved excused absence, students will be given the opportunity to make up the work. Students who miss more than 20% of the class will be expected to withdrawal from the course.

Excused absences Senate Rule 5.2.4.2 defines the follow as acceptable reasons for excused absences: serious illness, illness or death of a family member, University-related trips, major religious holidays (must provide written notice by Tuesday, January 26), and other circumstances the instructor may find to be “reasonable cause for nonattendance.”

Make-up opportunity When there is an excused absence, you will be given the opportunity to make-up missed work and/or exams. It is your responsibility to inform the instructor of the absence and make arrangements for making up missed work or exams, preferably in advance, but no later than one week after it.

Verification of absences Senate Rule 5.2.4.2 states that faculty have the right to request “appropriate verification” when students claim an excused absence because of illness or death in the family. The University Health Services (UHS) provides a printed statement that specifies that the University Health Services does not give excuses for absences from class due to illness or injury. At the discretion of the instructor, you may be asked to sign a release of information that will give permission for the staff to talk with the instructor to verify that you kept an appointment with University Health Services, especially when there has been multiple or prolonged absences from class. This form is available on the University Health Services Web Page: http://www.uky.eduStudentAffairs/UHS/.

Submission of assignments Unless prior arrangements are made between the student and instructor, assignments submitted late will be penalized 10% for each day beyond the due date. Assignments submitted electronically are due by 12:00 pm on the date specified; assignments to be submitted in class are due at the beginning of class.

Academic integrity, cheating, and plagiarism Academic honesty is expected in this course, and any kind of plagiarism or other forms of cheating will not be tolerated. Policies related to cheating and/or plagiarism can be found in the University Senate Rules 6.3.0. If it is determined that a student has engaged in cheating, the minimum resulting penalty is a “0” for the assignments, and penalties may be much more severe. For more information on what constitutes plagiarism, you should read: “Plagiarism: What is it?” at http://www.uky.edu/Ombud/Plagiarism/ped. The Ombud website also includes a link to a Prentice Hall companion Website “Understanding Plagiarism” http://wps.prenhall.com/hss_understand_plagiarism_1/0,6622,427064-,00.html. The site includes brief quizzes on related topics.

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Classroom behavior, decorum, and civility In additional to cheating and plagiarism, classroom demeanor is an increasingly significant problem on campus (and nationally). You are expected to respect the dignity of all and to value differences among members of our academic community. Students clearly have the right to take reasoned exception and to voice opinions to the contrary to those offered by the instructor and/or other students (S.R. 6.1.2), but this should be done with respect. Equally, a faculty member has the right -- and the responsibility -- to ensure that all academic discourse occurs in a context characterized by respect and civility. Obviously, the accepted level of civility does not include attacks of a personal nature of statements denigrating another on the basis of race/ethnicity, gender, religion, sexual orientation, age, national/regional origin, or other such factors.

Electronics and Social Media Policy:

• Cell phones and iPods are a major disruption to the classroom environment. Therefore, please place your cell phones on silent. If your phone rings or you are caught listening to your iPod during class or texting, the instructor will confiscate the phone or iPod and it can be retrieved after class.

• Laptops are acceptable for note-taking purposes. However, if you are caught on social media or using your laptop for non-class oriented activities, your laptop will be confiscated and your overall grade will be reduced by 1% per infraction.

Classroom Expectations of the Instructors:

• Respect all student ideas and perspectives.

• Actively participate in all classroom activities and discussions.

• Come to class prepared.

• Own your opinions and express them respectfully. Notify the instructors if you are feeling uncomfortable or confused.

• Remain open-minded.

• Be a responsible and conscientious group member. Volunteer for tasks, ask for help when needed, and complete all commitments.

• Arrive promptly for all activities and class meetings. Overview of Course Etiquette:

Students are expected to have conduct and manners consistent with those expected in healthcare Interaction. This expectation is particularly true when we have guest speakers. Such conduct includes:

• Respecting the views of other students.

• Behaving in a way that does not make others uncomfortable.

• Asking for clarification or commenting on assignments in a courteous manner.

• Not interrupting others and not speaking while others are speaking.

• Arriving on time to class.

• Leaving class on time (not early).

• Acting interested in material.

• Not sleeping during class.

