Dr. Josh Yellen, Program Director Dr. Mark Knoblauch, Clinical Education Coordinator

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1 Revised: Summer 2015 Dr. Josh Yellen, Program Director Dr. Mark Knoblauch, Clinical Education Coordinator 1

2 NOW IS THE LAW OF THE JUNGLE AS OLD AND TRUE AS THE SKY FOR THE COUGAR THAT KEEPS IT WILL PROSPER BUT THE COUGAR THAT BREAKS IT WILL DIE AS THE WIND HOWLS THROUGH THE LAND THE LAW SWINGS SIDE TO SIDE FOR THE STRENGTH OF THE PRIDE IS THE COUGAR AND THE STRENGTH OF THE COUGAR IS THE PRIDE - Adapted from The Law of the Jungle by Rudyard Kipling 2

3 7 Habits of Highly Effective People By: Stephen R. Covey Habit 1: Be Proactive: This is the ability to control one s environment, rather than have it control you, as so often is the case. Self determination, choice, and the power to decide response to stimulus, conditions and circumstances. Habit 2: Begin With The End In Mind: This is called the habit of personal leadership- leading oneself that is, towards what you consider your aims. By developing the habit of concentrating on relevant activities you will build a platform to avoid distractions and become more productive and successful. Habit 3: Put First Things First: This is the habit of personal management. This is about organizing and implementing activities in line with the aims established in habit 2. Habit 2 is the first, or mental creation; Habit 3 is the second or physical creation. Habit 4: Think Win-Win: This is the habit of interpersonal leadership, necessary because achievements are largely dependent on cooperative efforts with others. Win-Win is based on the assumption that there is plenty for everyone, and that success follows a cooperative approach more naturally than the confrontation approach of win-or-lose. Habit 5: Seek First To Understand, Then To Be Understood: One of the great maxims of the modern age. This is the habit of communication, and it s extremely powerful. Diagnose the problem before you prescribe the solution. Simple and effective, and essential for developing and maintaining positive relationships in all aspects of life. Habit 6: Synergize: This is the habit of creative cooperation. The principle is that the whole is greater than the sum of its parts, which implicitly lays down the challenge to see the good and potential in the others person s contribution. Habit 7: Sharpen The Saw: This is the habit of self renewal and it necessarily surrounds all the other habits, enabling and encouraging them to happen and grow. The self can be interpreted into four parts, all of which need feeding and developing. These parts are: Spiritual, Mental, Physical and Social/ Emotional. 3

4 TABLE OF CONTENTS Section Page Number 1. Mission Statement 6 a. University of Houston 6 b. Master of Athletic Training (MAT) Program 6 2. Definition of Certified Athletic Trainer 7 3. Athletic Training Practice Domains 7 4. Athletic Training Educational Competencies 7 5. MAT Program Educational Outcomes Goal # MAT Program Educational Outcomes Goal # MAT Program Educational Outcomes Goal # MAT Program Administrative Flow Chart MAT Program Outline of Course Sequence and Clinical Education 12 a. Semester 1 Summer I 12 b. Semester 2 Fall I 13 c. Semester 3 Spring I 14 d. Semester 4 Summer II 15 e. Semester 5 Fall II 16 f. Semester 6 Spring II MAT Program Flow Chart of Coursework 18 a. Total Clinical Hours 18 b. Grading Scale MAT Program Textbook Listing MAT Program Clinical Case Study Guidelines 23 a. Purpose 23 b. Identifying a Case Study 23 c. P.I.C.O. Model for Clinical Questions 23 d. Choosing a Case Study 24 e. Instructions for Preparing a Case Study MAT Program Criteria and Evaluation of a Clinical Case Study MAT Program Release of Clinical Case Study Medical Information MAT Program Clinical Education Terms and Conditions MAT Program Preceptor Requirements and Responsibilities MAT Program Clinical Education Requirement MAT Program Guidelines for Clinical Education MAT Program Regulations of Clinical Education Hours MAT Program Flow Chart of Clinical Education MAT Program Recording Clinical Education Hours MAT Program Student Self-Evaluation of Clinical Proficiencies MAT Program Preceptor Evaluation of Athletic Training Student 38 a. Clinical I 38 b. Clinical II 40 c. Clinical III 42 d. Clinical IV 44 e. Clinical V 46 f. Clinical VI MAT Program Athletic Training Student Evaluation of Preceptor MAT Program Evaluation of Preceptor and Clinical Site 51 4

5 26. MAT Program Professional Expectations and Behavioral Standards 53 a. Standard I: Competence 53 b. Standard II: Honesty 53 c. Standard III: Compassion 54 d. Standard IV: Respect for Others 54 e. Standard V: Professional Responsibility 54 f. Standard VI: Social Responsibility MAT Program Retention Policies and Procedures 56 a. University of Houston Student Handbook Link 56 b. University of Houston Graduate Student Catalog Link MAT Program Review Process of Substandard Academic Performance 57 a. Procedure 1: Course Instructor/Preceptor Defines Problem 57 b. Procedure 2: Program Director / Instructor / Preceptor Conference MAT Program Dress Code 58 a. Daily Operation and Practice Coverage 58 b. Game Coverage MAT Program Bloodborne Pathogen and Infectious Disease Policy MAT Program Confidentiality Agreement 61 a. HIPAA MAT Program Policy Regarding Confidential Information MAT Program Social Relationship Policy MAT Program Social Media Policy MAT Program Policy MAT Program Drug Testing and Criminal Background Check Policy MAT Program Drug Testing Awareness Sheet Verification Form MAT Program Therapeutic Equipment Safety Policy MAT Program Gambling Policy MAT Program Financial Responsibilities BOC Standards of Professional Practice NATA Code of Ethics State of Texas Advisory Board of Athletic Trainers Athletic Training Regulating Organizations MAT Program Handbook Verification Sheet 80 5

