Needs Assessment

Needs Assessment Jeff Steele EDUC 533 Dr. Pyatt

The Task • As the instructor/program director for the Vision Care Technology (VCT) program at SCC, it is crucial that I constantly assess the courses in the curriculum to make sure they remain current with the needs of accreditation and the vision care community. • After remaining stagnant for over 20 years, it is time to revise/restructure the Ophthalmic Business class in the VCT program

The Rationale • The class has not been revised in over a decade • The computer program model (dos-based) being taught is virtually obsolete in the modern world • The book the course was designed around is obsolete and no longer in print • Students are unprepared when they go to clinical rotations or secure jobs in the field after graduation, based on feedback from office managers and human resource managers in the field

The Model • Although any of the 3 models could be used, I have chosen the innovation model: • Although the course currently exists, there is virtually nothing that is current, therefore, I view it more like the creation of a new class • New technologies will have to be explored and learned to replaced dos-based office management tools • New computer-based programs will have to be explored and learned to replace ledger-based book keeping methods • New book(s) will have to researched and obtained • New lesson plans, lectures and assessments, based on these new instructional tools, will have to be developed

Instructional Needs • New technologies must be identified (via site visits, advisory board recommendations, questionnaires, clinical feedback, and discussions with doctors, technicians, office managers, and students): • What are the windows-based programs currently being used in the field to manage patients and medical data? • What are the common job descriptions for front office personnel? • What are current bookkeeping techniques and the tools used to manage them? • What are the current insurance and billing techniques and parameters? • How is patient information (i.e. “patient file”) being managed? • What literature is available that is most relevant to this field’s needs? • Creation of new lesson plans, lectures, and assessments in accordance with the above

Non-Instructional Needs • Secure those new technologies: • VCT budget allocations • Field donations • Monetary • Hardware/software • Funding for teacher training • Time to collaborate with adjunct faculty • Funding for supplemental reading material/activities

Model: ASSURE • Analyze learners • State objectives • Select instructional methods, media, and materials • Utilize media and materials • Require learner participation • Evaluate and revise

Learning Environment • 1. Classes will be taught by Vision Care Technology instructor and, if possible, guest lecturers from the field (such as front office staff or office manager) • 2. Lessons will be integrated into other classes and lesson plans, where applicable, such as recording patient information and case histories (i.e. how to enter them into the software and manage their files, etc.) • 3. Lesson plan will be taught in a traditional classroom setting and in the computer lab, where each student has access to their own computer station. In addition, demonstrations will be provided in a traditional classroom setting, where data entry is applicable to that particular lesson

Learning Environments, cont. • 4. The computer lab at SCC is conveniently located across the hall from the VCT classroom and is available to be reserved for class instruction. There are ample stations, so that each student will have access to their own computer. In addition, there is a projector so the instructor can demonstrate computer steps for the entire class to view. Each computer will contain the necessary software • 5. The Vision Care Technology (VCT) program takes place at Spokane Community College (SCC) in the health/science department. • 6. The philosophy of the Health Science dept. at SCC is to provide the training necessary, via classroom instruction, laboratory practice, and clinical (field) experience, for entry-level employment in the health sciences

The Learners • Like many community colleges, SCC (and the VCT program) has a very diverse student base: • Students range in age from 18-60+ • Students come from different ethnic, and cultural backgrounds • Students come from diverse socio-economic backgrounds • Each student brings their own unique work and life experiences to the classroom setting

Impact on Plan • Having such a diverse student population requires various considerations: • Comfort and familiarity with modern technology will vary greatly from student to student: some will be very computer proficient while others will be very intimidated. This may require some entry-level classes to take place prior to specific instruction. When, how and where to conduct these classes poses a challenge • Some students will have access to computers and internet at home, while others will not. (Note: All students, however, will have access to the computer lab)

References • Gagne, R. M., Wager, W. M., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design. Belmont: Wadsworth. • Heinich, M. R. (n.d.). unca.edu. Retrieved June 30, 2009, from The ASSURE model: http://www.unca.edu/education/edtech/techcourse/assure.htm

Needs Assessment