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this is one of our Wednesday webinar is actually the I believe this is the third or maybe the fourth one we've done in March and we just see one of our strategic priorities is to provide professional development to help science educators across the nation and certainly this pandemic has thrust us into being able to do that in a big way and so if you were with us last week we did a couple of webinars for health science state leaders as well as health science teachers and we provided online resources and lots of detail to be helpful to those of you who are delivering your curriculum digitally that recording is posted at health science consortium org forward slash webinars along with a PowerPoint that has some links to some online resources that some of our very generous partners shared as well as some teachers who created a large Google Drive for you to be able to use in your classrooms so this happens a couple of Wednesdays a month and today we're excited to have one of our partners with us from the American medical technologies and they are professional members of the National Consortium for health science education and Kathy Celia serves as the representative for professional associations to our Executive Council so we were thrilled when she would bring on Nicole and they would provide this opportunity for you they are all recorded that you can go type and we're getting some feedback so if someone's someone's not muted if you can make sure you're muted as well as make sure you're really going for that webinars are recording like I said and this PowerPoint will be there as well for your reference and they have some other resource materials that they've allowed us with their permission that we'll post on our website as well if you need tation for attending this one hour of professional development we are more than happy to create certificate for you if your documentation would be satisfied by actually printing the confirmation email that you registered we encourage you to use that as well however if you need an official certificate from the consortium you just need to email me and then we'll get back back to you electronically I think that's all I need to say except for Kathy and Nicole we'll have about 40 to 45 minutes of content for you and then we'll reserve the last 10 to 15 minutes for contributions and questions and we'll put that in the chat feature for you to share or get involved and in the closing part of this webinar so with that being said I'm going to turn it over I think to kathy she's going to do some introductions and thank you so much Kathy Celia for being a mother nancy is impossible for you to unmute Kathy cell phone line she said that the audio on her computer isn't working okay well we just we wouldn't know we can look for her cell phone assume it do you know what her cell phone number is because we yes it's the 708 number okay so I'm can you go ahead and start and then Phil so be looking for the 708 number and get her unmuted okay he should be unmuted now okay good thank you for your years yes I can hear can everyone hear me yes yes yes good good thank you for doing that okay so we're ready to to start here hello everyone thank you for taking time out of your busy day to listen to this webinar I know that the last few weeks have been extremely stressful for everyone you know that all of your students are suddenly being sent home I think the case almost every state now and it's not just for spring break it's for an extended period of time and schools like you are scrambling to find online material and resources to fill that time gap and I just wanted to tell you that we are also feeling the stress here at AMT from the other side we are a certification body and have had an influx of calls from students and schools we have not yet had a chance to complete their externships that they they're in the middle of their externship or their they haven't yet started their externships and the clinical sites as you can imagine are busy with patients and so they haven't had a chance to do that and then in addition to that we our students take exams in through Pearson VUE testing centers and all of them have closed temporarily so students and schools are scrambling trying to figure out what to do so it's really really been crazy and I think it's been like that for everyone and it's been like that everywhere but we are resilient and flexible and able to quickly come together to make it all work out so again thank you very much for being here during this very challenging time so the subject of our talk today is industry recognized credentials it's a term that's used out there but we just wanted to give you the perspective of a professional credentialing agency and what that term means to us so now by way of introduction you're seeing the slide here I am Kathy Celia the one on the lower left the deputy executive director for AMT I've been with AMT for about 12 years and in my previous life I worked in a clinical laboratory and you've been hearing aloud about clinical laboratories at this time because of the coronavirus so yes I would have been out there doing those tests if I was still in the laboratory but most of my career has been spent working in a healthcare professional association like AMT and with me today is our seniors psychometrician nicole risk so before I started working at AMT I had absolutely no idea what a psychometrician was or what one did but I learned very quickly and after seeing this presentation I think you'll get a better appreciation as well so Nicole would you like to briefly introduce yourself sure Thank You Kathy I have been with AMT for about 7 years now working as a psychometrician alongside our our director of test development and we have there's a lot of changes at AMT since I've been there we've added a number of new certifications and it's been very exciting and there's always a lot to learn and I've learned a lot about the healthcare and allied health industry just being with AMT because my background is really measurement and statistics prior to entering the certification world okay so let's get started so next slide please alright and this is what we plan to cover today first of all we'll go over the overall healthcare landscape as we see it and what it means to all of you and then we'll quickly go over some definition of terms they're probably terms that you're all familiar with but we just wanted to make sure that everyone was on the same page and then we'll turn it over to Nicole who will get into how certification exams are developed and then finally we'll cover