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Commission on Accreof Athletic Training Education TM

Standards for the Accreditation of

Post-Professional Athletic Training Degree Programs

© Commission on Accreditation of Athletic Training Education

August 16, 2013

Standards for the Accreditation of

Post-Professional Athletic Training Degree Programs

The purpose of the Commission on Accreditation of Athletic Training Education (CAATE) is todevelop, maintain, and promote appropriate minimum education standards for quality for athletictraining programs. The CAATE is sponsored by the American Academy of Family Physicians,the American Academy of Pediatrics, the American Orthopaedic Society for Sports Medicine,and the National Athletic Trainers' Association (NATA).

The Standards for the Accreditation of Post-Professional Athletic Training Degree Programs(Standards) are used to prepare athletic trainers for advanced clinical practice through astructured didactic and clinical experience. Each institution is responsible for demonstratingcompliance with these Standards to obtain and maintain recognition as a CAATE-accreditedpost-professional athletic training degree program. A list of accredited programs is published andavailable to the public.

These Standards are to be used for the development, evaluation, analysis, and maintenance ofpost-professional athletic training degree programs. Via comprehensive and annual reviewprocesses, the CAATE is responsible for the evaluation of a program's compliance with theStandards. The Standards provide minimum academic requirements; institutions are encouragedto develop sound innovative educational approaches that substantially exceed these Standards.The Standards include two different types of accreditation standards that are important todifferentiate. The majority of the standards are Compliance Standards, which are denoted by theverb "must". Compliance Standards represent the minimum education standards for quality thatare required to demonstrate accreditation compliance. Accreditation decisions are only made bythe CAATE based upon program compliance with Compliance Standards. Standards denoted bythe verb "should" are Aspirational Standards. In contrast to Compliance Standards, AspirationalStandards are not required to ensure minimum educational quality. Instead, AspirationalStandards are provided in instances where the CAATE feels that it is important to note a desiredstate beyond the minimum required for accreditation compliance. While Compliance Standardsmust be attained to ensure minimum educational quality and compliance, Aspirational Standardsare only recommendations and are NOT utilized to determine program compliance and are NOTused to make accreditation decisions. However, Aspirational Standards are important and anynon-compliance with an Aspirational Standard must be justified. To assist in the interpretationof individual standards a glossary of terms is provided at the end of this document.

Description of the Profession

Athletic Trainers are healthcare professionals who collaborate with physicians tooptimize activity and participation of patients and clients. Athletic training encompassesthe prevention, diagnosis and intervention of emergency, acute and chronic medicalconditions involving impairment, functional limitations and disabilities. Athletic

CAATEPost Professional Degree Standards (Updated 8-16-2013)-

Training is recognized by the American Medical Association (AMA) as a healthcareprofession.

The athletic trainer's post-professional preparation is based on developing students' knowledge,skills, and abilities, beyond the professional level, as determined by the Commission. Post-Professional athletic training degree programs incorporate core competencies required foradvanced clinical practice. The Post-Professional core competencies are listed and defined here:

Evidence-Based PracticeInterprofessional Education and Collaborative PracticeQuality ImprovementHealthcare InformaticsProfessionalismPatient-Centered Care

CAATE accredited post-professional athletic training degree programs must ensure that studentsattain specific core competencies that relate to professional behaviors. There is an importantconceptual difference between the meaning of the term core competencies as it relates to post-professional education and its meaning in the context of professional education. The NationalAthletic Trainers' Association (NATA) Athletic Training Education Competencies and theCAATE Standards for the Accreditation of Professional Athletic Training Programs use theterm "competencies" to refer to the specific knowledge that must be attained and the specificskills that must be developed by students in a professional education program. The post-professional Standards have been developed to enhance the competence of athletic trainers whohave already attained the necessary credentials for entry-level professional practice. For the post-professional education of athletic trainers, educational "core competencies" are broadly definedas professional behavior that involves the habitual and judicious use of communication,knowledge, clinical skills, clinical reasoning, emotions, values, and reflection in daily practice.

