We provide our students with the knowledge, skills, and experiences they need to be the world's finest Medics, Corpsmen, and Techs as required by the armed services. How do we know we do this? We have established metrics at every level of operation. These metrics are summarized into Key Performance Indicators (KPIs). METC KPIs are aggregated here in three areas: Campus, Students & Faculty.
METC is proud that more and more service-required education and training programs conducted onsite satisfy the ever-increasing degree completion requirements of the civilian sector. In cases where service requirements do not fully satisfy degree completion requirements, METC assists our students and faculty in pursuit of voluntary studies through the establishment of degree completion pathways that recognize the quality of military education, training, and experience. Since 2010, METC has established hundreds of METC-specific accredited degree pathways with over 80 colleges and universities spread across the nation. The collegiate display of educational institutions illustrates an ever-growing collection of DoD approved schools that have partnered with METC and other federal entities directly for development of new, military-based and accredited healthcare and business education pathways and networks.
These education pathways build upon METC training and greatly reduce the expenditure of historic voluntary education resources (time and money), which allows military sponsored students to progress significantly further in their studies. Because of this, METC leadership recognized that entire network of degree plans, including associate, bachelor's, and master's, needed to be, and have been, developed through on-going military-civilian cooperation in concert with the Fort Sam Houston Education Services Office. This visionary and proactive approach has been recognized by the Kansas Board of Regents, Missouri Board of Nursing, and Texas Workforce Commission's College Credit for Heroes initiative, to name a few.
We continually invite prospective partners to experience our campus and see our programs in person while encouraging current partners to consider, explore and create additional pathways for our Service members and Veterans. After all, we have 49 allied health programs to which they can bridge!
METC realizes that our students are a key partner in ensuring high quality educational experiences. Accordingly, we survey our students following every major assessment (Post Assessment Survey or PAS) and upon completion of their program of study (End of Program Survey or EoP). By constantly monitoring this input we are able to adapt the educational environment where appropriate to ensure very high levels of student satisfaction.
The METC EoP Survey measures student satisfaction with the course, quality of teaching, instructional material, and the training environment. Overall, 85% of METC students were satisfied with their METC experience in Fiscal Year 2018 (FY18).
The METC PAS is used to monitor how well our exams are perceived by our students in terms of clarity, content, instructional preparation, and fairness. Ninety-seven percent of METC students were satisfied with their exams in FY18.
The METC student population reflects the diversity of America and her Armed Services. Our students enjoy a truly enriching Tri-Service campus experience that inspires the highest military standards and esprit de corps. Thousands of students from the Armed Services interact daily, as can be seen by the following population breakout from Fiscal Year 2018:
Student Population by Service FY18
Student Population by Month FY18
Student Gender by Service FY18
Student Population by Service FY18
METC has a very successful record of student achievement. This is attributed to our excellent Instructor-to-Student ratio (I:S). The METC I:S is frequently dictated by accreditation standards for excellence. Our adaptable educational environments utilize classroom, laboratory, simulation, and live clinical settings, as well as one-on-one tutoring and remediation, to provide our students the best possible opportunity for success. The reported pass rates reflect completed programs. For FY18, some programs are still in progress and a complete pass rates will be reported at the end of FY19.
High quality healthcare practice requires high quality educational experiences, and METC students receive them. METC students enjoy an average first time certification pass rate of about 84%, which in most cases is higher than the national average. More than a dozen accredited METC programs of instruction require certification and/or registration. The following chart illustrates the first time pass rates for examinations that are reported directly to METC:
A key component of high quality education and training is high quality instruction delivered by academically prepared instructors.
In addition to professional credentialing requirements within their discipline, METC faculty are required to have completed at least an associate degree within 12 months of being assigned as an instructor. Some programs require a higher degree to meet accreditation standards.
METC recognizes that perhaps more than anything else, professional experience counts in our classrooms and clinical settings. METC Instructors bring with them the wealth of knowledge, skills, and abilities that amass over a career. The average METC instructor has over 11 years of experience in their field and more than 2 years of experience as a military instructor.
Average METC Instructor Profile
11 Years Professional Experience
2 Years Instructional Experience
METC doesn't stop there. Our entire faculty is required to improve their teaching while at METC. This is done through a robust Faculty Development Program, which includes regular forums, in-services, discussions, and other development opportunities. For example, METC is currently developing the METC Tri-Service Medical Instructor Program (MTIP). For the first time in our military history, all medical enlisted instructor personnel will receive training in Army, Navy, and Air Force requirements. Moreover, rather than theoretical exercises outside the discipline of healthcare, the MTIP will utilize the actual medical curriculum and equipment in real instructional applications that will be used in the instructor's actual teaching assignment.