The University of Toledo Athletic Training Education Program Policy & Procedure Manual

Transcription

1 The University of Toledo Athletic Training Education Program Policy & Procedure Manual The contents of this manual may be modified and/or changed at any time by the faculty of the Athletic Training Education Program, with final approval by the Program Director. Athletic Training Students will be notified in writing concerning any and all changes.

2 Table of Contents Introduction 3 NATA, BOC, CAATE, Ohio PT/OT/AT Board University of Toledo Athletic Training Education Program 5 Mission Statement, Statement of Goals, Objectives Assessment Procedures Professional Skills and Expectations 7 Application and Acceptance into the ATEP 8 Application Requirements Evaluation of Applicants Acceptance of Transfer Students Formal Acceptance into ATEP Program of Study 10 Retention in the ATEP 10 Failure to Maintain Minimum Standards Maintenance of Required Trainings, Certifications Role of the Athletic Training Student 12 Student Code of Conduct Disciplinary Board Clinical Education 15 Expectations of the Student Clinical Skills, Clinical Proficiencies, Goals of Clinical Education General Medical Experience Important Resources 17 Appendices: A. ATEP Application for Pre-Professional Students 18 B. UT ATEP Technical Standards 19 C. UT ATEP Medical History Form 21 D. UT ATEP Vaccination/Immunization Record Form 22 E. UT ATEP Physical Examination Form 23 F. UT ATEP Policy & Procedure Manual Acknowledgement Form 25 G. UT Athletic Department Confidentiality Statement 26 H. University of Toledo Post-Exposure Plan 27 I. Suggested Course of Study 28 2

3 INTRODUCTION This policy and procedure manual will provide you with the necessary information and resources to guide you during your undergraduate experience as an Athletic Training Student at The University of Toledo. During your time as an Athletic Training Student at The University of Toledo, you will be working side by side with Certified Athletic Trainers, physicians, physical therapists, student athletes and coaches, as well as other health care professionals. The clinical and academic staff will maintain and enforce high standards for your conduct and performance in both the classroom and clinical settings. It is important that you read and understand the contents of this manual and abide by the guidelines set forth. Welcome to Athletic Training Education Program at the University of Toledo. What is a Certified Athletic Trainer? A Certified Athletic Trainer (ATC) is a highly educated and skilled professional specializing in the health care of physically active people. In cooperation with physicians and other health care personnel, ATCs function as integral members of the athletic health care team. Certified Athletic Trainers work in secondary schools, colleges and universities, sports medicine clinics, professional sports programs, industrial settings and other health care settings. Certified Athletic Trainers have, at a minimum, either an entry-level bachelor s degree or master s degree with a major in athletic training. Many ATCs pursue a post-certification master s and doctoral degrees, beyond the bachelor degree requirement. National Athletic Trainers Association Athletic training has roots dating back to ancient Greece, but the athletic training profession as it is known today is radically different by comparison. Gone are the days when trainers were known mainly for carrying water jugs and acting as team managers. Today, Certified Athletic Trainers are highly educated and fully trained to understand the complexities of the human body and health. National Athletic Trainers Association (NATA) members can be found in high schools and colleges, on the sidelines of professional sports, in hospitals and clinics, in the military, in the performing arts, and in industrial settings -- as the profession that began with college sports expands to guard the safety of all people. The progress made in athletic training is a result of the concerted efforts of pioneers who noted the need for professional unity and who fought for the creation of the NATA. Board of Certification The purpose of the Board of Certification is to establish and regularly review both the standards for the practice of athletic training and the continuing education requirements for BOC Certified Athletic Trainers. The BOC is the only accredited certification program for athletic trainers in the United States. Certified Athletic Trainers have fulfilled the requirements for certification status as established by the Board of Certification. The BOC recognizes five practice domains of athletic training as established by the BOC Role Delineation Study/Practice Analysis, 6 th edition *Injury/Illness Prevention and Wellness Protection *Clinical Evaluation and Diagnosis *Immediate and Emergency care *Treatment and Rehabilitation *Organization and Professional Health and Well-Being 3

