Annual Program Review Form
Health Information Technology Program
Department: Health Care Technology Contact Person: Margaret Guichard Date: April 12, 2010
1. Description of Program and Services and their Locations:
The Health Information Technology (HIT) program is located at the City College of San Francisco John Adams Campus in the Western Addition District of San Francisco. The HIT program was relocated to the DeAvila campus from December 2006 to August 2009 to accommodate the necessary retrofits for the John Adams campus. Faculty and students are very happy to be “home” again at John Adams.
The HIT program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). Students who successfully complete the Health Information Technology curricula and general education requirements of the College earn an Associate of Science degree in Health Information Technology.
In addition, the HIT curricula offers credit certificate programs in Health Information Clerk I, Health Information Clerk II, Health Information Coding Specialist, Medical Transcription and Health Information Technology.
The HIT Program is committed to providing quality instruction and professional practice experiences to prepare students in developing entry-level competencies necessary to function in today’s healthcare environment. We prepare our graduates for the National Certification Examination provided by the American Health Information Association Management Association (AHIMA) to earn the Registered Health Information Technician (RHIT) credential.
The student population includes many students with college degrees seeking a career change, individuals displaced from various industries in the surrounding bay area, health care employees, and high school graduates.
The HIT program has established affiliation agreements and partners with a variety of health care organizations to provide students with professional practice experiences and rotation sites. Sites to date include San Francisco General Hospital, Kaiser Hospitals and Clinics, San Mateo Medical Center, Sutter Facilities such as California Pacific Medical Center and Peninsula Hospital, Alameda County Medical Center, Alameda Hospital, Santa Clara Valley Medical Center, CHW Hospitals, North East Medical Services, Stanford Medical Center, SFVA Medical Center, UCSF Home Health Services, District Health Centers,
the SFDPH Correctional Facility and Behavioral Health Center in San Francisco and Health Information Management Vendors. The HIT program continues to seek Professional Practice sites to accommodate student experiences.
2. Data regarding Personnel, Student Contacts, Expenditures and Productivity:
The Health Information Technology program employs one full-time faculty, and share full-time faculty with the MA program and one part-time faculty as needed. The staff share 40% of the department secretary position and employs a student lab aid on a semester basis when funds are available.
3. Data regarding Student/Employee Satisfaction :
Employers generally agree or strongly agree that graduates meet the knowledge base expected of entry-level health information technicians necessary for job functions based on employer surveys.
Academic Year Total # of grads # of grad employed Student Cont. Edu. # of Placements % of grad Place ments Number of Employer Surveys Sent # of Employer Surveys Returned % of Employer Surveys Returned % of Empl. Satis-faction 08-09 In progress 07-08 15 11 1 12 80 25 16 64 100 06-07 10 8 1 9 90 30 13 43 100 05-06 17 16 0 16 94.12 28 10 36 100 4. Data Trends:
08-09 Academic Year Enrollments Graduates Attrition Remaining Students Associate Degree In progress
Total
07-08 Academic Year Enrollments Graduates Attrition Remaining Students
Associate Degree FT PT FT PT FT PT FT PT
61 87 12 3 4 7 45 67
06-07 Academic Year Enrollments Graduates Attrition Remaining Students
Associate Degree FT PT FT PT FT PT FT PT
47 67 7 3 18 17 22 47
Total 46 67 7 3 18 17 22 47
05-06 Academic Year Enrollments Graduates Attrition Remaining Students
Associate Degree FT PT FT PT FT PT FT PT
27 62 11 6 4 10 12 46
Total 27 62 11 6 4 10 12 46
● Increased number of enrollments ● Increased number of graduates
HIT surveys indicate a steady growth in enrollments. Students are successfully completing our curricula, finding employment, or continuing on to a four year university. Employer surveys indicate a 100% satisfaction rate as students enter the job market with entry-level competencies.