6 UNIVERSITY OF HOUSTON MISSION STATEMENT The mission of the University of Houston is to offer nationally competitive and internationally recognized opportunities for learning, discovery, and engagement to a diverse population of students in a real-world setting. The University of Houston offers a full range of degree programs at the baccalaureate, master's, doctoral and professional levels and pursues a broad agenda of research and creative activities. As a knowledge resource to the public, the university builds partnerships with other educational institutions, community organizations, government agencies, and the private sector to serve the region and impact the world. MASTER OF ATHLETIC TRAINING PROGRAM MISSION STATEMENT Consistent with the mission of the University of Houston (UH), the Master of Athletic Training (MAT) program will offer a nationally competitive athletic training program that will give students opportunities for learning, inquiry, discovery and personal and professional growth in a real-world setting that will prepare students both academically and clinically to enter the workforce as an athletic trainer and be successful contributors to the fields of athletic training and sports medicine. Goals: 1) Offer a nationally competitive athletic training program that uses the most current National Athletic Trainers Association (NATA) Educational Competencies and the Board of Certification (BOC) Athletic Training Practice Domains as the infrastructure for the curriculum. 2) Give the Master of Athletic Training Students opportunities for learning, inquiry, discovery and personal and professional growth in a real world clinical setting with an interdisciplinary group of faculty and preceptors dedicated to program and student success. 3) Prepare Master of Athletic Training Students to pass the Board of Certification Exam for Athletic Training and enter the workforce as an Athletic Trainer and be successful contributors to the field. This preparation, along with successfully passing of the Board of Certification (BOC) Examination for Athletic Training and meeting the appropriate state requirements will qualify graduates for entry-level careers in Athletic Training. 6

7 CERTIFIED ATHLETIC TRAINER (AT or ATC) BOC-certified ATs are healthcare professionals who collaborate with physicians to optimize activity and participation of patients and clients. Athletic training encompasses the prevention, diagnosis and intervention of emergency, acute and chronic medical conditions involving impairment, functional limitations and disabilities. Athletic training is recognized by the American Medical Association (AMA) as a healthcare profession. ATHLETIC TRAINING PRACTICE DOMAINS Injury/Illness Prevention and Wellness Protection Clinical Evaluation and Diagnosis Immediate and Emergency Care Treatment and Rehabilitation Organizational and Professional Health and Well-being ATHLETIC TRAINING EDUCATIONAL COMPETENCIES Evidence-Based Practice Prevention and Health Promotion Clinical Examination and Diagnosis Acute Care of Injuries and Illnesses Therapeutic Interventions Psychosocial Strategies and Referral Healthcare Administration Professional Development and Responsibility Clinical Integration Proficiencies 7

8 OUTCOMES GOAL #1 The following are the educational goals and objectives for the Master of Athletic Training Program at the University of Houston. Students will show knowledge, skills and abilities prior to graduation in the following areas of educational competencies and clinical proficiencies: 1) To prepare athletic training students to develop knowledge and skills in research in athletic training 2) To prepare athletic training students to develop knowledge and skills in emergency management and prevention of injury 3) To prepare athletic training students to develop knowledge and skills in strength and conditioning. 4) To prepare athletic training students to develop knowledge and skills in therapeutic modalities. 5) To prepare athletic training students to develop knowledge and skills in administration. 6) To prepare athletic training students to develop knowledge and skills in pharmacology. 7) To prepare athletic training students to develop knowledge and skills orthopedic evaluation. 8) To prepare athletic training students to develop knowledge and skills in general medical conditions. 9) To prepare athletic training students to develop knowledge and skills in nutrition. 10) To prepare athletic training students to develop knowledge and skills in rehabilitation. 11) To prepare athletic training students to develop knowledge and skills in psycho-social intervention and referral. 12) To prepare athletic training students to develop knowledge and skills in clinical proficiencies. The Master of Athletic Training Program evaluates each goal and educational outcome using a comprehensive assessment plan which includes evaluations of lecture, lab, clinical education, and student self-evaluation. 8

9 OUTCOMES GOAL #2 1) To prepare MAT students to be clinically proficient in the knowledge, skills, and abilities of athletic training. 2) To ensure adequate teaching of clinical proficiencies in clinical education by MAT Program Preceptors. 3) To ensure adequate teaching of knowledge, skills, and abilities by MAT program course instructors. 4) To ensure compliance with MAT Program policies and procedures with all preceptors and clinical sites. 5) To provide MAT students the opportunity for self-evaluation and professional discovery 9

10 OUTCOMES GOAL #3 1) To prepare MAT students to pass the Board of Certification (BOC) Exam for Athletic Training on their first attempt 2) To place graduating students directly into the athletic training job market 3) To analyze and incorporate feedback from graduating MAT student programmatic exit survey 4) To analyze and incorporate feedback from MAT student employers 10

11 ADMINISTRATIVE FLOW CHART President of University of Houston Provost & VP of Academic Affairs Director & VP of Intercollegiate Athletics Dean of College of Liberal Arts & Social Sciences Department Chair HHP Program Director MAT Program Head Athletic Trainer Clinical Education Coordinator Medical Director Associate Athletic Trainer Faculty & Preceptors Assistant Athletic Trainer(s) Graduate Assistant Athletic Trainer(s) Intern Athletic Trainer(s) Master of Athletic Training Student 11

12 OUTLINE OF COURSE SEQUENCE AND CLINICAL EDUCATION Semester 1 Summer I: Anatomical Basis of Athletic Injury (ATP 6301) Athletic Training Students will study, obtain, and develop the necessary skills and knowledge of the gross and functional anatomical and physiological principles of athletic injury with practical application to motor performance. Anatomical Basis of Athletic Injury Lab (ATP 6101) Application of theories, skills and practice obtained in Emergency Management & Prevention of Injury (ATP 6302) Athletic Training Student will study, obtain, and develop the skills and knowledge necessary to help sustain life, reduce pain, and minimize the consequences of sudden injury or illnesses. Emergency Management & Prevention of Injury Lab (ATP 6102) Application of theories, skills and practice obtained in Clinical Education 1 (ATP 6191) Clinical integration of educational competencies reflected in the academic preparation obtained in Anatomical Basis of Injury and associated lab (ATP 6301/6101) and Emergency Management and Prevention of Injury and associated lab (ATP 6302/6102). Students will obtain clinical education hours in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes. 12