The Institute of Medicine (laM) has identified five core competencies for all healthcareproviders, regardless of discipline, and similar concepts are represented in six competenciesdefined by the Accreditation Council for Graduate Medical Education (ACGME) and theAmerican Board of Medical Specialties (ABMS) for all graduate medical education, regardlessof specialty. Post-professional education core competencies are consistent with those specifiedby 10M and ACGME/ABMS, and they are consistent with seven foundational behaviors ofprofessional practice identified within the NATA Education Competencies for professionaleducation. The six core competencies that a CAATE accredited post-professional athletictraining degree program must be designed to address are: 1) patient-centered care, 2)interprofessional education and collaboration, 3) evidence-based practice, 4) qualityimprovement, 5) use of healthcare informatics, and 6) professionalism. Descriptions of the sixcore competencies are provided:

CAATEPost -Professional Degree Standards (Updated 8-16-2013) 2

1. Patient-Centered Care

Patient-centered care is characterized by efforts to clearly inform, educate, andcommunicate with patients in a compassionate manner. Shared decision-making andmanagement are emphasized, as well as continuous advocacy of injury and diseaseprevention measures and promotion of a healthy lifestyle. Although the phrase "patient-centered care" is widely used, its meaning is not interpreted in a consistent manner withinand across health professions. The American healthcare delivery system is characterized byclinician-centered and disease-focused care, which empowers the healthcare professional tofunction as the primary source of control, and which involves treatment of a conditionwithout adequate attention to the needs, concerns, and preferences of the patient.

Competency in patient-centered care relates to the athletic trainer's ability to serve as anadvocate for a patient's best interests, to educate the patient about health-related concernsand intervention options, to recognize any conflict of interest that could adversely affect thepatient's health, and to facilitate collaboration among the patient, physician, family, andother members of the patient's social network or healthcare system to develop an effectivetreatment plan that includes agreed-upon implementation steps, short-term goals and long-term goals.

2. Interprofessional Education and Collaborative Practice

Coordinated cooperation among clinicians who provide care for a patient is far moreimportant than professional prerogatives and roles. Different health professions oftenperform a subset of overlapping functions, but separate scopes of practice, governancestructures, and standards maintained by licensing agencies for the different healthprofessions present obstacles to the delivery of optimum patient care by an interprofessionalteam. Interprofessional Education occurs when two or more professions learn with, fromand about each other to improve collaboration and the quality of care. Competency ininterprofessional education and collaborative practice relates to the athletic trainer's abilityto interact with other health professionals in a manner that optimizes the quality of careprovided to individual patients.

In many healthcare settings, authoritative organizational policies establish strict practiceboundaries and separation of professional disciplines that are strongly reinforced by third-party reimbursement procedures. Efforts to change scope of practice legislation oftenproduce conflict that results in distrust and hostility among professions. Health professionseducation is often provided by separate professional schools or separate academic unitswithin an educational institution, which are often housed in separate facilities.Administrative governance by separate deans, directors, or department chairs often resultsin the protection of the special interests of a particular health profession. Some fear that

CAATEPost Professional Degree Standards (Updated 8-16-2013) 3-

professional identity will be lost, advantageous organizational hierarchy will be altered, andpolitical clout will be weakened by interprofessional health professions education andclinical collaboration. Each program should strive to remove barriers to interprofessionaleducation and collaborative practice within its educational institution. Athletic trainingstudents should be provided with as many opportunities as possible for intentionalinterprofessional collaboration with educators, practicing clinicians, and students fromother health professions.

3. Evidence-Based Practice

Evidence-based practice is the integration of best research evidence with clinical expertiseand patient values and circumstances to make decisions about the care of individualpatients. Best research evidence includes evidence from randomized controlled trials,laboratory experiments, clinical trials, epidemiological research, outcomes research,qualitative research, and the knowledge of experts. Clinical expertise is derived from theknowledge and experience developed over time from practice, including inductivereasoning. Patient values and circumstances are the unique preferences, concerns,financial resources, and social supports that are brought by each patient to a clinicalencounter. Evidence-based practice does not dictate that all clinical decisions must be basedon the results of randomized controlled trials, because such results are often unavailable orinsufficiently relevant to the specific clinical circumstance.

