Campus Compact Assessment (Selected Chapters)

Assessment Principles and Strategies: An Overview Student Impact Community Impac

Health Professions Schools in Service to the Nation

The Health Professions Schools in Service to the Nation (HPSISN) program challenges health professions educational institutions to integrate community service into curricula and to promote student understanding of the social responsibility and public purposes of their chosen profession. With support from The Pew Charitable Trusts and the Corporation for National Service, the HPSISN program began in 1995 in 20 demonstration sites, which were funded to integrate service learning into professional programs of study for entry into the health professions

Development, Implementation, and Assessment of a Competency Model for a Graduate Public Affairs Program in Health Administration

Competency-based education has become the norm for professional graduate degree programs. This paper describes the development, implementation, and ongoing validation of a competency model designed for a multifaceted public administration program. The model is based on accreditation standards and competencies promulgated by NASPAA and CAHME, and reflects a unique focus on community-engaged pedagogies. A framework consisting of 10 competencies was implemented in 2011–12 and validated through feedback from stakeholders, alumni, field preceptors, and graduates. A two-dimensional matrix of content coverage and expected levels of competency attainment delineates the articulation of competencies, curriculum, and course content, and provides a framework for program evaluation. Multiple methods for evaluating the competency-based graduate health administration program are described. Ongoing efforts to refine courses, the curriculum, and the competency model are discussed in the context of the program’s mission, multiple accreditation standards, assessment of student learning outcomes, and engagement of community stakeholders

Supporting Care Partners of People Living with Dementia

This report addresses the need to better support care partners of people living with dementia, including a proposal for a new Dementia Care Partner Hub (the “Hub”) that will facilitate care partner access to information, supports, services and activities. This work is the culmination of the “Supporting Care Partners of People Living with Alzheimer’s Disease and Related Dementias (ADRD)” project funded by the Portland State University Institute on Aging’s “Gerontology Education & Research Initiative” (GERI) faculty grant, conducted from June 2022 to October 2023. The project focused on addressing concerns and needs of care partners and people living with dementia from communities historically and currently underserved in the United States (Asian, Black, Indigenous, and Latinx) and organizations serving these communities

Health Professions Schools in Service to the Nation: Evaluation Report

The Health Professions Schools in Service to the Nation Program (HPSISN) was a multi-site, multi-year program designed to explore service learning as a tool for curricular reform within health professions education, and as a method for effectively preparing future professionals for work in a new health delivery system. With sponsorship from the Corporation for National Service and The Pew Charitable Trusts, 20 institutions were invited to participate from 1995 to 1998. The program was administered by the Center for the Health Professions at the University of California at San Francisco. A project-wide evaluation was commissioned at the beginning of the second year of the grant program, and an evaluation team based at Portland State University was contracted to design and conduct the evaluation. The HPSISN institutions represented the full spectrum of US higher education: rural and urban, large research and smaller teaching institutions, some with academic health centers, and so on. Findings in this report are based on the work of the 17 institutions who completed the entire program

Prolonged survival of patients receiving trastuzumab beyond disease progression for HER2 overexpressing metastatic breast cancer (MBC)

Background: The aim of this retrospective analysis was to evaluate the impact of trastuzumab-based regimens on the survival of patients with HER2-overexpressing metastatic breast cancer (MBC). The study specifically focussed on the influence of the continuation of trastuzumab-based treatment despite tumor progression on survival. Patients and Methods: Patients with HER2 overexpressing MBC were included in this retrospective analysis. HER2 overexpression was determined by the immunohistochemical staining score (DAKO Hercep Test (TM)). Trastuzumab was applied at a loading dose of 4 mg/kg and a maintenance dose of 2 mg/kg. Results: Among 136 HER2 overexpressing patients (DAKO score 3+), 66 patients received first-line trastuzumab, 47 patients received trastuzumab as second-line therapy and 23 patients received trastuzumab beyond disease progression. There was no significant difference regarding the duration of trastuzumab-based treatment (first-line: 29.5 weeks vs. second-line: 25 weeks). Moreover, there was no difference in the response rate (first-line: 37.9% vs. second-line: 35.7%) or the median survival (p = 0.47 log rank). Patients who received >= 2 trastuzumab-based regimens for MBC survived significantly longer compared to those who had received only 1 regimen (>= 2 regimens: 62.4 months vs. 1 regimen: 38.5 months; p = 0.01 log rank). Conclusions: Trastuzumab is highly effective in the treatment of HER2 overexpressing MBC. Compared to historical controls, overall survival appears to be markedly prolonged, particularly in patients who received sequential trastuzumab-based treatment beyond disease progression

An Assessment Model for Service-Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution

A comprehensive case study model of assessment developed at Portland State University responds to the need to measure the impact of service learning on four constituencies (student, faculty, community, an institution). The case studies blend quantitative and qualitative measures in order to determine the most effective and practical tools to measure service-learning impact and to provide feedback for continuous improvement of practice. Insights from the design process and preliminary results have potential value for institution\u27s with similar agendas for service learning and community partnerships

Health Professions Schools in Service to the Nation

The Health Professions Schools in Service to the Nation Program (HPSISN) was a multi-site, multi-year program designed to explore service learning as a tool for curricular reform within health professions education, and as a method for effectively preparing future professionals for work in a new health delivery system. With sponsorship from the Corporation for National Service and The Pew Charitable Trusts, 20 institutions were invited to participate from 1995 to 1998. The program was administered by the Center for the Health Professions at the University of California at San Francisco. A project-wide evaluation was commissioned at the beginning of the second year of the grant program, and an evaluation team based at Portland State University was contracted to design and conduct the evaluation. The HPSISN institutions represented the full spectrum of US higher education: rural and urban, large research and smaller teaching institutions, some with academic health centers, and so on. Findings in this reports are based on the work of the 17 institutions who completed the entire program

Methods and Strategies for Assessing Service-learning in the Health Professions

The End-of-Program Survey for faculty is intended to describe the perspectives and attitudes of faculty members on several issues related to their experience(s) teaching service-learning course(s). Topics assessed by the survey include the faculty\u27s view on the impact they perceive service-learning has had on their students, their motivation for incorporating service-learning into their classes, the process of teaching service-learning courses, community involvement and the influence of service on their own professional development