program specifications (ps) bachelor of science in anesthesia … · 2019-06-24 · anesthesia...

PROGRAM SPECIFICATIONS (PS)

Bachelor of Science in Anesthesia Technology

College of Applied Medical Sciences in Jubail

Department of Anesthesia Technology

Program Specifications

Institution: Imam Abdulrahman Bin Faisal University Date 1/ 11/2018

College/Department: College of Applied Medical Sciences in Jubail

Dean/Department Head: Dr. Abeer Al-Subaie

Insert program and college administrative flowchart:

List all branches offering this program:

Branch 1.




A. Program Identification and General Information

1. Program title and code: Bachelor of Science in Anesthesia Technology (BSAT)

2. Total credit hours needed for completion of the program: 132 credit hours

3. Award granted on completion of the program: Bachelor of Science in Anesthesia Technology

4. Major tracks/pathways or specializations within the program None

5. Intermediate Exit Points and Awards (if any) (eg. associate degree within a bachelor degree program) Not Applicable 6. Professional occupations (licensed occupations, if any) for which graduates are prepared. (If there is an early exit point from the program (eg. diploma or associate degree) include professions or occupations at each exit point) Graduates of the Bachelor of Science program in Anesthesia Technology are prepared to assume the following roles:

Anesthesia Technologist or Anesthesia Assistant as an integral member of the anesthesia team in a perioperative setting.

Anesthesia Technology educators in Higher Education Institutions (HEIs). Researcher in Research and Development Institutions Clinical Specialist, providing expertise in the anesthesia technology industry.

7. (a) New Program Planned starting date

(b) Continuing Program Year of most recent major program review N/A

List recent major review or accreditation contracts.

None 8. Name of program chair or coordinator. If a program chair or coordinator has been appointed for the female section as well as the male section, include names of both. Dean of College of Applied Medical Science - Jubail: Dr. Abeer Al-Sibaie 9. Date of approval by the authorized body (MOE

Campus Location Approval By Date Main Campus: Jubail

2016-2017



B. Program Context

1. Explain why the program was established.

The program was established to: Graduate competent Anesthesia Technologists Advance knowledge through biomedical and clinical research Promote continuing professional development Provide exemplary anesthesia care Serve as anesthesia education resource center

a. Summarize economic reasons, social or cultural reasons, technological developments, national policy developments or other reasons.

“Anesthesiologists work in an increasingly complex technological environment inside and outside of the operating room.” To deliver the highest quality of patient care, each member of the health care team provides his/her own knowledge and skill set. The role of the anesthesia technologist in perioperative care is now recognized as it is a steadily growing profession internationally with associate and bachelor programs offered in the United States and elsewhere. Locally, post-graduate training for medical graduates has been running for years and is intended solely to train Residents. Few colleges and universities (PSCHS, UQU) offer the Bachelor of Science in Anesthesia Technology. With the implementation of Saudi Arabia Vision 2030, a national policy development which includes Saudization of the health care workforce, there is an emergent need to provide the community with Saudi anesthesia technologist. IAU is well-suited to be in the forefront of future developments in the field of anesthesia technology. b. Explain the relevance of the program to the mission and goals of the institution. Anesthesia technology is an emerging profession in Saudi Arabia as well as in the international arena. The initiation of the program will serve the vision and mission of the institution, as it endeavors to develop Saudi nationals to become anesthesia technology professionals who are knowledgeable, competent, committed to life-long learning, and socially responsible.



2. Relationship (if any) to other programs offered by the institution/college/department. a. Does this program offer courses that students in other programs are required to take? Yes No If yes, what has been done to make sure those courses meet the needs of students in the other programs? b. Does the program require students to take courses taught by other departments? Yes No If yes, what has been done to make sure those courses in other departments meet the needs of students in this program? The adherence of the Anesthesia Technology Department to the policies and procedures set by the Academic Affairs ensures that students' academic needs are met regardless of the external departments teaching the courses in the curriculum. Course Specifications are reviewed and discussed with the department handling the course and suggestions are made to implement specific needs based on the program and course learning outcomes in relation to the scope of practice of the anesthesia technologist. The Department Chairperson communicates with the chairperson of the concerned department and provides them with the program learning outcomes as well as the course learning outcomes that suit the competencies of anesthesia technology students. Additionally Course specifications and course reports are collected and assessed and the results of Course evaluation surveys (CES) and other feedbacks for courses are obtained and utilized to create action plans for improvement.

3. Do students who are likely to be enrolled in the program have any special needs or characteristics? (eg. Part time evening students, physical and academic disabilities, limited IT or language skills).

Yes No

4. What modifications or services are you providing for special needs applicants? At present, the program does not consider any modifications or services for applicants with special needs.



C. Mission, Goals and Objectives

1. Program Mission Statement (insert). The Anesthesia Technology Program is dedicated to prepare highly skilled professional anesthesia

technologists to advance and strengthen the healthcare workforce in the region through a

challenging educational environment, creative research, and effective community services.

2. List Program Goals (eg. long term, broad based initiatives for the program, if any)

A. Provide high quality education in Anesthesia Technology. B. Prepare highly skilled Anesthesia Technology professionals that meet national and

international professional standards. C. Exhibit ethical behavior in accordance with Islamic values. D. Foster a culture of scientific inquiry and creative research. E. Promote social responsibility with effective community partnership.

3. List major objectives of the program within to help achieve the mission. For each measurable objective describe the measurable performance indicators to be followed and list the major strategies taken to achieve the objectives.

Measurable Objectives

Measurable Performance Indicators

Major Strategies

1. Graduate students who are able to think critically, communicate clearly, and collaborate effectively as they apply the scientific principles of anesthesia technology to clinical problems.

Percentage of students achieving a Grade of C and above in each of the Program Learning Outcomes

Student Completion Rate

Students Overall rating on the Quality of their Courses.

Students overall rating of the quality of their program

Alumni and Graduate Satisfaction Surveys.

Employers Satisfaction Survey

Utilize up-to-date learning resources Hire highly qualified faculty and teaching staff

proportional to the number of students Implement standard guidelines for assessment

analysis of course and program learning outcomes.

Establish quality assurance processes for regularly reviewing course specifications, course reports

Periodic review of and updating of the curriculum

Ensure all courses have appropriate independent verification

Ensure all courses are evaluated by students every semester

Implement quality assurance processes for monitoring and conducting Stakeholders Evaluation Survey

Implement standard guidelines for verification of standards of achievement.





Major Strategies

2. Foster in students a commitment to life-long learning and scholarship

Number of Undergraduate Students attending conferences and workshops.


Alumni and Graduate Surveys.

Percentage of students achieving a grade of “B” or above in their research project

Expand self – directed learning activities including assigned reading, seminar, small group discussion, project, case discussion

Encourage student participation in conferences and workshops

Conduct professional development activities for faculty and students

3. Provide students with the knowledge, skills and attitudes necessary to become competent anesthesia technologists capable of working in the healthcare field with high efficiency

Clinical evaluation of Interns

Proportion of graduates who within six months of graduation are employed or enrolled in further study

Employer’s satisfaction survey

Alumni and graduate satisfaction survey

Patient satisfaction survey

SCHS professional registration is achieved for all graduates.

Design curricula at the international level. Align program learning outcomes with the needs

of the work market Review and assess the program periodically Invite International professionals in the field of

Health Profession Education for consultation purposes

Promote a culture of teamwork, safety, and effective communication with the patient, families & health care team.

