Program Review-HCOP

AP Full Official
Campus: National Campus
Completed by: Dr. Don Buden
AP Review Submission Date: March 31, 2014
AR Review Cycle: AY 2012-2013

Program Goals

Program goals are broad statements concerning knowledge, skills, or values that the faculty members expect the graduatiing students to acheive.


1. Provide basic knowledge of human biological sciences in preparation for a career in health.
2. Promote health and well being as they relate to the development of individuals, families, and communities.
3. Orient students of employment opportunities in health systems supporting preventive and curative actions.

Program History

This section describes the history of the program. This includes the date and reason of implementation, significant milestones in the development of the program, and significant current activities.

The Federated States of Micronesia continues to be in serious need of indigenous medical and health professionals. Hospitals and clinics are short staffed and the few doctors are mainly those recruited from overseas. To meet the need for a strong base of skilled resident personnel trained in health related professions, the College of Micronesia-FSM was given the task of recruiting students to major in the fields of health and medicine. This resulted in the creation of the Health Care Opportunities Program (HCOP) in 1980. Since then HCOP has graduated several hundred students (e.g., 173 during the 15 year period 1992-2007; x¯ = 12 per year), many of whom continued their education and achieved advanced degrees in colleges and universities throughout the world. Some of these students returned to FSM to work within the medical field and have helped to build and improve the health and medical infrastructure. HCOP began with the recruitment of students from FSM, Palau and the Marshall Islands. HCOP specifically targeted and chose high quality students that could cope with the strong science, math and English element of the program. In addition, HCOP received funding of approximately $80,000 per year thus allowing the program to provide students with financial assistance and thereby aiding recruitment. Furthermore, summer intensive training in science, math and English was also provided. Project funding ended in 1997 and recruitment subsequently was confined to FSM, and without the stipend and summer training for students. The lack of funding had a detrimental effect on the program reducing recruitment as well as the academic quality of the students and their retention within the program.

Program Descriptions

The program description describes the program, including its organization, relationship to other programs in the system, program design, degree(s) offered, and other significant features of the program, such as elements/resources for forward-looking new program contributions to the state’s economy, or specialized program accreditation.

This program aims to strengthen the opportunity for students who wish to pursue health-related professions. The program offers a solid foundation of health-related courses necessary for succeeding at a four-year institution.

Program Admission Requirements

This section describes the requirements for admission into the program and other requisites.

As per college policy (see current catalogue)

Program Certificate/Degree Requirements

This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses,, sequencing of courses, total credits, internships, practical, etc.

1. Satisfactory completion of the applicable General Education core - 29 credits
2. Satisfactory completion of the prescribed major courses - 34 credits
3. Open Elective - 3 credits
4. Graduation requirement – 66 credits

Program Courses and Enrollment

This section lists courses offered in the program, including number of sections, course enrollment, section fill rates, and redundancy of courses across the institution.

1. SS/PY 101 General Psychology
2. ED/PY 201 Human Growth & Development
3. Sc. 101 Health Science
4. Sc. 120 Biology
5. Sc. 112 Nutrition
6. Sc. 122a Anatomy and Physiology 1
7. Sc. 122b Anatomy and Physiology 2
8. Sc. 180 Microbiology
9. Sc. 230 Chemistry

Program Data Sheet 2014 January

Enrollment by Major and Campus

Major:	Degree	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Students
Health Career Opportunities Program	AA	Fall 2011	1	3	88	13	9	114
Health Career Opportunities Program	AA	Fall 2012	0	7	106	14	14	141
Health Career Opportunities Program	AA	Fall 2013	1	7	105	11	10	134
Health Career Opportunities Program	AA	Spring 2011		2	77	6	4	89
Health Career Opportunities Program	AA	Spring 2012		3	80	6	11	100
Health Career Opportunities Program	AA	Spring 2013		7	97	7	12	123



Credits by Major and Campus

Major:	Degree	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
Health Career Opportunities Program	AA	Fall 2011	6	32	1224	152	112	1526
Health Career Opportunities Program	AA	Fall 2012		82	1412	172	147	1813
Health Career Opportunities Program	AA	Fall 2013	13	72	1387	129	132	1733
Health Career Opportunities Program	AA	Spring 2011		18	1068	87	46	1219
Health Career Opportunities Program	AA	Spring 2012		21	1106	76	122	1325
Health Career Opportunities Program	AA	Spring 2013		69	1280	89	139	1577



Credits by Program and Campus

Program	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
LA/HCOP (AA)	Fall 2011		240	1092	84	261	1677
LA/HCOP (AA)	Fall 2012		225	1006	128	78	1437
LA/HCOP (AA)	Fall 2013		134	1057	73	84	1348
LA/HCOP (AA)	Spring 2011		137	1119	84	90	1430
LA/HCOP (AA)	Spring 2012		139	1071	124	163	1497
LA/HCOP (AA)	Spring 2013			1150	94	172	1416



Credits Enrolled, Attempted and Earned(averages)

