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Health ProgramsSingle-campus Discussion Group Page 6 of 40Noncredit programs may significantly increase the program's cost as general fundsmay not be available to supplement the process, increasing the student's expense andif sponsored by an employer.3. Provide updated program information to include: maximum program capacity, the number ofstudents accepted each year, the retention, graduation, exam/registry pass, and employmentrates. Program Capacity / Class SizesClass sizing depends on how the program is delivered. As an example, the Maui EMS TrainingCenter’s capacity is 12 students; however, David Kingdon delivered the program as a hybrid.This required him to split the F-2-F sections into two, allowing for appropriate social distancing.The Oahu EMT classes share the spare classroom allowing for proper social distancing whenavailable. The Hawaii EMT Program, when MICT class is not in session, can flip, thusexpanding the capacity for EMT training. Following are the raw F-2-F numbers.Oahu MICT (205) 14 students Oahu EMT (206) 12 students Oahu EMT (108) 16students Maui EMS 12 studentsKauai EMS12 studentsHilo EMT (Bldg. 380/Room 36) 10 studentsHilo MICT (Bldg. 380 / Room 39) 20 studentsRemaining formation provide in graph form (number of students accepted each year,the retention, graduation, and exam/registry pass) EMT (Emergency Medical Technician) 1322718610684KapCC NREMT Cert.Exam Pass Rates1st Attempt / AllAttempts1st AllNationalPass 1816-271715-26261211141316* reenrollment from previous classes** NREMT.org77

Health ProgramsSingle-campus Discussion GroupPage 7 of 40 Pass Rates: The Program consistently outperforms the rest of the nation on first-timepass rates See 1.PROGRAM INFORMATION.docx). Employment Data: Accurate employment data is challenging to obtain. Typically, theprogram does not capture employment information. Graduates have an opportunityto work in many settings, such as at EMS, fire, ocean safety and police departments,hospitals, and clinics as examples. Several students have been inspired to move intoother health care settings, such as medicine and nursing. ARPD data grosslymisrepresents actuals in that employers have shared they need 10-20 or morereplacements each year.KapCC’s “Hawaii Fire Department EMT” classes have a 100% employment rateKapCC’s “Kauai Fire Department EMT” classes have a 100% employment rate.EMT classes on Oahu and Maui, based on informal surveys conducted by the facultymembers, suggest approximately 60-70% of graduates obtain employment in the field.Using employment rates to assess the efficiency of programs can fall on a slipperyslope. The primary purpose of the college is to educate/train students. The primarypurpose of the national certification agency/state licensing board is to validate thetraining. The primary purpose of the employer is to vet for employability. Thus, it isnot the primary responsibility of the college to determine if the student is instructional.php?action analysis&college KAP&year 2018&program 654. How can we schedule and deliver our programs more cost-effectively? Review overall credits,number of lab hours, number of clinical hours, and program outcomes (retention, graduation,exam/registry pass, and employment rates) (See 1.PROGRAM INFORMATION.docx) David Kingdon (Maui) is currently piloting an asynchronous hybrid program.We arefinding that due to Covid, F2F capacity is reduced due to social distancing, increasingthe number of instructional hours. We have proposed cost-sharing with the Honolulu Fire Department to increase thestudent population while reducing college costs. See below for an explanation: COVID 19 has reduced our capacity on Oahu at a time when demand is increasing.Thus, finding classrooms with a larger size will allow the program to maximizeinstructional efficiency while dramatically increasing revenues. A review of the program's structure (EMT 111 (EMT 115), EMT 120, and EMT 125) willallow for further segmentation of the program to distribute teaching loads more broadly.This action could reduce instructional expenses due to incorporating underloadedfaculty or lectures (vs. overload). Reducing instructional time (TE/Credits) is not recommended. Licensing requirementsfor the state far exceed that of the national norms. Licensing requirements mandate

