Hatamleh v. Rush University Medical Center

CourtDistrict Court, N.D. Illinois
DecidedJune 6, 2022
Docket1:18-cv-08238
StatusUnknown

This text of Hatamleh v. Rush University Medical Center (Hatamleh v. Rush University Medical Center) is published on Counsel Stack Legal Research, covering District Court, N.D. Illinois primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Hatamleh v. Rush University Medical Center, (N.D. Ill. 2022).

Opinion

UNITED STATES DISTRICT COURT NORTHERN DISTRICT OF ILLINOIS EASTERN DIVISION

Basem M. Hatamleh,

Plaintiff, Case No. 18-cv-8238 v. Judge Mary M. Rowland Rush University Medical Center,

Defendant.

MEMORANDUM OPINION AND ORDER

Defendant Rush University Medical Center terminated Plaintiff Basem Hatamleh after Plaintiff failed a required annual examination for respiratory therapists working for Defendant. Plaintiff claims that Defendant subjected him to disparate treatment and terminated and retaliated against him because of his age, in violation of the Age Discrimination in Employment Act (ADEA). Defendant moves for summary judgment. [111]. For the reasons explained below, this Court grants Defendant’s motion. I. Background The following facts come from Defendant’s statement of facts [113], Plaintiff’s statement of additional facts [117], and their respective responses [116]; [120]. A. The Parties and Defendant’s Policies Plaintiff, who was born in 1958, has worked as a respiratory therapist for multiple health care organizations for over twenty years. [113] ¶ 1. Defendant employs respiratory therapists (RTs) to provide services to its patients. Id. ¶ 2. In Defendant’s system, RT1s and RT2s share the same clinical responsibilities; RT2s may, however, take the lead where needed. Id. ¶ 3. RT3s are clinic specialists with

master’s degrees who oversee RT1s and RT2s. Id. Rush requires all new respiratory therapists to complete a ninety-day probationary period and orientation, during which Defendant trains and tests them to ensure they possess the skills needed for the job. Id. ¶ 5. If a new employee shows promise but gaps remain in his or her expected abilities, Defendant may extend the probationary period to give him or her additional opportunities to develop and

demonstrate skills. Id. In addition, Defendant requires that, even after successfully completing their probationary periods, all respiratory therapists at the RT1 or RT2 levels must successfully pass an annual simulation that tests their competency and critical thinking skills as part of their annual performance reviews. Id. ¶ 6. This competency evaluation, which occurs each year in June, gives an employee a hypothetical clinic scenario, and the employee must verbally explain to evaluators what they would do

and why at various treatment points when facing a given set of circumstances. Id. ¶ 9. Defendant gives the same simulation to everyone. Id. ¶ 11. Two evaluators are present at each simulation. Id. ¶ 15. Each evaluator holds a pre-planned script for the scenario, scoring sheets, and decision trees with the potential decisions the employee might make and the pre-planned responses to each. Id. ¶ 16. Every evaluator uses the same materials each year. Id. The evaluators give the employee a copy of the script from which they administer the test (without answers). Id. ¶ 17. Using a white board, the evaluators record all of the key information along with the employee’s treatment decisions and the patient’s

responses to the treatment. Id. ¶ 18. If an employee reaches the wrong conclusion, the evaluators may ask them to explain their reasoning, which sometimes prompts them to realize their mistake. Id. ¶ 19. At the end of the simulation, evaluators compare their scores and resolve any differences in scoring in favor of the employee. Id. ¶ 21. The evaluators total the points earned on each part of the simulation, and a scoring matrix indicates where the point total for a particular part of the simulation

falls on a five-point scale that matches Defendant’s performance rating scale. Id. ¶ 22. After the simulation, the employee and one of the evaluators sign off on the scoring sheet for each part. Id. ¶ 24. The scoring sheet then becomes part of the employee’s file which Defendant uses to complete their performance evaluation. Id. Employees must have a score of at least three “meets expectations” on a five-point scale on each part of the evaluation to avoid corrective action; a “meets expectations”

score correlates to a number rating of “3.” Id. ¶¶ 25, 26. Corrective action includes remediation, restriction from the intensive care unit (ICU), demotion, and termination. Id. ¶ 26. Corrective action usually begins with remediation, which requires retaking any part of the simulation on which the employee did not score at least a “3.” Id. ¶ 27. If the employee achieves a “3” or better on a retake, no further corrective action may be required; but if they fail again, their practice may be restricted or employment may be terminated. Id. ¶ 28. Each retake involves the same scenarios and same scoring as the initial evaluation. Id. ¶ 29. The Director of Clinical Education and the Clinical Education Coordinator

typically score initial evaluations, but if one has a conflict, an RT3 may fill in for either. Id. ¶ 30. In 2016, Brady Scott served as the Director of Clinical Education, and Jie Li served as the Clinical Education Coordinator. Id. ¶ 31. To help employees who required retaking their simulations, Li put together a remediation study plan for each employee based on the parts that employee failed. Id. ¶ 32. The plan included readings, training sessions, practice evaluations, or

attending classes. Id. If employees fail any part of their retake, they must retake it again, as passing the full annual competency evaluation is one of Defendant’s conditions of employment. Id. ¶ 33. B. Plaintiff’s First Competency Test Defendant hired Plaintiff on January 18, 2016. [117] ¶ 3. Defendant’s Keith Roberts, Director of Respiratory Care Services, agreed to hire Plaintiff as an RT1 respiratory therapist after reviewing his credentials and conferring with those who

had interviewed him, including Valerie Klans, the Clinic Manager of the Adult Care Respiratory Care Services Department. [113] ¶ 34. Klans recommended Plaintiff to Roberts. Id. Plaintiff was not the oldest respiratory therapist under Roberts; in fact, the department included other respiratory therapists born in 1954, 1956, and 1958, and two of those therapists remain employed by Defendant. Id. ¶ 35. Plaintiff was 58 when he began working for Defendant. Id. ¶ 36. He reported to Klans, who in turn reported to Roberts. Id. During his initial probationary period, Plaintiff worked in the ICU. Id. ¶ 37. Klans extended Plaintiff’s probationary period

to May 13, 2016. Id. According to Defendant, the extension was due to unsatisfactory performance. Id. Six months after his hire date, on June 20, 2016, Defendant administered Plaintiff his first competency test. [117] ¶ 4; [113] ¶ 38. Plaintiff signed off on the scoring sheets showing that he failed five of the six parts. [113] ¶ 38. Klans then gave Plaintiff a remediation plan that Li had created and told Plaintiff he must pass the

failed parts by September 1, 2016; Plaintiff also discussed the plan with Li. Id. ¶ 39; [116] ¶ 39. On August 25, 2016, Plaintiff met with several senior members of the respiratory therapy department, including Roberts. [117] ¶ 9. During that meeting, Plaintiff complained that he should not have to retake the test because he had only recently completed his probationary period and orientation; that his failing scores in the evaluation could not be valid because he successfully treated patients in the ICU;

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