Provide opportunities for students to take part in health promotion initiatives of individuals, families, and the community

Enhance students’ awareness of the cultural aspects of health.





Major Strategies

4. Adapt to new technologies, in anesthesia to remain at the leading edge of developments and practice in the anesthesia technology profession


Interns satisfaction survey

Alumni and Graduate satisfaction survey

Employer’s satisfaction survey

Proportion of faculty attending national and international conferences and workshops

Design curricula at the international level. Periodic review of the curriculum Equip Clinical Skill Labs with state of the art

simulators and equipment Invite International professionals and

academicians in the field for consultation purposes

Conduct professional development activities for faculty and teaching staff

Encourage participation of faculty and students in professional development activities

Introduce recent advances in anesthesia technology through student seminars and self-directed learning activities

5. Enhance students’ understanding of social, legal and ethical issues that may be encountered and have an impact on anesthesia practice.

Percentage of students achieving a Grade of C and above on the Interpersonal Skills and Responsibility domain.



Employers satisfaction survey

Integrate ethical standards in various levels of the undergraduate curriculum

Dissemination of awareness of the Code of Professional Conduct: Standards for conduct, performance and ethics.

Training students to Practice in accordance with an ethical and legal framework, which ensures the primacy of the patient’s well-being and respects confidentiality

Introduce ethical issues and medico-legal dilemmas through student seminars and Simulated Clinical Experiences.

6. Prepare students to take a leadership role in the rapidly changing health care environment.

Percentage of courses achieving a Grade of C and above on the Interpersonal Skills and Responsibility domain

Students' overall evaluation of the quality of their program.



Employers satisfaction survey

Use of cooperative learning strategies, collective projects, and role play.

Participation of students in seminars and workshops on leadership skills

Provide opportunities for students to act as advocates for individuals and groups

Enhance awareness of cultural aspects of health.





Major Strategies

7. Facilitate the conduct and publication of high quality research by faculty and students

Number of refereed publications per full time faculty member

Number of citations in refereed journals per faculty members.

Proportion of faculty and teaching staff with at least one refereed publication per year.

Number of students’ research, Published, Presented in conferences Stakeholder evaluation of research Facilities

Stakeholder evaluation of research support available.

Provide opportunities in the program planning and delivery for building capacity for conducting and publishing research

Implement support mechanisms for teaching staff and faculty to participate in scientific conferences, and research competitions

Annual survey and feedback from stakeholders (Annual Program Report)

Secure funding for establishing research infrastructure, and acquiring research resources.

Promote and encourage faculty development training for research

8. Promote continuous development by fostering active participation of faculty and students in scientific conferences.

Number of papers/ reports or abstracts presented at academic conferences per year, per faculty member.

Proportion of teaching staff participating in professional development activities during the past year

Proportion of students participating in scientific conferences/ workshops during the past year

Annual survey and feedback from stakeholders (Annual Program Report)

Provide opportunity for teaching staff and students to participate in continuing medical education activities

Conduct professional development activities for faculty, staff, and students





Major Strategies

9. Promote active participation of faculty and students in community service and health awareness programs.

Proportion of full time teaching and other staff actively engaged in community service activities.

Number of community education programs provided per year

Conduct health awareness and education activities organized by teaching staff and students

Coordinate health education and health promotion activities in unit and the community

Obtain regular feedback from community stakeholders

10. Collaborate effectively with professional organizations, industry, and governmental agencies.

Number of collaborations/ partnerships established.

Establish partnerships with stakeholders in the community.

Establish an advisory board including members of the community, the industry, and governmental agencies.

Involve community partners in the activities of the college.

Annual survey and feedback from partners

D. Program Structure and Organization Curriculum Study Plan Table

* Prerequisite – list course code numbers that are required prior to taking this course.

Level Course Code

Course Title Required or elective

Pre-requisites

Credit Hours

Department/College

Level 1

ENGL 101

General English Language

Required None 5

English Language Department

BIOL 102

Biology

Required None 2

Biology Department/ Prep Year

CHEM 103

Chemistry

Required None 1

Chemistry Department/Prep Year

PHYS 104

Physics Required None

1 Physics Department/Prep Year

COMP 131

Computer Skills

Required None 2

Computer Department

LRSK 141

Learning and Searching skills

Required None 2

College of Arts

ISLM 271

Creed and Ethics

Required None 2

Islamic department

Level 2

ENGL 101

General English Language Required None

2 English Language Department

ENGL 102

English for Academic and Specific Purpose

Required None 3

Biology Department/Prep Year

BIOL 102

Biology Required None

3 Chemistry Department/Prep Year



CHEM 103

Chemistry Required None

2 Physics Department/Prep Year

PHYS 104

Physics Required None

2 Computer Department

LRSK 142

Communication Skills Required None

2 College of Arts

PHEDU 162

Health &Physical Education Required None

1 Prep year

ISLM 272

Social System in Islam Required None

2 Islamic department

Level 3

ISLM 273

Economic System in Islam Required Prep Year 2 Islamic Studies Department, College of Arts

ANAT 201

Anatomy Required Prep Year 3 Anatomy Department, College of Medicine

PHYL 202

Physiology Required Prep Year 4 Physiology Department, College of Medicine

ANEST 203

Infection Control and Patient safety

Required Prep Year 2 Microbiology Department, College of Medicine

PHARM 204

General Pharmacology Required Prep Year 3 College of Pharmacology

ANEST 205

Introduction to Anesthesiology Technology Profession

Required Prep Year 3 Anesthesia Technology Department

Level 4

ISLM 274

Political System in Islam Required

None 2 Islamic Studies Department, College of Arts

PSYCO 206

Behavioral science Required

None 2 Behavioral Science Department

ANEST 207

Cardiopulmonary Anatomy and Physiology

Required ANAT 201 PHYL 202

3 Anesthesia Technology Department

ANEST 208

Pre-operative Assessment and Preparation

Required ANAT 201 PHYL 202


PHARM 209

Pharmacology for anesthetic practice

Required PHARM

204 2

Anesthesia Technology Department

PHYS 210

Physics for Anesthesia Required

ANEST 205 3 Anesthesia Technology Department

ANEST 211

Clinical Anesthesia 1 Required


Level 5

ANEST 301

Perioperative Anesthesia Management

Required ANEST 208 2 Anesthesia Technology Department

ANEST 302

Airway Management Required ANEST 207 3 Anesthesia Technology Department

ANEST 303

Clinical Monitoring in Anesthesia

Required PHYS 210 3 Anesthesia Technology Department

ANEST 304

Anesthetic management for Surgeries and Procedures I

Required ANEST 208

PHARM 209


ANEST 305

Anesthesia Equipment and Workstations

Required PHYS 210 3 Anesthesia Technology Department

ANEST 306

Clinical Anesthesia 2 Required ANEST 211 3 Anesthesia Technology Department

Level 6

ANEST 307

Anesthesia for patients with Coexisting diseases

Required ANEST 301




ANEST 308

Regional anesthesia and pain management

Required ANEST 303


ANEST 309

Anesthetic management for Surgeries & Procedures II

Required ANEST 301 ANEST 304


STAT 310

Biostatistics Required

None 2 Biostatistics Department

ANEST 311

Ethical medico-legal aspects in anesthesia


ANEST 312

Clinical Anesthesia 3 Required


Level 7

ANEST 401

Total Quality Management Required None 2 Anesthesia Technology Department

ANEST 402

Anesthetic management for Surgeries and Procedures III

Required ANEST 307 ANEST 309


ANEST 403

Recovery and Complications of Anesthesia


HIMT 404

Management in Health Care Professions

Required None 2 Anesthesia Technology Department

ANEST 405

Research Methodology Required STAT 310 2 Anesthesia Technology Department

ANEST 406

Clinical Anesthesia 4 Required ANEST 312 3 Anesthesia Technology Department

Level 8

ANEST 407

Research Project Required ANEST 405 4 Anesthesia Technology Department

ANEST 408

Critical Care and Emergency Medicine


ANEST 409

Anesthesia Seminars Required None 4 Anesthesia Technology Department

HIMT 410

Health Information Systems Required

None 2 Anesthesia Technology Department

ANEST 411

Clinical Anesthesia 5 Required ANEST

406 3

Anesthesia Technology Department



2. Required Field Experience Component (if any) (e.g. internship, cooperative program, work experience)

Summary of practical, clinical or internship component required in the program. (Attachment: Field Experience Specification)