Traditional health professions education has been heavily compartmentalized, i.e., lecturepresentation of highly focused subject matter pertaining to the diagnosis and treatment ofspecific conditions, which has not been directly related to ethical considerations oracquisition of clinical skills. Students should not be expected to independently assimilate,retain, and integrate knowledge derived from course lectures with subsequent clinical skillinstruction and patient interactions. A post-professional athletic training degree programcurriculum must reflect an intentional effort to link didactic content to clinical decision-making. Competency in evidence-based practice relates to the athletic trainer's ability tointegrate the best available research evidence with clinical expertise and consideration ofpatient values and circumstances to optimize patient outcomes.

4. Quality Improvement

Healthcare organizations are increasingly adopting quality assessment methods thatoriginated in the industrial manufacturing sector to minimize waste, decrease errors,increase efficiency, and improve quality of care. Total quality management (TQM) andcontinuous quality improvement (CQI) are terms used to designate a systematic approach tooptimization of processes to ensure that high-quality products and services are consistentlydelivered to consumers. Emerging technologies are enhancing the process of clinical

CAATE Post -Professional Degree Standards (Updated 8-16-2013) 4

decision-making through rapid access to relevant patient data, more extensivecommunication between clinician and patient, and improved communication betweendifferent clinicians treating the patient.

Competency in quality improvement relates to the athletic trainer's recognition of the needfor constant self-evaluation and life-long learning, and it includes the ability to identify aquality improvement objective, specify changes that are expected to produce animprovement, and quantitatively confirm that an improvement resulted fromimplementation of the change (e.g., improved patient outcomes from administration of aspecific intervention or utilization of a specific protocol).

5. Use of Healthcare Informatics

Competency in the use of healthcare informatics relates to the athletic trainer's ability to: 1)search, retrieve, and utilize information derived from online databases and/or internaldatabases for clinical decision support, 2) properly protect the security of personal healthinformation in a manner that is consistent with legal and ethical considerations for use ofsuch data, including control of data access, utilization of patient identity coding, de-identification of aggregated data, and encryption of electronically transmitted data, 3) guidepatients to online sources of reliable health-related information, 4) utilize word processing,presentation, and data analysis software, and 5) communicate through email, textmessaging, listservs, and emerging modes of interactive electronic information transfer.

The assumption that health professionals can identify and treat conditions, evaluate newclinical tests and therapeutic procedures, and develop clinical practice guidelines solelythrough reliance on knowledge gained from academic preparation and practice experienceis no longer valid. Human memory is an unreliable means for maintaining familiarity withthe rapidly expanding body of knowledge in healthcare. Clinicians must increasingly useinformation technology to manage clinical data and access the most recent evidencepertaining to optimum patient care.

6. Professionalism

Elements of professionalism are clearly exhibited through the delivery of patient-centeredcare, effective participation as a member of an interdisciplinary team, and commitment tocontinuous quality improvement, but its importance makes it worthy of designation asanother distinct competency. Professionalism relates to personal qualities of honesty,reliability, accountability, patience, modesty, and self-control. It is exhibited through ethicalbehavior, a respectful demeanor toward all persons, compassion, a willingness to serveothers, sensitivity to the concerns of diverse patient populations, a conscientious approach


to performance of duties, a commitment to continuing education, contributions to the bodyof knowledge in the discipline, appropriate dress, and maintenance of a healthy lifestyle.

Recognition of the need for continuous self-evaluation and personal growth is essential forattainment of a high level of professionalism. Competency in professionalism relates to theathletic trainer's adherence to the NATA Code of Ethics and the Board of CertificationStandards of Practice, and includes intrinsic motivation to continuously exhibit themanifestations of professionalism in all aspects of clinical practice and personal conduct.


2013 CAATE Post-Professional Athletic Training Degree Standards

1. The sponsoring institution must be accredited by an agency recognized by theUnited States Department of Education or by the Council for Higher EducationAccreditation and must be legally authorized to provide a program of post-baccalaureate education. For programs outside of the United States, the institutionmust be accredited by a recognized post-baccalaureate accrediting agency.