5. Internal or external developments affecting the department during the past year.
Prior to our temporary move to the DeAvila campus, HIT classrooms were located in Rooms 100 and 106 and the HIT office in Room 107 at the JAD. The DeAvila classrooms and office space were shared with the Medical Assisting program. As a result, faculty and students experienced a positive learning environment in having the programs together in one area. This was discussed with the Department Chair and School Dean and our request to keep the merged program space allocation on the return to the John Adams Campus.
The HIT and MA programs now share classrooms and office space on the third floor of JAD. The HIT classroom is located in Room 308. Both programs share the computer lab in Room 301 and Room 303 accommodates both programs. The HIT and MA office is located in Room 302. Room 309 is used for health care technology part-time faculty and student worker(s). Our return to JAD was definitely positive and morale has improved. There is a better flow of instruction because classes are in one building and everyone feels connected again. Students don’t have to travel back and forth between campuses. Students have been able to utilize campus resources, such as the library, bookstore, and counseling services since returning to JAD. Reproduction services are more accessible and turn- around time for duplication is less.
Communication with IT, healthcare faculty, and others is much better.
The addition of the Smart Classrooms has enhanced student learning and quality instruction.
The current economy has made a huge impact on our curriculum. The attendance at our fall 2009 MA/HIT program orientation was a huge surprise with 76 attendees present. The increased number of first semester students entering the program caused space problems, stress, and we were not able to accommodate everyone.
HCT 61, Introduction to Health Care course started with over 50 students and had to be moved to the auditorium. The HIT classroom, Room 308 can only accommodate 38-40 students.
HIT 50A, Basic Medical Terminology had large classes of close to 100 students required to move to the auditorium.
HIT 67, Computer Applications is taught in Room 301 and has 30 computers. Four students opted to challenge the course and all successfully passed the challenge examination. This opened up some space; however, several students were unable to add the class due to the lack of seats.
ANAT 14 is offered at JAD; however, there were over 50 students who had higher registration dates and the class was closed to HIT students. HIT students did not have a chance to add the class and the lack of sections prevents students from enrolling in second semester courses.
Students who were not able to register in the above courses will delay their completion time by at least one semester. This situation has had a negative impact on the HIT program. Students are frustrated and many are looking at other alternatives to replace classes. Several have transferred to colleges with distance education offerings (Santa Barbara City College).
Faculty are overwhelmed with the huge volume of students entering the program. Faculty are spending longer hours to complete work to return to students, to prepare for classes and meet administrative deadlines.
The mandatory class cut-backs in the spring semester interrupted the sequence of courses students planned to take. The elimination of summer courses added more stress on the students who had a general education requirement to fulfill. Their plans to graduate in May 2010 look grim and other community colleges are full and not accepting students. Extending their completion time another semester impacts taking the national certification examination to earn the RHIT credential.
The AHIMA does allow early testing with limited circumstances. Extending a student’s completion time to December 2010 may be too long to qualify for early testing. The program advisor is researching the matter.
6. Summarize Progress to Date on Prior Year’s Planning Objective:
• At the January 2009 meeting, the curriculum committee approved to change the Award of Achievement in Health Information Technology to a major with an Associate of Science degree in Health Information Technology.
Students who entered the Health Information Technology (HIT) program prior to Fall 2009 - 2010 maintain their catalog rights based on the year the student entered the program, continuous attendance or no more than two semesters of
consecutive absence.
Students can petition for an Award of Achievement in Health Information Technology and successfully complete all of the requirements for the CCSF Associate of Science Degree from the college. This allows graduates to sit for the national examination to earn a Registered Health Information Technician (RHIT) credential.
Beginning with the fall 2009 semester, students can declare HIT as a major and must successfully complete graduation requirements to earn an Associate of Science Degree in Health Information Technology.
The change from Award of Achievement in Health Information Technology to an Associate of Science degree in Health Information Technology provides prospective students with a clear definition of HIT as a major. Program enrollments have had a steady increase since fall 2009.
• The HIT program continues to realign its curriculum to meet accreditation requirements, employer needs, and electronic health record initiatives.
The HIT and MA programs share several courses to meet curriculum needs and accreditation requirements. Based on employer needs, partnerships with Jewish Vocational Services (JVS) and funding through support from the American Recovery and Reinvestment Act (ARRA).