4 Foremost amongst the requirements for BOC certification is graduation from an accredited athletic training education program. The Commission on the Accreditation of Athletic Training Education The purpose of the Commission on the Accreditation of Athletic Training Education (CAATE) is to develop, maintain and promote the appropriate minimum education standards for the quality for professional (entry-level) athletic training programs. Each program is responsible for demonstrating compliance with the Standards for Accreditation of Athletic Training Programs in order to obtain and maintain recognition as a CAATE-accredited athletic training program. In addition, the Professional Education Committee, a subcommittee of the NATA Executive Committee for Education, created the NATA Athletic Training Education Competencies as a means to ensure that the athletic trainer s professional preparation is based on the development of current knowledge, skills, and abilities. CAATE provides each accredited athletic training education program with a spreadsheet version to ensure all competencies are covered within the classroom setting. The most current (5 th ) edition of the Competencies includes 8 specific content areas, each with a list of measureable student learning objectives: *Evidence-Based Practice *Prevention and Health Promotion *Clinical Examination and Diagnosis *Acute Care of Injury and Illness *Therapeutic Interventions *Pyschosocial Strategies and Referral *Health Care Administration *Personal Development and Responsibility Programs are responsible to abide by both the Standards and Competencies in order to remain relevant and current while delivering athletic training education. Programs are subject to continual evaluation and reaccreditation on a cycle specified by the CAATE. Ohio OT, PT, AT Board Like most states, Ohio requires that all practicing Athletic Trainers be licensed by the state. Athletic Trainers in Ohio are governed by the Laws and Rules Regulating the Practice of Athletic Training as of March 22, 2013, Chapter of the Ohio Revised Code Chapters to of the Ohio Administrative Code. This document sets standards for initial and continued licensure in the state of Ohio, including but not limited to: *Successful completion of the BOC exam *Successful completion of Code of Ethics Exam *800 Documented clinical hours to sit for the initial license exam *Completion of appropriate Continuing Education Units *Cycle of renewal of licensure 4

5 UNIVERSITY OF TOLEDO ATHLETIC TRAINING EDUCATION PROGRAM The Athletic Training Education Program s main objective is to educate and build model athletic trainers through a variety of classroom and clinical experiences. The program is divided into 2 phases: The pre-professional phase (the first 1-2 semesters) and the Professional phase (the final 6 semesters). Mission Statement The mission of the CAATE-accredited undergraduate Athletic Training Education Program (ATEP) at The University of Toledo is to offer students the skills and knowledge necessary to become an entrylevel athletic trainer. The program offers selective admission to those committed and qualified to assume positions in the profession of athletic training. The ATEP promotes cultural pluralism, racial diversity, gender representation and respect for divergent views in its quest to improve the education of athletic trainers at all levels. Statement of Goals The goal of the ATEP is to prepare students for entry-level positions in the field of athletic training by providing them with the knowledge and skills necessary to pass a national certification examination and acquire a state credential (as applicable). Secondary goals include exposing athletic training students to the entire spectrum of practice settings that make up the employment venues of athletic trainers. Additionally to expose athletic training students to medical and other allied medical personnel via surgical observations and rehabilitation clinical settings. Program Objectives Athletic training is a major in the Department of Kinesiology. The degree is designed to provide a focused program of study that meets the needs of students interested in athletic training as a profession. The objectives of the ATEP are as follows: 1. To prepare students for careers in athletic training. 2. To provide appropriate studies for persons wishing to prepare for graduate study in athletic training and other professions such as exercise science, corporate fitness/wellness, exercise physiology, biomechanics, motor learning, and the broader field of sports medicine. 3. To prepare students for admission into professional programs leading to degrees in medicine (M.D. or D. O.), occupational therapy (Doctor of Occupational Therapy - OTD), physical therapy (Doctor of Physical Therapy - DPT) and physician s assistant (MPA). These degree programs prepare students for entry level positions and students must possess a bachelor's degree with emphasis in science to be considered for admission into the programs. Assessment Procedures 1. Per University of Toledo policy, the ATEP is evaluated via a Program Assessment and Review. 2. The ATEP is evaluated by the Commission on Accreditation of Athletic Training Education (CAATE) approximately every 7 years. The next date is school year. 3. Prior to the CAATE Site Visit and Evaluation, the ATEP is required to complete and submit a Self-Study Assessment to the CAATE. This document is due by July 1,

6 4. Students are assessed in a variety of ways, foremost being the Board of Certification (BOC) Examination. Students must pass this examination in order to becoming a practicing athletic trainer. 5. Students in their final semester are given the opportunity to participate in an ACES Workshop (BOC Examination Preparation). Within the workshop, students take practice BOC examinations to help them refine their study focus and determine strengths/weaknesses.6. Graduating students complete an Exit Interview providing feedback based on their overall experience within the ATEP. 7. Students are evaluated twice each semester by their Clinical Preceptors at their clinical education sites. This evaluation is factored into the Clinical Skills development classes. 8. Students are evaluated regularly as part of their clinical skill development classes. Each method of evaluation is determined by the class instructor. 9. Students evaluate their Clinical Preceptors and their clinical site twice per semester. 10. Individual faculty and course instructors are assessed by the students at the end of each semester related to the instruction of a particular course. What instruments are used for assessment: 1. Per University of Toledo policy, the ATEP is to submit an annual Program Assessment Report to the administration of the Department, College and University. This assessment includes a list of program objectives and student learning objectives as well as a self-evaluation regarding efficiency of delivery and achievement of the specified objectives. 2. Per the CAATE instructions, the self-assessment is submitted via eaccreditation module. 3. BOC Examination results. 4. If available, the results of the ACES workshop (BOC practice exam) to prepare for the BOC exam are used to help with program assessment. 5. Graduating students completed an Exit Interview form that consists of statements evaluated on a Likert Scale and open ended questions. Oral Exit Interviews are also conducted with either the Clinical Education Coordinator and/or Program Director. These interviews are completely confidential and used only to evaluate program effectiveness. 6. Students are evaluated by the Clinical Preceptors using a standardized form. The evaluation includes both Likert Scale and narrative style questions. 7. Clinical Preceptors and clinical sites are evaluated using a standardized form that consists of Likert Scale and narrative style questions. 8. Standardized department forms are used to evaluate instructor effectiveness. When is the assessment done: 1. The Program Assessment Report is completed and submitted during the fall semester on a yearly basis. 2. The next CAATE site visit will take place during the school year, with the Self- Study being submitted on or before July 1, The BOC examination is taken either after graduation or in the last semester the student is enrolled in the ATEP. The exam is offered on-line through the approved agencies. 6