2. The program must lead to a post-baccalaureate (post-professional) masters ordoctoral degree.

3. The name "Athletic Training" must appear on the transcript as the major,specialization, concentration, emphasis, or track

4. The institution should grant a post-baccalaureate (post-professional) degree inathletic training.

5. All sites where students are involved in patient care (excluding the Program'ssponsoring institution) must have an affiliation agreement or memorandum(s) ofunderstanding that is endorsed by the appropriate administrative authority (i.e. thosebearing signature authority) at both the sponsoring institution and site. In the casewhere the administrative oversight of the student differs from the affiliate site,formal agreements must be obtained from all parties.

6. In certain instances, the school/college or university sponsoring the program mayestablish affiliation with other units within the institution or at other institutions, toprovide instruction, research, or administrative experiences. If such affiliations aremade there must be formal administrative arrangements for use of all affiliatedsettings.

7. The program should be housed within the school of health sciences, healthrofessions medicine or similar health-related academic unit.

8. Develop a Plan: The program's outcomes and objectives guide the program, andmust be consistent with the missions of the university, school/college, anddepartment in which the program is housed.

9. Develop a Plan: AU aspects of the program (didactic, scholarly experience,advanced clinical practice) must have corresponding program outcomes andobjectives.

10. Develop a Plan: The program's outcomes and objectives must reflect its facultyexpertise and resources.

11. Develop a Plan: The program's outcomes must increase students' depth andbreadth of understanding of athletic training subject matter areas, skills, and Post-Professional Core-Competencies, beyond the knowledge, skills, and abilitiesrequired of the professional preparation program.

12. Develop a Plan: There must be a comprehensive assessment plan to evaluate allaspects of the educational program. Assessments used for this purpose mustinclude those defined in Standards 10 and 11. Additional assessments may include,


but are not limited to, clinical site evaluations, preceptor evaluations, academiccourse performance, retention and graduation rates, graduating student exitevaluations, and alumni placement rates one year post graduation.

13. Develop a Plan: The plan must be ongoing and document regular assessment of theeducational program.

14. Assessment Measures: The program's assessment measures must include thosestated in Standards 10 and 11 in addition to any unique metrics that reflect thespecific program, department, or college. The specific volume and nature of thisinformation is influenced by the individual character of the institution and should bein keeping with other similar academic programs within the institution. Theassessment tools must relate the program's stated educational mission, goals andobjectives to the quality of instruction all identified, student learning, and overallprogram effectiveness.

15. Assessment Measures: The program's aggregate institutional data (as defined by theCAATE) for the most recent three years must be provided.

16. Assessment Measures: Programs must post the aggregate institutional data (asdefmed by the CAATE) on the program's home page or a direct link to the datamust be on the program's home webpage.

17. Collect the Data: Programs must obtain data to determine all identified programoutcomes.

18. Data Analysis: Programs must analyze the outcomes data to determine the extent towhich the program is meeting its stated mission, goals, and objectives.

19. Action Plan: The results of the data analysis are used to develop a plan forcontinual program improvement. This plan must:

a. Develop targeted goals and action plans if the program and student learningoutcomes are not met; and

b. State the specific timelines for reaching those outcomes; andc. Identify the person(s) responsible for those action steps; andd. Provide evidence of periodic updating of action steps as they are met or

circumstances chan e.

20. Program Director must be a full-time employee of the sponsoring institution.21. The Program Director must possess a terminal degree (e.g., PhD, EdD) from a

regionally accredited institution.22. The Program Director must be a member of the graduate faculty, where applicable,

as defined by institutional policy.23. Program Director must have faculty status, with full faculty rights, responsibilities,

privileges, and full college voting rights as defined by institution policy and that areconsistent with similar positions at the institution necessary to provide appropriateprogram representation in institutional decisions.

24. The Program Director should be tenured and hold the rank of associate professor orhigher.

25. The Program Director must have an ongoing involvement in the athletic trainingprofession as evidenced by scholarly publications/presentations and involvement inthe profession.

26. Program Director must have programmatic administrative and supervisory


assignment that is consistent with other similar assignments within the degree-granting unit at the institution.

27. Program Director must have administrative release time. The Program Director'srelease time must be equivalent to similar health care programs in the institution. Ifno such similar program exists at the institution, then benchmark with peerinstitutions.