Faculty evaluated both curricula and found areas to realign. The realignment of the curriculum impacted the following HIT courses: HIT 55A – Medical Transcription I, HIT 55B- Medical Transcription II, and HIT 55C Medical Transcription III.
MED 55, The electronic health record course meets entry-level employer and industry needs. (4 units, l hour lab and 3 hour lecture). MED 55 was offered for the first time in Spring 2010.
• Two courses were evaluated and revised to meet accreditation requirements, employer needs, and the community of interest. HIT 74, Quality Assessment, was revised from three units (3 hours lab and 2hours lecture) to two units (1 hour lecture and 3 hours lab) and HIT 75, Management in Health Care was revised from two units (2 hours lecture) to three units (3 hours lecture).
The revised HIT 74 course is being taught for the first time this semester. Course content and student learning objectives are currently being evaluated by the instructor and other HIT faculty members. Further review may take place at the end of the semester after the course has been completely taught.
The revised HIT 75, Management in Health Care course was taught for the first time in Fall 2009 semester. Review of the course will take place when national exam results are made available.
Enrollment in both courses exceeds the minimum college requirements.
• Three certificate programs are being revised to reflect changes approved by the curriculum committee.
In Fall 2009, over 46 petitions were submitted for Health Information Clerk I , Health Information Clerk II, Health Information Coding Specialist, Health Information Technology, Awards of Achievement in HIT and the AS degree from the college. We are waiting for the number of approved petitions, awards, and degrees from the Certificates Office and the Admissions and Records Department.
In Spring 2010, over 50 petitions were submitted for Health Information Clerk I , Health Information Clerk II, Health Information Coding Specialist, Health Information Technology, Awards of Achievement in HIT, the AS degree from the college and Associate of Science degree in Health Information Technology. We are waiting for the number of approved petitions, awards, and degrees from the Certificates Office and Admissions and Records.
• HIT informational packets, flyers, brochures and websites are being revised to reflect curriculum changes.
was developed for marketing the program and presented to a local hospital and provided to the Ocean Campus for Career Day in November 2009.
Changes/revisions for websites are planned before the end of the spring semester. • Course outlines are continuously evaluated and updated as necessary.
Course outlines are in the process of being reviewed for accreditation requirements and in preparation for curriculum committee approvals.
• Several HIT courses have been enhanced with specialized health care software applications such as the electronic health record, 3M, and the Virtual Lab to enhance student learning.
Specialized health care software applications are used in several HIT courses. Software remains current with industry and technology and enhance student learning.
• Two smart classrooms were secured upon our return to the John Adams campus.
The HIT and MA programs returned to the JAD campus in time for the Fall 2009 semester. Rooms 301 and 303 have secured smart classrooms to serve MA and HIT students.
• 22 inch monitors have been secured for the computer lab with CTE funds.
22 inch monitors were secured in spring 2010 for the computer lab with CTE funds.
• A two-year subscription has been extended for AHIMA’s Virtual lab secured through CTE funds.
CTE funds were approved to extend a two-year subscription ending on September 1, 2011 for AHIMA’s Virtual lab. • A two-year subscription has been renewed for 3M and secured through CTE funds.
• Results of the national certification examination continue to be evaluated by faculty and curriculum changes are made as necessary
Results of the national certification examination were evaluated by faculty and the curriculum is in the process of being reviewed.
Graduates sat for the national certification examination to earn their credential. Ten graduates sat for the national examination and ten passed resulting in a 100% passage rate for the HIT program. Further evaluation of the national certification examination indicated that graduates of the HIT program from CCSF scored 4% higher compared to the national mean passing rate of 86%.
7. What Are the Department’s Major Planning Objectives for the Next Fiscal Year?
The Health Information Technology program will continue to offer a curricula that meets entry-level competencies, the demands of the health care industry and serve as a tool to advocate the Health Information Management profession to diverse, multi-ethnic student populations, re-entry students and the community. With the passage of the American Recovery and Reinvestment Act (ARRA), program enrollment has continued to grow over the last two years.