7 4. The senior class participates in the ACES workshop in the spring semester. 5. The Exit Interview is completed in the spring semester of the students final semester year in the ATEP. 6. The student evaluations are completed by the Clinical Preceptor twice per semester. 7. The clinical site and Clinical Preceptor evaluations are completed twice per semester. 8. The evaluation of course instructors is completed at the end of each semester. Analysis of Results: 1. Feedback regarding the annual Program Assessment is provided to the Program Director after review by the Dean and University of Toledo administration. 2. Results of the CAATE Self-Study and Site visit are provided to the Program Director following completion of the site visit. 3. The BOC reports to the program once a year the results of the national examination along with the first-time attempts and first-time pass results of the students. 4. The results of the ACES workshop are reported to the program. 5. The results from the Likert Scale questions of the Exit Interview are averaged every 2 years to help determine programmatic strengths and weaknesses. 6. The student evaluations are collected and collated by the individual instructor of the clinical skills development classes and used to help determine grades. The Instructors also forward the evaluations to the Program Director and Clinical Education Coordinator to be kept with the student s records. 7. Evaluations of the Clinical Preceptors and sites are reviewed and synthesized by the Clinical Education Coordinator. The evaluation scores and comments are entered into a spreadsheet at the end of each year and the summative results are shared with the Clinical Preceptor. This manner ensures the students answers remain anonymous. The information may also be shared with the Head Athletic Trainer to be used at his/her discretion. PROFESSIONAL SKILLS AND EXPECTATIONS At all times, pre-professional and professional ATEP students are required to demonstrate professionalism and be a positive representation of themselves, the ATEP, the University of Toledo and the athletic training profession. A professional has the duty to exercise the skills and knowledge normally employed by members of the profession to prevent unreasonable risk of harm to others. Professionalism encompasses being dependable and reliable, holding oneself accountable for actions, being cooperative with fellow athletic training students, ATEP faculty and ATEP Clinical Preceptors, demonstrating leadership qualities and initiative, and displaying good judgment. Athletic training students may demonstrate professionalism through their communication, time management, general appearance and use of language, and attitude toward both academic and clinical portions of the program. Should a student fail to demonstrate professionalism, he or she may be subject to consequences ranging from verbal warning to dismissal from the program. Athletic training students should be held to this standard by themselves, their peers, the ATEP faculty as well as ATEP Clinical Precpetors. 7

8 APPLICATION AND ACCEPTANCE TO THE ATEP The first year in the ATEP in considered the pre-professional phase. Course work consists of introductory and foundation courses upon which the remaining ATEP curriculum is built. Performance during this initial year is the primary method of evaluation for evaluation of ATEP applicants. Requirements for Application: * Complete the following ATEP Courses with a minimum grade of C+: KINE 1110 (Introduction to Clinical Athletic Training) KINE 1650 (Care and Prevention of Athletic Injuries) * Attempt the following Kinesiology Department Courses. A minimum grade of B- is required to avoid probationary status and requirement to retake the class. HEAL 1500 (First Aid) KINE 2520 (Human Anatomy Lab) KINE 1660 (Athletic Training Taping Techniques) * Attempt the KINE 2520 (Human Anatomy). A minimum grade of C+ is required to avoid probationary status and requirement to retake the class. * Obtain a minimum grade point average for all required Pre-Professional ATEP Courses (KINE 1110, 1650, 1660, 2510, 2520 and HEAL 1500) * Complete at least 12 observation hours as part of the KINE 1110 course and at least 12 observation hours as part of the KINE 1650 course. Student observation evaluations completed by supervising Athletic Training Student are considered part of this requirement. Observation assignments are made by the Clinical Education Coordinator and are intended to provide an introduction to clinical education and provide the pre-professional student an opportunity to observe the expectations and requirements of professional ATEP students. * Complete and submit to the Program Director the application for acceptance into the professional program (Appendix A) * Complete a professional interview with a panel made up of ATEP faculty, clinical staff and senior level athletic training students. Evaluation of Applicants Student s scores are calculated according to the following formula: 1) Overall GPA x 6.25 = 25 pts. possible 2) Pre-Professional ATEP GPA x 6.25 = 25 pts. possible 3) Scores on student observation evaluations (averaged) = converted to 20 pts. possible 4) Professional Interview Scores (averaged) = converted to 20 pts. possible 5) Completed clinical observation hours = 10 pts. (no partial points given) Total points = 100 The students are then rank ordered and the scores are used as a guide. All applications are reviewed on a case by case basis and students are accepted into the professional program on a space available basis.. A specific number score does not guarantee admittance. Our maximum capacity per entering second year class is based on efficiency of instruction and availability of clinical sites. 8

