Institutional Planning, Assessment & Research

2010 Institutional Planning, Assessment & Research

Assessment Review CommitteeReport

School of Dental Medicine (SoDM)Geralyn Crain, DDS, PhD

Assistant Dean for Educational Support

and Faculty Development

June 4, 2014

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Mentoring/Review Process– “Because we are a new school…”:

• SoDM curriculum and student assessment are highly “centralized”

• Faculty are “fully engaged” in developing & delivering content

• Accreditation every two years!

– Initial, interim approach:

• Assistant Dean and Director of Program Planning & Assessment met with key faculty and administrators to determine initial outcomes, criteria for success, results, etc.

• These same 2 individuals + Susan Morrissey = “ARC”

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2012-13 Component Data

Developing Acceptable Proficient

Outcome 0 2 10

Means of Assessment

0 11 1

Criteria for Success

4 2 6

Results 2 7 3

Actions Taken 2 9 1

Follow-Up to Actions Taken

1 11 0

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Data Visualization

Out-come

MOA CFS Results AT Follow up

0%10%20%30%40%50%60%70%80%90%

100%

ProficientAcceptableDeveloping

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Substantive Changes• Program/Unit: Reorganization of the entire SoDM assessment process

• Description of Changes: Establishing Sustainable Working Action Groups (SWAGs) according to groups of related accreditation standards– SWAGs will continue their work between accreditation site visits (every 7

years)

• Justification for Changes:– SWAGs most closely related to curriculum will work in place of a “traditional”

curriculum committee– SWAGs will focus on ongoing assessment; will be able to draw from SWAGs

to form a new ARC

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2-21 Graduates must be competent to access, critically appraise, apply and communicate scientific and lay literature as it relates to providing evidence-based patient care.

5-2 Patient care must be evidence-based, integrating the best research evidence and patient values.

6-1 Research…must be an integral component of the purpose/mission, goals and objectives of the school.

6-2 The dental school faculty…must engage in research or other forms of scholarly activity.

6-3 Dental education programs must provide opportunities, encourage, and support student participation in research and other scholarly activities mentored by faculty.

Rubric and Review Process Feedback• Feedback on the rubric and review process.

– Susan and Susan were great!– Bottom line: one-on-one “handholding” worked best for us (but is this

sustainable for the institution?)

• What difficulties were encountered? Looking forward to new format…

• SoDM ARC’s process and progress towards addressing comments for “developing” and “acceptable” components received in the 2013 assessment review:– This year: Assistant Dean, Director, and Susan(s)– Future: SWAGs

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