13 Semester 2 Fall I: Introduction to Research in Athletic Training (ATP 6311) Athletic Training Student will study, obtain, and develop the necessary skills and knowledge to critically review and use evidence in the field of Athletic Training. This course will introduce research topics and the data collection and application of statistical methods used in Athletic Training and related research. Therapeutic Modalities for Athletic Injuries (ATP 6312) Athletic Training Students will study, obtain, and develop the necessary skills and knowledge to investigate and analyze indications, contraindications and biophysics of agents that aid in the healing of athletic injuries and the reduction of pain, utilizing appropriate therapeutic modalities, basic therapeutic exercises and rehabilitative techniques. Lower Extremity Evaluation (ATP 6313) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary to formulate a systematic examination of the fundamental principles and concepts of athletic training as it relates to the prevention, evaluation, diagnosis, treatment and rehabilitation of lower extremity injuries. Lower Extremity Evaluation Lab (ATP 6113) Application of theories, skills and practice obtained in Clinical Education 2 (ATP 6192) Clinical integration of educational competencies reflected in the academic preparation obtained in Anatomical Basis of Injury and associated lab (ATP 6301/6101) and Emergency Management and Prevention of Injury and associated lab (ATP 6302/6102), Introduction to Research in Athletic Training (ATP 6311), Therapeutic Modalities for Athletic Injuries (ATP 6312), Lower Extremity Evaluation and associated lab (ATP 6313/6113). Students will obtain clinical education hours in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes. 13

14 Semester 3 Spring I Athletic Training Administration (ATP 6321) Athletic Training Students will study, obtain, and develop the necessary skills and knowledge to plan, coordinate and supervise administrative components of an athletic training organization including those pertaining to health care, financial, personnel and facilities management, and public relations. Pharmacology in Athletic Training (ATP 6322) Athletic Training Students will study, obtain, and develop the necessary skills and knowledge of the principles of drug therapy across the lifespan and the use of drugs as they pertain to the health care of athletes and their effect on athletic competition. An emphasis on the knowledge, skills and values required of the Athletic Trainer on pharmacological applications, including indications, contraindications, precautions, interactions, documentation and governing regulations relevant to the treatment of injury and illness in athletic training. Upper Extremity Evaluation (ATP 6323) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary to formulate a systematic examination of the fundamental principles and concepts of athletic training as it relates to the prevention, evaluation, diagnosis, treatment and rehabilitation of upper extremity injuries. Upper Extremity Evaluation Lab (ATP 6123) Application of theories, skills and practice obtained in Clinical Education 3 (ATP 6193) Clinical integration of educational competencies reflected in the academic preparation obtained in Anatomical Basis of Injury and associated lab (ATP 6301/6101) and Emergency Management and Prevention of Injury and associated lab (ATP 6302/6102), Introduction to Research in Athletic Training (ATP 6311), Therapeutic Modalities for Athletic Injuries (ATP 6312), Lower Extremity Evaluation and associated lab (ATP 6313/6113), Athletic Training Administration (6321), Pharmacology in Athletic Training (ATP 6322), and Upper Extremity Evaluation and associated lab (ATP 6323/6123). Students will obtain clinical education hours in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes. 14

15 Semester 4 Summer II Head, Neck & Spine Evaluation (7301) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary to formulate a systematic examination of the fundamental principles and concepts of athletic training as it relates to the prevention, evaluation, diagnosis, treatment and rehabilitation of head, neck, and spine injuries. Head, Neck and Spine Evaluation Lab (7101) Application of theories, skills and practice obtained in General Medical Conditions (ATP 7302) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary to identify and treat medical conditions of the nervous, urinary, endocrine, reproductive, respiratory, gastrointestinal, cardiovascular, integumentary systems. Emphasis placed on the role the Athletic Trainer has in the prevention, evaluation, diagnosis, treatment and rehabilitation of associated conditions as directed by a supervising physician. Clinical Education 4 (ATP 7194) Clinical integration of educational competencies reflected in the academic preparation obtained in Anatomical Basis of Injury and associated lab (ATP 6301/6101) and Emergency Management and Prevention of Injury and associated lab (ATP 6302/6102), Introduction to Research in Athletic Training (ATP 6311), Therapeutic Modalities for Athletic Injuries (ATP 6312), Lower Extremity Evaluation and associated lab (ATP 6313/6113), Athletic Training Administration (6321), Pharmacology in Athletic Training (ATP 6322), and Upper Extremity Evaluation and associated lab (ATP 6323/6123), Head, Neck, and Spine Evaluation and associated lab (ATP 7301/7101), and General Medical Conditions (ATP 7302). Students will obtain clinical education hours in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes, non-sport-patient populations, and a variety of conditions other than orthopedics. 15

16 Semester 5 Fall II Nutrition and Performance (ATP 7311) Athletic Training Students will study, obtain, and develop the necessary skills and knowledge to evaluate nutritional needs across the life span, focusing on the basic nutrients and their food sources as well as and nutrient utilization in the human body. There will be a study of the association between nutrition and exercise performance, nutrition assessment of athletes, how to measure body composition, and the use of and controversy over ergogenic aids. Principles of Strength & Conditioning (ATP 7312) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary for instruction in basic physiological adaptations to strength and speed development, exercise prescription and testing, and facility design and safety. Rehabilitation of Sports Injuries (ATP 7313) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary to understand the principles of rehabilitation of sports injuries including range of motion, pain control, balance, proprioception, strengthening, and endurance. The development of therapeutic goals and objectives, exercise gradation and methods of evaluating rehabilitation progress will be stressed. Rehabilitation of Sports Injuries Lab (ATP 7113) Application of theories, skills and practice obtained in Clinical Education 5 (ATP 7195) Clinical integration of educational competencies reflected in the academic preparation obtained in Anatomical Basis of Injury and associated lab (ATP 6301/6101) and Emergency Management and Prevention of Injury and associated lab (ATP 6302/6102), Introduction to Research in Athletic Training (ATP 6311), Therapeutic Modalities for Athletic Injuries (ATP 6312), Lower Extremity Evaluation and associated lab (ATP 6313/6113), Athletic Training Administration (6321), Pharmacology in Athletic Training (ATP 6322), and Upper Extremity Evaluation and associated lab (ATP 6323/6123), Head, Neck, and Spine Evaluation and associated lab (ATP 7301/7101), and General Medical Conditions (ATP 7302), Nutrition and Performance (7311), Principles of Strength & Conditioning (7312), and Rehabilitation of Sports Injuries and associated lab (7313/7113). Students will obtain clinical education hours in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes, non-sport-patient populations, and a variety of conditions other than orthopedics. 16

