How To Complete An Athletic Training Program

Transcription

1 Program Bachelor of Science in Athletic Training (BSATH) School of Human Services College Education, Criminal Justice, and Human Services Year 2014 Primary Faculty: Pat Graman Faculty Committee: Jeromy Alt Thomas Palmer

2 I. Program Overview The University of Cincinnati Athletic Training Program provides a comprehensive professional academic program based on evidence based practice, experiential learning and engagement through interdisciplinary collaboration. The program is designed to advance the athletic training profession through a commitment to student preparation of highest quality which meets the standards of CAATE (Commission on Accreditation of Athletic Training Education), BOC (Board of Certification), and the NATA (National Athletic Trainers Association). The Athletic Training Program is a CAATE accredited program. CAATE is a credentialing organization that provides comprehensive accreditation services that offer athletic training degrees and the programs meet acceptable educational standards for athletic training education. UC s Athletic Training program is accredited until the 2020/2021 academic year. We provide our students with a high quality educational experience that emphasizes critical thinking. As part of the Athletic Training Program curriculum students will complete clinical education experiences which allows them numerous opportunities to apply their knowledge and integrate skill. The program also includes a semester long internship capstone experience. Upon completion of the bachelor's degree program, graduates of the University of Cincinnati Athletic Training Program are eligible to sit for the national examination for athletic trainers (BOC).

3 II. Program Outcomes At the completion of the Athletic Training Program, the student will be able to: Demonstrate the comprehensive knowledge for practice in entry-level health care and other professional communities Demonstrate critical thinking and problem solving skills for the practice of athletic training Provide quality athletic training clinical education in a variety of settings Assume a leadership role in the local and state communities Demonstrate professional behaviors to promote ethical standards of practice

4 III. Curriculum/Program Map KEY I: Introduce D: Developing A: Achieved Required Courses: Outcomes Demonstrate comprehensive knowledge for practice in entry level health care and other professional communities Demonstrate critical thinking and problem solving skills for the practice of athletic training Provide quality athletic training clinical education in a variety of settings Assume a leadership role in the local & state communities ATH 1061 Intro to Athletic Training (AT) I I I Demonstrat e professional behaviors to promote ethical standards of practice ATH1063 Fundamentals of AT I I I ATH1062L Prospective Applications in AT I I, D, A I, D, A I, D, A ATH1064L Prospective Applications in AT II I, D, A I, D, A ATH1076 Found of Human Movement I, D, A I, D, A ATH1071 AT Practicum I D, A I, D, A I, D, A I, D, A I, D, A ATH2071 AT Practicum II ATH 2072 AT Practicum III ATH 3071 AT Practicum IV ATH 3072 AT Practicum V D, A D, A D, A D, A D, A ATH2078 Sport Injury Evaluation Lower Extremity D, A D, A ATH2079 Sport Injury Evaluation Upper Extremity D, A D, A ATH2080 Pharmacology for Health Professionals D, A D, A ATH3050 Athletic Health and Safety Management D, A D, A ATH3077 General Medical Conditions in AT D, A D, A ATH3078 Therapeutic Modalities for AT D, A D, A

5 KEY I: Introduce D: Developing A: Achieved Required Courses: Demonstrate comprehensive knowledge for practice in entry level health care and other professional communities ATH3079 Rehabilitation of Sport Injury I D, A D, A Demonstrate critical thinking and problem solving skills for the practice of athletic training Provide quality athletic training clinical education in a variety of settings Assume a leadership role in the local & state communities ATH3081 Administration of AT Programs D, A D, A D, A ATH3082 Methods & Applications of Strength and Conditioning Programs D, A D, A Demonstrat e professional behaviors to promote ethical standards of practice ATH4071 AT Practicum VI A A ATH4072 AT Practicum VII A A A A A ATH4073 Internship in AT A A A A A ATH5071 AT Seminar A A A A

6 IV. Methods and Measures The University of Cincinnati Athletic Training Program conducts assessments on a regular basis to evaluate its overall effectiveness in meeting the program s mission and learning outcomes. At the end of each academic year the Athletic Training Assessment Committee and the Athletic Training Advisory Board meet to critically analyze the progress of the program, to identify strengths of the program, and to make recommendations for continuous improvement for the didactic and clinical education components of the Athletic Training Program. These actions are based on the qualitative and quantitative data used to determine program effectiveness. The following assessment tools are tied directly to the program s mission and learning outcomes. Comprehensive testing Clinical proficiency evaluations Clinical site/supervisor evaluations Clinical instructor evaluations Professional Development Reporting Tool BOC passing rate (national exam for athletic trainers) Graduation survey Alumni Survey