Health ProgramsSingle-campus Discussion GroupPage 8 of 40EMTs’ are trained to work on a Paramedic ambulance. Reducing instructional timemay prevent students from obtaining a license to practice. Due to increased operational asks and coming out of a recession that usually increasesstudent populations, increasing the number of sections or section size will increaserevenues for the college.https://uhcc.hawaii.edu/career explorer/occupations/profile.php?state HI&soc -paramedics.htmMobile Intensive Care Tech (MICT)Final Response: GUIDING QUESTIONS - PHASE 1- Paramedic Program ResponseThe Paramedic Program resides within the Emergency Medical Services (EMS) Department atKapi'olani Community College (KapCC). Students are required to be Hawai'i state licensed EMTsto apply and be admitted to the Paramedic Program. The Commission on Accreditation of AlliedHealth Education Programs (CAAHEP) (Commission on Accreditation of Allied Health EducationPrograms [CAAHEP], n.d.) accredits the Program through recommendation by The Committeeon Accreditation of Educational Programs for the Emergency Medical Services Professions(CoAEMSP) (CoAEMSP, n.d.).Currently, the KapCC Paramedic Program is the only program recognized by the Hawai'iDepartment of Health and is therefore authorized to provide paramedic education and training forthe entire state. This sole-source status puts the Paramedic Program in a unique position. Wehave very little competition (few students who attend programs on the mainland and seekreciprocity). One poor-performing cohort can bring the state pass rates down and jeopardize bothaccreditation and the ability to provide competent graduates to meet Hawai'i EMS workforceneeds. Notably, the KapCC Paramedic Program has led the nation in first-time pass rates for overa decade (NREMT, 2020).1. To what extent are low enrolled programs or programs with low counts of graduates (lessthan ten graduates as a 3-year average) meeting workforce needs or meeting criticalgeneral education requirements? The Paramedic Program is not a low enrollment program defined by this overall;however, the neighbor islands may be. (see Attachment for EMT & paramedicinformation. (See 1.PROGRAM INFORMATION.docx) Response: All paramedic classes should have a minimum of 10 enrolled. The programwill utilize an asynchronous hybrid to provide greater access on all islands and greaterflexibility for scheduling faculty assignments. Rotating classes offered on neighborislands may be used. Labs will need lecturer support (see Needs Report. edited). Thestart of the Fall 2020 Hilo cohort was delayed to allow for an increase in enrollmentand offer qualified Kauai students access. We will pilot the Asynchronous HybridProgram in Jan. 2021. Additionally, see #4 below.

Health ProgramsSingle-campus Discussion Group Page 9 of 40The UHCC Occupation profile predicts a 10% increase in EMTs and paramedics1however, paramedic employment on all islands for all graduates is 100%. Although theO’ahu Paramedic Program typically accepts 12 students per cohort, we received 30applicants for the 2021 cohort and are looking at strategies to increase enrollment.The primary limiting factor continues to be access to prehospital clinical placement with the City& County of Honolulu EMS (HEMS). Paramedic students must complete 814 hours of internshiprotations requiring significant ambulance time, and mentors are trained to meet CoAEMSPrequirements.1. https://uhcc.hawaii.edu/career explorer/occupations/profile.php?state HI&soc 29-202. If workforce need is at the certificate level (not associates), convert to a non-credit programwith articulation agreement or PLA for liberal arts or transfer, as appropriate.a. Response: Opposed and recommended the College maintain both the CA and AD.See Below:1 CoAEMSP requires all paramedic programs to have a pathway to collegecredit.2 We encourage all graduates to pursue the degree; however, it is currently nota requirement for the industry (although it could be in HI). It was recommendedby faculty two years ago and was not supported by the administration.3 A certificate with no college credit (i.e., pursuing non-credit option) means agraduate has little to show for their time if they fail to renew their state ornational certification in 2 years. There is nothing of value to assist them infinding a new job or advancing in opportunities requiring a degree despitecompleting the equivalent of 40 CH. With college credit, they will always haveat least a CA to turn into an associate degree and then articulate into abachelor's degree.4 From a talk given by John Morton, funding to community colleges is based onthe number of degrees and CA certificates awarded, which is why the CAcertificate was created. All MICT graduates can be awarded a CA certificate.They have the course work and number of credits accumulated from the MICTclasses alone. If what John Morton stated still holds, keeping the CA isessential.5 It would not seem that having CA and AD would cost the College more moneyto conduct? All students are in the same cohorts (mixed), and in fact, the ADstudents add to the number of College credits in other classes (i.e., gen edclasses). Students can pursue what they are interested in and return after afew years to obtain their degree to articulate into the bachelor’s degree.6 The associate degree is a crucial step towards graduates obtaining abachelor's degree. It articulates with UH West O'ahu and gives students theability to obtain a bachelor's degree. Furthermore, to help advance theparamedicine field, having paramedics with degrees will help move theprofession forward. Eventually, paramedics will obtain graduate degrees anddoctorates.Doctoral candidates will perform research to advanceparamedicine further and legitimize it as a true profession. This educationprogression is what many fields have done in the past to advance the field andsubsequent higher-level career paths. The career span for many paramedics

