Report Word document should not be converted to a PDF file but should be submitted as a Word document. Self-Study Appendices Outlined are the different Appendices required to accompany the Self-Study; these appendices provide documentation for the CAAHEP Standards. The following charts provide the mandatory naming conventions in the column “File/Folder Name” for the different folders and files along with a detailed description of the specific appendices. At the end of this document, you will find a chart, in “Instructions and Schema for Organizing the Self-Study Submission,” that outlines precisely how to organize the for submission. Even if the specific appendix does not apply to your program, such as consortium agreement, multiple campus, Teaching Invasive and Protective Competencies Via Distance Education (TIPCDE) Workbook, and potential others appendices, you will need to insert a document with the correct name. Inside the document, just indicate “Not Applicable.” Standard I Appendices I.APP Standard I Folder for Appendices Type File/Folder Name Description from Self-Study File IA.InstAcc Appendix I-A Copy of most recent institutional accreditation letter or certificate from the sponsoring educational institution recognized by the U.S. Department of Education indicating the accrediting agency and the dates of accreditation. It is required, as part of Standard I, that the program be sponsored by an institution that is institutionally accredited. If it is a multiple campus program, all approved sites need to be listed in the document or a supplement to the document. File IB.NarrHis Appendix I-B The program history (medical assisting program length, credit hours and practicum hours) in order to provide the context for the current program. In addition, include at least one paragraph that details the program’s ability to meet the outcome thresholds. Consider the following points: Changes made in the resources to help improve performance on the outcomes Changes made in the curriculum to help improve performance on the outcomes Changes made in community outreach to help improve performance on the outcomes File IC.OrgCh Appendix I-C Organizational displaying the school’s management structure from executive officers to administrative staff with specific attention paid to the medical assisting program’s personnel within the institutional structure.
Provide a copy of the tool that you give to the Practicum Supervisor to evaluate the practicum students. provides an optional useful template for programs, which can be found at the MAERB website under Documents and labeled “Practicum Evaluation of Student.” It is a resource that can be adapted or changed. File IVB.PrEvalbySt Appendix IV-B Instrument/tool used for Practicum Evaluation by Students Provide a copy of the instrument/tool that you provide to the students in order for them to evaluate the Practicum site. MAERB provides an optional useful template for programs, which can be found at the MAERB website under Documents and labeled “Student Evaluation of the Practicum Site.” It is a resource that can be adapted or changed. File IVC.GradSur Appendix IV-C Instrument/tool used for data collection to determine graduate satisfaction MAERB provides a mandatory template for programs to use, which can be found at the MAERB website under Documents and labeled “Graduate Survey.” You may add additional questions to this form, but none of the required questions may be deleted. File IVD.EmplSur Appendix IV-D Instrument/tool used for data collection to determine employer satisfaction. MAERB provides a mandatory template for programs, which can be found at the MAERB website under Documents and labeled “Employer Survey.” You can add additional questions to this form, but none of the required questions can be deleted. File IVE.AdmCoh Appendix IV-E Admission Cohort explanation—how does the program, either through a trigger course or a formal admission process, define its admission cohort. Outlines how the program determines the correct date for an admission cohort. According to policy that method can be one of the following: The program’s “Trigger Course,” based on MAERB policy 205 Institutional Policy: Formal Entrance into the program This information validates for the surveyors the retention figures in the ARF by providing an explanation. provides a useful template for programs, which can be found at the MAERB website under Documents and labeled “Outcome Assessment Tracking Tool.” File IVF.JobPl Appendix IV-F Resources for job placement of graduates from the medical assisting program
Additional Forms for Standard III Resource Assessment Program Resource What program Outcomes are affected by that resource and how? (for example, retention or job placement or so on) Tools used to assess the resource (for example, surveys, evaluations, interviews) of Measurement Results Action Plan (designed for maintenance or improvement) Action Plan Program Director Practicum Coordinator Faculty Advisory Committee Clerical Staff Support Staff (Registrar, Admissions, Financial Aid, and so on) Finances Offices Classrooms Laboratories Ancillary Student
Course Number Course Title # of Lecture Hours # of Lab hours # of credits (if applicable) Cognitive objectives taught (yes/no) Psychomotor/Affective Competencies taught (yes/no) Term Taken Prerequisite, if any Curriculum Map Cognitive Objectives Course Number (eg, MED 101, MED 107) Assessment Tool List what type of assessment tool is used to measure the achievement of this objective. Be detailed (multiple choice, presentation, fill-in the blank, report, and so on) Crosswalk (if applicable) If the program creates its own course learning objectives and does not use the number and precise language of the cognitive objective on the syllabus, include the course learning objective listed on syllabus that covers the specific objective. I.C Anatomy & Physiology I.C.1. Describe structural organization of the body