7 Assessment Measures Aligned with Program Outcomes Program Outcome Students will demonstrate the comprehensive knowledge for practice in entry level health care and professional communities. Assessment Tools Responsible Person, Course(s) and Time frame Student Clinical Performance Evaluations Clinical Proficiency Evaluation Tool Annual Comprehensive Testing Results BOC Exam Results Graduation Survey Alumni Survey Course/ Experience Time Line Responsible Person ATH 1061 ATH 1062 ATH 1063 ATH 1064 ATH 1071 ATH 1076 ATH 2071 ATH 2072 ATH 2078 ATH 2079 ATH 2080 ATH 3071 ATH 3072 ATH 3077C ATH 3078 ATH 3079 ATH 3081 ATH 3082 ATH 4071 ATH 4072 ATH 4073 ATH 5071 Annual summary to guide changes for upcoming academic year Undergraduate Program Coordinator and Undergraduate Assessment Committee The student will demonstrate the critical thinking and problem solving skills for the practice of Athletic Training Student Clinical Performance Evaluations Clinical Proficiency Evaluation Tool Annual Comprehensive Testing Results BOC Exam Results ATH 1063 ATH 1071 ATH 2071 ATH 2072 ATH 2078 ATH 2079 ATH 3071 ATH 3072 ATH 3077C Annual summary to guide changes for upcoming academic year Undergraduate Program Coordinator and Undergraduate Assessment Committee

8 Graduation Survey Alumni Survey ATH 3078 ATH 3079 ATH 3081 ATH 3082 ATH 4071 ATH 4072 ATH 4073 ATH 5071 Provide quality clinical education in a variety of settings Clinical Site/Supervisor Evaluation Graduation Survey ATH 1071 ATH 2071 ATH 2072 ATH 3071 ATH 3072 ATH 4072 ATH 4073 Annual summary to guide changes for upcoming academic year Undergraduate Program Coordinator and Undergraduate Assessment Committee Assume a leadership role in local and state communities Student Clinical Performance Evaluations Professional Development Reporting Tool Alumni survey ATH 1071 ATH 2071 ATH 2072 ATH 3071 ATH 3072 ATH 4072 ATH 4073 Annual summary to guide changes for upcoming academic year Undergraduate Program Coordinator and Undergraduate Assessment Committee Demonstrate professional behaviors to promote ethical standards of practice Student Clinical Performance Evaluations Graduation Survey ATH 1071 ATH 2071 ATH 2072 ATH 3071 ATH 3072 ATH 3081 ATH 4072 ATH 4073 ATH 5071 Annual summary to guide changes for upcoming academic year Undergraduate Program Coordinator and Undergraduate Assessment Committee

9 V. Assessment Infrastructure Assessment Personnel There is a program assessment already in place. The program assessment process is jointly administered by the Program Coordinator, Clinical Coordinator, and one faculty member who are part of the Program Assessment Committee. This committee is responsible for the annual assessment of the Athletic Training Program. The committee is responsible for: Developing data and collection process Managing the data collection Reviewing the data annually Analyzing the data Making recommendations for program improvement Reporting the results to the School Director and the CECH Dean Assigning the Program Coordinator to submit CAATE Annual Report Assessment Schedule Instructors in the identified assessment courses (curriculum map, section II) will have a primary role in assessment of exams, papers, and other required course materials. Data is collected biannually at the end of the fall and spring semesters. Program assessment is completed by the assessment committee following the conclusion of the academic year and prior to May 31 st. At the conclusion of the of the annual program assessment, the committee reviews and analyzes the results to develop new strategies to meet the program learning outcomes. This data analysis occurs during fall semester. Any curricular changes resulting from a review of the data will be made by February 1 of the following year. Support for data collection, management, and reporting is provided through the College of Education, Criminal Justice, and Education (CECH) Office of Assessment and Continuous Improvement (OACI). Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. Program faculty review and use these data in their program development and continuous improvement efforts, with documentation of specific actions and steps taken. OACI also has a web site that has all the assessment documents that are developed and maintained for use by program faculty that have national accreditations. Policies and procedures for data collection, analysis, and use are summarized in the improvement cycles below:

10 Program Improvement Cycle: For Fall Semester Program Meetings (Summer Work) The following data is aggregated and summarized for decision-makers in program areas: Admissions data Performance on all assessments Handbook and materials developed for students reviewed Data posted to web site By December 1 (Program faculty responsible) Data-based decisions made regarding the programs submitted to OACI Areas needing attention identified Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data By February 1 (Program Faculty responsible; Program Coordinator) Finalize major curriculum changes During Spring Semester, April 1 (Program Coordinator submits info to appropriate office) Record approved curriculum changes Update curriculum map Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution Late Spring Semester (by April 15)-Program Coordinator works with Dean s office, Student Services Center (SSC) Dean s office submits official updates to CECH website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole re: edits to curriculum guides and program outlines.] Implement program improvements; continue to collect data on candidates and programs

11 VI. Findings The program has found that by instituting comprehensive program testing for all levels of the Athletic Training Professional Cohort, there has been an increase in the student pass rate on the BOC examination. These outcomes have exceeded the national average on the BOC examination. VII. Use of Findings The program learning outcomes are representative of the College, School of Human Services, CAATE, BOC, and the NATA. At the end of each academic year, the undergraduate assessment committee holds a meeting to perform a general SWAT analysis and discusses avenues to promote continuous program improvements. In addition, the CAATE requires an annual progress report to assure accredited programs are meeting and maintaining national accredited standards.