Benchmarks for Success

Measures of Success

Logan University is truly committed to the success of each of its students academically, clinically and professionally.


Logan's small student/faculty ratio, nationally prominent faculty, state-of-the-art educational facilities and curricular emphasis on practice management are evidence of its ongoing commitment to excellence in professional chiropractic education. Logan’s achievement in ensuring the success of its students and alumni can also be measured through the compilation of information from various indicators, including course grades, NBCE scores, graduation rates and student loan default statistics.

Logan’s low student loan default rate is 2.0%, considerably better than the national rate of 11.3% and the 11.5% average for Missouri schools. It reflects highly on our graduates’ success following completion of the program and willingness to repay their financial obligations.


  • College of Chiropractic

    Student Retention

    Professional school student retention at or above 90% is considered the standard best practice. The LCOC has a strategic goal to be at 90% and has consistently been above 90% for nine or more years.






    Graduation Rates

    According to data published in 2016, as reported by 10 of the 15 accredited chiropractic programs in the United States, the average graduation rate for Doctorate of Chiropractic programs is 82.8% The LCOC’s goal is to be in the top 25% of reporting schools by 2025. The most recent cohort at the LCOC to reach 150% completion time did so at a rate of 83.4%. This ranks the LCOC fifth amongst the 10 reporting schools, LCOC score is above the national average of published rates.



    NBCE Licensing Exam Completion Rates 2013-2016



    National Board of Chiropractic Examiner (NBCE) Results

    NBCE scores are one of many ways a program can measure how well a program prepares students to meet professional competencies compared to the national standards, and compared to other programs. LCOC strives to exceed The Council on Chiropractic Education’s CCE standard of a minimum 80% pass rate and has a goal of being in the top 25% of all reporting schools by 2025.

    Looking at annual data (as published on the websites of Doctor of Chiropractic program’s in the United States) since 2012, LCOC has been in the top 50% twice, the top 75% once, and the most recently reported all school annual data from 2015 put LCOC in the top 25%. As the 80% CCE line indicates, LCOC has always been above the CCE minimum of 80%.

    Revised curriculum students have only taken Part I of the NBCE. Revised curriculum students are highlighted in yellow. There is compelling evidence to suggest the curriculum revisions are improving program outcomes. Stronger evidence to support this claim will come when revised curriculum students perform as well on Part II of the NBCE in Spring 2017.


    NBCE Logan University Comparison Scores






     

    Employment

    Employability and sustainable employment are common indicators of professional preparation in higher education. With the understanding that some graduates choose to move into other fields or stay at home and raise families, the LCOC strategic goal is to stay at or above 95% overall for students practicing chiropractic. Chiropractic employment rates are calculated based off an annual survey sent to all graduates who have provided an e-mail address to the University. The data excludes anyone who has not provided an e-mail address or did not respond to the survey.



    Student Loan Default Rates

    Student loan default rates are another commonly accepted indicator of program level effectiveness in higher education. The inference is programs with low default rates correlate to graduates successful enough to repay their student loans. The national student loan default rate average is 11.8%, LCOC’s default rate is 2.3%. Graduates of the chiropractic program enjoy an even lower default rate, talk to a Logan Admission’s Advisor today about what that rate is. LCOC’s strategic goal is to remain below the 5% threshold.


    Student Perception

    LCOC believes promotion of a participatory learning community rich with mentorship, engaging classrooms, and a positive culture is integral to positive student outcomes. LCOC measures this in many ways. Two important measures are faculty evaluations and a student’s willingness to refer others to their institution. LCOC strives for a mean of 4 or higher on the end of course evaluation tool, which asks students to report whether their faculty member helped improve their clinical experience (on a 5 point Likert scale). LCOC has set a strategic goal of 80% by 2025 on students/alumni self reported desire to refer future students to their alma mater.






    Programmatic Meta-competency Outcome Data

    Logan University measures the CCE Meta-competencies and Meta-competency Outcomes as a measure of student learning and program success. Each Meta-competency outcome has a required threshold students must meet in order to progress from trimester to trimester during the clinic experience. At the student level, students must reach 40.0 on each outcome to progress to trimester 8, 50.0 to progress to trimester 9, 60.0 to progress to trimester 10 and 70.0 to be approved for preceptorship and to be approved for graduation. At the program level, the LCOC strives to be 10 points above the minimum student threshold. Based on the current program data, LCOC is meeting or exceeding its goal.

    META-COMPETENCY 1 - ASSESSMENT & DIAGNOSIS
    An assessment and diagnosis requires developed clinical reasoning skills. Clinical reasoning consists of data gathering and interpretation, hypothesis generation and testing, and critical evaluation of diagnostic strategies. It is a dynamic process that occurs before, during, and after the collection of data through history, physical examination, imaging, and laboratory tests.



    META-COMPETENCY 2 - MANAGEMENT PLAN
    Management involves the development, implementation and documentation of a patient care plan for positively impacting a patient’s health and well-being, including specific therapeutic goals and prognoses. It may include case follow-up, referral, and/or collaborative care.



    META-COMPETENCY 3 - HEALTH PROMOTION AND DISEASE PREVENTION
    Health promotion and disease prevention requires an understanding and application of epidemiological principles regarding the nature and identification of health issues in diverse populations and recognizes the impact of biological, chemical, behavioral, structural, psychosocial and environmental factors on general health.



    META-COMPETENCY 4 - COMMUNICATION AND RECORD KEEPING
    Effective communication includes oral, written and nonverbal skills with appropriate sensitivity, clarity and control for a wide range of health care related activities, to include patient care, professional communication, health education, and record keeping and reporting.



    META-COMPETENCY 5 - PROFESSIONAL ETHICS AND JURISPRUDENCE
    Professionals comply with the law and exhibit ethical behavior.



    META-COMPETENCY 6 - INFORMATION AND TECHNOLOGY LITERACY
    Information and technology literacy are manifested in an ability to locate, evaluate and integrate research and other types of evidence, including clinical experience, to explain and manage health related issues and use emerging technologies appropriately.



    META-COMPETENCY 7 - INTELLECTUAL AND PROFESSIONAL DEVELOPMENT
    Intellectual and professional development is characterized by maturing values and skills in clinical
    practice; the seeking and application of new knowledge; and the ability to adapt to change.



    Value

    Logan University believes education should be top quality and should be affordable. As such, Logan University strives to offer a quality education, defined as meeting or exceeding our strategic goals, at an affordable cost, defined as charging at or below the mean cost for a like degree.











    Quality of Life Value

    Logan University believes a degree should not only provide a return on your financial investment, but should also enhance the quality of ones life. One measure of quality of life is how many hours per week an individual spends working to earn their living.



     


  • College of Health Sciences













    The Doctorate in Health Professions Education degree is a new program that started in Summer 2016.

    The Master of Science in Health Informatics degree is a new program that started in Fall 2015.









    The Bachelor of Science in Human Biology degree became a stand-alone program in the Fall 2015. Data will be not available until Fall 2018 for 3rd to 4th year retention. Retention is based on 3rd to 4th year due to nature of transfer students vs. first-year student population.

    The Doctorate in Health Professions Education degree is a new program that started in Summer 2016.

    The Master of Science in Health Informatics degree is a new program that started in Fall 2015.

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