1. Clinical courses: In order to graduate from the program, Anesthesia Technology students are required to pass five Clinical Practice Courses distributed over the last five levels of the program (15 credit hours- 675 contact hours). An affiliate hospitals in the Jubail region are selected to appropriately meet the learning objectives of the clinical practice courses.

2. Internship program Following successful completion of the four years (8 Levels) in the anesthesia technology program, the student must spend a minimum of 52 weeks of hospital based internship in a recognized hospital that can offer proper training to meet the objectives of the internship program. This period of practical, managerial and theoretical experience will enable graduates to acquire more competency and experience to perform as independent anesthesia technologists (as per Saudi council for health specialties accreditation) and will enable them to adjust to the real practical life in the hospital settings. By the successful completion of this internship period the graduate is expected to fulfill the objectives of the program and will be awarded the certificate.(Attachment : Internship program- field experience specification) a. Brief description of field experience activity

The Anesthesia Technology Department strongly believes in the importance of clinical training as the most effective way to develop the required skills, reinforce knowledge of theories and principles through actual/real case scenarios, and promote professionalism through exposure to the health care setting.

1. Clinical courses: The field experience consists of five (5) Clinical Practice Courses that provide early clinical exposure conducted every semester from Level 5 to Level 8. The learning outcomes of the clinical courses are aligned with the learning outcomes of the specific professional courses taken in the same semester. The purpose of this alignment is to reinforce the theories and skill competencies learned in the classroom setting and apply them to real patient scenarios in the affiliate training hospitals. Clinical Preceptors (if any) from affiliate hospitals and Clinical Instructors from the college provide the clinical training under the supervision of department faculty.

2. Internship program After satisfying the academic requirements for graduation from the program, students undergo a mandatory internship program for approximately 52 weeks in various recognized hospitals in the kingdom. During the internship, the affiliate hospitals fully run the training and evaluation of the students. The role of the department, through the Internship Coordinator, is to monitor the progress



of the students and ensure placement and compliance of the interns in collaboration with the vice deanship of clinical affairs of the college. Internship Year Activities A. Practical Experience:

The training setting for the internship will be all affiliated hospitals which have the criteria to meet the objectives of the internship program. The interns will be allowed the opportunity to practice their clinical skills in order to gain practical experience. During their clinical practice interns should demonstrate knowledge and skill regarding how to provide the best anesthesia care for their patient, and exhibit the ability to anticipate any adverse outcomes specific to each patient and be prepared for any such incidents. They should continually work on Improving their clinical skills and clinical judgments and continuously improve their communication and interpersonal skills.

The Anesthesia Technology Internship Program Coordinator of the College together with the Director of training in the identified hospital are responsible for providing a proper training site to meet the objectives of the internship program.

B. Theoretical Experience: Each intern will be given an opportunity to do a case presentation, a theoretical lecture, or

a group discussion or any other type of research project to be presented at the end of each clinical rotation to all staff members in the assigned area and to the Anesthesia Technology Internship Program Coordinator, an evaluation of this project will be included as a part of the final evaluation.

Interns are expected to do research work about the anesthetic management of their assigned patients and be able to formulate an anesthesia plan for all patients that they see with the consultants,

The Anesthesia Technology Internship Program Coordinator as well as the In-charge for Anesthesia Technology interns from the training site will conduct frequent clinical rounds to evaluate their clinical performance and their theoretical awareness of their assigned cases.

C. General Experience: The Interns are expected to seek educational opportunities such as (seminars, workshops,

lectures, and in-service educational programs) to promote their self-development and continuous education; they are given certain days as educational leave to fulfil this expectation.

Also they can be assigned by the Department of Anesthesia in the training site to participate in the hospital educational activities (e.g. Anesthesia Day, health education activities, etc.)

All of these extra educational activities are intended to promote their sense of self improvement and community awareness.

b. At what stage or stages in the program does the field experience occur? (e.g. year, semester) Field experience in the program is divided into two phases and is described below. Phase I (Clinical Courses): This phase consists of five (5) clinical practice courses the objectives of which are aligned with the learning objectives of the anesthesia technology science subjects and other pertinent subjects taught



in the corresponding semester. Every semester, starting from the fourth level (second year/ second semester), Anesthesia Technology students are grouped to undergo 14-16 weeks (2 days/week) of clinical practice in the affiliate hospital. The clinical practice field experience activity requires students to assess patients, perform procedures (e.g. vascular access, ABG sampling, airway management …), interpret data (preoperative lab investigations, ABG results, ECG, chest x-ray…) and document findings. Clinical assignments are given for case presentations and topic presentations. Reflection is utilized to provide a feedback system and enhance student participation in the learning process. Clinical Instructors are responsible for the evaluation of the students. Phase II (internship program): This phase involves the internship training program where anesthesia technology students undergo 52 weeks (one year) of training in one or more affiliated hospitals. Students will be qualified for internship if they have passed/completed all the academic subjects.

The Anesthesia Technology department oversees the training in coordination with the Internship Training coordinator or the director of training in the hospital. Preceptors from the affiliate hospital are in charge of the training and evaluation of the interns which are expected to meet the required number of hours performing anesthetic management and procedures with the goal of enhancing their clinical and professional skills and judgment.

Bachelor of Science in Anesthesia Technology Field Experience Training Stages

Field Experience Level Term

Clinical Anesthesia1 2 Second

Clinical Anesthesia2 3 First


Clinical Anesthesia4 4 First


Internship Post-academic 1 calendar year

c. Time allocation and scheduling arrangement. (e.g. 3 days per week for 4 weeks, full time for one semester)

Clinical Anesthesia courses are conducted 2 days per week for 15 weeks (9 contact hours/week)

Interns will have full time training, 5 days per week for 52 weeks. Time allocation and scheduling arrangement will vary according to the with affiliate hospital e.g.8-hours per shift or 12-hours per shift.



d. Number of credit hours (if any)

Credit hours of Anesthesia Technology field experience

Field Experience Credit Hours

Clinical Hours/Week

Total No. of Weeks

Total No. of Hours

Clinical Anesthesia 1 3 9 15 135





Internship program 40 52 2,080

Total AT Training Hours 2,755

3. Project or Research Requirements (if any)

Summary of any project or thesis requirement in the program. (Other than projects or assignments within individual courses) (A copy of the requirements for the project should be attached.) a. Brief description This course provides students with the opportunity to apply research skills and carry out a research project related to anesthesia under the supervision of a faculty member (research supervisor). Students will undertake the research process required to conduct a literature review, perform data collection, statistical analysis, writing up of the research paper and research poster. Students will present their research in the Poster Presentation Day.(Attachment 2. Research project course specification) b. List the major intended learning outcomes of the project or research task.