Health ProgramsSingle-campus Discussion Group7Page 10 of 40is relatively short. Having a bachelor's degree will provide additionalopportunities with better compensation if they decide to make a career change.Students may not have the same financial aid opportunities when in a noncredit program.3. Provide updated program information to include: maximum program capacity, the number ofstudents accepted each year, the retention, graduation, exam/registry pass, and employmentrates.a. NFORMATION.docx). The Program consistently outperforms the rest of the nation onfirst-time pass rates.Table 1: 2015-2020 Average TotalsAverageEmployment100%Average Retention84%AverageEnrollment19.6/ year9.1/ cohortAverageGraduationAverage 1st timePass RateNational 1st timePass Rate2015-2020 (N 6)2015-2020 (N 6)(outlier- 56% included)Range: 5-1316.3/ year84%97.8%2015-2020 (N 6)72%2015-20206)b. Program capacity limitation is due to the program's structure and clinical course timeframes limit the number of students who can enter the clinical setting. We are reviewingthe program to identify ways to accommodate larger numbers. Program graduationrates are at least 70%. As required by accreditation, 100% of all graduates pass thenational certification/state licensure exam, and 100% of graduates are immediatelyemployed (see Table 1 and 1. Program Information link). Note: ARPD data is collectedon a different timeline and will not always capture graduate data accurately.c. Program capacity limitation is also due to structural restrictions with COVID. Splittinglabs will allow the Program to accommodate classroom limitations while maintainingenrollment but will increase workload requirements.