17 Semester 6 Spring II Psychological Aspects of Sports Injury (ATP 7321) Athletic Training Students will study, obtain, and develop the skills and knowledge necessary to recognize and intervene, and when appropriate, refer to a recognized professional; the sociocultural, mental, emotional, and physical behaviors of athletes and others involved in physical activity. Seminar in Athletic Training (ATP 7322) A capstone course designed for research discussion of critical questions and contemporary issues and problems in athletic training/sports medicine. Athletic Training Students will prepare for the Board of Certification Exam. Clinical Education 6 (ATP 7196) Clinical integration of educational competencies reflected in the academic preparation obtained in Anatomical Basis of Injury and associated lab (ATP 6301/6101) and Emergency Management and Prevention of Injury and associated lab (ATP 6302/6102), Introduction to Research in Athletic Training (ATP 6311), Therapeutic Modalities for Athletic Injuries (ATP 6312), Lower Extremity Evaluation and associated lab (ATP 6313/6113), Athletic Training Administration (6321), Pharmacology in Athletic Training (ATP 6322), and Upper Extremity Evaluation and associated lab (ATP 6323/6123), Head, Neck, and Spine Evaluation and associated lab (ATP 7301/7101), and General Medical Conditions (ATP 7302), Nutrition and Performance (7311), Principles of Strength & Conditioning (7312), Rehabilitation of Sports Injuries and associated lab (7313/7113), Psychological Aspects of Sports Injuries (ATP 7321), and Seminar in Athletic Training (ATP 7322). Students will obtain clinical education hours in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes, non-sport-patient populations, and a variety of conditions other than orthopedics. 17

18 FLOW CHART OF COURSE WORK Summer I Fall I Spring I Summer II Fall II Spring II ATP 6301 ATP 6311 ATP 6321 ATP 7301 ATP 7311 ATP 7321 (3 hours) (3 Hour) (3 Hour) (3 Hour) (3 Hour) (3 Hour) ATP 6101 (1 Hour) ATP 6302 (3 Hour) ATP 6102 (1 Hour) ATP 6191 (1 Hour) Total Hours: 9 ATP 6312 (3 Hour) ATP 6313 (3 Hour) ATP 6113 (1 Hour) ATP 6192 (1 Hour) Total Hours: 11 ATP 6322 (3 Hour) ATP 6323 (3 Hour) ATP 6123 (1 Hour) ATP 6193 (1 Hour) Total Hours: 11 ATP 7101 (1 Hour) ATP 7302 (3 Hour) ATP 7194 (1 Hour) Total Hours: 8 ATP 7312 (3 Hour) ATP 7313 (3 Hour) ATP 7113 (1 Hour) ATP 7195 (1 Hour) Total Hours: 11 ATP 7322 (3 Hour) ATP 7196 (1 Hour) Total Hours: 7 Total Average of Clinical Education Hours: This is based off of a student obtaining a range of 10 to 30 hours per week with the goal of averaging 20 hours per week. Summer semester academic courses will be eight (8) weeks in duration and summer semester clinical education will be seven (7) weeks in duration. Fall and spring semesters are fifteen (15) weeks in duration. Students will have a minimum of one day off in every seven-day period. Grading Scale: : A 92-85: B 84-77: C 76-69: D <69: F Requirements for completion of the MAT degree: Satisfactorily complete all courses in the degree with an overall and semester GPA of 3.0 or higher (as referenced in Retention and Policies Procedures (p. 56) When a student falls below the required G.P.A. and/or receives a grade of C in two or more classes, the MAT student will be removed from the Master of Athletic Training program. Successful completion of all clinical education assignments Must receive a score of 2 or higher for all final Preceptor Evaluation of MAT Student evaluations Submission of a minimum of one (1) Clinical Education Case Study to a national journal or conference as outlined in the Clinical Case Study guidelines (p. 23) 18

19 TEXTBOOK LISTING SUMMER 1 SUMMER 1 SUMMER 1 SUMMER 1 SUMMER 1 Course # Course Title of Books ISBN # Estimated Cost ATP 6302 Emergency Management & Prevention of Injury Emergency Care in Athletic Training $54.00 ATP 6102 Emergency Management & Prevention of Injury- Lab Emergency Care in Athletic Training Used in ATP 6302 ATP 6301 Anatomical Basis of Athletic Injury Illustrated Essentials of Musculoskeletal Anatomy (5 th Edition) $26.00 Atlas of Anatomy (2 nd Edition) $50.00 Clinically Oriented Anatomy (7 th Edition) $58.00 ATP 6101 Anatomical Basis of Athletic Injury Lab Illustrated Essentials of Musculoskeletal Anatomy (5th Edition) Used in ATP 6301 Atlas of Anatomy (2nd Edition) Used in ATP 6301 Clinically Oriented Anatomy (7th Edition) Used in ATP 6301 ATP 6191 Clinical Education 1 Principles of Athletic Training: A Competency Based Approach $ TOTAL COST: SUMMER 1 $ FALL 1 FALL 1 FALL 1 FALL 1 FALL 1 Course Course Title of Books ISBN # Estimated Cost ATP 6311 Introduction to Research in Athletic Training Foundations of Clinical Research: Applications to Practice (3 rd Edition) $71.00 Athletic and Orthopedic Injury Assessment: A Case Study Approach $

20 ATP 6312 Therapeutic Modalities for Athletic Injuries Therapeutic Modalities for Sports Medicine and Athletic Training w/ esims (6 th Edition) $ ATP 6313 Lower Extremity Evaluation Orthopedic Physical Assessment (5 th Edition) Examination of Orthopedic and Athletic Injuries Orthopedic & Athletic Injury Evaluation Handbook Measurement of Joint Motion (4 th Edition) $98.00 $45.00 $95.00 $35.00 ATP 6113 Lower Extremity Evaluation Lab Orthopedic Physical Assessment (5th Edition) Used in ATP 6313 Examination of Orthopedic and Athletic Injuries Used in ATP 6313 Orthopedic & Athletic Injury Evaluation Handbook Used in ATP 6313 Measurement of Joint Motion (4th Edition) ATP 6192 Clinical Education 2 Principles of Athletic Training: A Competency Based Approach Used in ATP Used in ATP 6191 TOTAL COST: FALL 1 $ Course # Course Title Books ISBN # Estimated Cost SPRING 1 SPRING 1 SPRING 1 SPRING 1 SPRING 1 ATP 6321 Athletic Training Administration Management Strategies in Athletic Training (4 th Edition) $54.00 ATP 6322 Pharmacology in Athletic Training Principles of Pharmacology for Athletic Trainers ATP 6323 Upper Extremity Evaluation Orthopedic Physical Assessment (5th Edition) $ Used in ATP 6313, 6113 Examination of Orthopedic and Athletic Injuries Orthopedic & Athletic Injury Evaluation Handbook Measurement of Joint Motion (4th Edition) Used in ATP 6313, 6113 Used in ATP 6313, 6113 Used in ATP 6313,

