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Fall 2007 and Spring 2008 Semesters Assessment Report Form
1. Program Information:
Program / Athletic Training Education ProgramDepartment / Kinesiology
College / School of Allied Health Sciences
Program Assessment Coordinator / Mack D. Rubley
Semester Data Collected / Fall 2007 thru Spring 2008
Report Submitted by / Mack D. Rubley
Phone/email / 5-2457,
Date Submitted / 10/30/08
2. According to the Assessment Plan for this program, what were the planned assessments to be conducted during the Fall 2007 and Spring 2008 semesters? You may want to copy and paste from this program’s assessment plan.
Which outcomes for this program were measured? / How did you measure the outcomes? / What results did you expect? If the students performed well what would their performance look like, i.e. percentages, means, or comparisons to a national standard?_12_outcomes out of a total of _12___ outcomes evaluated this semester.
I. By the end of the athletic training program, students will be able to design and implement risk management and injury prevention strategies.
II. By the end of the athletic training program, students will be able to recognize and explain pathology of injuries and illnesses.
III. By the end of the athletic training program, students will be able to perform and document assessment and evaluation of athletic injuries.
IV. By the end of the athletic training program, students will be able to explain and demonstrate acute care of injury and illness.
V. By the end of the athletic training program, students will be able to describe appropriate strategies for the use pharmacology and the physiological effects of common pharmacological agents used in athletics.
VI. By the end of the athletic training program, students will be able to apply therapeutic modalities, while explaining the goals of the treatment and the physiological effects of the treatment.
VII. By the end of the athletic training program, students will be able to design and implement appropriate therapeutic exercise.
VIII. By the end of the athletic training program, students will be able to recognize general medical conditions and disabilities and apply appropriate treatment and referral strategies.
IX. By the end of the athletic training program, students will be able to apply appropriate nutritional strategies for the prevention of Injury and Illness.
X. By the end of the athletic training program, students will be able to classify individuals in need of psychosocial intervention and referral.
XI. By the end of the athletic training program, students will be able to construct tools used for health care administration.
XII. By the end of the athletic training program, students will be able to recognize the need for continued professional development and will explain the responsibilities of an athletic trainer. / We have broken down over 1300 competencies and proficiencies that need to be taught according to our national accreditation (CAATE). Each ATEP student is assessed on some of the outcomes at midterm and at the end of each semester.
We have broken down our outcomes into a progression that students learn competencies and proficiencies in an order that builds on the previous knowledge gained. Students are given one of three marks for each of the competencies and proficiencies they are learning. Students are assessed as 1) “emergent”, 2) “competent” or 3) “proficient” in their knowledge and skills. An example of the average of the student assessment process for the Spring 2007 semester is in the following response # 3.
We also use our national certifying exam to determine the effectiveness of our overall program. Our senior students are taking this national exam and we can compare our passing results to those of students at universities from all over the country.
In addition to the assessment of our students and there progress towards proficiency in the skills of Athletic Training, we assess our clinical instructors and clinical sites each semester.
Within the assessment of the students at years end we also evaluate a students semester goals that are driven by the students and their clinical instructors. Each student will develop 2 goals for each SIM course they are taking that semester. The clinical instructor then evaluates those clinically based goals. The clinical instructor assessment of the student also includes a Universal evaluation which covers topics like professionalism, problem solving, communication, organization, and ethics. / We expect our students to consistently improve on their evaluations. Students should move from emergent to competent to proficient through their five semester program. However, we do not expect all students to be proficient in all things, given the depth and breadth of the topics covered in our outcomes.
Additionally, we expect to be competitive in the passing rate of our students on the national certification examination. Our comparison to the national certification exam passing rate fluctuates each year and we are having a difficult time trying to figure out how to stabilize this fluctuation. In addition the exam format has recently changed to a computer based exam with only on score. In years passed the exam format was a written exam with a 150 multiple choice questions, a simulation exam with scenarios that tested clinical decision making and a practical portion. The practical portion is no longer in place and we do not really have enough information at this point to really have any other expectation than we expect to be competitive on the exam.
In April, the written and written simulation portions of the BOC exam were computer based for the first time with the practical still being administered by ATC. In June the exam was entirely computer based, consisting of only the written and written simulation exams. In addition the exam became an all or none passing exam, instead of the previous system where they may pass individual sections and not have to repeat them. We measured the exam passing rate of our graduating seniors taking the exam continue to monitor our passing rates and attempt to stabilize our passing rates at a high level. While we are attempting to gather more information for the testing agency regarding results on the test.