28. Program Director Responsibilities must include input to and assurance of thefollowing program features:

a. Ongoing compliance with the Standards;b. Planning, development, implementation, delivery, documentation, and

assessment of all components of the curriculum;c. Advanced clinical practice experiences;d. Programmatic budget.

29. Program Director Qualifications: The Program Director must be certified and be ingood standing with the Board of Certification (BOC).

30. Program Director Qualifications: The Program Director must possess a current stateathletic training credential and be in good standing with the state regulatory agency(where applicable).

31. Athletic Training Faculty Qualifications: All faculty assigned and responsible forthe instruction of the required program content must be qualified throughprofessional preparation and experienced in their respective academic areas asdetermined by the institution.

32. Athletic Training Faculty Qualifications: All faculty assigned and responsible forthe instruction of the required program content must be recognized by theinstitution as having instructional responsibilities.

33. Athletic Training Faculty Qualifications: All faculty assigned and responsible forthe instruction of required program content must incorporate the most currentathletic training knowledge, skills, and abilities as they pertain to their respectiveteaching areas.

34. Athletic Training Faculty must have an ongoing involvement in the athletic trainingprofession as evidenced by scholarly publications/presentations and involvement inthe profession.

35. Athletic Training Faculty Qualifications: All faculty assigned and responsible forinstruction of the required program content must possess a current state credentialand be in good standing with the state regulatory agency (where and whenapplicable) when teaching hands on athletic training patient care techniques with anactual patient population.

36. Athletic Training Faculty Number: In addition to the Program Director, there mustbe a minimum of one full-time (1.0 FTE) core faculty member as defined in theglossary, dedicated (100% of 1 FTE) to the athletic training program. The facultymembers must have full faculty rights, responsibilities, privileges, and full collegevoting rights as defined by institution policy and that are consistent with similarpositions at the institution necessary to provide appropriate program representationin institutional decisions.

37. Athletic Training Faculty: Based on the program's student enrollment, the numberof athletic training faculty must be sufficient to advise and mentor students.


38. Athletic Training Faculty: Based on the program's student enrollment, the numberof athletic training faculty must be sufficient to meet program outcomes.

39. Medical Director: The program must have a Medical Director. This individual mustbe an MD/DO who is licensed to practice in the state sponsoring the program.

40. Medical Director: The Medical Director must, in coordination with the ProgramDirector serve as a resource and medical content ex ert for the ro am.

41. The program must assure that the Post-Professional Core Competencies areintegrated within the program.

42. Clearly written current course syllabi are required for all courses that deliver contentrelated to the Post-Professional Core Competencies and must be written usingclearly stated objectives.

43. Clinical placements must be non-discriminatory with respect to race, color, creed,religion, ethnic origin, age, sex, disability, sexual orientation, or other unlawfulbasis.

44. All clinical education sites must be evaluated by the program on an annual andplanned basis and the evaluations must serve as part of the program'scomprehensive assessment plan.

45. The program's students must be credentialed and be in good standing with theBoard of Certification (BOC) prior to providing athletic training services.

46. The program's students must possess a current state athletic training credential andbe in good standing with the state regulatory agency (where applicable) prior toproviding athletic training services.

47. Course credit must be consistent with institutional policy or institutional practice.48. The number of work hours performed during clinical experiences and graduate

assistantship experiences must be in compliance with institutional and Federalpolicy.

49. The program must include scholarly experiences designed to improve studentcritical thinking and decision making.

50. The athletic training faculty must be actively involved in advising students inscholarly experiences by providing mentorship and serving as role models.

51. Sufficient time and opportunity must be provided within the program for studentsto engage in scholarly experiences.

52. The program's scholarly experiences should lead to dissemination of newknowledge in athletic training.

53. The program's scholarly experiences should emphasize clinical research designedto inform athletic training practice.

54. The program must include advanced clinical practice experiences designed toimprove the students' ability to provide patient care.

55. Sufficient time and opportunity must be provided within the program for studentsto engage in advanced clinical practice experiences.

56. Assessment of student achievement of the advanced clinical practice outcomes andobjectives must be accounted for via formal academic coursework.

