STATUS: Exempt

REPORTS TO: Associate Program Director of Clinical Education

GENERAL PURPOSE OF THE JOB:

The Clinical Assessment Coordinator is responsible for overseeing assessment systems of clinical student learning outcomes for the Clinical Education Department, in collaboration with the program faculty, in alignment with CCE standards. The Clinical Assessment Coordinator is responsible for applying their expertise in the planning, development, delivery, and grading of clinical and classroom assessments that measure the learning outcomes of clinical students. The Coordinator will collect and analyze assessment data to inform clinical and programmatic improvements. In addition, the Coordinator will create a system for calibration (interexaminer reliability) of faculty, systematic review of assessment tools, and ongoing improvements to the assessment process. They will collaborate with the remediation coordinator and course lead regarding clinical student remediation. The Clinical Assessment Coordinator will actively participate in departmental and general faculty meetings, and perform additional duties as assigned.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Core duties and responsibilities include the following:

Develops assessment processes and tools in accordance with program learning outcomes (CCE Metacompetencies), NBCE Exam Part IV, and SCU’s Spine Care Pathway where appropriate.
Provides faculty instruction and ongoing calibration training.
Develops and manages a system for vetting, training, monitoring, and calibrating private practice rotation (PPR) doctors to allow for clinical student assessment outside the SCU clinic system that meets accreditation standards, including the rotations serving the SCUHS Chiropractic Expansion Locations.

Monitors assessment data for trends and errors; leads faculty review of assessment data.
Modifies assessment methods based on assessment results and best practices in teaching and learning.
Coordinates with faculty course lead(s) to create appropriate student training for use of assessment tools.
Proposes modifications in course content or instructional methods based on student and course assessment results/feedback for review by Chiropractic Leadership and the Planning and Effectiveness Committee as needed.
Organizes and runs the Clinical Entrance Assessment (CEA) and OSPE exam. Evaluates clinical OSCE and OSPE competency exams for alignment with clinical outcomes, leads any necessary competency exam evaluations and revisions. Leads the charge for the anticipated modifications to the clinical entrance assessment and OSPE exams.
Provides academic guidance for students pertaining to their clinical assessment progress as needed, requires students to complete remediation as needed, and manages clinic remediation in the current reporting system.
Collaborates with the existing academic remediation process to ensure clinical students requiring 1:1 remediation outside of clinic receive the needed assistance.
Supports the Program Effectiveness process by providing clinical assessment data and analysis that will help to complete the relevant sections of the program effectiveness report and any accreditation documents. Creates end of term assessment reports.
Maintains Clinical Assessment Manuals
Participates in university/college committees and other service opportunities.
Participates in scholarship activities.
Performs other duties as assigned.

Attendance

Must be punctual and timely in meeting all requirements of performance, including, but not limited to, attendance standards and work deadlines; beginning and ending assignments on time; and scheduled work breaks, where applicable.

Location

This position requires the Coordinator to provide frequent onsite support for 3 days and 2 days remotely, however due to the demands of the term, the Coordinator’s on-site presence may vary.

The employee will be responsible for conducting site visits at various clinical locations. Mileage or other travel expense reimbursement will be calculated as follows:

Baseline Calculation

Reimbursement begins from the employee's established base work location
Miles traveled beyond the standard daily commute will only be eligible for compensation
Additional travel expenses as agreed upon with supervisor

Onsite activities may include but are not limited to the following:

coordination of onsite assessments (organization and management of clinical entrance exams, OSPEs, ongoing clinical skills assessments)
training faculty and/or student for standardized exams
interrater reliability training
performance of student assessment
routine site visits at campus, base, and PPR clinics to supervise assessors or perform assessments

Intellectual

Analytical - Synthesizes complex or diverse information; Collects and researches data; Uses intuition and experience to complement data; Designs workflows and procedures.
Design - Generates creative solutions; Translates concepts and information into images; Uses feedback to modify designs; Demonstrates attention to detail.
Problem Solving - Identifies and resolves problems in a timely manner; Gathers and analyzes information skillfully; Develops alternative solutions; Works well in group problem solving situations.
Project Management – Develops project plans; Coordinates projects; Communicates changes and progress; Completes projects on time and budget; Manages project team activities.
Technical Skills - Assesses own strengths and weaknesses; Pursues training and development opportunities; Strives to continuously build knowledge and skills; Shares expertise with others.

Interpersonal

Customer Service - Manages difficult or emotional situations; Responds promptly to student/faculty needs; Solicits feedback to improve service; Responds to requests for service and assistance; Meets commitments.
External Working Relationships – Develops and maintains courteous and effective working relationships with clients, vendors and/or any other representatives of external organizations.