21 ATP 6123 Upper Extremity Evaluation Lab Orthopedic Physical Assessment (5th Edition) Used in ATP 6313, 6113, 6323 Examination of Orthopedic and Athletic Injuries Used in ATP 6313, 6113, 6323 Orthopedic & Athletic Injury Evaluation Handbook Used in ATP 6313, 6113, 6323 Measurement of Joint Motion (4th Edition) Used in ATP 6313, 6113, 6323 ATP 6193 Clinical Education 3 Principles of Athletic Training: A Competency Based Approach Used in ATP 6191, 6192 TOTAL COST: SPRING 1 $96.00 Course # Course Title Books ISBN # Estimated Cost SUMMER 2 SUMMER 2 SUMMER 2 SUMMER 2 SUMMER 2 ATP 7301 ATP 7101 Head, Neck & Spine Evaluation Head, Neck & Spine Evaluation Lab Orthopedic Physical Assessment (5th Edition) Examination of Orthopedic and Athletic Injuries Orthopedic & Athletic Injury Evaluation Handbook Measurement of Joint Motion (4th Edition) Orthopedic Physical Assessment (5th Edition) Examination of Orthopedic and Athletic Injuries Orthopedic & Athletic Injury Evaluation Handbook Measurement of Joint Motion (4th Edition) Used in ATP 6313, 6113, 6323, 6123 Used in ATP 6313, 6113, 6323, 6123 Used in ATP 6313, 6113, 6323, 6123 Used in ATP 6313, 6113, 6323, 6123 Used in ATP 6313, 6113, 6323, 6123, 7301 Used in ATP 6313, 6113, 6323, 6123, 7301 Used in ATP 6313, 6113, 6323, 6123, 7301 Used in ATP 6313, 6113, 6323, 6123, 7301 ATP 7302 General Medical Conditions General Medical Conditions in the Athlete (2 nd Edition) Clinical Pathology for Athletic Trainers: Recognizing Systemic Disease $54.00 $51.00 ATP 7194 Clinical Education 4 Principles of Athletic Training: A Competency Based Approach Used in ATP 6191, 6192, 6193 TOTAL COST: SUMMER 2 $ Course # Course Title Books ISBN # Estimated Cost FALL 2 FALL 2 FALL 2 FALL 2 FALL 2 ATP 7311 Nutrition & Performance Practical Applications in Sports Nutrition (3 rd Edition) $

22 ATP 7312 Principles of Strength & Conditioning Essentials of Strength Training and Conditioning (3 rd Edition) $67.00 ATP 7313 Rehabilitation of Sports Injuries Rehabilitation Techniques for Sports Medicine & Athletic Training $ ATP 7113 Rehabilitation of Sports Injuries Lab Measurement of Joint Motion (4th Edition) Rehabilitation Techniques for Sports Medicine & Athletic Training Used in ATP 6313, 6113, 6323, 6123, 7301, 7101 Used in ATP 7313 Measurement of Joint Motion (4th Edition) ATP 7195 Clinical Education 5 Principles of Athletic Training: A Competency Based Approach Used in ATP 6313, 6113, 6323, 6123, 7301, Used in ATP 6191, 6192, 6193, 7194 TOTAL COST: FALL 2 $ Course # Course Title Books ISBN # Estimated Cost SPRING 2 SPRING 2 SPRING 2 SPRING 2 SPRING 2 ATP 7321 Psychosocial Intervention & The Psychology of Sport Injury $ Referral and Rehabilitation ATP 7322 Seminar in Athletic Training Books used throughout the N/A N/A Athletic Training Program ATP 7196 Clinical Education 6 Principles of Athletic Training: A Competency Based Approach Used in ATP 6191, 6192, 6193, 7194, 7195 TOTAL COST: SPRING 2 $ TOTAL COST FOR PROGRAM ~$1,

23 CLINICAL CASE STUDY GUIDELINES PURPOSE The purpose of case studies is to expose the ATS to an organized way of developing the student s clinical reasoning skills which are based on the knowledge and skills that the student develops in MAT program lecture and lab classes. The case study follows the P.I.C.O. model of evidencebased medicine which is comprised of a series of four sets of guided questions to help the student formulate an appropriate question. This exercise will provide documentation of the ATS s thought process when the ATS s preceptor evaluates the student utilizing the Written Clinical Evaluation Form that is completed twice a semester. At the end of each semester the ATS will submit their completed case study to their assigned clinical education course faculty (e.g. clinical coordinator) with the expectation that a minimum of one (1) case study must be submitted for publication or presentation to a professional organization related to athletic training prior to the completion of their MAT degree. Examples of professional organizations include but are not limited to the National Athletic Trainers Association (NATA), Southwest Athletic Trainers Association (SWATA), Texas State Athletic Trainer s Association (TSATA), American College of Sports Medicine (ACSM), National Strength and Conditioning Association (NSCA), etc. IDENTIFYING A CASE STUDY Each student has very similar experiences in clinical education but a variety of different experiences. Once per semester the ATS will be evaluated on the application of clinical knowledge and skills in the related Clinical Education course (ATP 6191, ATP 6192, ATP 6193, ATP 7194, ATP 7195, ATP 7196). The student will use P.I.C.O. model (shown below) of evidence-based medicine as a guide to identify which learning experiences to choose based on the student s current and previous semester s clinical education and/or experiences and courses. For example, if a student is enrolled in ATP 6191and studying anatomy and emergency management and prevention of injury, that student cannot choose to write about a clinical education and/or experience relevant to ATP 6193 which would include upper-extremity evaluation. Please see the Outline of course sequence and clinical education (p11) and related materials. P.I.C.O. Model for Clinical Questions P Patient, Population, or Problem How would I describe a group of patients similar to mine? I C O Intervention, Prognostic Factor, or Exposure Comparison or Intervention (if appropriate) Outcome you would like to measure or achieve What type of question are you asking? Type of study you want to find Which main intervention, prognostic factor, or exposure am I considering? What is the main alternative to compare with the intervention? What can I hope to accomplish, measure, improve, or affect? Diagnosis, Etiology/Harm, Therapy, Prognosis, Prevention What would be the best study design/methodology? 23

