College of Health Professions Executive Committee Meeting Record DATE June 2, 2016 FACILITATOR Douglas Murphy LOCATION Winters Conference Room, Administration West Building

TIME 8:30-9:30 am RECORDER Deborah Taylor GUESTS

ATTENDEES (�9 INDICATES ATTENDANCE ) �9 Tony Baker �9 Mitzi Efurd �9 Karen Hunter �9 Douglas Murphy �9 Mark Wallenmeyer �9 Danny Bercher �9 Phyllis Fields �9 John Jefferson �9 Nannette Nicholson Bill Woodell �9 Erna Boone Reza Hakkak �9 Trish Kelly �9 Cindy Saylors �9 Tina Crook �9 Lori Williamson Dean �9 Suzanne Hansen �9 Susan Long �9 Kathy Trawick

AGENDA MEETING RECORD

Time Item Presenter Main Points / Discussion 8:30 I. Announcements Varies 1. Recruitment brochure progress pending the deans approval, most brochures should go to programs

for final review by May 18; anticipated completion date was June 1 2. Save the date for the CHP Faculty Showcase on Wednesday, July 13, tentatively 9:00 am to 4:00 pm.

Additional details to come. Contact Mary Ellen Nevins or Susan Long with any questions. 3. Deadline for Faculty Excellence Awards nominations is June 24

8:35 II. Department Newsletter Suzanne Hansen Handouts Suzanne shared the reasons why, benefits, and details of how the OMT newsletter is published (attachment)

III. Student Case Presentation John Jefferson Handouts Discussion included perceived favoritism and test-retaking, how the burden is on the student to seek remediation; the need for faculty to work with Ashley Phillips in the Student Success Center (http://studentsuccess.uams.edu/) to identify a students issues as well as during academic coaching.

9:25 Adjourn

ACTION PLAN

Action Item Owner Target Date Promotion and Tenure Guidelines Incorporate suggestions into revised guidelines for presentation to faculty

Douglas Murphy

College Planning Process Set future workshop dates during EC and retreat in summer Douglas Murphy / Deborah Taylor Fall Enrollment Process Review of updated enrollment procedures Clinton Everhart June 2 or June 9

Recruitment brochure progress Douglas Murphy June 1 Introduction of the OSPAN (Office of Sponsored Programs Administrative Network) Team 1 Renee Rains After July 1 Collect information on CHPs diverse and unique needs for the new UAMS Faculty Service Center Jan Shorey TBD Faculty Recruitment and Onboarding Process discuss needed additions unique to CHP Wendy Backus TBD

http://studentsuccess.uams.edu/

OMT Newsletter

Why we publish a newsletter? �x Alumni relations

�x Certification exam information & accreditation purposes (to show to our site visitors that we encourage certification testing was suggested in an early site visit that we needed to encourage graduates to take national certification exam) Now we mention updates to the exam and when it will be available

Benefits from the newsletter: Updated addresses, job networking opportunities for current students, want to know how our graduates turned out, great historical record for the program as well!

�x Area for accolades so we can continue to brag about our graduates (good for our current students to see the employment opportunities for our graduates)

�x Method to maintain contact and updated addresses of our graduates I only use regular mail to send as an excuse to update addresses with them

�x Our alumni stay involved with the program HUGE help! There are certain times that alumni are able/want to come back and drop in and we can find a purposeful event (like a class or lab to teach or co-teach, or help with a CE event for CE credit) for them to help with (and continue to build their resume) (usually occurs with job change or starting new edu program, new family additions �- , or having to seek additional staff members and want to recruit from our student class)

o It is really great for our current students to meet other alumni not at current clinical rotation sites too!

o Timing of the newsletter is usually before or after the CHP Phone-a-thon, so can update info at phone-a-thon time if that occurs before we mail it out OR get the info updated so we have it in time for phone-a-thon.