Leadership

Change Management - Develops workable implementation plans; Communicates changes effectively; Builds commitment and overcomes resistance; Prepares and supports those affected by change; Monitors transition and evaluates results.

Delegation - Sets expectations and monitors delegated activities; Provides recognition for results.
Managing People - Includes staff in planning, decision-making, facilitating and process improvement; Takes responsibilities for subordinates’ activities; Makes self available to staff; Provides regular performance feedback; Develops subordinates’ skills and encourages growth; Solicits and applies feedback (internal and external); Fosters quality focus in others; Improves processes, products and services; Continually works to improve supervisory skills.

Organization

Cost Consciousness - Works within approved budget; Develops and implements cost saving measures.
Business Necessity - The needs of the employer may be dependent on responding to and anticipating rapidly changing external and internal demands in all aspects of how business is conducted. This may include, but is not limited to, organization structure, finances, goals, personnel, work processes, technology, and customer demands. Therefore, it may become necessary to make modifications to how business is conducted, and work is accomplished, with minimal or no advance notice to employees. Accordingly, the employee must be capable of adapting, with minimal or no advance notice, to changes in how business is conducted, and work is accomplished, with no diminishment in work performance.
Safety and Security – All employees are responsible for observing safety and security procedures as applicable and reporting potentially unsafe conditions to management.

SUPERVISORY RESPONSIBILITIES:

This position is responsible for coordinating with any assisting faculty associated with the courses, the number of assisting faculty varying by course, cohort size, and term. This coordination – which occurs with the assistance of the faculty’s supervisors as needed – is intended to enhance educational outcomes for students and ensure assessments are delivered in a manner that meets University and College objectives. This coordination must occur in accordance with the organization's policies and applicable laws.

EDUCATION AND/OR EXPERIENCE:

Doctor of Chiropractic degree (D.C.) awarded by an accredited institution required.
Master of Education (M.A.) or closely related field preferred.
Three or more years of experience in patient care.
Three or more years of experience in chiropractic education involving teaching, assessment, grading, course planning and development.

Knowledge and understanding of clinical assessment and chiropractic meta- competency outcomes. Experience in assessment of student learning in clinic environment and reporting of educational outcomes preferred.

COMPUTER SKILLS:

To perform this job successfully, an individual should have knowledge of: Internet Software; Spreadsheet Software (Excel); Word Processing Software (Word); Electronic Mail Software (Outlook); Presentation software (PowerPoint); as well as classroom-specific programs like ExamSoft and Canvas.

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid/active CA Doctor of Chiropractic license or eligible to obtain one within 6 months of hire.

OTHER SKILLS AND ABILITIES/ QUALIFICATIONS:

Ability to get along and cooperate with co-workers.
Ability to respond politely to customers/students/candidates.
Ability to work as a team member.
Ability to think quickly and act appropriately in emergency situations.
Ability to function under intense time pressure.
Ability to work extra hours as required.
Ability to continue to perform well under pressure.
Strong organizational skills; detail oriented and accurate with ability to multi-task.
Excellent communication and customer service skills, and ability to think and act strategically.
Track record of scholarly production preferred.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit; and talk or hear. The employee is occasionally required to stand, walk, and regularly required to use hands to finger, handle, or feel; and reach with hands and arms. The employee must frequently move or lift up to 10 pounds and/or occasionally move or lift up to 25 pounds.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate.

Expectations of SCU Employees

The SCU President’s Cabinet has identified a set of values and attributes that are bare minimums for employment, those that are core to who we are as a university, and values to which we aspire. Further identified are qualities and attributes desirable for employees in general, and senior leadership specifically. This is in harmony with principles found in The Advantage, by Patrick Lencioni.

SCU Core Values:

Integrative Health: We teach, learn, collaborate, and lead by creating an open environment for multiple disciplines and professionals to bring their shared and unique skills together for the benefit of patients and students.
Evidence-based Practice: We value a culture of inquiry, assessment, research, scholarship, and judicious use of current best evidence to inform our decisions and work.
Health Equity: We value people equally. We strive to educate graduates that are prepared to improve individual and community health.
Inclusivity: We welcome everyone regardless of age, race, ethnicity, class, religion, gender, gender expression, sexual orientation, disability, or any other similar or protected status. We believe inclusivity leads to more diversity in our reasoning, better representativeness in our conclusions, more ingenuity in our problem solving, and greater equity in our care