NATA session AMSSM April 17, :45am

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1 NATA session AMSSM 2016 April 17, :45am

2 Objectives Update sports medicine physicians on the athletic training degree change and discuss how the professional knowledge of graduating athletic trainers is evolving Present a reporting and evaluation structure that clearly delineates the team physician s role in the oversight and evaluation of the athletic trainer Present strategies for athletic trainers to assist physicians with community outreach

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4 Joint Statement from the Strategic Alliance Athletic trainers have historically played a major role in the provision of health care for life and sports. The AT s role and scope of practice continues to evolve in response to the dynamic nature of health care. As a result, AT s are considered by physicians to be integral members of the interprofessional health care team. A critical link to acceptance in the broader health care arena is the AT s level of professional preparation. This decision to shift the degree level is essential to ensuring our future ability to meet the expectations of the health care team, to continue to improve patient outcomes, and to keep our profession sustainable for generations to come.

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7 11 Key findings Graduate level professional education will better align AT s as peers to other healthcare professionals Transition to graduate professional education facilitates continued evolution in the professional competency requirements to better reflect the clinical practice requirements of current and future AT s in a changing healthcare environment. Factors fundamental to providing quality care are likely improved by professional education at the graduate level Professional education at the graduate level enhances retention of students who are committed to pursuit of an athletic training career. Graduate level education attracts students who are better prepared to assimilate the increasingly complex concepts that are foundational for athletic training practice.

8 Key findings Transition to professional education at the graduate level would increase the likelihood that education programs are better aligned with other health care profession programs within their institution Professional education at the graduate level should facilitate interprofessional education A strong foundation of health related basic sciences is increasingly necessary to prepare students for contemporary clinical practice in athletic training Professional education should not compete with general education, liberal arts, and foundational science requirements because it detracts from the effectiveness of the professional educational experience

9 Key findings A transition to professional education at the graduate level will result in a more efficient system Currently, all state practice acts accommodate graduate level education in athletic training as meeting the requirements for the state credential. No state practice act would need to be amended. The impact of a transition to graduate level professional education on compensation levels and employment opportunities is complex and difficult to predict. Multiple factors influence compensation and employment patterns in healthcare.

10 CAATE accredited professional athletic training programs must result in the granting of a master s degree in Athletic Training. Baccalaureate programs may not admit, enroll, or matriculate students into the athletic training program after the start of fall term 2022.

11 Some principles of the proposed standards All courses in the professional program must be delivered at the graduate level Clinical Education must include: Varied Populations clients/patients throughout the lifespan (eg, pediatric, adult, elderly); clients/patients of different sexes, different socioeconomic statuses, different activity levels of athletic and non athletic individuals (eg, competitive and recreational athletes) participants in individual and team sports

12 Some principles of the proposed standards Patients with Varied Conditions emergent preventive behavioral (mental health) musculoskeletal neurological endocrine dermatological cardiopulmonary respiratory gastrointestinal genitourinary otolaryngology environmental conditions

13 Some principles of the proposed standards Interprofessional practice with other healthcare practitioners An immersive clinical education experience Programs housed with other health care professions on campus Allied health professionals vs exercise science and kinesiology Proposed standards to go out for public comment late spring 2016

14 Additional skills, knowledge, and abilities?? Suturing Ultrasound IV placement Splinting/casting Joint injections Pharmacology Radiology: ordering, wet reads, etc. Others?

15 How can sports medicine physicians help? Curriculum content Provide comment during open comment period Interprofessional education Provide legislative support

16 Major reasons for supporting the change included: 1. potential increased professional respect for athletic trainers among health professions and 2. anticipated higher quality professional preparation (both in education and clinical experience The major themes which emerged in opposition to the potential change included the following: 1. increased student debt and 2. stagnant salaries.

17 Figure 4. Threats and benefits for institutions 1 It is of interest to note that the field of Physical Therapy did not lose any institutional programs through its initial change in professional degree to the post baccalaureate level. However, PT offers significantly less institutional programs than AT (approximately 100 less). Benefits for Institutions More dedicated students to athletic training Increased revenue Improved BOC pass rates Program flexibility (do not need to compete with general education requirements) Increased opportunities for student athletes to pursue a career in athletic training Threats to Institutions Program closures Negative perception of too few terminally degreed faculty Declining student interest (more difficult to attract students) Elimination of current Graduate Assistant structure Elimination of postprofessional programs (some of which are held in high esteem by members)

18 On May 20th, 2015 the Strategic Alliance released the announcement that the leaders of the key athletic training organizations had decided to require that professional education in athletic training occur at the master s degree level. After the announcement, the process to update the Athletic Training Education Competencies (Competencies) began he main findings from this analysis are: Salaries in athletic training, regardless of degree level, have been relatively stagnant for the past sixteen years. There have been more graduates from athletic training programs during the past two years than the projected increase in employment opportunities for the next decade, suggesting the supply of athletic trainers is outpacing demand and potentially dampening salaries. A high proportion of job opportunities in athletic training are low pay, temporary employment (such as graduate assistantships and internships). The current pattern of student debt is relatively similar for both those with bachelor s degree and those with a master s degree. Degree level was not a strong indicator of increased salary. There is a strong relationship between having an advanced degree, full time employment, and increased salary. The membership of the NATA is equally divided in their support and opposition of elevating the professional degree to the post baccalaureate level. While there is a concern that there are not enough terminally degreed athletic trainers to support elevating to a professional master s degree, the data show this is not the case. Many respondents viewed the number of athletic training programs as too high to be sustainable over a long period of time.

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