MSCHE Evaluation Report May 2021

Team Report (Self-Study Evaluation)

Page 16

Feedback from these source is evaluated by the forum best suited for analysis and resulted in 13 significant changes in the OD curriculum over the past few years. For example, the College has introduced a robust, proactive student assistance program. This program utilizes academic advising, Gap exams to identify problem areas of study, and a Board Assistance Program to help students prepare for each section of the NBEO. In another significant change, the basic science faculty and clinical faculty worked together to transition the third year from a semester system to a quarter system. This allows for the clinical work in the third year to mesh seamlessly with fourth-year rotations and allows students a block of time to study for NBEO examination (Part I). It is also important to note that the faculty have modified their educational activities, via virtual classrooms and clinic, due to the Covid-19 crisis. Faculty are closely monitoring the progress of their students to ensure that the virtual classroom and clinic promote student success. These changes indicate that assessment of student learning is an ongoing process, which is properly evaluated, and brought full circle to improve educational outcomes. The goals of the graduate programs are clearly in line with the College’s mission, and the learning objectives required to meet these goals are articulated in specific detail. Assessment of the graduate programs is done via multiple mechanisms, appropriate to each program. For example, the PhD program is assessed by the Committee on Graduate Programs, which evaluates publications and presentations at professional meetings, time to graduation, and Exit and Alumni surveys. Analysis of the feedback has led to changes, which increased the applicant pool for the program, improved flexibility in course requirements, and increased the breadth of training by allowing students to attend courses at other institutions. Assessment of the key performance indicators for the OD-MS program led to similar improvements in this program. Changes in admission policies enabled the College to select students after evaluating their first semester performance in the OD program. This resulted in selecting applicants who are more capable of handling additional coursework, thereby halving the attrition rate in the MS program. Other changes include actions to better prepare students for an academic career including: restructuring the four pillar courses in the program, introducing a Research Skills course, and starting Journal Club. The Residency Program is directed by the Residency Supervisor and the Director of the Residency Program and accredited by the Accreditation Council on Optometric Education (ACOE). Key performance indicators for this program are both quantitative and qualitative, and include the number of applicants and the evaluations by clinical supervisors, who track the quality and quantity of resident patient care experiences. Curricular evaluations by the Director of Residency Programs and individual Residency Supervisors have resulted in nine significant changes to the program over the past few years. Examples of these changes include a list of advanced competencies and defined benchmarks for outcomes assessment. Other advances include establishing the first hospital-based pediatric residency and a program to train military optometrists to treat military personal with acquired brain injuries. The mission of the College reaches a wider audience through the Department of Continuing Professional Education (CPE). The Department offers comprehensive and innovative post‐graduate education, which enables optometrists to meet their licensure and certification requirements, especially as it pertains to licensure in New York State. The Department assesses the success of the program through multiple factors including attendance, written examinations,

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