Course LO Code #

NQF Learning Domains and Course Learning Outcomes

1. Knowledge 1.1. Describe research hypothesis, components, and the process of the research

project. 1.2 Discuss the importance and process of ethical approval 2. Cognitive



2.1 Relateresearch ideas using literature review, analytical skills and critical thinking

2.2 Plan appropriate research methodology 2.3 Interpret the results findings effectively using statistical software. 3. Interpersonal Skills and Responsibility3.1 Demonstrate professional cooperation with the research group, colleagues

and supervisors during the course. 4. Communication, Information Technology, Numerical 4.1 Utilize the electronic databases and programs effectively to conduct the

research project. 4.2 Present the research project poster using the course guidelines in a clear and

professional way c. At what stage or stages in the program is the project or research undertaken? In level 7 (4th year first term) the students enroll in research methodology course where they are assigned to a faculty member from the department to be their research advisor.A part of their research methodology course grade is to write a research proposal and submit it to the ethical review board of the university. In the 8th level (4th year 2nd term) the students who passed the research methodology course are enrolled in the research project course and required to conduct the research proposal and submit the results at the end of the semester in the form of a poster presentation and a written manuscript. d. Number of credit hours (if any) The research project is assigned 4 credit hours. e. Description of academic advising and support mechanisms provided for students to complete the project. In level 7 (4th year first term) the students enroll in research methodology course where they are divided in groups of 3-4 students and are assigned to a faculty member from the department to be their research supervisor. Students are given an orientation about the research project from a faculty member in which the guidelines and documents of the course are presented and explained.

During the 1st and 2nd term of the 4th year multiple workshops will be conducted to help students with their research projects e.g. how to search data bases, literature review, SPSS, etc. The students also are provided support from their research supervisor on all matters of the project. Statistical consulting will be provided by a faculty statistician to answer any questions the supervisors or the students may have regarding the research methodology and the analysis of results. f. Description of assessment procedures (including mechanism for verification of standards) In the research project course students are assessed by 3 methods:

1. Continuous assessment by the research supervisor using assessment rubrics. 2. Manuscript evaluation, the advisor assigned to the group of students and a faculty

member chosen by random from the department evaluate the manuscript based on the



manuscript writing guidelines and the manuscript evaluation rubric that will be developed by the department.

3. Poster Presentation during research project poster day, 3 external evaluators are invited by the department and are asked to evaluate the students based on the rubrics and guidelines of the poster presentation that will be developed by the department

4. Learning Outcomes in Domains of Learning, Assessment Methods and Teaching Strategy

Program Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning and teaching.

The National Qualification Framework (NQF) provides five learning domains. Learning outcomes are required in the first four domains and some programs may also require the Psychomotor Domain.

On the table below are the five NQF Learning Domains, numbered in the left column.

First, insert the suitable and measurable learning outcomes required in each of the learning domains. Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each program learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process.

NQF Learning Domains and Learning Outcomes

Teaching Strategies

Assessment Methods

1.0 Knowledge

1.1 Demonstrate principles and theories of applied biomedical sciences in pharmacology, sterilization, monitoring, instrumentation, and anesthesia equipment.

Interactive lectures Case Studies Large and Small

Group discussions Assignments Case studies Simulated clinical

experiences Clinical teaching E-learning

activities

Written Midterm and Final examinations consisting of MCQs, MEQs, SAQs

Quizzes Rubrics for evaluating

presentations and assignments

Clinical Skill Laboratory Evaluation

Clinical Performance Evaluation (Field Experience)

Student Reflection

1.2 Recognize normal anatomic and physiologic conditions and pathophysiological features of various clinical conditions.

1.3 Outline the influence of diverse cultural, sociological, ethical, religious beliefs in the health care and provision of anesthesia management.

2.0 Cognitive Skills



2.1 Integrate principles of anesthesia using critical thinking, analytical, problem solving, and decision making skills to develop effective anesthesia management plans.

Interactive lectures Case Studies Large and Small

Group discussions Assignments Case studies Simulated clinical

experiences Clinical teaching E-learning

activities

Written Midterm and Final examinations consisting of MCQs, MEQs, SAQs

Quizzes Rubrics for evaluating

presentations and assignments



Student Reflection

2.2 Apply physical principles and theories to operate and troubleshoot anesthesia machines, monitoring devices, and other auxiliary equipment.

2.3 Analyze outcomes from relevant clinical data to alter anesthesia management goals and interventions.

2.4 Relate research andits application to the advancement of anesthesia practice.

3.0 Interpersonal Skills & Responsibility

3.1 Adopt the role of a competent, accountable, and empathic Anesthesia Technologist as a health care team member in a variety of healthcare settings.

Topic Presentation

In class exercises

Small/Large group discussion

Case study

Assignment work

Group tasks Student-directed

learning

Class participation Checklist.

Assignments and Presentations assessment rubrics

Role play (assessment rubrics)

Structured direct observation by teaching staff using checklists and rubrics

Attendance

3.2 Demonstrate professionalism with adherence to ethical and legal standards of the Anesthesia Technologist profession.

4.0 Communication, Information Technology, Numerical

4.1 Communicate effectively in the perioperative healthcare environment with all members of the healthcare team.

Interactive lectures Skill Laboratory

simulations Case Studies Large and Small

Group discussions Assignment Bedside clinical

teaching for field experience

Assignment assessment rubrics

Presentation assessment rubrics



Student Reflection

4.2 Utilize information technology effectively to manage, interpret, and communicate health care data.



E-learning activities

Anesthesia sheets and intra-operative patient charts

5.0 Psychomotor

5.1 Demonstrate competent utilization of anesthesia equipment and related medical devices as well as other ancillary resources.

Simulated Clinical Experiences

Clinical teaching for field experience

Skill lab demonstrations and training

Clinical Conferences

Video demonstrations

Role-play



Objective Structured Clinical Examination (OSCE)

Objective Structured Practical Examination (OSPE)

Student Reflection

5.2 Perform procedures to evaluate patient needs, administer anesthesia, provide basic and advanced life support, and perform supplemental services in various perioperative situations.

Program Learning Outcomes Mapping Matrix

Levels: I = Introduction P = Proficient A = Advanced Courses

Program Learning Outcomes

First Year Second Year Third Year Fourth Year

INTE

RNSH

IP

First & Second Levels Third Level Fourth Level Fifth Level Sixth Level Seventh Level Eighth Level EN

GL‐101

BIOL‐101

CHEM

‐101

PHYS ‐101

COMP‐131

LRSK

‐141

LRSK

‐134

ISLM

‐371

ISLM

‐273

ANAT‐201

PHYL‐202

ANEST‐203

PHARM‐204

ANEST‐205

ISLM

‐274

PSY

CO‐206

ANEST‐207

ANEST‐208

PHARM‐209

PHYS‐210

ANEST‐211

ANEST‐301

ANEST‐302

ANEST‐303

ANEST‐304

ANEST‐305

ANEST‐306

ANEST‐307

ANEST‐308

ANEST‐309

STAT‐310

ANEST‐311

ANEST‐312

ANEST‐401

ANEST‐402

ANEST‐403

HIM

T‐404

ANEST‐405

ANEST‐406

ANEST‐407

ANEST‐408

ANEST‐409

HIM

T‐410

ANEST‐411

1.0 Knowledge

1.1 Demonstrate principles and theories of applied biomedical sciences in pharmacology, sterilization, monitoring, instrumentation, and anesthesia equipment.