your role in developing the future healthcare workers it's the next slide all right so we see three major forces working for us or in this particular case it's really against us in the healthcare field so the first is the general demographics of the u.s. population as you all know there are many baby boomers out there and they're about ready to retire one in four Americans are over the age of 65 and 10,000 boomers reach retirement age each day and this includes healthcare workers so we know that that's a very scary statistic in addition we have about 80% of the seniors that are living with at least one chronic health condition and again this is another scary statistic because we see it especially now with this corona crisis those are the people that are the most vulnerable so care is needed because of all of these retirements so both the supply and demand side of this curve are affected next slide please so problem number two is this shift that's currently going on in healthcare and it's this transition in the payment models from fee-for-service to value-based care so what is steeper service well it's basically where reimbursements are set for each test or service that is administered so the more tests that you do and the more services that you perform the more you get paid so you can see that this kind of reimbursement model favors quantity over quality so in contrast what we're moving to is a value-based team care that is is more on the qualitative side so in a value based model reimbursements are bundled according to patient outcomes so for instance if a patient is being treated by a team of professionals for a chronic condition let's say diabetes that team gets paid based on the bundled services that they performed for that patient or for that outcome or for that episode so it's not based on individual services so the reimbursements are better controlled that way so what this really amounts to is that the employers need staffs with specialized skills in order to be a part of this team and so they can more proactively address the needs of their local population next slide please and then finally there's been a shift in the traditional education model and I'm sure that some of you are aware of this because this is near and dear to your hearts enrollment overall is decreasing as a matter of fact I've seen a statistic that in 2019 as compared to 2018 there was a decrease of 1.7 percent in overall school enrollment and this trend has been going on for the past few years and then also there have been a number of school closures especially on the post-secondary side since 2010 there have been more than 2000 career programs that have closed and that's nearly half of them so the student populations that have been displaced or dropped has been about 1.6 million and then finally there's been less of an emphasis and degree barring programs and more emphasis on the non-traditional student including programs students that go through programs from Kerr through Career and Technical Education and from high schools so all of those students that have been displaced by all those school closures are now there's a need to get those students educated and trained and out into the workforce so it actually puts all of you in a very good position next slide please so the current situation is that we need a lot more health care workers in fact employment of healthcare occupations is expected to grow 14% through 2028 just much faster than any other set of occupations and that is adding 1.9 million new jobs to the marketplace and Health Care Act patients will add more jobs than any other occupation group next slide so let's take a look at some of the healthcare occupations that are most needed I pulled these statistics out of the Bureau of Labor Statistics and you're more than welcome to go on to the website and and look this up but I pulled out all the healthcare-related ones the top healthcare-related ones and so you will see that a number of them are actually don't require a college degree so home health aids number one health care-related occupation with a large growth rate personal hair care aides is another one and so forth down the line and then finally medical assistance which is an occupation that we know very well because we all offer a certification for it there are huge shortages of medical assistance right now so definitely someone needs to pick up the slack and just as an aside is kind of a funny when I was looking at these occupations I found a couple of them that are above home health aides home health aide actually the number three the number one and number two occupations are you have to do with solar and wind turbine service technicians so if you if you care to offer those in your in your high schools those are the number one and number two occupations next slide so what the employers need are health care workers who have flexible competencies which means that there they can be utilized in many different areas of health care and especially those who have demonstrated their skills and competencies and this demonstration is exactly where credentials come into into play don't next slide so what exactly is a credential here is a definition that's given by the US Department of Labor's credential resource guide and I like it because it's um it gives you the broad aspect of it it's simply a verification of qualification or confidence issued to an individual from a relevant authority or jurisdiction authorized to issue such credentials and it gives you some examples here so next slide so I like these are all different types of credentials so credentials to us is an umbrella term it includes all of these things that are listed on the slide so the first one is a license which is a credential granted by some sort of federal or state or local agency so it's a governmental agency then there is a degree or a diploma and that's typically conferred by an educational institution such as yours and then certification and certificate are two terms that some people get mixed up in so I just wanted to spend a little bit more time talking about those so the basic difference is that a certification is a third party validation of what the student has learned so there's typically a firewall between the curriculum and the exam the entity developing the curriculum is different from the entity developing the exam a good example of a certification is and one that you're very familiar with probably is precision exams so they are a third party certification agency that gives their exams to your students who's and and they're not involved with your curriculum at all AMT happens to be another