Sustainable Program Assessment Practices: A Review of the ABET and NCAAA Computer Information Systems Accreditation Process

Program outcome assessment is a complex process that demands careful planning and resources in order to accurately assess higher-order thinking skills. A well-defined assessment approach provides detailed insights into program weaknesses and leads to continuous improvement. Whereas a poor assessment approach does not reflect the underlying weaknesses and may result in a useless effort. Furthermore, each accreditation body may have a different recommended outcome measurement approach. As a result, academic institutions may make adhoc choices just to satisfy accreditation requirements rather than designing a sustainable measurement approach. On the other hand, the magnitude of huge tasks for satisfying multiple accreditation bodies results in fatigue and mental stress for academic staff. ABET is a well-known international program accreditation body, and NCAAA is a local accreditation body for academic programs in the Kingdom of Saudi Arabia. In this paper, we have documented that how a sustainable outcome measurement mechanism can be designed to satisfy both ABET and NCAAA requirements. The core contribution of this paper is relevant specifically for academic programs in the Kingdom striving to meet both ABET and NCAAA requirements and is also relevant for all education programs to design an appropriate program assessment approach to ensure a sustainable process to foster better learning among students.

Standards and Guidelines for a New Decade

As the field evolved, so too, has the Gerontology and Geriatrics Curricular Standards and Guidelines in Higher Education. The 7th edition is focused on the integration of the highly vetted AGHE Gerontology Competencies for Undergraduate and Graduate Education. Through this work we establish a set of standards and guidelines that provides the foundation for excellence in gerontology and health professions education at various levels and across a range of programs in the US and globally. The document provide a model for institutions of higher education in the development of new programs, a basis for program assessment and evaluation, guidance for academic or institutional reviews in existing programs, and a platform for what constitutes a program of study in gerontology/geriatrics or health professions programs for students, the public, and employers. An overview of the development of the 7th edition and suggestions for its use will be provided.

The Considerations on a Classification Scheme for Community College Workforce Development Programs

Community colleges actively engage in a broad array of pre- and in-employment workforce development programs. These programs have typically been categorized as credit or non-credit bearing, but this classification is problematic and does not account for the complexity of the type, size, or motivation for offering the program. This discussion categorizes workforce development programs based on their funding source, including federal, state, industry/private, institutional, and user based programs. This type of classification allows for a better understanding of who is being served by programs, how they might be used in the future, and ultimately, provides some foundation for program assessment.

Selecting a Passive Network Monitoring Solution for Medical Device Cybersecurity Management

The number of cyberattacks and information system breaches in healthcare have grown exponentially, as well as escalated from accidental incidents to targeted and malicious attacks. With medical devices representing a substantial repository of all the assets in a healthcare system, network security and monitoring are critical to ensuring cyber hygiene of these medical devices. Because of the unique challenges of connected medical devices, a passive network monitoring (PNM) solution is preferred for its overall cybersecurity management. This article is intended to provide guidance on selecting PNM solutions while reinforcing the importance of program assessment, project management, and use of leading practices that facilitate the selection and further implementation of PNM solutions for medical devices. The article provides a detailed introduction to connected medical devices and its role in effective care delivery, an overview of network security types and PNM, an overview of the National Institute of Standards and Technology Cybersecurity Framework and its application for program assessment, essentials of project management for PNM solution selection and implementation, key performance indicators for measuring a solution's ability to meet critical cybersecurity needs for medical devices, and lessons learned from the author's professional experience, selective literature review, and leading practices. Rather than describing a complete list of guidelines for selecting PNM solutions, the current work is intended to provide guidance based on the author's experience and leading practices compiled from successful medical device cybersecurity programs.

Perception of patients About Medical care at Medical OPD in I.T.H.S: Observational Study

Background: Hospitals are the most important organizations of health care system. Globally 80% patients are attended at OPD. Aim: To find the perception of patients regarding care provision at Medical OPD in Islam Teaching Hospital, Sialkot. Study Design: Observational study. Methodology: Hundred patients were included in present study. All information was collected via Questionnaire and was kept in secret after approval from ethical review board. Pharmaceutical facilities available near or in the OPD were noted in the designed Performa. Data analyzed by SPSS 20.0v. Results: Quality of information provided by receptionist was satisfied 46(46%), partially satisfied 46(46%) and unsatisfied 8(8%). Behaviour of doctor toward patients was satisfied 68(68%), partially satisfied 28(28%) and unsatisfied 4(4%), Quality of time provided by doctor to patients was satisfied 64(64%), partially satisfied 32(32%) and unsatisfied 4(4%), Confidentiality of patients maintained by physician was satisfied 86(86%), partially satisfied 12(12%) and unsatisfied 2(2%), Pharmaceutical facilities available near or in the OPD was satisfied 60(60%), partially satisfied 36(36%) and unsatisfied 4(4%). Conclusion: This study concluded that satisfaction of patients at medical OPD was overall good. However, many of the existing shortages can be improved by presenting an organized program. Assessment showed that confidentiality was kept that improved overall satisfaction among patients. Keywords: Perception, patients and Medical OPD.

MEASURING THE ACHIEVEMENT OF EXPECTED LEARNING OUTCOMES AS A WAY TO ENHANCE AUN-QA OUTCOMES-BASED EDUCATION AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

Outcomes-based education (OBE) implementation at Industrial University of Ho Chi Minh City (IUH) is built based on ASEAN University Network – Quality Assurance (AUN-QA) outcomes-based concept, which provides quality outcomes at the end of educational process. The goals for this are to meet the requirements of stakeholders with a set of expected learning outcomes (ELOs). The expected learning outcomes are concerned with the achievements of the learner at the graduation time rather than the intentions of the teacher, which are often written as aims, goals or objectives of the program. Measuring the achievement of ELOs is considered to enhance OBE. Focus of providing evidences of program assessment is on the cumulative effect of student learning and influences. Principles of program assessment are to seek the answers for such questions: “When to collect data? From whom to collect data? What is interpretation of the assessment results? This work demonstrates an example of ELOs measurement at program level at IUH.

Improving Quality Physical Education: Conceptual and Practical Framework, and Barriers to Its Global Implementation

To exert benefits of physical education and enhance the health of teenagers, the idea of Quality Physical Education (qpe) had been put into practice since 1995 as the guideline for the implementation of physical education in K-12 schools in the United States. qpe consists of two parts: the conceptual framework and practical guidelines, which contain four core elements: “Opportunity to Learn,” “Meaningful Content,” “Appropriate Instruction,” and “Student and Program Assessment.” Each core component is broken down into sections, subsections, and programmatic elements, to fit into unesco’s benchmarks, which regulate the overall process and procedures in physical education as minimum standards, offering strong support for educators to design and implement high qpe. In the global endeavor to implement qpe, however there are major barriers, specifically institutional barriers, teacher-related barriers, and student-related barriers which prevent qpe to be fully and effectively adopted.