I

I

I

I

I

I

I

I

I

I

I

P

P

P

P

P

P

P

P

P

A

A

A

A

A

A

1.2 Recognize normal anatomic and physiologic conditions and pathophysiological features of various clinical conditions.

I

I

P

P

I

I

I

P

P

P

P

P

P

P

P

A

P

A

P

P

A

A

P

A

A

A

A



Courses Program Learning Outcomes


INTE

RNSH

IP


GL‐101

BIOL‐101

CHEM

‐101

PHYS ‐101

COMP‐131

LRSK

‐141

LRSK

‐134

ISLM

‐371

ISLM

‐273

ANAT‐201

PHYL‐202

ANEST‐203

PHARM‐204

ANEST‐205

ISLM

‐274

PSY

CO‐206

ANEST‐207

ANEST‐208

PHARM‐209

PHYS‐210

ANEST‐211

ANEST‐301

ANEST‐302

ANEST‐303

ANEST‐304

ANEST‐305

ANEST‐306

ANEST‐307

ANEST‐308

ANEST‐309

STAT‐310

ANEST‐311

ANEST‐312

ANEST‐401

ANEST‐402

ANEST‐403

HIM

T‐404

ANEST‐405

ANEST‐406

ANEST‐407

ANEST‐408

ANEST‐409

HIM

T‐410

ANEST‐411

1.3 Outline the influence of diverse cultural, sociological, ethical, religious beliefs in health care and in the provision of anesthesia management.

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2.0 Cognitive

2.1 Integrate principles of anesthesia using critical thinking, analytical, problem solving, and decision making skills to develop effective anesthesia management plan.

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INTE

RNSH

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GL‐101

BIOL‐101

CHEM

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PHYS ‐101

COMP‐131

LRSK

‐141

LRSK

‐134

ISLM

‐371

ISLM

‐273

ANAT‐201

PHYL‐202

ANEST‐203

PHARM‐204

ANEST‐205

ISLM

‐274

PSY

CO‐206

ANEST‐207

ANEST‐208

PHARM‐209

PHYS‐210

ANEST‐211

ANEST‐301

ANEST‐302

ANEST‐303

ANEST‐304

ANEST‐305

ANEST‐306

ANEST‐307

ANEST‐308

ANEST‐309

STAT‐310

ANEST‐311

ANEST‐312

ANEST‐401

ANEST‐402

ANEST‐403

HIM

T‐404

ANEST‐405

ANEST‐406

ANEST‐407

ANEST‐408

ANEST‐409

HIM

T‐410

ANEST‐411

2.2 Apply physical principles and theories to operate and troubleshoot anesthesia machines, monitoring devices, and other auxiliary equipment.

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2.3 Analyze outcomes from relevant clinical data to alter anesthesia management goals and interventions.

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GL‐101

BIOL‐101

CHEM

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PHYS ‐101

COMP‐131

LRSK

‐141

LRSK

‐134

ISLM

‐371

ISLM

‐273

ANAT‐201

PHYL‐202

ANEST‐203

PHARM‐204

ANEST‐205

ISLM

‐274

PSY

CO‐206

ANEST‐207

ANEST‐208

PHARM‐209

PHYS‐210

ANEST‐211

ANEST‐301

ANEST‐302

ANEST‐303

ANEST‐304

ANEST‐305

ANEST‐306

ANEST‐307

ANEST‐308

ANEST‐309

STAT‐310

ANEST‐311

ANEST‐312

ANEST‐401

ANEST‐402

ANEST‐403

HIM

T‐404

ANEST‐405

ANEST‐406

ANEST‐407

ANEST‐408

ANEST‐409

HIM

T‐410

ANEST‐411

2.4 Relate research and its application to the advancement of anesthesia practice.

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3.0 Interpersonal Skills & Responsibility

3.1 Adopt the role of a competent, accountable, and empathic Anesthesia Technologist as a health care team member in a variety of healthcare settings.

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GL‐101

BIOL‐101

CHEM

‐101

PHYS ‐101

COMP‐131

LRSK

‐141

LRSK

‐134

ISLM

‐371

ISLM

‐273

ANAT‐201

PHYL‐202

ANEST‐203

PHARM‐204

ANEST‐205

ISLM

‐274

PSY

CO‐206

ANEST‐207

ANEST‐208

PHARM‐209

PHYS‐210

ANEST‐211

ANEST‐301

ANEST‐302

ANEST‐303

ANEST‐304

ANEST‐305

ANEST‐306

ANEST‐307

ANEST‐308

ANEST‐309

STAT‐310

ANEST‐311

ANEST‐312

ANEST‐401

ANEST‐402

ANEST‐403

HIM

T‐404

ANEST‐405

ANEST‐406

ANEST‐407

ANEST‐408

ANEST‐409

HIM

T‐410

ANEST‐411

3.2 Demonstrate professionalism with adherence to ethical and legal standards of the Anesthesia Technologist profession.

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4.0 Communication, Information Technology, Numerical

4.1 Communicate effectively in the perioperative healthcare environment with all members of the healthcare team.

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4.2 Utilize information technology effectively to manage, interpret, and communicate health care data.

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5.0 Psychomotor





INTE

RNSH

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GL‐101

BIOL‐101

CHEM

‐101

PHYS ‐101

COMP‐131

LRSK

‐141

LRSK

‐134

ISLM

‐371

ISLM

‐273

ANAT‐201

PHYL‐202

ANEST‐203

PHARM‐204

ANEST‐205

ISLM

‐274

PSY

CO‐206

ANEST‐207

ANEST‐208

PHARM‐209

PHYS‐210

ANEST‐211

ANEST‐301

ANEST‐302

ANEST‐303

ANEST‐304

ANEST‐305

ANEST‐306

ANEST‐307

ANEST‐308

ANEST‐309

STAT‐310

ANEST‐311

ANEST‐312

ANEST‐401

ANEST‐402

ANEST‐403

HIM

T‐404

ANEST‐405

ANEST‐406

ANEST‐407

ANEST‐408

ANEST‐409

HIM

T‐410

ANEST‐411

5.1 Demonstrate competent utilization of anesthesia equipment and related medical devices as well as other ancillary resources.

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5.2 Perform procedures to evaluate patient needs, administer anesthesia, provide basic and advanced life support, and supplemental services in various perioperative situations.

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5. Admission Requirements for the program

1. Requirements for joining the Bachelor Program in Anesthesia Technology: 1. The student must pass all the courses in the preparatory year. 2. A GPA not less than 3 out of 5 at the end of the preparatory year. 3. Priority is offered to students according to GPA.

2. Preparatory Year Regulations: This year is a prerequisite for all freshmen students who apply for Health Colleges. It includes two semesters which can be extended to a third one if a student wants to re-take a course in the summer semester in order to fulfill the preparatory year’s prerequisites. Students are accepted in the University (On-campus colleges) in the following majors:

4. Medical Colleges: College of Medicine, College of Dentistry, College of Applied Medical Sciences, College of Nursing, College of Clinical Pharmacy.

Admission Requirements: Hold Saudi nationality.