9 Acceptance of Transfer Students into the ATEP Students starting the ATEP after the beginning of their freshman year, whether transferring into the program from within the university or from outside the university, must first take KINE 1110, Introduction to Athletic Training. This course explains the UT academic program, the clinical education component, and exposes students to the profession of athletic training. Transfer students are considered pre-professional students while completing this course. Upon formal acceptance to the ATEP, a student may begin the sequence of Clinical Skills Development classes. Due to this sequencing, transfer students may not complete the ATEP in less than three years and one semester from date of first contact with the program. Students transferring into the athletic training education program must take the UT courses KINE 1110 (Intro to AT), and 4650 (Administration of Athletic Training Programs) in addition to KINE (see above) at UT. Students may, on a case by case determination, transfer credit for KINE 1650, 1660, 2610, 2620, 3610, 3630, 3660 and/or The student is responsible for providing all necessary paperwork/syllabi to the Program Director and/or Clinical Education Coordinator for review. Formal Acceptance to the ATEP In order to be enrolled in the professional phase of the ATEP, accepted students must complete the following requirements: * Sign/consent to ATEP Technical Standards for Admission (Appendix B) * Complete the health history questionnaire (Appendix C) * Complete the vaccination/communicable disease record (Appendix D). Students in the ATEP must demonstrate protection against communicable diseases before being allowed to participate in patient care. This includes completion of a comprehensive vaccination/communicable disease record. It is the responsibility of the student that all portions of this record must be maintained and kept up to date throughout the student s time in the ATEP. Any lapse in coverage is cause for possible temporary suspension or removal from a clinical site until the student has resolved the offense. *Complete a physical examination performed by an ATEP sponsored Physician. This physical examination is to ensure the student is capable of meeting the technical standards for admission. (Appendix E) *Sign/consent to the ATEP Policies and Procedures (Appendix F). Consent to this document demonstrates awareness and understanding of all program policies and procedures including student code of conduct and retention standards/requirements. *Sign/consent to the UT Athletic Department Confidentiality Statement (Appendix G). Consent to this document demonstrates awareness and understanding of the policy. *Secure CPR/AED Certification. This requirement is likely fulfilled through HEAL 1500 course, however should an accepted student fail to obtain the certification through that course, he or she is responsible for obtaining the certification on their own prior to the start of the first clinical rotation. 9

10 PROGRAM OF STUDY Students are provided a suggested program of study to follow in order to ensure graduation from the ATEP three years following admittance into the program (Appendix H). It is important for students to pay attention to this guideline as some courses are only offered in a specific semester. Failure to register for the courses denoted as required for each semester will affect the sequencing of classroom and clinical knowledge, ultimately jeopardizing the student s ability to graduate in a timely manner. Students unsure of requirements are encouraged to seek advising at student services or consult the Program Director for reassurance. Failure to complete all program requirements will subject the student to the denial of the Program Director's authorization for the student to attempt the BOC examination until the difficulty has been addressed. Required Sequencing At the end of your second year you must have: *Completed KINE 2710 and 2720, Clinical Skills Development I and II with a minimum grade of B- in each. *Completed KINE 2610 (Lower Extremity Evaluation), KINE 2620 (Upper Extremity Evaluation), KINE 2630 (Anatomy for AT I) and KINE 2640 (Anatomy for AT II) with a minimum grade of C+ in each course. At the end of your third year you must have: *Completed KINE 3710 and 3720, Clinical Skills Development III and IV with a minimum grade of B- in each. *Completed KINE 3610 (General Medical Conditions), 3630 (Therapeutic Modalities), KINE 3660 (Rehabilitation of Athletic Injuries) and KINE 3680 (Sport and Exercise Pharmacology) with a minimum grade of C+ in each course. At the end of your fourth year you must have: *Completed KINE 4710 and 4720, Clinical Skills Development V and VI with a minimum grade of B- in each. *Completed KINE 4650 (Administration of Athletic Training Programs) with a minimum grade of C+. RETENTION IN THE ATEP Retention in the Athletic Training Education Program is based on 4 standards. To remain in the ATEP you must complete the following steps: 1. Maintain a Grade Point Average overall for courses taken at the University of Toledo. 2. Maintain a Grade Point Average in core ATEP courses at all times. 3. Complete Clinical Skills Development classes (KINE 2710, 2720, 3710, 3720, 4710, 4720) with a minimum grade of B- 4. Complete classroom/laboratory classes (KINE 2610, 2620, 2630, 2640, 3610, 3630, 3660, 3680, 4650) with a minimum grade of C+ 10