type of certification agency but it's we're on a slightly different level and so we'll talk about that a little bit later in a certificate situation both the education and the tests are coming from the same entity so student goes through some sort of a curriculum and then they take the exam that is developed basically by the same entity for who provides the curriculum so that is a certificate I hope that that's clear but if not we can answer some questions through chat the next slide so what is an industry-recognized credential well I've got a definition here it's some developed and endorsed by a nationally recognized industry association or organization and this is the important part it's what is sought or accepted by companies within the industry sector for the purposes of hiring or recruitment so the healthcare industry or employers are driving the credential requirements and we'll see this more at play when the coal talks about how certification exams are developed okay next slide so here's another set of terms for accreditation when you certify it's basically for an individual by accreditation is for entities such as labs hospitals or school programs I've listed a couple of scroot school accreditors here which are listed also there's a number of school accreditors which are listed on the US Department of Ed website and I've included the link here but there are three different types of accreditors and again this is for post-secondary education not for high schools so I'm telling you about this because this is what the industry is used to seeing and what they expect so the people that they hire have training through programs which are accredited by these types of entities so there are programmatic accreditors and use accreditors credit specific programs and I'll use some examples in in a bit then there are institutional creditors who look more at the entire school as a whole they don't necessarily spend a lot of time looking at each individual program within an institution but instead they look at general structure of the of the school their administrative policies processes procedures and perhaps their financial standing and then there are regional accreditors and they're just like institutional accreditors but they are specific to a certain region of the country and there are predators for certification bodies such as AMT so for instance we are accredited through and CCA one of the two organizations listed there okay so next slide please so here are examples of two programmatic accreditors for medical assisting and again I mentioned is because we're very familiar with them I know it's a bit soup here and I don't know if you're familiar with them but there's AB has and K had and K happens actually administered administered through Maher so both of these entities provide very detailed information about what competencies are to be covered in a medical assisting curriculum and I again I've given you exact places on the websites of these two organizations where you can find those competencies both of t
ese organizations also dictate the number of externship hours that are required for medical assisting it's a hundred and sixty clock hours of unpaid externship and they also give dictate the credentials that are acceptable for meeting the requirements or what the students should be who they should be credentialed through so I strongly urge you if you have or interested in initiating a medical assisting program to use these standards as a guide and I'm sure other occupations have similar creditors but again this is who were familiar with so the bottom line is you have to look at what the general expectation in the industry is for a certain occupation and use that as a guide as you develop your programs you don't have to necessarily go through becoming accredited but at least it will give you a starting point in a different direction if you're looking to see what you should include in your curriculum next slide so let's take a look at industry how industry-recognized credentials are developed and I'll turn this over to my colleague Nicole Nicole Thank You Cathy well as you can imagine there are a number of components yeah we're really any large-scale assessment program so this graphic here represents the lifecycle of an exam an examination develop is very much an ongoing iterative process where each exam program has you know a continuous life cycle that really begins with the construction and specification of the credential or if you're working in another space you know the purpose of the exam and then it moves through each of these various development stages which we will touch on on the coming slides and then at each of these stages in the exam life cycle there's a number of security measures that are put into place to help ensure the integrity of the exam so the foundation of a certification exam really begins with defining the competencies of the job role that you're seeking to certify so establishing the criteria for certification really involves careful specification of the occupational scope of practice and the examination blueprint which outlines all those tasks and any well-developed certification program will rely on a very well defined test blueprint which is created from those knowledge skills and test statements that are shown to be critical to the job role and demonstrating that link between these tasks and knowledge to the actual credentialing exam is done through a process that we call job task analysis and the main goal of a job task analysis is to really outline those critical job tasks and competencies in order to align our exam content and specifications to current practice in the field and this is really an important process because it ensures that our test blueprints are not only representative of knowledge and skill required for entry-level practice but it aids in the creation of appropriate test items you know we want to be sure that the items on our exams actually measure and reflect whether an individual is suited to practice so a job task analysis is conducted periodically on an ongoing basis it's typically every five to seven years fields like the tech space that will do them every three years because it's more rapidly changing an AMT you stick to every five years to conduct for each one of our programs and this really helps make sure that the test blueprints and items you know remain current with practice so one common approach and the one that we use AMT is to collect the data using a verification survey and what we do is we get together with a group of subject matter experts who outline the job tasks and skills that they feel