The HIT faculty work closely together and support each other. Each one is dedicated to the program, a hard worker, team player, and demonstrates good morale. Faculty are credentialed HIM professionals who demonstrate current knowledge and expertise in content areas taught. The HIT faculty continues to work in the HIM environment allowing each to keep up with current technology and trends.
Partnerships have been established with counselors from ESL to identify which English skills are most problematic for
multilingual students. Instructors meet with DSP&S staff in an effort to provide services to students with disabilities. Faculty will continue to work with the library staff to provide orientation sessions for first semester students.
The HIT program advisor continues to work closely with general counselors at Ocean and JAD to insure that students are provided with correct information about graduation requirements and catalog rights. The HIT program advisor continues to communicate with Theresa Melendrez in the certification office to verify and authorize HIT course substitutions.
The HIT faculty continues to participate in recruitment activities on and off campus. Distribution of recruitment materials continue to be mailed or sent via the Internet and through the HIT website. The program advisor continues to accept invitations from hospitals to speak about program offerings.
The HIT program is fortunate to have an advisory committee with experienced members from a variety of healthcare settings. The members provide recommendations to keep course content current and input on employer and community needs. Our professional practice sites continue to expand with interest from a variety of settings.
It is our hope to continue to collaborate with organizations within the hospital community. Several hospitals have expressed the need for our coding courses.
With the constant changes in the healthcare industry and current legislation, it is important that the HIT program have current technology and software to meet accreditation requirements, the needs of the profession, employers and the community.
CITY COLLEGE OF SAN FRANCISCO STUDENT LEARNING OUTCOME PLANS
DIVISION: CCSF / Instructional
DEPARTMENT: Health Care Technology
PROGRAM: Health Information Technology Program
CONTACT: Marie T. Conde
EXTENSION: (415) 561-1818
PROGRAM GOAL STATEMENT: To provide students with entry-level health information management skills. Expected Student
Learning Outcome
Methods of Assessment Measurement Criteria
Summary and Analysis of Data
Plan of Action
Students will demonstrate the academic knowledge, theory and skills
consistent with entry-level competencies required for employment.
Assessment methods include tests from HIM Associate Degree entry-level
competencies (Domains, Subdomains, and Tasks)
80% of graduates will obtain
employment in the Health Information Management field within one year of graduation.
Results of passage rates on the RHIT certification exam and results of employer surveys.
Ongoing. Faculty will continue to evaluate and update the curriculum to meet accreditation
standards and community needs.
Students will demonstrate the academic knowledge, theory, and skills
consistent with entry-level competencies required for professional practice experience.
Assessment methods include detailed PPE exit evaluations will be conducted at the end of each rotation. 100% of PPE sites selected will demonstrate “satisfactory” and 95% will demonstrate “excellent” in instruction and adherence with instructional objectives.
Results of PPE exit evaluations are reviewed by the program advisor. Findings shared with students, faculty, site managers and
advisory committee members
Ongoing. Students will gain employment opportunities through professional practice experiences, leads provided through job announcements, and other network efforts.
Students will exhibit ethical and professional behavior at PPE sites.
Essay and multiple choice questions are included on tests and assignments
throughout the curriculum to
100% of students will exhibit ethical and professional behavior at PPE sites.
Results of PPE site evaluations indicate satisfactory or better results that students
Continue to require PPE site evaluations.
instill ethical and
professional behavior for students.
exhibit ethical and professional behavior. Students will demonstrate
the academic knowledge and theory of general education courses, English, and Math.
Students must complete Math 840 and general education requirements for an associate of science degree.
Students must complete English 90 or ESL 150 or higher for program admission.
Student placement test scores or transcript.
Students qualify for an associate of science degree or certificate of completion.
Continue to require general education courses and entry-level English and Math skills.
Students will earn a minimum grade of “C” in all HIT courses.
Each semester, the Program Advisor will meet with each student in the program to evaluate academic performance.
Any student who earns a grade lower than a “C” in a HIT course must repeat the class.
