An examination of the relationship between outcomes assessment and accreditation in community college-based health information technology programs.

摘要

This study compares the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) Board of Commissioner and Panel of Accreditation Reviewer understanding of what constitutes student learning outcomes and an effective program evaluation plan with that of campus-based health information technology (HIT) program coordinators. This study utilized a qualitative, multi-method approach to examine participant experiences and expectations with specialized accreditation within health information educational programs. Information was gathered by: (1) conducting interviews with HIT program coordinators of accredited programs in community colleges in the state of Illinois, (2) conducting interviews with CAHIIM board members, (3) conducting interviews with CAHIIM accreditation reviewers who have surveyed a HIT accredited program in a community college, and (4) reviewing the annual program evaluation plan made available by those programs. The central purpose of the study was to answer the following questions: In what ways do informants understand or characterize "learning outcomes" for HIT programs at two-year colleges?; In what ways do informants connect learning outcomes to program goals?; What assessment methods do informants identify as most effective in measuring learning outcomes?; In what ways have outcomes-based standards impacted HIT programs at two-year colleges?; What strengths and limitations of outcomes-based standards are identified by informants?; How and with whom are outcomes-based assessment results shared at the program level? Conclusions reached were: student learning outcomes assessment is valuable; assessment and accreditation are linked to demonstrate accountability; there is disparity between informant groups in understanding assessment; it is important to use a variety of assessment methods; and it is important that advisory committees participate in the assessment process. Recommendations for policy and practice were provided for HIT program coordinators, CAHIIM representatives, and advisory committees; and focused on networking with other HIM educational professionals, professional development activities, and engaging community members in the educational process. Recommendations for further study were to research the topic using a quantitative design; study the assessment practices of HIT programs in four-year institutions, in business schools, in corporate-run institutions and those offered on-line; and conduct interviews with other HIT program stakeholders and with program coordinators who are new educational professionals.