57. Students must receive formal and informal feedback regarding their advancedclinical practice performance at regular intervals.


58. The advanced clinical practice experiences must integrate the Post-ProfessionalCore Competencies.

59. There must be an individualized advanced clinical education plan (individual goalsand/or objectives) for each student to improve the students' ability to provideatient care.

60. The program must receive adequate, equitable, and annually available resourcesnecessary to meet the program's needs based on the program's size and documentedmission and outcomes. Funding must be commensurate with other comparablehealth care programs. If no such similar program exists at the institution, thenbenchmark with health care ro ams at eer institutions.

61. The classroom and laboratory space must be sufficient to deliver the curriculum andmust be available for exclusive use during normally scheduled class times.

62. The number and quality of instructional aids must meet the needs of the program.63. The equipment and supplies needed to instruct students in the required program

content must be available for formal instruction, practice, and clinical education.64. Library and other Information Sources: Students must have reasonable access to the

information resources needed to adequately prepare them for advanced practice andto support the Post-Professional Core Competencies. This includes currentelectronic or print editions of books, periodicals, and other reference materials andtools related to the program outcomes.

65. Offices must be provided for program staff and faculty on a consistent basis toallow ro ram administration and confidential student counselin .

66. Program Admission, Retention and Advertisement: standards and criteria must beidentified and publicly accessible.

67. Student, faculty recruitment, student admission, and faculty employment practicesmust be non-discriminatory with respect to race, color, creed, religion, ethnicorigin, age, sex, disability, sexual orientation, or other unlawful basis.

68. The program must assure equal opportunity for classroom instruction, clinicalexperience, and other educational activities for all students in the program.

69. All program documents must use accurate terminology of the profession andprogram offered (e.g., HOC certification, accreditation status, and the program titleof athletic training).

70. Academic tuition, fees, and other required program specific costs incurred by thestudent must be publicly accessible in official institutional documents.

71. Full financial responsibilities and benefits (e.g., tuition and fees, tuition waivers,financial aid, graduate assistantships) must be provided to the student, in writing,rior to the student committin to attend the institution.

72. Athletic training faculty and students must have a clearly written and consistentdescription of the academic curriculum available to them.

73. Athletic training faculty and students must have a clearly written and consistent


description of the academic curriculum available to them. This description mustinclude program mission, outcomes and objectives.

74. Athletic training faculty and students must have a clearly written and consistentdescription of the academic curriculum available to them. This description mustinclude curriculum and course sequence.

75. Athletic training faculty and students must have a clearly written and consistentdescription of the academic curriculum available to them. This description mustinclude program requirements for completion of the degree.

76. The institution must have a published procedure available for processing studentand faculty grievances.

77. Policies and processes for student withdrawal and for refund of tuition and feesmust be published in official institutional publications or other announcedinformation sources and made available to applicants.

78. Policies and procedures governing the award of available funding for scholarshipsadministered b the ro ram must be accessible b eli ible students.

79. Program must maintain appropriate student records demonstrating progressionthrough the curriculum.

80. Program must maintain appropriate student records. These records, at a minimum,must include program admission application and supporting documents.

81. Program must maintain appropriate student records. These records, at a minimum,must include remediation and disciplinary actions (when applicable).

82. Program must maintain appropriate student records. These records, at a minimum,must include advanced clinical practice experiences.

83. Student records must be stored in a secure location(s), either electronic or in print,and be accessible to only designated program personnel.


Glossary:

Advanced clinical practice: the practice of athletic training at a level which requires substantialtheoretical knowledge in athletic training and proficient clinical utilization of this knowledge inpractice.Adapted from:https:llwww.ncsbn.org/1986 Position Paper on Advanced Clinical Nursing Practice.pdf

Affiliation agreement: formal, written document signed by administrative personnel, who havethe authority to act on behalf of the institution or affiliate, from the sponsoring institution andaffiliated site. This agreement defines the roles and responsibilities of the host site, the affiliate,and the student. Same as the memorandum of understanding.

Appropriate administrative authority: Individuals identified by the host institution and, whenapplicable, the affiliate who have been authorized to enter an agreement on behalf of theinstitution or affiliate. The individuals having appropriate administrative authority may varybased on the nature of the agreement.

