TITLE: RHI EDUCATIONAL PROGRAM INNOVATION POLICY AND PLAN
The policy pertains to the requirements as prescribed by under s. 3. (1), s. 20. (1), and s. 25. (1) of O. Reg. 415/06.”, and EQual™ Canada Accreditation Program 5.1.5
RHI encourages innovation in educational programs consistent with a culture of innovation, which is defined as “nurturing an environment that continually introduces new ideas or ways of thinking, then translates them into action to solve specific problems or seize new opportunities.” (Setser and Morris, 2015).
The purpose of RHI’s educational program innovation plan and policy is to meet the requirements of “EQUAL EDUCATION PROGRAM INNOVATION,” to incorporate new technologies or methods into programs to improve program quality or to respond to the strategic direction of the profession.
The RHI education program fosters an innovative environment in the vocational training system that enables employees and students to innovate and respond quickly to the need for new skills created by innovation.
3.1 Innovation: means that societies, education, and training systems must empower people to innovate and respond quickly to the demands for new skills created by innovation. Seeking to improve the student experience, effective acquisition, and challenges encountered in clinical placements may be areas to explore in a healthcare education program.
3.2 Culture of Innovation: involves “nurturing an environment that continually introduces new ideas or ways of thinking, then translates them into action to solve specific problems or seize new opportunities.” (Setser and Morris, 2015)
3.3 RHI: Robert Health Institute
3.4 DMS program: Diagnostic Medical Sonography program has provided full-time vocational training.
3.5 Entering: is beginning to be involved.
3.6 Emerging: is becoming apparent or prominent.
3.7 Adapting: is modifying an innovative culture to suit a particular use or purpose.
3.8 Transforming: is making a thorough or dramatic change in form, appearance, or character.
- Plan of RHI educational program innovation
4.1 Develop an RHI Education Program Innovation Policy and plan to submit it to Accreditation Canada by the end of 2022,
4.2 Initiate and implement innovation plan during 2023-2024,
4.3 Assess the effectiveness of the implemented innovation plan to the program and take further action to revise and expand the innovation plan in 2025.
4.4 Initiate the new innovation plan implementation cycle from 2026-2028.
- Policy of RHI educational program innovation
5.1 Research, study, and comply with “EQUAL EDUCATION PROGRAM INNOVATION,”
5.2 Build a culture that supports innovation: Articulate to all employees what a culture of innovation means and understand that innovation involves “nurturing an environment that continually introduces new ideas or ways of thinking, then translates them into action to solve specific problems or seize new opportunities.” (Setser and Morris, 2015).
5.3 RHI actively seeks to develop more policies that promote and reward innovative behavior and, on the other hand, continuously monitor and deter policies that hinder innovation.
5.4 With financial clearance, RHI hopes to create institutional system-level incentives that are consistent with the results.
- Procedure of innovation plan implementation
6.1 Develop an RHI Education Program Innovation culture by starting with adopting the self-assessment questionnaire. (Refer to Appendix 1) (Reference:3)) at 2022
6.2 Employees complete the self-assessment questionnaire and Action Steps to the self-assessment questionnaire survey at end of 2022 or early 2023:
6.2.1 Analyze Results
6.2.2 Discuss with Colleagues
6.2.3 Target Priorities
6.2.4 Identify Barriers
6.2.5 Design Solutions
6.2.6 Request Support: getting support from Holly Morris (email@example.com) and Bryan Setser (firstname.lastname@example.org) if possible.
6.3 Current innovation contents of Innovations Plan
The RHI Education Program Innovation Plan lists the following innovations to be implemented in 2023-2024;
6.3.1 Involve patient partners: Patient care and communication are critical components in clinical practice, which can significantly impact a patient’s experience during clinical service. Excellent patient care and communication will build a good relationship between the patient and sonographer and enhance satisfaction.
In current teaching activities, students only have simulated theoretical knowledge of patient care and communication in the classroom prior to clinical placements. To facilitate and prepare for future clinical placements, it is necessary to develop some innovative methods of teaching to engage students in the attainment of competencies.
6.3.2 Bringing simulation technology into the classroom (2023)
During the past two years, the pandemic has significantly impacted the Ultrasound teaching, especially in clinical skills in addition to the shortage of instructors and clinical sites for Ultrasound training. Simulation technology has many advantages, such as,
126.96.36.199 Simulators have more detailed anatomy view and provide many different pathologies
188.8.131.52 Simulators provide the realistic scanning for abdominal and OB-GYN ultrasounds
184.108.40.206 Flexible teaching and learning: on-site or online, time
220.127.116.11 Assessing the outcome of simulation technology in Ultrasound education (2024-2025)
18.104.22.168 Register as a member of the Canadian Association of Allied Health Programs (CAAHP), an affiliate of colleges and institutions across Canada that offers programs of study in the field of “Allied Health.” Links to https://caahp-acpts.ca/en/form-membership/ and https://caahp-acpts.ca/en/.
6.3.3 Time is of the essence-promoted by the function of the Google classroom platform
RHI opens Google Classroom to support Competency-based education, accelerated learning, and 24/7 access to content and teaching to meet the key needs of “new traditional” students who need flexibility and choice in time and money. Continued focus on convenience is a powerful strategy among innovators researching the DMS program development.
6.3.4 Identify Textbook confusing text and report to the Author or Publisher seeking better descriptions
According to the CMRITO Code of Ethics, members of CMRITO who work in Robert Health Institute must take the following responsibilities,
22.214.171.124 Responsibility to the public by maintaining high standards of professional competence;
126.96.36.199 Responsibility to the profession by conducting all professional activities, programs, and relations honestly and responsibly;
188.8.131.52 Responsibility to the patient, colleagues, and other health professionals consulting with, referring to, and cooperating with other professionals to the extent needed to serve the best interests of their patients;
184.108.40.206 Personal responsibility by aspiring to a high level of professional efficacy at all times.
The RHI DMS program instructors, as members of CMRITO, have the responsibility to identify the errors or confusing texts in the textbook to demonstrate accurate medical knowledge and information to the students and colleagues.
6.3.5 IMAGES is an innovative teaching method for critical thinking and problem solving
The Diagram of an “IMAGES” approach to critical thinking and problem solving is the 36th item in Core Level competency and Skills for simulation exam and clinical CCSA evaluation tools. How to effectively integrate the “IMAGES” approach into the teaching of critical thinking and problem solving will still be the direction of our exploration.
6.3.6 RHI DMS spiral curriculum construction and implementation in 2022-2023
The detailed descriptions refer to the attached RHI DMS spiral curriculum structure.
6.3.7 Innovation assessment and publishing 1-2 systemic review articles’
Evaluation of the impact of innovation on the DMS program and elevate the strongest and reduce weaknesses by writing systemic review articles.