11 Failure to Maintain Minimum Standard A failure to maintain a minimum ATEP standard shall result in probation, suspension and/or dismissal from the ATEP. Probationary Status: Probationary status is defined as a warning period given to any student who fails to maintain specific standards. While on probation, the student may continue with ATEP courses and clinical education assignments. The probation period is defined as 1 semester should the student be in violation of the minimum GPA (overall or ATEP courses) standard; the probation period is defined as 2 semesters should the student fail to obtain the minimum C+ in any athletic training classroom/laboratory course. Should the offense be resolved within the probationary period, the student will be reinstated with full rights and privileges. If the student should commit a second probationary offense while already on probation, suspension from the ATEP will result. A student will be placed on probationary status for any of the following reasons: 1. Failure to maintain Grade Point Average overall for all courses taken at the University of Toledo 2. Failure to maintain a Grade Point Average for all core ATEP courses 3. Failure to obtain a minimum grade of C+ in athletic training classroom/laboratory classes Suspension Due to the sequencing of Clinical Skills Development and their class requirement of clinical practice, students may not take ANY athletic training courses while on suspension. The minimum suspension time is one academic year due to course sequencing and CAATE requirements. Suspension from the ATEP may result from: 1. Failure to resolve a previous probationary offense within the given time period 2. Failure to obtain a minimum B- in any Clinical Skills Course. Dismissal Should a student be dismissed from the ATEP, he or she will be referred to the College of Health Sciences Office of Student Services for advising on another major of study. Dismissal from the ATEP may result from: 1. Failure to maintain a grade point average overall for all courses taken at the University of Toledo after a suspension period 2. Disciplinary Board ruling Initial appeal of any of these sanctions should be made to the ATEP Program Director. Any further appeal should be made through the normal university grievance procedures. Maintenance of Required Training, Certifications Professional ATEP Students are required to maintain various trainings and certifications while enrolled in the ATEP. Any lapse in coverage is cause for possible temporary suspension or removal from a clinical site until the student has resolved the offense. Requirements include: *Annual training in the handling of blood-borne pathogens and infectious agents as specified by the Occupational Safety and Health Administration (OSHA). The training and post-test is available through the office of Environmental Health and Radiation Safety and is administered 11

12 during the Clinical Skills Development courses. Completion of this training must be documented and kept as part of the student s record per University of Toledo Department of Risk Management requirements. Institutional post-exposure plan is included in this manual (Appendix H) *Maintenance of CPR/AED certification. Annual retraining will be offered through the ATEP. Should a student fail to use this opportunity, he or she is responsible for obtaining the certification in their own. *Maintenance of vaccinations/immunizations, including yearly PPD testing (see Formal Acceptance requirements) ROLE OF THE ATHLETIC TRAINING STUDENT As an athletic training student at The University of Toledo it is important that you represent the ATEP in the most professional manner at all times (see Professional Skills and Expectations). At all times during both classroom and clinical education, the student must adhere to the expectations of the ATEP faculty, Clinical Preceptors and ATEP Student Code of Conduct. Student Code of Conduct: Dress Code 1. The importance of professional dress in the athletic training room: a. An athletic training student is a representative of not only The University of Toledo, but also the ATEP and athletic department. b. The athletic training student must present themselves in a professional manner. It is necessary to maintain a professional image while performing all associated duties and tasks. Being well-groomed and approachable will look more respectful. c. Professional dress allows athletes, coach, and other teams to locate you easier. 2. The following items are allowed to be worn in the athletic training room and at all home and away events: a. Any shirt with The University of Toledo logo or the Athletic Training logo. b. Solid color chino (khaki) style pants or shorts. c. Warm-up suits from a given sport, or with the University of Toledo logo. d. Athletic shoes in good condition or dress shoes. e. Sweatshirts and/or jackets with The University of Toledo logo or plain sweatshirts and/or jackets for outdoor practices and games. 3. The following items are not allowed to be worn in the athletic training room or at home and away events: a. Jeans. b. Shirts with other school or professional team logos. c. Tank tops. d. Sandals e. Sweatpants f. tight-fitting athletic pants (ex: yoga pants, leggings) 12