Health ProgramsSingle-campus Discussion GroupPage 11 of 404. How can we schedule and deliver our programs more cost-effectively? Review overall credits,number of lab hours, number of clinical hours, and program outcomes (retention, graduation,exam/registry pass, and employment rates) (See 1.PROGRAM INFORMATION.docx).a. Response: (see Needs Report. edited (1).docx) We will pilot the asynchronous hybrid paramedic program for neighbor islandcohorts with low enrollment in Jan. 2021. We are also looking at offering someasynchronous hybrid slots to O’ahu applicants if they qualify for entry. Furtherdiscussions with HEMS are required. We discuss the possibility of increasing the cohort on O’ahu by splitting the labsand didactic and rotating students, potentially increasing enrollment from 1216;however, this would rely on HEMS ability to backfill additional personnel andincrease in AMR applicants.We have been working to eliminate barriers by reviewing the application processand updating the info session information to include strategies for successfullyapplying to the program. Some examples include: We are reviewing the requirement of 300 ambulance transports, which can bedifficult for neighbor island applicants to achieve, and are piloting a team leadoption (100) and a 50/50 split option. We are piloting an early provisional acceptance for military personnel to allowthem to compete for funding. The military personnel performance isbenchmarked against earlier cohorts' performance from all islands and a cutscore determined based on their likelihood of being admitted. If they fall in thisrange, we allow early provisional admittance. If not, they are ranked with therest of the class. (See Early Military Testing & Summary Raw ApplicantScores). We are piloting a Grit Survey to see if this reflects those most likely to persist. Zoom Info Sessions have increased attendance by agency administration,AMR personnel, and neighbor island potential students. This increase inattendance will improve everyone’s understanding of the process and lead tobetter-prepared applicants. We have also seen attendees with a few monthsof EMT experience preparing for the paramedic program. Typically, studentsattend the year before application. We are currently reviewing and discussing curriculum revisions; however,this will not be submitted until F2021 and implemented in F2022.Modifications of curriculum require significant work, which will require support from the college.a. Differentiate lab from didactic- there is a difference in the lecture (15) and lab or lab/lecture(18). Therefore, when I separated the lab, there was an increase in TE/ CH (from 40 to42), a move in the worn direction as far as the College is concerned but is a more accuratereflection of work.b. I cross-referenced the National EMS Education Standards along with our SLOs/ coursesbut was at nine months and 42 CH when I stopped due to tenure and challenges with theschedule.c. Classes designed which have non-fractional CH. Currently, most classes have fractionalCH. We will update to align with the current format. For example, two classes / 8 week or16 block semesters. Lab and clinical class could run the entire semester, potentially

Health ProgramsSingle-campus Discussion GroupPage 12 of 40expanding clinical access. This schedule change would increase flexibility, decrease thenumber of courses students need to enroll in, and align us with the academic calendar.d. We could modify some of the courses to run together in the same module. Separatecourses for lecture, lab, and clinical running concurrently increases flexibility and providesadditional access. The courses could be aligned to COI's needs.e. We are discussing the possibility of decreasing internship rotations from 5 to 4-weekblocks. There is also the possibility of the prehospital clinical courses replacing InternshipI, meaning we could go to 3 rotations with a 4th as needed. We piloted grading primaryassessment this semester utilizing new evaluation tools we developed last year andemploying directed scenario practice. It was successful, with mentors indicating studentswere better prepared for the primary assessment rotation. Unfortunately, COVID resultedin minimizing lab time. We had just started History & PE in the scenario and cannotdetermine the level of success we may have had.f. Revisiting how we calculate internship and clinical TEs may also be a solution to loweringour overhead. Currently, we use 24 as the denominator in our TE calculations. However,employing a model with decreased instructor interaction, we could use 45 as the basis.Before we propose this to our administration, it would be prudent to do the calculationsand see how it panned out. An example would be; currently, internships are 202.5hours.202.5 divided by 24 8.43 TE. If changed to 45, 202.5 divided by 45 4.5 TE.The instructional costs would be reduced significantly.CoAEMSP. (n.d.). [CoAEMSP home page]. https://coaemsp.org/Commission on Accreditation of Allied Health Education Programs. (n.d.). [CAAHEP home page].https://www.caahep.org/Occupational Therapy Assistant (OTA)KapCC Campus Discussions Phase I Response: Occupational Therapy Assistant ProgramThe Occupational Therapy Assistant Program (OTA) at Kapi’olani Community College hasdistinct value to Hawaii’s healthcare system. The OTA Program:I. Prepares Hawai’i residents to meet state workforce needs in healthcare Actively works to align with Accountability Core Indicators of Performance Engages in a rigorous examination of goals, activities, and achievements and makescalculated adjustments in response.Preparation of Hawai’i Residents to Meet State Workforce Needs in HealthcareAs the only occupational therapy educat

average of 1 EMT class per year on Hawaii Island (cohorts of approximately 14-28). AMR Maui does the same, which has resulted in offering EMT programs every other year (12-18). AMR Kauai has requested 2 EMT classes over the last ten years. AMR Oahu is adequately staffed. EMT cohorts, before COVID, have had as many as 24-students. Oahu's .