Details on publishing the newsletter:

�x For the last 11 years, we have published a 1-page (double-sided, color) newsletter every March �x Always include key sections in our newsletter:

o Cover story o Accolades feature our graduates o Certification exam information (including pass rates in the accolades) o Marriages & Births o Any options/items we can offer alumni CE event or committee opportunity

�x My recommendations for starting a newsletter if you are interested: o Start small & manageable

� We use the same template with slight variations to save time (use Publisher to make it)

� Create a folder for each newsletter and just quickly save updated info in it (alumni will email and let me know they have new position, passed test, had baby, etc. so I copy and put on a word document until ready to start the newsletter and save photos there as well)

� Address list updated (constant task as alumni call, quickly update or check my spreadsheet) + update their employment info at that time as well

� Gather good pictures! The babies are the MOST important! Our alumni love seeing their classmates children. I just call or email for photos (they always send them)---faculty, alumni also keep me updated as well and help me know who to ask if I dont know, also searching gift registries is helpful to confirm new family additions and weddings (good way to confirm the wedding date)

� Determine a time frame takes me about 10-15 hours to put a newsletter together now---but this is spaced out over a few weeks.

� Challenge is the research---getting the baby info correct! � Get approval from CHP each year and from Ophthalmology someone in each

department reads and lets me know if there are any concerns prior to sending � Cost Would always compare prices of Staples, Office Depot, Creative Services

for double sided color (heavier weight paper) in past for about 70 copies would be about $60. Used creative services this year and cost was much less for 70 copies they charged us under $15. There is still the cost of postage for us for regular mail. Creative Services also required the logo and made a few minor changes to the publisher file submitted.

� Keep copies (have 2 binders 1 in student study room at all times and a master copy)

Remediation Plan

o Statement of the problem o Pertinent policies / requirements o Progress review o Action Plan / consequences / timeline o Student response o Summary

Struggling Student Case History

Faculty Discussion

Dismissal

�x Summarize reasons for dismissal �x Outline Student options �x Offer faculty advice

Letter to Student

Meeting With Student

Student Struggling Academically

>1 course ?

Meet with Instructor

Resolved ?

Faculty Reviews Student Progress

Follow-up Meeting

�x Review Action Plan �x Student Progress ?

Goals Met ?

Y

N Y

Y

N

N

De p a rtme nt o f Physic a l The ra p y 1125 N College Ave, Fayetteville, AR, 72745-1908

479-713-8600

479-713-8625 (fax)

John Jefferson, PT, PhD

Chair & Associate Professor

jrjefferson@uams.edu

Struggling Student Address, City, State, zip

March 29, 2016.

Dear Student:

As discussed in our meeting with you this morning, and as outlined in your remediation plan of January 8, 2016, your failure of a 4th practical exam in a clinical skills course (PHTH 5143 MSD3) exceeds the number of allowable practical exam failures in our program. On behalf of the faculty, I regret to inform you that you are dismissed from the DPT program at UAMS.

You now have three options:

1. Appeal this decision, following the CHP appeal process outlined in the CHP catalog, available at: http://healthprofessions.uams.edu/current -students/catalogs-and-handbooks/

2. Leave the program now in which case your grades for the classes you have started but not finished would register as either a WF (withdr awal while failing) or WP (withdr awal while passing) depending on the current grade achieved to date in each course.

3. Continue in the courses in which you are currently enrolled, to receive full grade credit for those courses based on the final grades you achieve in each course. This option is available because you have paid for these courses and thus have the right to complete them. Note that this option would not change your dismissal from the program at the end of the semester.

Please let me know which of these options you wish to pursue.

The faculty have unanimously noted that your low grades are not a result of lack of effort. We have noted several positive traits which would help you succeed in many other health professions. We would be happy to meet with you to discuss your career options from this point onward.

Sincerely,

Dr Jefferson

De p a rtme nt o f Physic a l The ra p y 1125 N College Ave, Fayetteville, AR, 72745-1908

479-713-8600

479-713-8625 (fax)

John Jefferson, PT, PhD

Chair & Associate Professor

jrjefferson@uams.edu

Struggling Student Address, City, State, zip

Dec 21, 2015.

Dear Student:

Congratulations on finishing the semester with a passing grade in each course. Unfortunately, your overall GPA was only 2.72, which is below the 3.0 standard required for our program. This means that, although you will be allowed to continue in the program, you will have to continue on probation.

