MSCHE/ACOE Self Study

examination (page 17) and Part III NBEO results. One challenge already identified through student and faculty surveys is the uneven distribution of patients assigned to the different pods. Modifications in the strategies, software and training of staff that schedule patients have been made. While these interventions have resulted in a more even distribution of patients, this will need to be monitored long-term to ensure continuing improvement. Assessment of Student Learning at Program Level At the program level, the primary assessments of student learning include:  Performance on standardized national licensing examinations [National Board of Examiners in Optometry (NBEO)]  Tracking of student patient encounters (see Section 2.8, below)  Attrition rate (see Section 6.1)  Percentage of graduates who go onto residency training  Default rate on federal loans 6  Alumni surveys A key assessment of student learning with respect to curricular objectives is performance on the national licensing examinations administered by the National Board of Examiners in Optometry (NBEO) (www.optometry.org). Founded in 1951 as a private, nonprofit 501(c)3 organization, the NBEO develops, administers, and scores examinations, and reports the results to state regulatory boards authorized to license optometrists to practice eye care. All 50 states and Puerto Rico use portions of these examinations in the licensing of optometrists. The College is provided with detailed information regarding the performance of its students and aggregate nationwide data for students at all the schools and colleges of optometry. These data allow the College to analyze performance of its students in the various subject areas and to utilize this information to improve student learning at both the course and program level. Due to the importance of the NBEO exams as an assessment tool, it is discussed in detail. The exam is currently comprised of three components: Part I (Applied Basic Science), Part II (Patient Management and Assessment or PAM), and Part III (Clinical Skills). Part I, which has a targeted administration for the spring term of the third professional year, consists of 500 multiple-choice items administered across four 3.50-hour sessions. Commencing with the 2009 administration, Part I, which was previously referred to as “Basic Science” underwent a major restructuring to place a greater emphasis on clinical application of basic science material. Part II (formerly called “Clinical Sciences”) was restructured to focus on analysis of clinical cases.

6 While not a primary indicator of student learning, default rates may be used to assess graduates’ success at applying their education (including patient care and practice management) upon graduation.

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