Have Saudi high school certificate, science or its equivalent.

Not have exceeded two years from the date of graduation from the high school.

Be of good behavior and conduct.

Pass the professional health assessment.

Pass the examination of the national center for assessment

Registration Rules: Registration is mandatory for all enrolled students who intend to continue their studies in the University:

The student registers according to a time table announced each semester.

Students should check their registration and can make any changes if necessary during the designated period. It should be noted that only the student himself can do the registration confirmation. Necessary action is taken if registration is confirmed by someone other than the student herself.

Courses and the term will be dropped for those students who fail to do registration. Confirmation is either through PeopleSoft or through the late registration information desk.

Students are fully responsible for their registration.

The student has to pass successfully in one level in order to be upgraded to the next level.

The student may re-enroll in some failed courses at its next offering.

A student is not allowed to study any given course more than four times.



6. Attendance and Completion Requirements

Attach handbook or bulletin description of requirements for: a. Attendance.

a. Attendance

A regular student is required to attend lectures and laboratory and clinical sessions. If his/her attendance is less than the limit determined by the University Council (75 percent of the lectures and laboratory and clinical sessions assigned for each course), the student will be deprived from continuing the course and will be denied entrance to the respective final examination. A student who is denied entrance to the examination due to absences is considered to have failed that course and is given the grade DN in the course.

The College Council or whatever body it delegates its authority to, may exempt a denied student from the provisions of attendance and allow him/her to take the examination, provided that the student presents an acceptable excuse to the council. The University Council determines the percentage of attendance, which must not be less than 50 percent of the lectures and laboratory sessions specified for the course.

A student who is absent for a final examination, will be given a zero grade for that examination. His/her grade in the course will be calculated on the basis of the class work score he/she obtained over the semester.

If a student fails to attend a final examination in any course but offers a compelling excuse, the College Council may choose to accept his/her excuse and allow him/her to take a make-up examination. The make-up examination must be taken prior to the end of the following semester. In such cases, the course grade will be given to the student after the make-up examination.

b. Progression from year to year.

A student should fulfill clinical and laboratory requirements which are stated by the responsible

department. If these requirements are not fulfilled the student will be not be allowed to sit for the

final exam, and he/she has to restudy the course and sit for the reset exam.

A student is dismissed from the university if he/she: Did not succeed four academic years. Did not succeed three academic years in the fifth levels and based on recommendation of the

faculty board. The university council has the right to grant no more than one last chance. Fails in the sixth level for four times, and based on recommendation of the Faculty Board. The

university council has the right to grant no more than one last chance. c. Program completion or graduation requirements.



A student graduates after successfully completing all graduation requirements of the program, provided that their cumulative GPA is ≥ 2.75

If the student has passed the required courses but the cumulative GPA is low, the Faculty Board, on the basis of the recommendations of the board of the department concerned, is entitled to specify the courses that the student may repeat to improve the cumulative GPA.

E. Regulations for Student Assessment and Verification of Standards

What processes will be used for verifying standards of achievement (e.g., verify grading samples of tests or assignments? Independent assessment by faculty from another institution) (Processes may vary for different courses or domains of learning.) Student Assessment:

1. Formative assessment

This includes a range of activities selected according to the course content, which differs from course to course. It includes:

o In-class activities. Having students to work in pairs or small groups to solve problems creates space for powerful peer-to-peer learning and rich class discussion.

o Quizzes. Gauge students’ prior knowledge, assess progress midway through a unit, and create friendly in-class competition.

o Class Presentations o Clinical Assessments

2. Summative Assessment Strategy (40%):

o Exams: This includes mid-term exams and final exams (MCQs, Short answers questions, Scenario based questions)

o Assignments and projects, and presentations: These give students the chance to go deeper with the material to apply the knowledge they’ve acquired.

o OSCE, OSPE, and Clinical Exams

Students receive the results of examinations through the People Soft System for each course and through the course coordinator.

All examinations are prepared according to the well-Structured blueprint and revised by the examination committee and the corresponding department.

Learning domains are considered in preparation of all types of questions including MCQs.

Item analysis is done for all MCQ exams to look at each item. The items which are too difficult or too easy or negative discrimination are reviewed by the department.

Objective Structure Clinical Examination (OSCE) and Objective Structure Practical



Examination (OSPE) are introduced and applied for student’s assessment in clinical courses.

Orientation sessions are conducted before the exam to orient students to the system of examination.

The written exam is checked by using manual check and revised by more than two course staff then by course coordinator to ensure its objectivity

Verification of Standards: The department of Anesthesia Technology ensures that the student assessment methods are aligned with the teaching strategies to achieve the course learning outcomes which are mapped with the Program Learning Outcomes. The alignment and mapping is consistent with the standards of the National Qualifications Framework. Several mechanisms are used to directly and indirectly monitor the efficiency of the teaching strategies and assessment methodologies and as a quality measure for verifying standards of student achievement. The following methods are used for verifying standards of achievement:

1. Internal Independent Verification of Standards 5. Check marking of papers/assignments/projects by others in the department. 6. Students are evaluated by more than one instructor in practical and clinical assessments

and any noticed discrepancy if found, will be resolved by the course coordinator. 2. External Independent Verification of Standards

Inviting External Examiners

External reviews of departments/programs

Graduate Surveys (after graduation of the first batch)

Employer Surveys (one year after graduation of the first batch)

Results in licensure exams and other international certifying exams

F Student Administration and Support

1. Student Academic Counseling

Describe arrangements for academic counseling and advising for students, including both scheduling of faculty office hours and advising on program planning, subject selection and career planning (which might be available at college level).

The Department of Anesthesia Technology provides guidance and support for students in collaboration with the University Counseling Centre.



An academic advisor is assigned to each group of students upon admission to the program and during the study period. The ratio between the advisors and the students is one faculty member to 10 students.

Academic advisors provide guidance and support for students to overcome any academic problems or personal difficulties that may hinder their academic progress. They acquaint the students with the rules and regulations of the college and university.

The academic advisor also helps students manage their time, develop more effective study skills, and may also send recommendations to the responsible course coordinator when needed.

Office hours of academic advisors are announced and posted on bulletin boards and on Blackboard.

The academic advisor keeps an updated folder for each student including the study plan, transcript, cumulative grade and any warning letters or any information related to the student.

The academic advisor may refer students who have psychological, social or personal problems to the college counselor.

Schedule for academic counseling: • Each faculty member arranges 6 office hours per week for student advising. • Students can either book appointments by phone or by email or drop in during office

hours • Faculty members post their office hours on bulletin boards and on Blackboard

2. Student Appeals

Attach regulations for student appeals on academic matters, including processes for consideration of those appeals.

For any dispute case, academic appeals of students are reported to the Vice Dean for Academic Affairs and then to the Dean.

If the problem is not resolved in the college, it is forwarded to the Vice President – Academic Affairs.

Conflict on clinical matters is addressed to the Vice Dean for Clinical Affairs.

In issues of student discipline and cases of appeals, the Department of Anesthesia Technology refers to University policies and guidelines on student rights, code of conduct, and procedures to deal with appeals.

Student appeals and grievance policy and procedures are specified in the rules & regulations of Higher education.

G. Learning Resources, Facilities and Equipment



1a. What processes are followed by faculty and teaching staff for planning and acquisition of textbooks, reference and other resource material including electronic and web based resources?

Teaching staff and students are kept informed on regular basis about the library services through emails.