Major	Degree	Term	CredEnrollAvg	CredAttAvg	CredEarnAvg	TermGPAAvg
Health Career Opportunities Program	AA	Fall 2011	13.4	12.1	9.9	2.39
Health Career Opportunities Program	AA	Fall 2012	12.9	11.6	10.0	2.25
Health Career Opportunities Program	AA	Fall 2013	12.9	11.4	9.6	2.06
Health Career Opportunities Program	AA	Spring 2011	13.7	12.4	9.9	2.19
Health Career Opportunities Program	AA	Spring 2012	13.3	11.4	9.8	2.31
Health Career Opportunities Program	AA	Spring 2013	12.8	11.0	8.9	2.07



Program Sections, Enrollment Ratio and Average Class Size

Program	Term	Section	EnrollMax	Enrollment	EnrollRatio	AvgClassSize
LA/HCOP (AA)	Fall 2011	23	519	468	90.2%	20.30
LA/HCOP (AA)	Fall 2012	22	436	394	90.4%	17.9
LA/HCOP (AA)	Fall 2013	23	459	354	77.1%	15.4
LA/HCOP (AA)	Spring 2011	21	439	357	81.3%	17.0
LA/HCOP (AA)	Spring 2012	20	471	376	79.8%	18.8
LA/HCOP (AA)	Spring 2013	21	418	316	75.6%	15.0



Persistence and Retention (new full time students)

Major Description	Degree	New Students FT 2011_3	Students 2012_1	Students 2012_3	Persistence Spring 2012	Retention Fall 2012
Health Career Opportunities Program	AA	24	22	20	91.7%	83.3%




Major	Degree	New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
Health Career Opportunities Program	AA	38	35	35	92.1%	92.1%



Course Completion & Withdrawals (Major)

Major	Degree	Term	Students	ABCorP%	ABCDorP%	W%
Health Career Opportunities Program	AA	Fall 2011	598	70.2%	79.9%	7.5%
Health Career Opportunities Program	AA	Fall 2012	515	70.3%	80.0%	6.8%
Health Career Opportunities Program	AA	Fall 2013	589	62.8%	73.3%	11.9%
Health Career Opportunities Program	AA	Spring 2011	397	66.0%	77.6%	8.3%
Health Career Opportunities Program	AA	Spring 2012	443	66.6%	77.7%	12.4%
Health Career Opportunities Program	AA	Spring 2013	433	60.4%	70.7%	14.8%



Course Completion & Withdrawals (Program)

Program	Term	Students	ABCorP%	ABCDorP%	W%
LA/HCOP(AA)	Fall 2011	501	64.9%	76.2%	7.6%
LA/HCOP(AA)	Fall 2012	425	60.5%	75.8%	6.4%
LA/HCOP(AA)	Fall 2013	403	51.9%	70.5%	11.9%
LA/HCOP(AA)	Spring 2011	423	57.9%	67.8%	15.1%
LA/HCOP(AA)	Spring 2012	443	54.9%	68.4%	14.9%
LA/HCOP(AA)	Spring 2013	414	45.4%	56.0%	23.4%



Graduates

Major	Degree	AY2010/11	AY2011/12	AY2012/13
Health Career Opportunities Program	AA	17	35	18



Graduate Rates

Major	Degree	Cohort	Fall 2008 NE_FT	Graduation Rate 100%	Graduation Rate 150%	Graduation Rate 200%
Health Career Opportunities Program	AA	Fall 2008 FT	29	10.3%	34.5%	51.7%
Health Career Opportunities Program	AA	Fall 2009 FT	21	0.0%	23.8%	38.1%
Health Career Opportunities Program	AA	Fall 2010 FT	18	0.0%	11.1%	16.7%

• Data based on SIS extracts December 2013 expect for graduates information.
• Program" information is based on Dickeson's concept of a "progarm" as expending resoruces and is linked to courses owned by a program from TracDat
• Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
• Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
• Persistence rates are based on Fall new students (full time) cohrots who return the following spring semester

Program Faculty

This section reports the faculty of the program, including full-time and part-time faculty. The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

1. Dr. Don Buden
   
   1. B.S., University of Miami, Florida USA
   2. M.S., Louisiana State University, USA
   3. Ph.D., Louisiana State University USA
2. Dr. Mihai Dema
   
   1. B.S., University of Medicine, Romania
   2. M.S., University of Medicine, Romania
   3. M.D., University of Medicine, Romania
3. Dr. Kathy Hayes
   
   1. B. Sc., University of Liverpool UK
   2. Ph.D., University of Leeds, UK
4. Ms. Magdalena Hallers
   
   1. AA, Community College of Micronesia
   2. B.A., University of Guam
   3. M. Ed., University of Guam
5. Ms. Jazmin Gonzales
   
   1. AA, Community College of Micronesia
   2. BS. Central Philippines University
   3. M.A., University of the Philippines

Program Indicators

This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review. The data that will be collected and evaluated are the following:

