| Sumario: | Background: Commission on Accreditation for Respiratory Care (CoARC)-accredited degree advancement (DA) programs are responsible for identifying expected student learning outcomes (ESLOs), articulating measurable outcomes that demonstrate mastery, collecting, analyzing, evaluating, and interpreting ESLO data, reporting findings, and implementing programmatic changes as a result. The CoARC does not currently prescribe what ESLOs programs should pursue; however, the standardized goal for DA and continued professional practice competencies should facilitate enhanced development and assessment. This investigation aims to descriptively analyze the data on the ESLOs currently being used by DA programs. Methods: A retrospective document review was conducted on the submitted DA ESLO Forms from 2023. Only data from either provisional or continuing accredited DA programs (n = 24) were evaluated. Results: The average number of reported ESLOs per program was 4.8. The most frequently reported ESLOs were related to practice-based research (100%), practice-related knowledge (91.7%), professional leadership (87.5%), professional attributes (79.2%), and interpersonal/interprofessional communication (66.7%). Sixteen programs (66.7%) reported an institution-specific ESLO that did not reasonably fit into one of the continued professional practice competencies. The three MSRC programs were more likely to have ESLOs that reflect higher-order skills in research. Conclusions: Respiratory therapy faculty members are critical members of the cyclical assessment process, and professional development in this area of program administration should be sought and afforded by their respective institutions. The current outcomes-based approach to assessment in DA programs can support future competency development for both baccalaureate and master's degree programs in respiratory care.
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