Per your Class of 2018 Student Handbook, all DPT students must maintain a B average (3.0 cumulative GPA) throughout the three year curriculum. If a students GPA falls below 3.0 in a given semester the faculty may allow them to continue the following semester on probation. The student would be expected to bring their GPA up to 3.0 by the end of the probation semester (see page 34, available at: http://healthprofessions.uams.edu/programs/physical -therapy/current -students/ ).

The faculty has noted that your low grades are not a result of lack of effort. We know you are trying very hard and we want to help you succeed. Therefore, we would like to meet with you in early January to discuss a remediation plan to help you get back on track. Please respond to this letter by email and let me know whether you would be available to meet with the faculty before the Spring Semester starts and develop an action plan to improve your academic performance.

Sincerely,

Dr Jefferson

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University of Arkansas for Medical Sciences College of Health Professions

Department of Physical Therapy Student Action Plan - Remediation

Student Name: Struggling Student

Student Number: 1234567

Meeting Date: Jan 8, 2016

Time: 11:30

Location: PT Conference Rm

Attendees Present: A Holland, J Jefferson, D Taylor, J Vincenzo

Statement of the Problem/Concern (faculty):

Student is currently a 1st year DPT student. He has been progressing academically through his program. In his first semester he has struggled with both academic and clinical skills examinations, and his academic and clinical instructors have reported concerns regarding his clinical reasoning skills. The purpose of the meeting today is to review Students progress toward meeting the programs requirements and to develop a plan to ensure progress in the development of both academic and clinical skills.

Pertinent Policies (and requirements):

1. Academic degree requirement

All DPT courses use a grading system of A, B, C, D, or F. All students entering the DPT Program are enrolled as graduate students in the College of Health Professions. As such, the Department of Physical Therapy adopts the academic requirements for graduate students i.e. the Department considers a minimum grade of B or better, in all courses as the minimum level of competency.

However, a limited number of credits at the C grade are allowed, as long as the student is able to maintain a 3.0 GPA throughout the 3 year curriculum.

Each student:

1) must maintain a B average (3.0 cumulative GPA) throughout the three year curriculum

2) if a students GPA falls below 3.0 in a given semester the faculty may allow them to continue the following semester on probation. The student would be expected to bring their GPA up to 3.0 by the end of the probation semester

3) will be dismissed for any grade of D or F or U in any course, including clinical education, within the DPT curriculum.

2

Failure of Practical Exams in a DPT Course

A score of 80% is considered minimal competency on all practical exams for examination, intervention and patient/client management courses. Some basic science courses may specify, in the course syllabus, minimal competency on practical exams as low as 70%. All required or mandatory elements of a practical exam, including safety issues, must be demonstrated without any error.

Failure of Exams in a DPT Course

1) Failure of Written Exams and Anatomy Lab Exams in a DPT Course

In some courses, retakes of individual written exams may be granted only under extreme circumstances, at the discretion of the instructor, according to policies set forth in the individual course syllabus. Without unusual, documented circumstances, a retake of an exam should not be expected.

2) Failure of Clinical Practical Exams in a DPT Course

The department is responsible to assure competency in clinical skills, clinical reasoning and safety with patients prior to clinical education experiences and graduation. A score of 80% is considered minimal competency for all practical exams in examination, intervention and patient/client management courses and is required for placement in PT Internships and for continuation in the program. These practical exams will usually have at least one section on the exam in which a skill/knowledge from a previous semester is tested (students are responsible for any material from previous semesters). Students must pass the practical component(s) of a course in order to pass the course.

�x Some specific elements of a practical exam will be designated by the coursemaster as required or compulsory elements and must be demonstrated without any error.

�x Any safety issue will always be a compulsory element. �x The passing grade for any practical exam (initial or retake) will be

80% in all courses. �x A student who fails a practical exam may be given one

opportunity for remediation and additional study followed by a single retake of one practical exam per course.

�x For any given course, only one retake of a practical exam will normally be allowed.

