Assessment and Evaluation

Assessment

Assessment is essential to examine the capability of our faculty, curriculum, staff and learning environment to prepare students to enter the profession of genetic counseling. The Accreditation Council for Genetic Counseling (ACGC) and the Master’s in Genetic Counseling Training Program require documentation to help determine if academic and clinical education experiences prepare the student as an entry-level genetic counselor with the requisite knowledge and skills.

The mission of the ACGC is to protect the interests of students and the public by setting standards for genetic counseling education and accrediting graduate programs. Accredited genetic counseling programs demonstrate compliance with standards developed by ACGC. If a genetic counseling program is not accredited, the graduated students cannot sit for the licensure examination and cannot practice as a certified genetic counselor in the United States.

The assessment of compliance in meeting ACGC standards is monitored by collecting measurable outcomes. The program collects information about:

• the adequacy of the teaching and content offered in classroom and clinical experiences
• the quality of instruction and the environment in clinical education experiences
• the didactic curriculum
• student performance on the certification examination
• success in securing employment

Students are asked routinely to provide narrative and objective information to assist in this assessment. In addition to collecting student opinion, the program also needs to collect examples of student work so that external reviewers can assess our ability to achieve learning outcomes.

Student Assessment

Assessment of students in the Master’s in Genetic Counseling Program is multidimensional and linked to the overall program goals. The assessment includes:

• performance on school-developed as well as national examinations
• observation of skills in clinical settings
• reflective essays
• standardized patients
• observation in student leadership roles
• various measures of professionalism throughout the two-year curriculum

The assessment process is coordinated and managed by the Leadership of the MGC Program. Using the Practice Based Competencies, the MGC Program works to ensure that one set of program objectives is required of all students.

Evaluation

Program Evaluation

Program objectives are linked to both the overall design of the curriculum and the evaluation of the program through the MGC Curriculum Committee and Program Leadership. Each course curriculum and clinical rotation is reviewed for appropriateness based on guidelines provided by the Accreditation Council of Genetic Counseling as well as a series of internal quality measures administered by MGC Leadership. These linkages are presented to the MGC Curriculum Committee for review and action as needed. Overall achievement of program goals is the responsibility of the MGC Leadership team.

Course Evaluation

The Master’s in Genetic Counseling Program, as a part of the School of Medicine, is committed to the regular and frequent evaluation of its educational program. Student feedback is a crucial component in this process. Therefore, ongoing assessments of the curriculum include course evaluation and clinical rotation evaluations that students are required to complete at scheduled times throughout the academic year. The results of these and other assessment tools may result in recommendations to change or adjust the educational program.

Evaluation Methods

The following evaluation methods/instruments are utilized:

• Formative Feedback
  • Monthly student class meetings
  • Rapid Feedback on required educational activities
• Summative Feedback
  • Instructor Evaluations
  • End-of-Course Evaluations
  • Program Evaluation
  • Supervisor Evaluations
  • Site Evaluations