Textbooks, laboratory manuals and electronic and web-based resources are recommended by concerned faculty and approved by departmental committee and board.

The acquisition of new print materials is usually communicated in writing directly to Collection Development unit in the Deanship of Library Affairs.

The users can access the library on and/or off campus. The Deanship of Library Affairs keeps users up-to date with changes of service hours schedule and extended hours especially during examination period through emails to ensure accessibility to library facilities and services. Emails also inform about changes of working hours during final examination. However, Directorate of Female Libraries in main female campus together with the central library in new university campus covers the program users. Female teaching staff and students can access the Central Library at the new university campus on Saturday too.

A formal reference desk in the library in which both virtual and face to face reference services have been provided to the users. One of the most useful service provided by the library is "Ask a librarian via chat" where users are given the opportunity for asking question and get a response instantly by a qualified and experienced librarian. http://ezp.uod.edu.sa/public/askalibrarian.htm.

1b. What processes are followed by faculty and teaching staff for planning and acquisition

resources for library, laboratories, and classrooms.

All processes of procurement of resources for library, laboratories, and classrooms follows the IAU standard procedure for purchasing equipment and facilities. The following outlines the planning and acquisition process:

The College has an annual budget proposal. This begins with a letter sent from the College Dean to the head of the department in response to a letter from the Vice Rector of the university. The date of submission is fixed by the university for the forthcoming year to get the final budget from each department after the department chair and the dean’s approval. This helps the university determine the actual budget for each college and department according to a framework of long term revenue and expenditure projections.

The chairman of the department contacts the coordinator of the Anesthesia Technology Clinical Skill Labs to provide a list of the equipment and supplies needed for the forthcoming year.



The department chair also consults faculty and teaching staff before major equipment acquisitions to ensure that current and anticipated emerging needs are met. The laboratory essentials are re-assessed and requirements lists are developed by the lab coordinator after contacting lab staff.

The lab coordinator then contacts the companies for quotations. These quotations are then thoroughly reviewed by the lab committee.

The purchasing orders are prepared by the committee and signed by the Chairman of the Department.

The signed purchasing order is forwarded to the College Dean who finally processes the request with a covering letter to the purchasing department of IAU.

A clear maintenance and support policy is signed with the suppliers before acquisition of equipment for the department. The servicing and equipment are carried out in compliance to a planned schedule during the warranty period where a contract is made that specifies the terms and conditions for maintenance for the first three years after purchase. However, after the expiry of the warranty period, servicing and maintenance are carried out as needed.

2. What processes are followed by faculty and teaching staff for evaluating the adequacy of textbooks, reference and other resource provisions?

User Library User Satisfaction Survey (LUSS) is conducted regularly on UDQUEST to assess and evaluate the adequacy of textbooks, reference and other resource provisions. Reports are disseminated to the Faculty and submitted to the department chair.

Faculty search the Internet for latest editions or updates in the field of anesthesia technology

Recommendations from the Department meetings

Reviewing journals

Visiting specialized bookstores

3. What processes are followed by students for evaluating the adequacy of textbooks, reference and other resource provisions?

An annual Library User Satisfaction Survey (LUSS) is conducted for student in all levels. Result of the survey are used to formulate action plans to improve the adequacy of learning resources and the quality of library services.

4. What processes are followed for textbook acquisition and approval?

Selection of materials is according to experienced faculty's recommendations of resources in the field of anesthesia.Faculty members submit their requests related to library books to the Head of the Anesthesia Technology Department and if approved the approval is raised to the Vice Dean for



Academic Affairs and then submitted to the Dean of the college for final approval. The information is then provided using a technical services acquisition book order form, which is then handed to the Deanship of library affairs for acquisition of the required resource. follow-up is through the library electronic gateway.



H. Faculty and other Teaching Staff

1. Appointments

Summarize the process of employment of new faculty and teaching staff to ensure that they are appropriately qualified and experienced for their teaching responsibilities.

To ensure that the program hires highly qualified teaching staff, the following steps for hiring new teaching staff is followed:

1. Announcement for the post. 2. Receive CVs 3. Cross-check with references. 4. Teaching Demonstration, and Interview by a committee. 5. Recommendation of appointment is sent to the president of the university.

The college follows the guidelines for employment of Non-Saudi teaching staff set in the “Charter for Employment of Non-Saudi Staff Lecturers, Demonstrators, Researchers, Research Assistants & Technicians” developed by the Deanship of Faculty and Personnel Affairs.

2. Participation in Program Planning, Monitoring and Review

a. Explain the process for consultation with and involvement of teaching staff in monitoring program quality, annual review and planning for improvement.

Course coordinators and instructors provide their feedbacks/suggestions for improvements to the department heads as well as through course reports.

Faculty members participate in the departmental meetings and provide their views.

The curriculum committee and examinations committee oversee and review the curriculum and provide their opinions and suggestions for improvement.

Faculty members also participate in the peer review to improve their courses as well as their teaching strategies / methodologies or adopt best practices. Advice and support to faculty staff are done in a structured manner that contributes to their personal and professional development

The department board is responsible for monitoring the program overall as well as the courses through various student evaluations, analyzing and planning for improvements based on the feedback and the development of action plans. Decisions are approved in the departmental meeting in a majority consensus

The college provides strong support for the professional development of faculty members through participating in training programs and workshops for various aspects of academic development.



b. Explain the process of the Advisory Committee (if applicable) As a newly developed program the Anesthesia Technology Program has not yet established an advisory board but intends to establish Internal and External Advisory Boards in the future to work hand in hand with the college and to assist in evaluating the delivery of the program, the quality assurance processes, and provide valuable feedback and subsequent recommendations for program development.

3. Professional Development

What arrangements are made for professional development of faculty and teaching staff for: a. Improvement of skills in teaching and student assessment?

The Deanship of University Educational Development was established with the mission to continuously improve and enhance the learning environment in the university by developing the teaching skills of faculty and teaching staff.

The Deanship conducts Training and Development Program such as seminars, workshops, and courses for faculty and teaching staff development. The goal of these training programs is to develop faculty and teaching staffs’ skills in teaching and learning strategies, student assessment, as well as expose them to innovations in the field of education.

The Deanship for Quality and Academic Accreditation provides a team of experts in the NCAAA accreditation process and provide valuable support for the program to develop quality assurance processes.

b. Other professional development including knowledge of research?

Faculty are encouraged to participate in workshops / seminars throughout the academic year on emerging teaching and learning strategies by the international experts.

Faculty are encouraged to attend different conferences regionally & internationally in the field of anesthesia and present their scholarly activities.

Funding for research is offered by the deanship of scientific research.

Publish articles, papers and books related to the field.



4. Preparation of New Faculty and Teaching Staff

Describe the process used for orientation and induction of new, visiting or part time teaching staff to ensure full understanding of the program and the role of the course(s) they teach as components within it.

The Faculty Orientation Program, aims to support faculty in their pursuit of a successful and satisfying career at the college of Applied Medical Science-Jubail, the program is supervised by the College Dean and the Vice Dean for Academic Affairs and is overseen at the departmental level by the Department Chair.

The new faculty member is assigned a mentor (an experienced faculty member) who helps in orientation tothe program, the college, and the university policies and assists in teaching under supervision and the preparation of course materials.

Department specific orientation is done related to courses, examination, teaching strategies, reporting etc.

A regular orientation program is conducted at the institutional level by the Deanship of educational development for all new faculty.

