Program Assessment Practices Utilized by Program Directors of CAAHEP Accredited Athletic Training Education Programs PDF Download

Author: Bernadette L. Olson
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 270

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Author: Eric Dybvig
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 184

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Author:
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages :

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532

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Author: Robert Bradley
Publisher:
ISBN:
Category : Motor ability
Languages : en
Pages : 116

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Author: Chelsey Bruns
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Athletic training is an evolving and growing allied health profession. With recent changes in educational degree requirements and standards, many athletic training programs are reviewing current assessments. The AT Milestones project was developed to provide programs with a guide for student assessment within athletic training education programs (ATEPs). While these Milestones have slowly been implemented into select ATEPs, there is currently no published empirical research on the application of the AT Milestones in athletic training education. The purpose of this study was to examine athletic training educators' perceptions of current clinical evaluations, and program evaluations' alignment to the principles of the AT Milestones. The survey had a response rate of 13.2%. Overall, faculty including program directors and clinical coordinators were satisfied or very satisfied with their current clinical evaluations. The majority of respondents reported that they had a general understanding of the AT Milestones (50%). Programs seeking accreditation or in good standing were more likely to have made or are planning to make revisions to clinical evaluations and were more likely to implement the AT Milestones than those programs voluntarily withdrawing. The average AT Milestones Alignment Criteria Score (ATMACS) among the participating institutions was 55%, indicating an average alignment with the AT Milestones. This research seeks to contribute to the limited literature base on clinical assessments in athletic training and serve as a guide for administrators in developing clinical evaluations that best fit the needs of their respective programs.

Author: Sharon D. Feld
Publisher:
ISBN: 9781339876085
Category :
Languages : en
Pages : 106

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Patient-centered care (PCC) is a concept characterized by the clinician educating and communicating with the patient in a compassionate manner. The clinician and patient share responsibility in the decision-making process, advocate for injury prevention, and promote a healthy lifestyle. PCC is a component of evidence-based practice (EBP), which has received national attention in the profession of athletic training. PCC is also a recently added core competency to the post-professional athletic training education programs. Objective: To (1) examine program directors' perceptions of new standards; (2) describe the methods in which the program directors emphasize PCC; and (3) explore how the students are learning these concepts. Design: Cross-sectional survey. Setting: Self-administered online survey. Participants: Sixteen Commission on Accreditation of Athletic Training Education (CAATE) post-professional athletic training education program directors and the students currently enrolled. Intervention(s): A previously validated survey was utilized to assess usage and opinion of patient-rated outcome measures (PROMs) with questions added to assess the opinion of PCC. Open-ended questions were also added to assess student understanding of the definition of PCC and PROMs as well as how the program directors are implementing the changes. The survey was entered in an online survey database and the program directors were sent an email containing a link to a specific survey. Included in the email was a request that the directors send a list of email addresses for their students. The students were sent a separate link to a specific survey. Main Outcome Measures: The program directors perceptions on the new changes, how they are implementing the changes, students' knowledge on PCC and PROMs, and students are currently implementing this concept. Results: All of the program directors welcomed the curriculum change of emphasizing PCC and stated that they teach their students about PROMs in the classroom. Five themes emerged from the students' answers including: Individualized care centered on the patient's needs, values, goals, and concerns (60.5%); involving the patient in the treatment plan (23.3%); holistic care (16.3%); utilizing EBP and/or PROMs (18.6%); and communicating with and educating patients fully (9.3%). When students were asked about the definition of PROMs, there were four themes that emerged from their answers including: how the patient feels the injury impacts their lives in terms of their health-related quality of life and function in daily life (45.2%); how the patient feels their treatment/intervention is going (33.3%); questionnaire/survey completed by the patient (26.2%); and gives the clinician insight to the patients' perspective (16.7%). Conclusion: Students have a limited understanding of the true definitions of PCC and PROMs. Young clinicians need to be educated on the concept of PCC and how using PROMs apply to PCC in order to enhance EBP in clinical athletic training.

Author: Jeremy Marra
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 166

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Author: Keith Topping
Publisher: Routledge
ISBN: 1135686866
Category : Education
Languages : en
Pages : 390

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Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.

Author: Timothy G. Howell
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 218

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