13 4. When traveling, the athletic training student should dress and behave as a staff member and follow the dress code of the coach and team that the student is traveling with. 5. Pre-professional ATEP students are required to wear a white, gray, yellow, or navy shirt, or any shirt with the University of Toledo logo when present within the athletic training rooms, indoor or outdoor sites while shadowing an ATEP student. 6. Those athletic training students that choose not to follow the dress code will be asked to change or leave the athletic training room. 7. Those athletic training students who consistently choose not to abide to the dress code will be required to appear before the disciplinary board. Cell Phone Policy Pre-Professional students are not permitted to have their cellphone at any time during clinical observation. ATEP students are permitted to have a cell phone with them during their clinical education experience (including time at a practice, game or during designated treatment time). However, students are not permitted to use their cell phone for personal use to: 1. Make and receive phone calls, unless they inform their Clinical Preceptor of a valid reason for which this would be necessary. 2. Initiate or receive text messages. 3. Participate in social networking websites. 4. Take pictures or video footage. The use of cell phones for personal needs during an athletic training student s clinical education experience indicates the student is not fully engaged in learning and is considered disrespectful to the Clinical Preceptor and unprofessional. Clinical education is considered an extension of the classroom and should be treated as such. Students are permitted to use their phone in an emergency situation to call or as deemed by their Clinical Preceptor for communication purposes. Students who are unable to abide by these guidelines may be asked to leave the athletic training room and/or be subject to disciplinary board action. Relationships As an ATEP student at The University of Toledo, you may have many relationships with others including: 1. Athletic Training Student and Clinical Preceptor: the Clinical Preceptor reinforces, modifies, corrects, and supervises the skills learned in the class room. Clinical Preceptors are your immediate supervisor, and you are responsible to this person at all times. Feel free to discuss anything related to your clinical education with the Clinical Preceptor at any time. 2. Athletic Training Student and Physician: athletic trainers work primarily with the team physicians. In addition athletic trainers may also deal with a number of specializing physicians through the referral process. These physicians are highly qualified and should be treated with the utmost respect. As an athletic training student you should never second guess a physician s decision as this is extremely unprofessional. 3. Athletic Training Student and Coaching Staff: You should follow the lead of your Clinical Preceptor to communicate with members of the coaching staff. If there is a problem dealing 13

14 with a coach or athlete, consult with your Clinical Preceptor. It is not your responsibility to overcome problems that may be based on your status as an athletic training student. 4. Athletic Training Student and Student-athlete: Athletic training students are NOT allowed to date an athlete on a team that they are working with clinically. This is a conflict of interest that may compromise your ability to carry out your duties as an athletic training student. Situations will be dealt with individually and may result in your removal from the ATEP if it is apparent the athletic training student is unable to maintain a professional relationship with an athlete. 5. Athletic Training Student and Athletic Training Student: Students must treat their peers with professional respect. Off-color jokes and gossip have no place in an athletic training room. Athletic training students must keep their personal lives out of the clinical environment. Keep discussions professional and wait until you are someplace else to discuss your social life. Upperclassmen are encouraged to act as peer mentors over students in their first year of the professional program in order to encourage leadership skills. First year students should treat upperclassmen with respect. However, if they feel they are being taken advantage of by their peer mentor the Clinical Instructor should be notified immediately about the specific concern. Confidentiality Confidentiality regarding healthcare information is of the utmost importance in a healthcare setting. As ATEP students, you are required to follow all HIPAA and confidentiality policies at all clinical sites. HIPAA training and certification should be completed as part of KINE 1110 and will be kept in the student s records. In addition, any and all information disseminated by a member of the coaching staff or a student-athlete must be kept confidential. Failure to do some may be cause for review by the Disciplinary Board and potential temporary or permanent removal from a clinical rotation. Social Media ATEP students are all times representative of both themselves, the ATEP and the University of Toledo. All content shared on social networking sites or via public social networking venues is considered part of a student s self-representation and is subject to evaluation by faculty/administrators of the both ATEP and University of Toledo. Students should be aware of such postings and be sure to put forth only professional and positive representations on such sites. Students also need to remember that while their own site might be protected that a friend s site may be totally open allowing anyone a backdoor into the student s site. Once something appears in cyberspace, it is permanently out there. Disciplinary Board A disciplinary board has been instituted to evaluate conduct in the clinical education setting of the ATEP. The board will consist of six members co-chaired by the Head Athletic Trainer and Clinical Education Coordinator. The other four members will include two certified Graduate Assistant Athletic Trainers and two Athletic Training Students. One of the Graduate Assistant Athletic Trainers must be from the athletic department and one from the education program. The two Athletic Training Students must have a class rank of third or fourth year and have completed two successful years in the 14