Aspirational Standards: Standards denoted by the verb "should" are Aspirational Standards. Incontrast to Compliance Standards, Aspirational Standards are not required to ensure minimumeducational quality. Instead, Aspirational Standards are provided in instances where theCAATE feels that it is important to note a desired state beyond the minimum required foraccreditation compliance. Aspirational Standards are only recommendations and are NOTutilized to determine program compliance and are NOT used to make accreditation decisions.However, Aspirational Standards are important and any non-compliance with an AspirationalStandard must be justified.

Assessment plan: See Comprehensive Assessment Plan

Clinical site: A physical area where clinical education occurs.

Compliance Standards: Compliance Standards represent the minimum education standards forquality that are required to demonstrate accreditation compliance. Accreditation decisions areonly made based upon program compliance with Compliance Standards.

Comprehensive Assessment Plan: The process of identifying program outcomes, collectingrelevant data, and analyzing those data, then making a judgment on the efficacy of the programin meeting its goals and objectives. When applicable, remedial or corrective changes are made inthe program.

Course/coursework: Courses involve classroom (didactic), laboratory, and clinical learningexperience.


http://https:llwww.ncsbn.org/1986

Degree: The award conferred by the college or university that indicates the level of education(masters or doctorate) that the student has successfully completed in athletic training.

Faculty: An individual who has full faculty status, rights, responsibilities, privileges, and fullcollege voting rights as defmed by institution policy and that are consistent with similar positionsat the institution necessary to provide appropriate program representation in institutionaldecisions. Additional faculty are defined as follows:

Core Faculty: Administrative or teaching faculty devoted to the program that has fullfaculty status, rights, responsibilities, privileges, and full college voting rights as definedby the institution. This person is appointed to teach athletic training courses, advise andmentor students in the AT program. At minimum, the core faculty must include theProgram Director and one (1) additional faculty member. Core faculty report to and areevaluated and assigned responsibilities exclusively by the administrator (Chair or Dean)of the academic unit in which the program is housed.

Associated Faculty: Individual(s) with a split appointment between the program andanother institutional entity (e.g., athletics or another institutional department). Thesefaculty members are evaluated and assigned responsibilities by two different supervisors.

Adjunct Faculty: Individual contracted to provide course instruction on a full-course orpartial-course basis, but whose primary employment is elsewhere inside or outside theinstitution. Adjunct faculty may be paid or unpaid.

Fees: Institutional charges incurred by the student other than tuition and excluding room andboard.

Goals: The primary or desired results needed to meet an outcome. These are usually larger andlonger term than objectives.

Health Care Professional: Athletic Trainer, Chiropractor, Dentist, Registered Dietician,Emergency Medical Technician, Nurse Practitioner, Nutritionist, Paramedic, OccupationalTherapist, Optometrist, Orthotist, Physician (MD/DO), Pharmacist, Physical Therapist, PhysicianAssistant, Podiatrist, Prosthetist, Psychologist, Registered Nurse or Social Worker who hold acurrent active state or national practice credential and/or certification in the discipline and whosediscipline provides direct patient care in a field that has direct relevancy to the practice anddiscipline of Athletic Training. These individuals mayor may not hold formal appointments tothe instructional faculty.

Higher education accrediting agency: An organization that evaluates post-secondaryeducational institutions.

Institutional Aggregate data: Institutional aggregate data must include, but is not limited to:retention rate, graduation rates, transfer-out rates, graduation rates for students receivingathletically related student aid, transfer-out rates for students receiving athletically related


student aid, job placement for graduates, job placement rates for graduates, graduate andprofessional education placement for graduates.

Laboratory: A setting where students practice skills on a simulated patient (i.e., role playing) ina controlled environment.

Medical director: The physician who serves as a resource regarding the program's medicalcontent. There is no requirement that the medical director participates in the clinical delivery ofthe program.

Memorandum of understanding (MOD): Similar to an affiliation agreement, but tends not toinclude legally-binding language or intent. must

Must: A verb used to denote that a standard is a Compliance Standard that is required to ensureminimal educational quality.