24 CLINICAL CASE STUDY GUIDELINES The following are guidelines for the case study. Please keep in mind that timelines are scheduled to change as deemed necessary by the course instructor: Choosing a Case Study: 1. The ATS must formally propose a case study to the course instructor and assigned preceptor. The final decision for case study approval must be made by the course instructor and preceptor. 2. Once a case study is selected, the ATS must receive permission from the patient/client for the release of medical information for presentation and/or publication of the management of that patient s/client s injury (please see Case Study Patient/Client Release Form). The patient s/client s name and all related personal identifiers will be removed and deleted to protect the patient s/client s privacy. Two (2) permission forms are included in this handbook. Please keep in mind, if the patient/client is a minor, prior permission from the patient s/client s parent and/or legal guardian must be obtained. 3. Two students who are under the direct supervision of the same preceptor may choose to present the same case study; however, each student must complete a case study demonstrating his/her independent work. Prior signed approval from the course instructor and preceptor will be required. The final grade will be determined by the course instructor using the grading rubric outlined on the Criteria and Evaluation of a Case Study form (listed below). 4. Students will NOT be permitted to choose a case study that is not a part of their preceptor s case load. Instructions for Preparing the Case Study: Prepare your case study in accordance with the following instructions. 1. The case study must be typed in Microsoft Word. 2. Top, bottom, right, and left margins of the body of the case study should be set at 1 using the standard 8.5 x 11 format. Use either Arial or Times New Roman 12pt. font with single spacing. 3. Provide a title page formatted only with (in this order): Title of the Case Study (limited to 20 words), your full name and your preceptor ss full name (use and between your respective names), University of Houston, your case study semester (e.g. Fall 2016 ), and date of the case study submission. 4. On the next page, format an abstract that includes the following headings and is no more than 450 words. Begin entering the body of the abstract flush left in a single paragraph with no indentions. Use no first-person terminology (e.g. I, we, me ). The text of the abstract body must be structured with headings as follows: Background provide a background of the associated injury or condition Patient provide demographics, the chief complaint, and mechanism Findings report on special tests, ROM/MMT findings, and other measures 24

25 Diagnosis list the diagnosed injury Treatment detail the treatment plan and expected or achieved outcomes Uniqueness explain why the public needs to be aware of this injury, condition, or treatment Conclusion explain what this case study concludes 5. On the next page, begin the body of the case study using the same headings as in the abstract and same formatting guidelines listed above. There is no minimum or maximum length; rather, it is expected that the case study is of adequate length to include all relevant material 6. Citations must be included in the body of the case study. On the first new page after the body of the case study, format a bibliography page using AMA or APA style. 7. When complete, the case study to the course instructor prior to the deadline outlined in the syllabus calendar. Attach the case study to an with a subject line of (Semester) Case study (Last name). 8. Any case study received in the course instructor s box after the stated time deadline (e.g. 11:59:59pm) will receive an automatic 50% reduction in points. Students are recommended to refer to previously published clinical case studies for further assistance in formatting their individual case studies. 25

26 CRITERIA & EVALUATION OF CLINICAL CASE STUDY Categories Introduction and Summary of Existing Research (briefly summarize the current literature on this case) Patient, Population, and Problem: (age, sex, sport/occupation of individual, primary complaint and pertinent aspects of his/her medical history) Intervention, Prognostic Factor, or Exposure: (differential diagnosis and/or diagnosis, severity of disease, a concise summary of the physical findings) Comparison or intervention (if appropriate): (treatment (e.g. surgical, modalities, physical rehabilitation, etc.) Outcome you would like to measure or achieve (expected results from intervention) Deviation from Expectations (a brief description of what makes this case unique) Scales 3=provides appropriate background and relevant information that is correctly cited. 2= provides appropriate background and relevant information that is incorrectly cited. 1= provides inappropriate references. 0= provides no references 3= patient data and/or population data provided; clearly and concisely identifies and communicates primary complaint and pertinent aspects of medical history. 2= patient data provided and identifies primary complaint and pertinent medical history. 1= some patient data missing or unclear; very wordy and does not communicate effectively the exact primary complaint and/or medical history. 0= no relevant information provided concerning this injury or patient/client was identified. 3= provides a concise summary with appropriate information given; communicates very clearly and specifically details the criteria. 2= a summary of the criteria; needs to be more concise and specific, not comprehensive enough. 1= very wordy and unclear; does not provide adequate information. 0=inappropriate criteria, very difficult to read and understand. 3= provides an accurate and specific list of interventions. 2= provides a minimum amount of information specific to interventions. 1= provides at least one absolutely incorrect intervention does not relate. 0= provides no real list of other possible intervention. 3= provides adequate and realistic information that outlines the expected result(s) of the intervention. 2= provides unclear information regarding the expected results of the intervention. 1= provides some inadequate information about the results of the intervention. 0= does not provide any specific information about results of the intervention. 3= provides a clear and concise explanation of the uniqueness of this case. 2= provides a minimum amount information and explanation. Students must demonstrate a 2 or above in each category to be considered competent. 1= provides an adequate explanation but no insight into the uniqueness of this case 0= provides no realistic explanations or reasoning for the uniqueness of this case. 26

27 RELEASE OF CLINICAL CASE STUDY MEDICAL INFORMATION PURPOSE The purpose of this request is to allow Athletic Training Students enrolled in clinical education courses (ATP 6191, ATP 6192, ATP 6193, ATP 7194, ATP 7195, ATP 7196) in the Master of Athletic Training Program at the University of Houston to specifically study the management of an injury under the direct supervision of an assigned preceptor and then potentially share that information in a variety of formats (e.g. course presentation, presentation at professional conference, journal submission, or presentation at a professional organization). I, (Patient/Client), freely give my consent for the release of information regarding my injury and all related medical information as well as all audio/visual images (e.g. medical imaging films and related materials) for use in a case study conducted by (Master of Athletic Training Program Student). I give my permission for the Master of Athletic Training Program Student enrolled in clinical education courses (ATP 6191, ATP 6192, ATP 6193, ATP 7194, ATP 7195, ATP 7196) to use this information for the following: course presentation, presentation at professional conference, journal submission, or presentation at a professional organization. I understand that my name and all other personal identifiers will remain strictly confidential at all times and will not be revealed in any aspect of this case study. Signature: (Patient/Client) Signature: (Parent or Legal Guardian if minor) Date: Date: Signature: (Master of Athletic Training Program Student) Date: Signature: (Assigned Preceptor) Date: Signature: (Course Instructor) Date: 27