15 curriculum. A junior may serve two years if determined feasible by the selection committee. Athletic training student gender will be one male and one female. The four student board members are selected by a committee composed of the Program Director, the Clinical Education Coordinator, and Associate Head Athletic Trainer. Meetings will be held in the location, time and date determined by the chairs. A quorum consists of the chairs and three other members. If a tie vote occurs, a second meeting must be held with all board members present. Grievances against a student must be submitted in writing to the chairs. Verbal hearsay is not admissible. A student in good standing may submit a complaint against another student. However, an oral warning to the athletic training student should precede filing a written complaint. Penalties include, but are not limited to: 1. Deduction of hours accumulated in the clinical setting. 2. Forfeit any letter award earned during the school year. 3. Probation while working under the board's supervision for a stated period of time. 4. Suspension from the clinical program for a stated period of time: a. Cannot continue with clinical education assignment b. Cannot attend in-services c. Cannot associate with the AT student organization 5. Expulsion from the Athletic Training Education Program. Athletic Training Students will be informed of penalties in writing by the board with an explanation of the appeals process. Failure to comply with assessed penalties will warrant dismissal from the program. Appeals must be submitted in writing to the board chairs who will call another meeting. The board will examine the material with the option to refuse further appeals. Should the Athletic Training Student wish further consideration he/she must utilize the university appeals process. CLINICAL EDUCATION Athletic training students are required to practice their clinical skills in a variety of settings and with a variety of activities. All students are required to experience in-season equipment intensive sports (defined as sports with helmets and shoulder pads: that is, football, ice hockey, or lacrosse), upper extremity sports, lower extremity sports, female sports, male sports, and a general medical experience. All ATEP will receive six formal experiences at various clinical settings based on their professional goals. A student s clinical education may consist of experiences in Division I athletics, a high school, a physical therapy clinic or at the professional level. Assignments will be in the best interest of the student each semester as determined by the Clinical Education Coordinator. Students are expected to spend between hours with their assigned Clinical Instructor each semester. During this time students will be provide opportunities to refine their clinical skills based on their educational level within the ATEP and previous exposure to these skills. Expectations of the Student A critical part of clinical education is to participate fully in the demands of the assigned rotation to maximize opportunities for the athletic training student to learn and develop the skills required of a Certified Athletic Trainer. During all clinical education assignments, ATEP students are required to 15

16 adhere to the standards and regulations set forth in the Professional Skills and Expectations section of this document as well as the Student Code of Conduct. It is the expectation of the athletic training student to be prepared to comply with the demands of a clinical education rotation. Due to the unique nature of the field of athletic training, clinical rotations are not confined to traditional academic terms. As a result of this, all athletic training students enrolled in the ATEP are required to be available from the 1 st week of August through Winter Break, Spring break and through the completion of their assignment, which may require additional clinical participation after the end of spring semester as required by a particular clinical education rotation. Exceptions will be evaluated on a case by case basis by the Program Director and Clinical Preceptor for the rotation. Throughout their time in the ATEP, a student will be assigned to rotations at local high schools and physician and/or physical therapy clinics. Therefore, students are responsible for securing transportation to and from off campus clinical education sites. The ATEP strives to maintain clinical sites within a reasonable distance from campus, usually not exceeding 20 minutes driving time. However from time to time, additional distance may be required and is considered on a case by case basis by the Clinical Education Coordinator and Clinical Preceptor for the rotation. Clinical Skills and Learning over Time All students are instructed that they may not practice any clinical skill in an athletic training room for which they have not received formal instruction. The first introduction to a clinical skill occurs during formal classroom instruction, either in a lecture or demonstration format. This skill is evaluated in a laboratory associated with the classroom content that same semester. During a subsequent semester, the skills learned the previous semester are reviewed and refined in the appropriate Clinical Skills Development course. The skills are to be performed under direct supervision of the Clinical Preceptor until the student has demonstrated proficiency. After the skill has been deemed acceptable by the Clinical Preceptor, he/she will continue providing visual and auditory supervision of the athletic training student when performing the skill. Clinical Proficiencies Students are responsible to maintain clinical proficiency checklists as they progress through the ATEP. The goal of the checklist is to establish an inventory of the student s skills and ensure proper progression and building of concepts. The checklists are administered through the Clinical Skills Development courses and are specific to a particular level in the ATEP. Clinical Preceptors and/or ATEP Faculty/Instructors should evaluate the student s proficiency and sign off on a skill when he/she deems the student proficient. Failure to achieve proficiency in a skill will result in counseling by the Program Director and may affect the student s progress in the ATEP. Goals of Clinical Education Pre-Professional: Clinical observation for pre-professional students are completed within the KINE 1110 and KINE 1650 classes. The goal of this observation is to provide students the opportunity to observe a variety of sports and have a mentoring relationship with an upper-class athletic training student. Pre- 16