are relevant to the job role and then we turn that into a survey putting the statements with various rating scales such as importance or frequency you know how important is this task to your job how frequently is it done you know how critical is this for safe practice there's a number of different ways that you can you can phrase it and then the results of the surveys are used to construct the draft test specification document that actually allocates the number of items on our exam to these different content areas so something that is more important or done more frequently will be given more weight and more items on the exam and this step is really crucial just to ensure that the exam is reflective of practice and it's not only you know a best practice element for test quality and validity but it's also necessary for accreditation as Kathy mentioned earlier with organizations such as an CRN CCA any organization that wants their exam accredited has to show substantial evidence that the foundation of their exam is grounded in practice using appropriate measurement methods so after you know we build the foundation of the exam and outline our competencies we get into content development and the construction of good test items so again at this point we work with subject matter experts to develop items that are validly and reliably you know measure these skills and there's a number of things that have to be considered here you know whether the items aligned to the specifications are the entry level job related address various cognitive levels you know we don't just want items that are rote memory definition questions only and are they free from bias and then they're submitted for review and there's also kind of a lifecycle to an item once we send out writing assignments we'll have an item written it goes through about three rounds of subject matter experts to make sure that it's you know relevant and accurate it goes through an editorial review to make sure that the grammar and spelling is all correct and that the style matches other items on our exam and then it kind of goes through a psychometric edit to make sure that it follows the guidelines of good test writing for example you know we don't accept items that are written with you know none of the above or all of the above so we have to make sure that all the items meet these guidelines and once it's passed all of those stages it gets entered into our item Bank as what we call a pre test item and it can be then inserted on an exam as an unscored item and we like to see how it performs on the exam statistically and if it performs well enough then we turn that item into what we call an operational item that can then be a scored item on the exam now after the item pool has been built and have enough items that adequately address all of our competencies we can then build our test forms and we use the exam specifications as our guide to building the test forms we will also usually do multiple test forms at a time which I'll not only like facilitates retesting of failing candidates because we don't want someone failing to take the same exact exam but it also helps in security measures to address concerns of overuse of items are item exposure when items are out there too long people know them they circulate them and then all of a sudden they aren't effectively measuring their knowledge anymore so another critical element of exam development of the statute passing score or the level of performance required to pass and we do this through standards setting which is really the process of translating that performance standard to a score the first step of that get subject matter experts together together again and we have them establish the performance standard where we actually have them define those skills that are necessary for them to know to be certified and work in the job role and the things that would be considered not competent enough to pass and once we have that working definition there's another number of methods that we use to translate that to an actual score on the exam now standard settings are kind of like job task analyses where they're done periodically there's not a set you know standard for every so many years you know you always do one when you develop a new program but you know after so many times so much time you want to revisit your passing score to make sure that it's still reflective of ability level that you're trying to certify and things like you know there's a large change in content maybe after a task analysis you've changed your blueprint quite a bit it's a good idea to reset your standard and then once we have our test forums built then we go about publishing and administering our exams everyone make sure that you're muted we're hearing about sea lions [Music] all right so there are a lot of quality checks that we build into the process of publishing and delivering our exams we devote a lot of time to loading the assessments on to secure platforms as Kathy mentioned before we work with Pearson VUE and so we work closely with them to ensure that our test test items scouring all aspects of the exam are executed with the highest degree of quality control and security possible and this process usually takes anywhere from four to eight weeks depending on the backlog and we go back and forth and then after we have published an administered our exam the next step is exam analysis and AMT we do exam analysis twice a year some programs do us frequently we will when we launch a new form check in with it about a month later to make sure that it's running smoothly but twice a year we do a full data analysis on every form that's been administered that year and there are two main components to our analysis an item level and a test form level and at the item level there's a number of different indices that we look at which include the difficulty of the item the discrimination how well it discriminates between high and low performers and then we do a detailed distractor analysis of all distractors within the item to make sure that they are being chosen and that they're being chosen by candidates that are lower performing if an item is only using one distractor in the correct answer it's not giving us enough information so we look at stuff like that and toss them when we need and then at the test form level we look at both the reliability of the floor making sure that it's performing consistently across candidates and that it's valid that you know we're validly passing people that should pass and those that should not now exam maintenance is really key to consistent performance and pretty much encompasses