Objectives: Sub-goals required to meet the larger goal. Generally objectives are more focusedand shorter-term than the overriding goal.

Outcome (program): The quantification of the program's ability to meet its published mission.The outcome is generally formed by multiple goals and objectives. For example, based on theevaluation of the goals associated with the outcomes, each outcome may be measured as "met,""partially met," or "not met. "

Outcome assessment instruments: A collection of documents used to measure the program'sprogress towards meeting its published outcomes. Examples of outcomes assessment instrumentsinclude course evaluation forms, employer surveys, alumni surveys, student evaluation forms,preceptor evaluation forms, and so on.

Physician: A medical doctor (MD) or doctor of osteopathic medicine (DO) who possesses theappropriate state licensure.

Preceptor: A certified/licensed professional who teaches and evaluates students in a clinicalsetting using an actual patient base.

Professional development: Continuing education opportunities and professional enhancement,typically is offered through the participation in symposia, conferences, and in-services that allowfor the continuation of eligibility for professional credentials.

Program Director: The full-time faculty member of the host institution and a BOC CertifiedAthletic Trainer responsible for the implementation, delivery, and administration of the ATprogram.


Release time (reassigned work load): A reduction in the base teaching load to allow for the_1 I 1 1

Required program content: Required content that encompasses the Post-Professional CoreCompetencies and content necessary to achieve all aspects of the program's (didactic, scholarlyexperience, advanced clinical practice) outcomes.

Retention: Matriculating through the AT program culminating in graduation.

Retention rate: A time-based measure of the number of students who are enrolled at the start ofthe period being studied (e.g., I year, 4 years) versus those enrolled at the end of the period.Retention rate is calculated as: number at end/number at start * 100.Scholarly experiences: Any activity that promotes the intellectual and creative process andinvolves generating, transmitting, applying, and preserving knowledge for the benefit of externalaudiences.

Should: A verb used to denote that a standard is an Aspirational Standard that isrecommended to achieve a desired state that is beyond minimal educational quality.

Similar academic institution (Syn: Peer institution): Institutions of comparable size, academicmission, and other criteria used for comparing metrics. Many institutions publish a list of peerinstitutions.

Sponsoring institution: The college or university that offers the academic program and awardsthe degree associated with the athletic training program.

Stakeholder: Those who are affected by the program's outcomes. Examples include the public,employers, the Board of Certification, Inc., and alumni.

CAATEPost Professional Degree Standards (Updated 8-16-2013) 16

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IntroductionThe mission of the Board of Certification Inc. (BOC) is to provide exceptional credentialing programs for healthcareprofessionals. The BOC has been responsible for the certification of Athletic Trainers since 1969. Upon its inception,the BOC was a division of the professional membership organization the National Athletic Trainers' Association.

However, in 1989, the BOC became an independent non-profit corporation.

Accordingly, the BOC provides a certification program for the entry-level Athletic Trainer that confers the ATCiIDcredential and establishes requirements for maintaining status as a Certified Athletic Trainer (to be referred to as"Athletic Trainer" from this point forward). A nine member Board of Directors governs the BOC. There are six AthleticTrainer Directors, one Physician Director, one Public Director and one Corporate/Educational Director.

The BOC is the only accredited certification program for Athletic Trainers in the United States. Every five years, theBOC must undergo review and re-accreditation by the National Commission for Certifying Agencies (NCCA). The

NCCA is the accreditation body of the National Organization for Competency Assurance.

The BOC Standards of Professional Practice consists of two sections:I. Practice StandardsII. Code of Professional Responsibility

I. Practice Standards

PreambleThe Practice Standards (Standards) establish essential practice expectations for all Athletic Trainers. Compliance with

the Standards is mandatory.

The Standards are intended to:Assist the public in understanding what to expect from an Athletic TrainerAssist the Athletic Trainer in evaluating the quality of patient careAssist the Athletic Trainer in understanding the duties and obligations imposed by virtue of holding the

ATCiIDcredential

The Standards are NOT intended to:Prescribe servicesProvide step-by-step proceduresEnsure specific patient outcomes

T

commission on accre of athletic training education tm · 2014. 5. 15. · skills that must be...

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