5. Part Time and Visiting Faculty and Teaching Staff

Provide a summary of Program/Department/ College/institution policy on appointment of part time and visiting teaching staff. (i.e. Approvals required, selection process, proportion of total teaching staff etc.) In case of hiring part time or visiting faculty and teaching staff in the Department of Anesthesia Technology, the university rules and regulations for part time and visiting faculty and teaching staff will be applied: University Policies and Procedures Manual - Article 96 “The University might use part-time staff members from previous faculty or distinguished scholars, who have long experience in the field of specialty they will teach. They should not be assigned to any administrative work. The use of part-time staff members should not be for more than two years, subject to renewal by a decision from the President of the University based on the approval of the University Council and the recommendations of the Scientific Council and the Faculty Boards of the concerned Department and College”.



I. Program Evaluation and Improvement Processes

1. Effectiveness of Teaching

a. What QA procedures for developing and assessing learning outcomes? The following steps outline the QA processes used to evaluate and improve the strategies for developing learning outcomes for Anesthesia Technology Program:

The Program Learning Outcomes are formulated and are aligned with appropriate teaching strategies and assessment methodologies. Thorough deliberation takes place and consensus agreement of the majority is used as basis for approval.

Faculty and Teaching staff handling the courses are in-charge of developing the course specifications. A draft of the course specifications is emailed to all teaching staff for review. Contents of the course specifications e.g. learning outcomes is discussed in departmental meeting. Recommendations and suggestions by the faculty board are deliberated and approved by a majority vote. The final draft of the course specifications is reviewed and proof read for final approval and signature by the chairman.

All course specifications are filed and a final copy of the Anesthesia Technology curriculum is printed. It is presented to the Faculty Board, and finally to the IAU Administration.

A Curriculum Committee will be established and will be composed of all faculty members and teaching staff which will ensure that all aspects of the educational process namely, lectures, skill laboratory training, and clinical training are represented.

The Examination committee will be responsible for implementing policies and procedures for examinations, blue printing, and ensuring that assessment methods (e.g. final examinations, rubrics, OSCE/OSPE) are reviewed and validated.

A Periodic Program Curriculum Review will be conducted in cycles of 5 years to assess and verify achievement of learning outcomes.

Periodic review will follow the cohort of one batch for 5 years until they have satisfied the internship period.

b. What processes are used for evaluating the skills of faculty and teaching staff in using the planned strategies?

Evaluation by Department Chairs.

Different surveys related to the Course, faculty &the Program i.e. “Course Evaluation Survey (CES), Program Evaluation Survey (PES), Student Survey on Lecturing Skills (SSLS)& Alumni survey”

Annual performance appraisal of faculty and teaching staff.

Faculty reflection in the course report

Reviews of external reviewers

Internal moderation including:



o Class room assessment o Clinical teaching assessment

2. Overall Program Evaluation

a. What strategies are used in the program for obtaining assessments of the overall quality of the program and achievement of its intended learning outcomes: (i) from current students and graduates of the program? A. Current Students The Program Learning Outcomes will be assessed regularly in order to provide a foundation

for evaluation of students' achievement of the desired outcomes. The results are used to detect strengths and weaknesses in students' performance in the five learning domains and accordingly generate action plans in order to improve overall student achievement and to improve the program as a whole on the basis of actual evidence and measurable indicators. These assessments are carried out at the end of each of the eight levels of the learning process. Additionally, interns are assessed at the end of each rotation in different training areas.

The extent of achievement of the program learning outcomes is assessed using several approaches. Two types of assessment tools were utilized

Direct Assessment Methods

Indirect Assessment Methods

I. Direct Assessment Methods: a) Students’ performance in exams is assessed by grades analysis reports b) Program on-time completion rate: is calculated by dividing the number of 4th year

students with passing grades by the end of semester 2 of their 4th year by the number of students in that cohort at the time of their entry into the anesthesia technology program after the preparatory year.

c) Students achievement in the five learning domains in each course: The achievement of the five learning domains will be calculated for all courses as follows:

Written exam blueprints will be utilized to determine the items related to knowledge and cognitive domains. Exam questions will thus be categorized into questions assessing the "knowledge" domain and questions assessing the "cognitive" domain. Each category will be analyzed separately in addition to analysis of the exam as a whole.



The other domains will be assessed by different methods as shown in the table below:

Domains Method of Assessment Knowledge and Cognitive - Quiz, midterm & final written exam (blueprint)

Interpersonal skills & responsibility

- Assignments, topic presentation (rubrics)

Communication, Information Technology, Numerical

- Rubrics for evaluating assignments and presentations research and poster presentation, classroom presentations, case studies,

Psychomotor - Clinical performance assessment (check list, rubrics & OSCE)

d) Achievement of Program Learning Outcomes: The courses are mapped with program

learning outcomes in the program matrix. For each PLO, the courses in which the learning outcome is covered at an "Advanced" level are used for assessment of this particular program learning outcome using appropriate assessment methods. Analysis of the results of assessment for each Course Learning Outcome achievement will be provided in the course reports and the achievement of the Program Learning Outcomes will be reported in the Annual Program Report

II. Indirect Assessment Through the Deanship of Quality and Academic Accreditation, a central survey system for students and employees was developed to obtain feedback for the following surveys:

1. Course Evaluation Survey (CES)--- Every semester 2. Students Experience Survey (SES)--- End of second year of the program 3. Students Survey on Lecturing Skills (SLSS)--- Every semester 4. Survey on appropriateness of Mission, Vision, Goals and Objectives of the program 5. Orientation Program Survey (OPS)--- Second year students 6. Library User Survey (LUS) --- Annually 7. Student Affairs Survey (SAS)--- Annually 8. Final Year Students Survey --- will be carried out at the end of the fourth year (eighth level)9. The Interns Survey--- will be carried out at the end of the internship program.

Data from these surveys form part of the Course Report (CR), Annual Program Report (APR). A Summary Report on Student Surveys is generated annually.



B. Graduates Graduates Destination Survey

The Graduates Destination Survey will be conducted annually starting from 6 months after the first batch of students finish the internship. This survey is used to determine the number of employed, unemployed, and those who are in scholarship grants or higher studies (Master and Doctorate).

Feedback from graduates for the appropriateness of the mission, vision, values, goals and objectives will be obtained.

(ii) from independent advisors and/or evaluator(s)?

1. External independent evaluation Will be carried out in the future to evaluate the curriculum and to assure compliance of the program with national and international standards and encourage responsiveness to evidenced-based advances in Anesthesia Technology. The aim is to accommodate recent advances in anesthesia technology through ongoing curricular reviews and to help develop competency-based training & assessment methods for anesthesia technology students.

2. External Advisory Board The Anesthesia Technology Department will form an External Advisory Board with the purpose of submitting proposals & suggestions that will improve the level of performance of the department and help meet the community needs as well as discuss the future vision of the program.

3. External Examiners: will be asked in the future to participate in final exams and provide reports

(iii) from employers and other stakeholders.

Employer Satisfaction Survey and Alumni Surveys will be carried out in the future once the program produces graduates and they are employed.



Attachments:

1. Course specifications for all program courses 2. Field experience specifications

Authorized Signatures

Dean/Chair Name Signature Date

Program Dean Dr. Abeer Al-Sibaie

Program Chair

program specifications (ps) bachelor of science in anesthesia … · 2019-06-24 · anesthesia...

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