Assessment of course student learning outcomes of program courses	Describe the structure, function and basic pathologies of the human body	Through the courses in Health Science, Anatomy and Physiology the students were given written exam and practical test to identify the anatomy of the human body and explain the function of the body organs.
	Acquire solid foundation in basic Biological sciences	Assigned chapters notes were checked before every lecture to Assure preparedness before lectures and discussion. Written exams is given to measure retention lessons Several unit tests, midterm and final Exam were given
	Discuss, analyze and interpret fundamental and current issues relevant to human life sciences and health problems and communicate information in a critical Scientific and technologically advance manner.	The students have to answer workbook in every laboratory classes and work in groups. Written test and practical test were given after every unit done
	Describe health care and allied professions and be prepared to work effectively with health professionals in groups to solve human life sciences and health problems	Guest speakers invited to talk about the health profession, lectures and Video after which the students give a written report and test were given. Each group were assigned topics to work on and present class.
Assessment of program student learning outcomes
Program enrollment (historical enrollment patterns, student credits by major)
Average class size
Course completion rate
Student persistence rate (semester to semester)
Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)
Success rates on licensing or certification exams (CTE, TP, Nursing, etc)
Graduation rate based on yearly number
Students seat cost
Cost of duplicate or redundant courses, programs or services
Students’ satisfaction rate
Alumni data
Employment data and employer feedback (employer survey)	The above information is students list that are listed in my record book. There are students who took up HCOP but did not bother to see me as their adviser. A number of students finished after two and half years or three years. It is difficult to find out whether the student dropped out of school, came to continue and those that transferred and came back. To get hold of the former participants was the most difficult thing to do , the few that I was able to contact through phone calls and emails was trying, and for them to respond to the request was frustrating, either they are too busy or just no response at all.
Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)
Transfer rate




Analysis

Findings This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

Barriers to Higher Education The high cost of achieving an education in a health or medical fields Disadvantaged students may have the academic ability but does not have the monetary assistance to continue their education in the health profession. And if there are financial aid and scholarships available it is limited and very competitive that many cannot avail to it. Lack guidance and encouragement from family and in high school. Many students have no encouragement from parents. Many parents do not have the education to give the advice and support. The exposure to health profession through high school teachers and counselor is limited or non-existent Relatively high failure rate after matriculation. Students have inadequate academic preparation for higher education, high deficiency in English, math and science. The young minds did not have proper training during the early years of their education. Most high school students have limited information about health careers.

Recommendations This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

Program Objectives Goal 1 - Prepare students for a more advance and meticulous training in Science, Math and English that will help them focus to continue their studies in health and medical fields. Program objective: Encourage and support students whose educational background gives them difficulty in passing courses that makes doubly harder for them to continue their studies in the health fields. Talent Search So as to have a rich source of manpower, the training for the future medical professionals should not start from the first year of college but from the high school freshmen. Or even from the intermediate grades. Early identification program would involve both the prevention of academic deficiency and lower the challenge of remedial assistance for students. Creating a pipeline from high school to health or medical fields is important in increasing the number of students who are serious in going to medical or health professions. How to identify these students is a challenge. Early identification program would entail a lot of field work and follow up of students progress must be done as often as possible. The selected students must have a higher cut off score in English and Math compared to the test scores of other students In recruiting students a number of motivations should be given such as: Awards should be given such Monetary Award to students with a GPA no lower than 3.80. A stipend or allowance of $1.00 or whatever amount an hour. Three hours a week during the counseling and study hour. At the end of the study hour student must report on what was studied and assignment done. Student must be present all the time in order to avail for the allowance. Absence means deduction. If the allowance is 1.00 an hour that would be $12.00 a month and in seventeen week that would be about $50.00 plus a semester. The number of students must be limited to number that is manageable. In the past 30 students got $240.00 for the two years at COMFSM but there was no rule regarding attendance or maintaining a higher GPA or deduction if absent from the study hour. Hence absences were pretty high. The most important motivation is the promise of a full scholarship that would support the students throughout college, until they graduate from a health or medical field. But the student should maintain a grade point average of no less than 3.0 to continue to enjoy the financial assistance and must finish within the number of years required by their major. A reasonable dormitory fee should be included. An area should be for HCOP members only where they live, study and work and socialize with each other. Peer support will be good for the students. Activities and Work Plan A college representative will visit all high schools in the country for information dissemination regarding the HCOP plan. The principal will appoint the adviser. The adviser will choose possible students that have the intelligence, the discipline, and focus, and encourage them to major in Health or medical fields. (Should the extra responsibility for the teacher be paid or should it be considered part of her job? (If paid where will the money will come from?) Advisers will give a monthly report on activities. After graduating from High school, selected students will attend the six weeks summer enrichment program to prepare the participants for the regular school year and to strengthen participant’s performance on standardized test such as MCAT. This summer program should be designed in away that will help build self confidence and strengthen Science, English, physical science and Mathematical skills. (How many students should be selected from each island? How much should the summer stipend be?) If possible the students should be in the same class in all course A one hour study hour every other day is requirement with counselor or Tutor available to give help to the students.