everything that we've just been going over this is an ongoing process where you want to make sure you're doing your data analysis checking in with all of your your data you have subject matter experts that are ready to review the item performance you want to make sure that you're revising and deleting any items that are miss performing and that your content is being reviewed and constantly not just the operational items out at the time but those in the bank to make sure that everything is still relevant accurate entry level all those things and then new items you know we're constantly getting new content and new item development and lastly you know one of the most critical components really is is exam security you want to make sure that the tests are delivered with the level of security appropriate for the stakes associated with the test scores and so in our space certification is a very high stakes exam so our exams are all delivered with the most secure monitored environments anytime that you are issuing a credential that can affect the you know health and safety of the public and the practitioners it's obviously high stakes and any high stakes certification organization will devote a significant resource to security through their choice of test vendors so we work with Pearson VUE which allows us a lot of security on our end and you know on the front side of security there's about there's three main things that would look at identification making sure that the individual showing up to test is actually the one sticking with credential securing the environment to make sure that they aren't bringing in devices and materials to help them cheat and really the most important is protecting the intellectual property of the exam program you know we spend a lot of time money and resources into building these you need to make sure that our content is not stolen or used improperly you know when security is breech it really jeopardizes the validity of the exam and the certification you know our certification is kind of like a stamp of approval that this individual is ready and able to perform at a safe and acceptable level of practice and so if our security is compromised it doesn't hold the same weight so it really is important for us to ensure that the content remains secure and with that Cathy I will go ahead and okay Thank You Nicole so you only have an opportunity to train and contribute to the healthcare workforce by providing competent individuals will either be hired directly into positions or those that you're preparing to continue with their education so here are some things that you should consider as you move towards this goal one is to develop and implement a curriculum that is aligned with and follows industry standards and then the second point is to work with your local area employers to make sure that you're meeting their workforce needs you may also want to take a look at some local job Ed's to see what responsibilities are required for certain occupations as well as the training and education or credentials that are required for the job and then of course you want a credential along the way to demonstrate all of those competencies and make sure that they are achieved and demonstrating that so again I'll mention decision exams so if if you're doing end of course or end of program credentials there is one certain way to make sure that you are touching your students along the way make sure that they are prepared and then of course once we complete all of all of that you may want to have your students take a national industry-recognized exam that will serve them well as they go out there and actually look for a job because that's what the employers are looking for someone that they recognize as as a certification body next slide please so the ultimate solution is really a partnership between all of you as educators or cleaners and employers as I mentioned before and then of course the learners which are student that you that you represent I personally see the industry-recognized exam at the intersection of all of these partnerships as we kind of touch on each of these three and we are you know the conduit to say having all of this kind of streamlined and work together so next slide please so I just wanted that ends our formal presentation but I wanted to tell you a little bit more about AMT we're a non-profit certification agency so all of our certificates of people who pass your exam are automatically members of our association and so we continue with them after they get certified and we are their career partner and we make sure that they continue with their competencies and we offer them a number of different things that they can use throughout their career to help them we've been around since 1939 so we are well recognized and respected in the industry and as I mentioned before all of our competency-based exams are accredited through NCC a and then we have over 86,000 currently certified allied health professionals working in the field next slide please so here are the exam based certifications that we offer through the do radical assisting phlebotomy technician one that I may want to point out a little bit more is the medical lab assistant certification which is a college degree is not required at all and it's a very good entry level into the lab field so that is one that you may want to consider and these are the folks that work in commercial reference labs and other labs across the US and you're hearing about about them right now because of the corona virus but these are like I said the entry-level to the lab field I want to say I want to mention there's one other certification that we offer that is not listed here that you all may be interested in and it's not an exam based certification but it's allied health instructor so that is a portfolio based as based on education and experience but for the instructors out there that is one certification that we do offer again an exam based the next slide so finally I have I've listed the website