28 CLINICAL EDUCATION TERMS AND DEFINITIONS Clinical Education: The application of athletic training knowledge, skills, and clinical abilities on an actual patient base that is evaluated and feedback provided by a preceptor. Clinical Education Coordinator: The full-time faculty member of the host institution and a BOC-certified athletic trainer responsible for the clinical progression and evaluation of the student, preceptor and clinical site evaluation, and preceptor training. Clinical Site: A physical area where clinical education occurs. Emergency Action Plan: A venue-specific blueprint used for the management of medical emergencies. See: Healthcare Professional: Chiropractor, dentist, registered dietician, emergency medical technician, nurse practitioner, nutritionist, paramedic, occupational therapist, optometrist, orthotist, pharmacist, physical therapist, physician assistant, podiatrist, prosthetist, psychologist, registered nurse, or social worker who holds a current active state or national practice credential and/or certification in the discipline and who s discipline provides direct patient care in a field that has direct relevancy to the practice and discipline of Athletic Training. These individuals may or may not hold formal appointments to the instructional faculty. Medical Director: The physician who serves as a resource regarding the program s medical content. There is no requirement that the medical director participates in the clinical delivery of the program. Physician: A medical doctor (MD) or doctor of osteopathic medicine (DO) who possesses the appropriate state licensure. Preceptor: Certified/licensed professional who teaches and evaluates students in a clinical setting using an actual patient base. Program director: The full-time faculty member of the host institution and a BOC-certified athletic trainer responsible for the implementation, delivery, and administration of the AT program. 28

29 PRECEPTOR TRAINING AND REQUIREMENTS 1. Be credentialed by both the BOC and State of Texas in Athletic Training 2. Be credentialed by the State of Texas in a healthcare profession if not an athletic trainer 3. Not be currently enrolled in the Master of Athletic Training Program at the University of Houston 4. Receive planned and ongoing education from the MAT program designed to promote a constructive learning environment 5. Directly supervise students during clinical education 6. Provide instruction and assessment of the current knowledge, skills, and abilities of the MAT student 7. Provide instruction and assessment of the athletic training student s clinical integration proficiencies, communication skills, and clinical decision making during actual client/patient care 8. Facilitate the clinical integration of skills, knowledge, and evidence regarding the practice of athletic training 9. Demonstrate understating of and compliance with the MAT program s policies and procedures 10. All non-physician (e.g. ATC, PT, RD, RN, PA, etc.) preceptors with the exclusion of the MAT program medical director must complete face-to-face preceptor training conducted by the MAT program prior to supervising MAT students 11. Upon the completion of preceptor training, all non-physician preceptors with the exclusion of the MAT program medical director must complete a required preceptor training assessment prior to supervising MAT students 12. All physicians (MD, DO) will be provided a copy of the MAT program preceptor training but are not expected to perform formal evaluation of the MAT students 13. All preceptors must receive and comply with ongoing updates pertaining to supervision of MAT students 29

30 CLINICAL EDUCATION REQUIREMENTS 1. Clinical education must follow a logical progression that allows for increasing amounts of clinically supervised responsibility, leading to autonomous practice upon graduation. The clinical education plan must reinforce the sequence of formal instruction of athletic training knowledge, skills, and clinical abilities, including clinical decision-making. 2. Clinical education must provide students with authentic, real-time opportunities to practice and integrate athletic training knowledge, skills, and clinical abilities, including decisionmaking and professional behaviors required of the profession in order to develop proficiency as an athletic trainer. 3. Clinical education must allow students opportunities to practice with different patient populations, care providers, and in various allied healthcare settings relative to the MAT program s mission statement. 4. Clinical education assignments cannot discriminate based on sex, ethnicity, religious affiliation, or sexual orientation. 5. There must be opportunities for students to gain clinical education experiences that address the continuum of care that would prepare a student to function in a variety of settings with patients engaged in a range of activities with conditions described in athletic training knowledge, skills, and clinical abilities, role delineation study and standards of practice delineated for a certified athletic trainer in the profession. Examples of clinical experiences must include but should not be limited to individual and team sports; sports requiring protective equipment (e.g. helmet and shoulder pads); patients of different sexes; non-sport patient populations (e.g. outpatient clinic, emergency room, primary care office; industrial, performing arts, military); a variety of conditions other than orthopedics (e.g. primary care, internal medicine, dermatology). 6. All clinical education sites must be evaluated by the MAT program on an annual and planned basis, and the evaluations must serve as part of the program s comprehensive assessment plan (please see MAT Program Preceptor and Clinical Site Evaluation Form and AT Student Evaluation of Preceptor and Clinical Site). 7. An athletic trainer certified by the BOC who currently possesses the appropriate state athletic training practice credential must supervise the majority of the student s clinical coursework. The remaining clinical coursework may be supervised by any appropriately state-credentialed medical or allied-health professional. 8. Athletic training students must be instructed on athletic training clinical skills prior to performing those skills on patients. 9. All clinical education must be contained within individual courses that are completed over a minimum of two academic years. Clinical education may begin prior to or extend beyond the institution s academic calendar. 10. All clinical education experiences must be educational in nature and include the following: MAT program must have a written policy that delineates a minimum/maximum for clinical hours; students must have a minimum of one day off in every seven-day period; students will not receive any monetary remuneration during this education experience, excluding scholarships. 11. Students will not replace actual athletic training staff or medical personnel. 12. The MAT program must include provisions for supervised clinical education with a preceptor that will contain the following: regular communication between the program and the preceptor; the number of students assigned to a preceptor in each clinical setting must be in a ratio to ensure effective clinical learning and safe patient care; students must be 30

31 directly supervised by a preceptor during the delivery of athletic training services. The preceptor must be physically present and have the ability to intervene on behalf of the athletic training student and/or patient/client. 13. All sites must have a venue-specific written and accessible emergency action plan (EAP) and blood borne pathogen policy that are based on well-established national standards or institutional offices charged with institution-wide safety (e.g. position statements, occupational/environmental safety office, police, fire and rescue). Students must have immediate access to these plans in an emergency. 31