Any student who earns lower than a “C” is provided with appropriate
advisement to repeat the course.
Continue to monitor students who earn a grade lower than a “C” in HIT courses.
Students will demonstrate knowledge and theory to pass a Mock RHIT exam.
Students take a series of Mock exams in their last semester to prepare for the RHIT examination.
Students receive instructions to prepare for the exam and online testing methods.
80% or more of eligible students will pass the Mock RHIT exam.
Results of the mock exam will be
evaluated by faculty.
Continue to monitor the test taking environment to prepare students.
Students will demonstrate knowledge and theory required for passage of the RHIT certification
examination.
Assessment includes tests on theory and knowledge from AHIMA’s Domains,
Subdomains and Tasks for evaluation of entry-level competencies.
85% or more of first-time candidates will pass the RHIT certification examination.
Results of the RHIT exam will be
conducted to evaluate student performance in each competency area to
Continue to update the HIT curriculum to meet accreditation requirements and community needs. Continue to update the
compare national pass rates with program pass rates. Results will be discussed with faculty and program advisory committee.
curriculum to meet
accreditation requirements and community needs.
8. What are the departments major planning objectives of the next fiscal year excluding progress already cited in #6 and #7.
• Enhance existing degree and certificate programs to include: better classes in Patho-physiology, Medical Terminology, Anatomy and Computer Applications to prepare for International Classification of Diseases, 10th Edition, Clinical
Modification (ICD-10-CM) and International Classification Diseases 10th Edition, Procedural Coding System (ICD-10-PCS).
• Assess student learning outcomes through knowledge skills, attitudes, habits of mind to provide information to support program improvement and student achievement
• Improve student success through good recruitment
• Incorporate Core Competencies into New and Existing Programs
9. Education Master Plan School of Health and PE Mission
• The Health Information Technology program strives to provide students with high quality levels of educational
opportunities through feedback from local employers, the community of interest, and guidance of our Advisory Committee members.
• The Health Information Technology program provides an associate of science degree in Health Information Technology and Certificate of Completion in Health Information Technology Clerk I, Certificates of Achievements in Health
Information Technology Clerk II, Health Information Coding Specialist, Medical Transcription and Health Information Technology.
• The Health Information Technology program provides courses for former graduates to earn continuing education units. Two instructors from the HIT and MA programs provide seminars about current industry trends and changes to the community.
• The Health Information Technology program collects data through employer, graduate, and professional practice site surveys to evaluate curriculum competencies and prepare students to pass the national certification examination, meet employer demands and have the ability to function in a health information management environment.
• The Health Information Technology program promotes life-long learning through course outline improvements, lab activities, and keeping abreast with the latest technology used in the industry.
10. What are the department’s major planning objectives for the next fiscal year?
• Continue to seek financial support and apply for CTE funds when available to update health care specific software and licensing fees for the computer lab. In addition, seek support from our component State Association, the California Health Information Association (CHIA) and apply for program grants.
• Participate and partner with private industries (Jewish Vocational Services (JVS), Bay Area Community College
Consortium (BACCC) members, Bay Area Regional Consortia’s (RHORCs) and others to learn about Health IT trends and the workforce development needs within the region.
• Pursue and seek grant funds targeting health IT workforce development to establish the electronic health record and provide training for the necessary workforce.
• Using data from the College’s program review and national examination results continue to evaluate student learning outcomes, program recruitment, populations served, retention, number of graduates and job placements.
• Continue to maintain computer equipment and workstations to meet ergonomic standards and to support health care software applications, accreditation requirements, employer needs, and the population served.
• Continue to evaluate and update course outlines as necessary to meet accreditation requirements and continue to introduce more activities into the lecture and laboratory courses to reinforce AHIMA’s Domains, Subdomains and Tasks.
• Continue to communicate with our Advisory Committee members for recommendations and guidance on Health Information Management topics and requirements.
• Pursue opportunities for professional practice experiences and affirm current professional practice sites.