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�x A student will not be granted any retake opportunity if the student has more than one negative Professional Behavior Report filed related to the given course and a course grade of F will be assigned.

�x An exam retake may be observed and graded by two examiners or videotaped. The student must score � 80% to pass the retake practical exam. A score of < 80% will result in a course grade of F. If a student passes the retake practical exam, then a grade of 80% will be recorded for the practical exam.

�x If a safety violation leads to failure on both the first and second attempts on a lab practical exam, the department faculty will dismiss the student from the program. If a safety violation leads to practical exam failure in two courses, the student will be dismissed from the program.

When a student requires a retake on a lab practical exam in a second course (for reasons other than safety) and again when a student requires a retake on a lab practical exam in a third course, the department faculty will determine appropriate action that may include remediation, completion of a comprehensive laboratory practical exam (over several courses), postponement of clinical education experiences, or dismissal from the program.

�x Retakes will be allowed for an individual student in a maximum of three courses throughout the program. Any student who scores

4

the program.

Student attended two Integrated Clinical Experiences (ICEs) in the Fall 2015 semester. His supervising therapists reported that he did not fully participate, did not ask pertinent/relevant questions and did not demonstrate the ability to connect his coursework to clinical situations. His clinical performance did improve somewhat towards the end of the semester, but was still below the expected level of clinical competence.

Student also received consistently low appraisals of his peer evaluations. Peer comments on his group learning tasks stated that he was not adequately prepared and/or did not adequately contribute to the team discussions.

More than one faculty member suggested to Student, at different times during the semester, that he should switch lab partners when studying. When asked about this during final exam week, when it was obvious that he was still struggling, Student admitted that he had not acted on the faculty members advice.

Recommendations/ Action Plan:

1. Student should seek assistance from the UAMS Student success center to get some advice on study habits.

2. One study strategy the faculty suggest is to rely less on memorizing and instead use strategies that encourage real learning such as making up summary charts and concept maps.

3. The faculty strongly suggest that he switch study partners. In particular, that he study with students who are doing very well in the class. That includes practicing kinesthetic skills.

4. Student needs to participate more in class, in team-based learning groups and in clinical skills lab.

5. During the upcoming ICE sessions this semester, Student needs to be more vocal, actively participate and demonstrate that he can connect the classroom to the clinic. At the end of the semester, Students clinical instructors and UAMS faculty will meet to discuss his overall progress. If he does not show improvement in his clinical performance, he will not be able to go on his desired full-time clinical placement. Instead he will have to take a placement in our in-house clinic, where he can he more closely mentored.

6. Per department policy Student must maintain a 3.0 GPA this Spring semester.

7. Per department policy. Student must pass all of his clinical skills exams on the first try. No more retakes will be given.

8. At the end of Spring 2016 Semester the faculty will meet again to discuss Students progress toward his goals.

Student Response/Request

�x Student felt he started to contribute more in MSD 2 TBLs even convincing his group of the right answer on at least one occasion.

5

Faculty felt that was the right idea but maybe too little too late to convince his group.

�x He admitted he has problems with grammar. He has been running things by some classmates. Faculty felt he may be using the wrong classmates. He asked about reviewing his rough draft, Faculty explained that we have to give all students equal chances perhaps the student success center can help him with this.

�x Student reported rewinding the videos and making notes. Faculty felt he needed to do more synthesis of his material and not use summary charts other classmates have made.

Summary of the Meeting

�x Faculty made clear that we are not concerned with his professionalism or the hours of work he is putting in rather that his study habits are not effective. He needs help to more effectively prepare.

�x Many of these issues may be addressed by the Student success center and not need individual faculty input.

Signatures

Student Program Director Department Chair Associate Dean for Academic Affairs

Copies:

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EC Agenda and Notes 2016 06-02Distrib 06-02-16 - OMT Newsletter Info for EC MeetingDistrib 06-02-16 - OMT Newsletter 2014Distrib 06-02-16 - OMT Newsletter 2016Distrib 06-02-16 - PT Struggling Student Case HistoryDistrib 06-02-16 - PT Struggling Student 2nd letterDistrib 06-02-16 - PT Struggling Student 1st Letter