ur website and along with our email contact information the number that you see here is the phone number is a general number but probably the best way to reach both me and Nicole are through through email one thing that I do want to mention on our website there's a couple of good resources that you may want to check out one is all of those certifications that I just mentioned if you go on our website and go under get certified and then eligibility criteria you can see the exact criteria for each of our certification so what is required for students to qualify to sit for our exams I've also included a Nancy will included with with a presentation a summary of all of those eligibility criteria so you'll have a at a glance look as well I don't see that PMLA the lab assistant one is listed so you'll have to go on to the website for that but it's there available for you the other resource on our website that is there may be useful to you again if you go under get certified and then prepare for exam we have all of the content outlines of our exam and some of them are very very detailed and it gives you an exact because actually I had some percentage of questions that are on each topic in the certification exam so again very useful for you as as instructors or teachers to see what is included it's a test blueprint of our exam I've included also with the presentation a white paper that lists competencies for a medical assistant and it's a interesting read and then I also wanted to let you know that we're currently working on offering a couple of education free education topics that may be relevant to your students so as you're kind of trying to figure out what to offer to your students online during this crisis we're offering it for a limited time to you all and Nancy will tell you exactly where that is so with that I'll end the presentation and we'll be happy to answer questions thank you okay so if Nicole and Kathy if you can just stay unmuted I'll try to capture some of the questions here do you publish a cut score for any of your credentialing examinations we do not also there was a question about it is there a reason for that or is there any more explanation you want to provide for that it's a complicated process I don't know of any certification or licensing agency that actually relays that information you know you get your it's all standardized so that like our passing score is 70 on all of our exams but the actual cut score performance standard is kind of information I would agree I would agree as a registered nurse and the Board of Nursing doesn't publish that either but sometimes we we get that question from teachers and I wanted to address that there's a question here from Anthony about is probably for you Nicole is a psychometrician I like to say that word psychometrician what do you mean by discriminate discriminate is a statistical property that actually tells us within the item how well between high and low performers and item looks so if it has a high value that means that we can tell that you know high performers are getting this item correct and low performers are getting this item long which is the kind of discrimination value you want that means that the item is performing properly there are times when you get an item where for some reason there it's written confusingly and your top performers are getting the answer incorrect and your bottom performers are getting it correct and that's obviously not a good item and that's what leaving my discrimination okay thank you do you have any other languages or how do you offer your exams and in other languages for students that English may not be their first language I don't believe that we offer I know we don't offer our certifications in another language and Nicole may want to speak to how difficult that is and translate there's a whole process and ya know it's it's something that is if it's really hard to do and it does take a lot of time and resources to actually adequately take an exam and translate it to a different language so it means the same thing in both languages and so at this time AMT does not offer it okay I'm looking to see if there were any other questions there was a question about certified nurse aid from Pauline and I think we've answered that is that Phyllis you're welcome to unmute you because I know you're very knowledgeable about the certified nurse aid but that those certifying bodies may vary from state to state so you would need to check you know within your state whether they use Pearson VUE or there's there's a couple of others I think that are available Cathy Andrews had a question about where to locate the white paper and so if you go to health science consortium org board / webinar you will find all the webinars that we've had over the past year or two and so we post the recording like today's recording will be there by Friday and then along with the recording any documents that Kathy and Nicole allows us to post will be there as well so this PowerPoint will be there as well as the two papers that Kathy mentioned in closing so look for that by Friday it C there's also a question on peg mentioned that you had said something about the two most in-demand jobs at the beginning of the presentation that might have been Nicole one of the jobs was wind solar energy but she didn't hear the second one she was wondering what that one was Nicole is that you that no is Kathy no you can't okay I'm sorry I couldn't remember which one talked about that Kathy owned okay we may have lost let's see if she she Kathy just put the source there for the job pretty she put the link there peg you should be able to see that thank you okay so older it was solar and wind turbines and I don't know if one was solar and one was wind but Gwen says she thinks so also there was a question about eighteen and students getting certifications before they're 18 let's just talk about AMT what do you have to be a certain age to sit for your exam those exams that you had on the screen there I you know that's a better suited for Kathy that question and I don't know she's on I don't I'm not a hundred percent sure there is an age limit on our exams okay but I know I know Sanford's also talking about their ability to be like work and you know that varies from organization to organization and sometimes state the state as Montana for specific area to career specialty area hello miss you we hear you Kathy but there's a lot of feedback okay any anybody let's see Cindy do we have your question here yeah it said since most of the questions of the exams are post secondary is there a time limit once the student has received the certification she said sorry I didn't send the question quickly and to follow the inner 818 question I realized the service certification Rose the criteria for each in somethings I can't see the rest of the question so Cindy's asking about post-secondary and time limit so that may have kind of been answered back or that maybe one Cathie needed to answer let's see oh oh it says because they're still students can test before eighteen but employers cannot have them on site under eighteen okay and someone Thank You Jan and I know Kathy put into the website where this information is it's also in your confirmation