• Continue to prepare students to successfully pass certification exams such for the Registered Health Information
Technician (RHIT), Certified Coding Associate (CCA) and Certified Professional Coder (CPC). Faculty will continue to review preparation examination books and other textbooks to improve certification passage rates for the RHIT, CCA, and CPC exams.
• Develop a review session for graduates to prepare for the national credentialing exam to become a RHIT. The program director plans to partner with other HIT program directors and schools in the effort to provide review sessions in Northern and Southern California.
• Train and prepare to teach ICD-10 and ICD-10-PCS courses for implementation in 2013. The American Health
Information Association (AHIMA) recommends that faculty begin to evaluate I-10 textbooks in 2011 to prepare to teach ICD-10-CM and ICD-10 PCS classification systems. The implementation date for ICD-10-CM and ICD-10- PCS is scheduled for October 1, 2013.
• Revise course outlines to include ICD-10 and ICD-10 PCS classification systems. Course outlines will be revised in spring 2012 to include ICD-10-CM and ICD-10 PCS. Course outlines will be submitted to the Curriculum Committee for
approval and introduced to students in fall 2012.
• Seek support from administration and technical assistance to develop and maintain tech-enhanced courses in Health Information Technology. On-line courses would allow students flexibility in taking course offerings and meeting the demand for health information technicians.
In fall 2009, two faculty members began training with Moodle to develop Web-enhanced courses for the MA and HIT programs. Both faculty members are scheduled for additional training on a monthly basis or when Moodle sessions of interest are provided. One other faculty member began using Moodle in fall 2009 and has five web-enhanced courses completed. The faculty plan to evaluate student progress with the use of web-enhanced technology.
• Develop a departmental online job page to post HIM employment opportunities, course offerings and track program graduates/alumni.
• Promote Education Initiatives to transition practitioners to educators.
11. Environmental Scan Factors – Five or Six years from now.
The healthcare industry as a whole will produce more job openings than any other industry from 2008-2018.
The Health Information Technology for Economic and Clinical Health (HITECH) Act, which is part of ARRA, authorized the creation of a program to assist in the establishment and/or expansion of educational programs designed to train a highly skilled workforce of health information technology professionals to effectively put in place and use secure, interoperable electronic health record systems.
Prepare individuals with appropriate prior education and/or experience to complete a six-month or less training program to develop skills in information technology, health care, and workflow of health care practices, change strategies, and quality improvement techniques.
Increased growth of graduates with AA or AS degrees. Seek major stakeholders for the HIT Advisory Committee Increased growth in completers of certificate programs in coding Increased number of jobs opened by retirements and resignations
Establishment of new Health IT programs
Growth of more Distance Learning opportunities for Health Information Technology
AHIMA’s Vision 2016 identifies the need for new instructors in HIT/HIA programs as the need for the HIM profession continues to increase. The HIT faculty recognizes the need for practitioners to transition to educators. A student attending the University of Cincinnati will be completing her professional practice experience with the HIT program. The student is
scheduled to shadow the HIT program advisor and faculty to gain an understanding of teaching methods, curriculum requirements, and assist with evaluation of the current curriculum, review of program resources, and integration of lab assignments. The student plans to provide HIT students with a PowerPoint presentation on a selected topic.
12. Please check this box to certify that faculty and staff in your unit discussed the major planning objectives.
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13. New Resources Needed
• Replace Toshiba laptop from 2004 with new laptop for use in SMART classroom • Update reference materials and resources to improve student learning and current trends • Renew 3M license
• Renew AHIMA’s Virtual Lab Subscription • Recruit part-time faculty to teach HIT courses
ATTACHMENT A Course/Program 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 HCT 61 CC A E E A E HIT 50A CC A E E A E HIT 50B CC A E E A E HIT 57 CC A E E A E HIT 67 CC A E E A E HIT 72 CC A E E A E
HIT 73A CC A+E A E A E
HIT73B A+E CC A E A E HIT 74 CC A E E A E HIT 75 CC A E E A E HIT 76 CC A E E A E HIT 77A CC A E E A E HIT 77B CC A E E A E HIT 78 CC A E E A E