32 GUIDELINES FOR CLINICAL EDUCATION The Master of Athletic Training Student (ATS) clinical education will be composed of six (6) semesters of clinical education experiences under the direct supervision of an approved Master of Athletic Training program preceptor. These clinical education experiences will be sequential in nature and will build upon the student s knowledge base. Students will not be permitted to engage in clinical education experiences until having been exposed to the related educational competencies in an academic setting. The Master of Athletic Training Program will use preceptors and clinical sites that incorporate the following clinical education experiences: 1. Individual and team sports 2. Sports requiring protective equipment (e.g. helmet and shoulder pads) 3. Patients of different sexes 4. Non-sport patient populations (e.g. outpatient clinic, emergency room, primary care office, industrial, performing arts, military) 5. A variety of conditions other than orthopedics (e.g. primary care, internal medicine, dermatology) The sequence of clinical education experiences will follow the progression outlined in the Flow Chart of Clinical Education (p. 35). All preceptors and clinical sites must be approved by the Master of Athletic Training program as defined in the Clinical Site and Preceptor Agreement prior to the student engaging in clinical education experiences. 1. ATP 6191: Students will engage in clinical education that incorporate anatomical identification and emergent conditions 2. ATP 6192: Students will engage in clinical education that incorporate anatomical identification, emergent conditions, lower extremity clinical evaluation and injury diagnosis, and therapeutic modalities. 3. ATP 6193: Students will engage in clinical education that incorporate anatomical identification, emergent conditions, upper and lower extremity clinical evaluation and injury diagnosis, therapeutic modalities, pharmacology, and athletic training administration. 4. ATP 7194: Students will engage in clinical education that incorporate anatomical identification, emergent conditions, upper, lower, and spine clinical evaluation and injury diagnosis, therapeutic modalities, pharmacology, athletic training administration, and general medical conditions. In addition, athletic training students will begin clinical education experiences in general medical and surgical observations. 5. ATP 7195: Students will engage in clinical education that incorporate anatomical identification, emergent conditions, upper, lower, and spine clinical evaluation and injury diagnosis, therapeutic modalities, pharmacology, athletic training administration, general medical conditions, nutrition and performance, principles of strength and conditioning, and rehabilitation of sports injuries. In addition, athletic training students will continue clinical education experiences in general medical and surgical observations. 32

33 6. ATP 7196: Students will engage in clinical education that incorporate anatomical identification, emergent conditions, upper, lower, and spine clinical evaluation and injury diagnosis, therapeutic modalities, pharmacology, athletic training administration, general medical conditions, nutrition and performance, principles of strength and conditioning, rehabilitation of sports injuries, and psychosocial interventions. In addition, athletic training students will continue clinical education experiences in general medical and surgical observations. 33

34 REGULATIONS OF CLINICAL EDUCATION HOURS The following are regulations for Clinical Education and Clinical Experiences: 1. Clinical Education hours that are not spent under the direct supervision and instruction of an assigned MAT program preceptor will not be counted as valid for reporting. 2. Clinical Education hours that are not spent at an approved clinical site will not be counted as valid hours for reporting. 3. Clinical Education hours that are spent traveling to and from an assigned clinical site will not be counted as valid for reporting. 4. Clinical Education hours that are not spent in a constructive learning environment (e.g. direct patient care, preceptor instruction/evaluation) will not be counted as valid for reporting. 5. Total Clinical Education hours will be based on a minimum of ten (10) hours per week and a maximum of thirty (30) hours per week (averaging 20) in a given semester associated with the Master of Athletic Training program curriculum. 6. The ATS will not be assigned less than 10 hours per week of Clinical Education hours. 7. The ATS will not be assigned more than 30 hours per week of Clinical Education hours. 8. The ATS will be required to submit their clinical education time electronically at the end of each week (i.e. Sunday). Random checks of online recording of hours may be conducted by the Clinical Coordinator to verify proper hour accumulations by the ATS. Electronic signature/verification from the preceptors and ATS will be required for each weekly submission of Clinical Education hours. 9. If the ATS is absent from an Educational Competency course without prior notification and/or approval from to the Instructor, the ATS will not be permitted to attend the Clinical Education for that day. Clinical I: ATP 6191: (1 seven-week clinical education block) Clinical II: ATP 6192: (2 seven and a half week clinical education blocks) Clinical III: ATP 6193: (2 seven and a half week clinical education blocks) Clinical IV: ATP 7194: (1 seven-week clinical education block, includes general medical and surgical observations) Clinical V: ATP 7195: (1 fifteen-week clinical education block) Clinical VI: ATP 7196: (1 fifteen-week clinical education block) I as an Athletic Training Student (ATS) in the Master of Athletic Training program at the University of Houston, understand and will cooperate, comply, and adhere with the Guidelines and Regulations for Clinical Education Hours as they are stated above. These guidelines and regulations are required of me as part of my educational competencies and Clinical Integration Proficiencies and are part of the requirements to fulfill a Master of Athletic Training degree at the University of Houston. Athletic Training Students Signature Date of Signature 34

35 FLOW CHART OF CLINICAL EDUCATION Semester 1 Summer I ATP 6191 Required Hrs: Clinical education in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes. Semester 2 Fall I ATP 6192 Required Hrs: Clinical education in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes. Semester 3 Spring I ATP 6193 Required Hrs: Clinical education in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes. Semester 4 Summer II ATP 7194 Semester 5 Fall II ATP 7195 Required Hrs: Clinical education in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes, non-sport-patient populations, and a variety of conditions other than orthopedics.. Required Hrs: Clinical education in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes, non-sport-patient populations, and a variety of conditions other than orthopedics. Semester 6 Spring II ATP 7196 Required Hrs: Clinical education in individual and team sports, sports requiring protective equipment (e.g. helmet and shoulder pads), and/or patients of different sexes, non-sport-patient populations, and a variety of conditions other than orthopedics. 35

36 RECORDING CLINICAL EDUCATION HOURS The following are Guidelines for Recording Clinical Education Hours: 1. In each semester the ATS will use ATrack to record Clinical Education Hours. 2. Each semester will consist of weekly reporting periods. 3. The ATS will be required to log in to ATrack weekly to record activity in which the ATS and preceptor provide signature/verification of Clinical Education as defined on pages of this handbook. 4. The assigned preceptor reserves the right to challenge the reported Clinical Education hours at any time. Challenges will be brought to the immediate attention of the Clinical Education Coordinator. 5. Upon submission of Clinical Education hours via ATrack the ATS will be able to view the cumulative total hours of supervised activity. Because all ATrack Clinical Education hour reporting sheets are accreditation documents, ATS and preceptors must be diligent in recording and reporting accurate Clinical Education activity. Failure to accurately report and record Clinical Education hours will result in an Incomplete for that reporting period. Consequently, this may result in both the ATS and preceptor being dismissed from the program. An example of ATrack: 36

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