• Not reading the paper or working on other class assignments during class. Professional preparation Students are expected to demonstrate professional behavior that is ethical, respectful of the healthcare and other professions, demonstrates sensitivity to individuals regardless of their gender, religion, race, ethnicity, or other identity factors. For specific information about behavioral expectations, students should refer to guidelines provided by their intended profession.

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Group work and student collaborations Students will be assigned to small groups for the cultural leadership activity and presentation, the map activity, and the ethical topics debates. All students are expected to participate equally and contribute to the project. This means that students must be sensitive to the need for frequent and prompt communication and must be available to meet outside of class time. Students are expected to abide by the principles of behavior, decorum, and civility notes above. Further, a group contract will be completed so that all members are aware of their responsibilities for the cultural leadership project.

Tentative Course Schedule: This schedule reflects the assignments and topics discussed during

weekly lecture meetings. Assignments and readings are due on the day they are listed. Students should plan to attend their lab meetings each week unless informed otherwise and be prepared to discuss the lecture topic in more depth. The schedule is subject to change based on class needs that arise.

Schedule Lecture Topics and

Activities (Tuesday)

Assignments/Readings Due

Lab Topics & Activities (Thursday)

Week 1 – 1/10 & 1/12

No Lecture Meeting No Lab Meeting 1. Read first five chapters of Brawley & Goldberg (2012)

2. I Am Diversity assignment due next week

Week 2 – 1/17 & 1/19

Introductions Review syllabus

Discussion of class norms

I Am Diversity Reflection Paper Due

Read the first five chapters of Brawley & Goldberg (2012)

Cultural Leadership Activities of Interest Due 1/19 by 11:59pm

Establish group norms Explore cultural leadership activities of interest

Perspective Taking Exercise

Week 3 – 1/24 & 1/26

Cultural Competence Overview

Former Student Presentations

Cooperation Exercise

Overview of privilege and oppression

Social identity and Social locations

Week 4 - 1/31 & 2/2

Unconscious Bias Guest Lecturer

Completed group contract due (1 per group)

Read the first fifteen chapters of Brawley & Goldberg (2012)

Fast v. slow brain cognitions

9 Week 5 –

2/7 & 2/9

Health Disparities Overview & Activity

Map Exercise Discussion

Cultural Leadership Project proposals due

Empathy building

Week 6 – 2/14 & 2/16

Map Exercise Presentations

Group meetings with Dr. Remer

Health disparities panel questions due to instructors by 2/16 at 11:59pm

SES/Class

Week 7 – 2/21 & 2/23

Map Exercise Presentations

Map Reflection Activity Rural Identities

Week 8 – 2/28 & 3/2

Racial Minorities Health Disparities Panel

Study for midterm examinations

Complete Reading of Brawley & Goldberg (2012)

Race/Ethnicity

Week 9 – 3/7 & 3/9

Midterm Examination International Health Disparities/Immigration

Food and Nutrition in Different Cultures

3/14 & 3/16 Spring Break

No Lecture Meeting No Lab Meeting

Week 10 - 3/21 & 3/23

Mindfulness Guest Lecturer

Group meetings with Dr. Remer

Gender Identity/Expression

Week 11 – 3/28 & 3/30

Intersection of Domestic Violence and Health Guest Lecturer

Sexual Health Disparities panel questions due to instructors on 3/30 by 5:00 p.m.

Sexual identity/Sexual Orientation

10 Week 12 –

4/4 & 4/6

4/9 Saturday Activity

Ethical Topic Debate Class Service Activity (Greenhouse 17)

Class presentation rehearsal completed at Presentation U - documentation uploaded due 4/7 at 11:59 p.m.

Debate reflection

Week 13 – 4/11 & 4/13

Sexual Health Disparities Panel

Cultural Leadership Project paper draft due to instructor

Religion

Week 14 – 4/18 & 4/20

Group Presentations *Paper draft will be returned by instructor

Class Service Activity Reflection Paper Due

Age/Ability

Week 15 – 4/25 & 4/27

Group Presentations Final paper due to instructor

Lab Wrap-up

Week 16 – 05/02

NO FINAL- Continued Group Presentations during Final Exam time

Sections 001-004: TBD

Sections 005-007: TBD

Group member 360 evaluation due

No Lab Meeting