17 professional students are encouraged to use this opportunity as a means to gauge his/her interest in the profession of athletic training and in becoming a Professional ATEP student. Second year: This is the first year for students who have been formally admitted into the ATEP. Their goal is to begin integrating classroom knowledge and clinical skills. Their Clinical Preceptor usually supervises more advanced students as well which fosters a mentoring situation in which all students gain clinical proficiency skills in a closely supervised environment. These students are taking clinically oriented anatomy in conjunction with the lower extremity evaluation course in the fall and the upper extremity evaluation course in the spring. Third year: The primary goal is continue to build clinical proficiency and begin to gain the ability to function independently as athletic training students. These students are taking modality, rehabilitation, general medical and pharmacology courses and should be willing and able to implement this classroom knowledge into their clinical skill set. Fourth year: The primary goal is to ready students to successfully attempt the BOC examination. These students have completed all evaluation, rehabilitation and modality courses and should be challenged to utilize these skills daily. These students should be given additional autonomy and independence to help refine their skills. Fourth Year students may also be given additional administrative responsibilities such as supervision/mentoring of observation students. General Medical Experience In addition to clinical education assignments, all students are required to complete a 10 hour general medical rotation with an ATEP sponsored physician s office observing patient evaluation, treatment and office dynamics. This will be scheduled after the student has successfully passed KINE IMPORTANT RESOURCES Websites: UT ATEP: National Athletic Trainers Association: Board of Certification: Commission on Accreditation of Athletic Training Education: Great Lakes Athletic Trainers Association: Ohio Athletic Trainers Association: Ohio OT, PT, and AT Board: otptat.ohio.gov 17

18 APPENDIX A THE UNIVERSITY OF TOLEDO ATHLETIC TRAINING EDUCATION PROGRAM FORMAL APPLICATION FOR ADMISSION (Last Name) (First Name) (M.I.) (Student ID) (Local Address) (City, State, Zip) (Local Phone) (Home Address) (Home City, State, Zip) (Home Phone) Please read the following and sign at the bottom: I hereby make written application to be accepted into the CAATE-accredited Athletic Training Education Program of The University of Toledo. I certify that I have (or will have) completed KINE 1110, Introduction to Athletic Training; KINE 1650 Care and Prevention; KINE 1660 Athletic Taping; KINE 2510, Human Anatomy; KINE 2520, Human Anatomy Laboratory; and HEAL 1500, First Aid. I understand that I must be formally accepted to accumulate clinical experience toward the BOC requirement of clinical proficiencies and competencies. I further understand that to remain in the program I am subject to all standards and requirements as explained in the ATEP Policy and Procedures Manual. (Signature) (Date) 18

19 APPENDIX B THE UNIVERSITY OF TOLEDO ATHLETIC TRAINING EDUCATION PROGRAM TECHNICAL STANDARDS FOR ADMISSION The Athletic Training Education Program at the University of Toledo is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Education Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program's accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]). The following abilities and expectations must be met by all students admitted to the Athletic Training Educational Program. In the event a student is unable to fulfill these technical standards, with or without reasonable accommodation, the student will not be admitted into the program. Compliance with the program s technical standards does not guarantee a student s eligibility for the BOC certification exam. Candidates for selection to the Athletic Training Education Program must demonstrate: 1. the mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm. 2. sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely and efficiently use equipment and materials during the assessment and treatment of patients. 3. the ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice. 4. the ability to record the physical examination results and a treatment plan clearly and accurately. 5. the capacity to maintain composure and continue to function well during periods of high stress. 6. the perseverance, diligence and commitment to complete the athletic training education program as outlined and sequenced. 19

20 7. flexibility and the ability to adjust to changing situations and uncertainty in clinical situations. 8. affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care. Candidates for selection to the athletic training educational program will be required to verify they understand and meet these technical standards or that they believe that, with certain accommodations, they can meet the standards. The University of Toledo Office of Accessibility will evaluate a student who states he/she could meet the program s technical standards with accommodation and confirm that the stated condition qualifies as a disability under applicable laws. If a student states he/she can meet the technical standards with accommodation, then the University will determine whether it agrees that the student can meet the technical standards with reasonable accommodation; this includes a review a whether the accommodations requested are reasonable, taking into account whether accommodation would jeopardize clinician/patient safety, or the educational process of the student or the institution, including all coursework, clinical experiences and internships deemed essential to graduation. I certify that I have read and understand the technical standards for selection listed above, and I believe to the best of my knowledge that I meet each of these standards without accommodation. I understand that if I am unable to meet these standards I will not be admitted into the program. Signature of Applicant Date Alternative statement for students requesting accommodations. I certify that I have read and understand the technical standards of selection listed above and I believe to the best of my knowledge that I can meet each of these standards with certain accommodations. I will contact the Office of Accessibility to determine what accommodations may be available. I understand that if I am unable to meet these standards with or without accommodations, I will not be admitted into the program. Signature of Applicant Date 20