2011 OPEN FORUM Abstracts
A NEW BSRT PROGRAM IN SAUDI ARABIA: EFFECT OF STUDENT EVALUATIONS ON CURRICULAR CHANGES AND OVERALL IMPACT ON QUALITY OF THE PROGRAM.
Mansour Alaiwah2, Amir Omair2, Omar Alzumai2, Adil Alotaibi2, Ruben D. Restrepo1,2; 1Respiratory Care, UTHSCSA, San Antonio, TX; 2Respiratory Care, King Saud Abdulaziz University - Health Sciences, Riyadh, Saudi Arabia
Background: Student evaluations of a new academic program provide important insights and feedback that may shape up the future curriculum and provide ideas on implementing new strategies. The Respiratory Care Program at King Saud Abdulaziz University Health Science is a âbrand newâ program that adopted the curriculum from the Respiratory Care Program at South Alabama University (SAU). Our senior class received the unmodified curriculum from SAU between 2009 and 2010 and will graduate in June 2011. After completing their first year they were asked to complete a survey evaluating the quality of the program and based on their feedback some changes have been implemented during the past academic year (2010-2011). Objective: The primary objective of this project was to compare responses regarding the evaluation of the program quality between the junior and the senior class in order to evaluate the success of implementing the changes made to the program during the last year. Methods: We designed a 52-item comprehensive questionnaire to evaluate six different areas: management of program quality, teaching, learning resources, faculty, assessments, and clinical rotations. A conventional Likert scale was used to record the responses (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree). Twenty four (24) questionnaires (seniors, n=11; juniors, n=13) were used for the descriptive analysis. A âtâ test was used to compare groups and significant difference was defined as a p value < 0.05. Results: There was a significant difference between juniors and seniors regarding their evaluation of the management of the program quality (p=0.01) and the clinical rotations (p=0.01). While the other comparisons did not reach statistical significance (learning and teaching p=0.05; learning resources p=0.55; faculty p=0.33; clinical rotations p=0.05), the mean Likert scale score for the overall quality of the program improved by 10% (senior class = 3.2 vs. junior class = 3.7). Conclusion: Although the program is at a very early stage of development, the implementation of new changes based on student feedback during the first year has resulted in significant improvement of its overall quality. Sponsored Research - None