email or in all the promotions that we do about the webinars we always put the link where the recordings or would be found or you can go to our website and just search for webinars but we always try to put that on every promotional item about the the webinars where the posting will be found here's one are there industry areas that may accept high school certifications as entry-level positions I have high school students for obtain certifications but industry will not recognize them because they are in high school i I know I had that issue Kathy is Kathy own steel or Nicole is that something you wanted to answer or I can okay one of the things that I found when I was at the State Department in Georgia was that a lot of times the industry people just saw them as high school students they really didn't understand what all the kids were learning and so in addition to taking in like a certificate or whatever to show we tried to show the curriculum and the things that they'd mastered and then they're like oh I didn't know they did all that you know so I think that's one reason you have to really work with your industry partners and have them understand it's kind of like you know until they come to like a HOSA event or something they unless they visit your classroom and look at your curriculum and look at what you're doing they just kind of breeze over it and you know they're busy and all but I mean I think that if we really show them what the kids are learning and doing and master they're more likely to consider it and a lot of times hip is one of the main things HIPPA and safety and infection control which obviously now that's a huge issue too but are some of the things they're concerned about so that's just my take on it but someone else may have another answer for that I see a few other questions here but I think that people have answered them with in the chatbox about it if there's computer-based exam and they are can their exams are delivered by by computer through Pearson VUE and I see it seems like there was one other one someone wants to know where the white paper has the list of address okay I'll dress it again though it'll be at health science consortium dot org forward slash webinars and it'll accompany the recording of today's webinar so this PowerPoint as well as the other documents that Kathy mentioned will be posted there by Friday misty this person said why not accept the certification if a student has passed a national exam it doesn't that explain the curriculum you know it depends on what your I think my opinion it depends on what you're given from that testing agency that you can show them if it just shows so in art the case that I was referring to we were taking the the the consortium end of program exam and it did you know show which areas they scored well in which you know categories they did well but we actually took that national our national health science standards and and showed them those standards that were matching our curriculum and that's what would impress them they just needed to dig a little bit deeper and see it so that was just my experience that might not be the case for somebody else but um it made a difference for us are actually our hospital system one of our hospital organizations did a survey of their hospitals they were primarily the smaller and more rural hospitals but they surveyed them and asked them you know why would you let students come here and work in your program or intern or do all these other examples in them they they were reluctant and they said what some of their reluctance was and some of it was how do I really know that they've you know they've done these things or how do I really know that they can do that yes and that's why we realized we needed to show them in a little bit more in-depth manner and we we had their test results and all but we had to be careful we had to show the class said we couldn't show an individual students but it just really did make a difference I you know and it may not always make a difference but in our case it did help when I looked at this last question here because it's about five o'clock and us from Eileen Costa so Eileen I don't know if you were able to attend the webinar that we did last Wednesday it was completely focused on online resources for health science teachers and so if you go to that website I'm not going to say it again because y'all are tired hearing it but if you go there you can see the webinar there's also a PowerPoint that has links and in those links you'll see resources that some of our generous partners have shared access to their online curriculum through the end of the year at no cost there's also a fully developed Google Drive and you don't have to have you can click right on but you don't have to have a Google account but you can click on that link and we had teachers who got very very busy and created a fully developed comprehensive resource completely online for you to use that hopefully you'll find some information there that'll be helpful for you we also have the health science curriculum enhancements that's the product that's been around for a while that the consortium developed about eight years ago and that's a downloadable a purchase in our online store and it's there now and if you had a Pio from your school oh four or states that are members of the consortium that resources $300 for non-member States its 450 but the cool thing about that is we're having that resource is being revised in a big way to match the the national health science standards that were updated in May of last year and so if you purchase it now for an additional fifty dollars you can get the completely revised enhancements which will be available in August of 2020 so just wanted to throw that out if anybody needed needed that resources available through our online store hey well thank you everyone for coming remember if you need a certificate to document your participation you can email me you have my email that you receive today a reminder about this opportunity so you can you can email me and I'll be happy to create that for you and send it back to you electronically look forward to seeing you if you can attend on April 1st we'll be doing one on the how and why of organ and tissue donation and that would be one that would be appropriate for students too so if you wanted to come and watch and then create a lesson around that and have your students go back and watch it that would be a way to expose them to organ and tissue donation because May is national Donate Life Month have a good rest of your Wednesday everyone thank you you too thank you everyone thank you