At this point we feel it is difficult to predict the outcome of the exam for first time candidates as we are all going thru this for the first time, however we still expect all candidates to pass the exam and become certified, but we do not have expectations for first time candidates.
The data we receive form Castle Worldwide testing services is very limited and does not allow us to accurate track our students without following up with each individual after graduation. Since our last report we have taken steps to obtain test scores directly from the Board of Certification (BOC). The BOC will send us the student’s scores directly, if the students sign a waiver to release their individual results. We have requested this of our graduating seniors. We had hoped to gain greater insight regarding our students performance on the exam by this point, but we have not received any feedback at this point.
We continue to find and educate or instructors so we have the most effective clinical instructors and clinical sites for our students. In the spring of 2007 we added 4 more clinical sites off campus in Clark County high schools bringing our total to 10 off campus and 1 on campus affiliation. We are able to utilize more clinical sites in the spring as our student numbers increase when we admit a new cohort for spring semester.
We held an Approved Clinical Instructor workshop in July of 2007 prior to the start of the academic year and two additionalmeetings the first in April with the High School Clinical Instructors and the second in July of 2008 with the UNLV Clinical Staff. In each meeting we have the goal of discussing clinical education with all of our clinical instructors. The focus of this meeting is to discuss the yearly summary data regarding student evaluations of the clinical instructor, sites and the overall program.
We have assessed each of our clinical instructors since the fall of 2005, the data is typically looked at over an entire year since some clinical instructors will only have one student’s evaluation per semester. The summary of the 2007-2008 academic year for the clinical instructors is available in this report. We also evaluated our clinical sites and the data from each site is also included in this report. We expect our clinical instructors to rate highly on the 16 areas we assess. If a clinical instructor rates below a 4 on a 5 point scale we will spend more time with that clinical instructor and may consider removing students from their supervision. We will also do the same for the clinical sites.
The Universal evaluations give us greater insight to the student’s affective behavior, and professional development. In this report we will only offer a snapshot of those values for the spring semester in the future we will investigate the change in these behaviors over time. We expect our students to be professional, ethical, critical thinking individuals as assessed by clinicians.
3. Results. What are the results of the planned assessments listed above? Describe below or attach to the form.
Summary of Clinical Proficiencies for Fall 2007 and Spring 2008
Mean Scores For Each Proficiency Group
MODULE / A1 / A2 / A3 / A4 / A5
SEMESTER DUE / I / II / IV / I / II / IV / I / II / IV / I / II / IV / I / II / IV
Mean Score / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Seniors / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Juniors / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2
Sophomores / 1 / 1 / 1 / 1 / 1
MODULE / B1 / B2 / B3 / B4 / B5 / B6
SEMESTER DUE / I / II / IV / I / II / IV / I / II / IV / I / II / IV / I / II / IV / I / II / IV
Mean Score / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Seniors / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Juniors / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2
Sophomores / 1 / 1 / 1 / 1 / 1 / 1
MODULE / B7 / B8 / B9 / B10 / B11
SEMESTER DUE / I / II / IV / I / II / IV / I / II / IV / I / II / IV / I / II / IV
Mean Score / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Seniors / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Juniors / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2 / 1 / 2
Sophomores / 1 / 1 / 1 / 1 / 1
MODULE / C1 / C2 / C3 / C4 / C5 / C6
SEMESTER DUE / II / III / IV / II / III / IV / II / III / IV / II / III / IV / II / III / IV / II / III / IV
Mean Score / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 2 / 3 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Seniors / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3
Juniors / 1 / 3 / 2 / 3 / 1 / 3 / 2 / 3 / 1 / 3 / 1 / 3
Sophomores
MODULE / C7 / C8 / C9 / D1 / D2 / D3 / D4
SEMESTER DUE / II / III / IV / II / III / IV / II / III / IV / II / IV / V / I / II / IV / II / IV / II / IV
Mean Score / 1 / 2 / 3 / 2 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 2 / 3 / 2 / 3
Seniors / 1 / 2 / 3 / 1 / 2 / 3 / 1 / 2 / 3 / 2 / 2 / 3 / 1 / 2 / 3 / 2 / 3 / 2 / 2
Juniors / 1 / 3 / 2 / 3 / 1 / 2 / 1 / 1 / 2 / 2 / 2 / 3
Sophomores / 1
MODULE / E1 / E2 / E3 / E4 / E5 / E6
SEMESTER DUE / III / IV / III / IV / III / V / III / V / III / V / III / V
Mean Score / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3
Seniors / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3
Juniors / 2 / 2 / 2 / 2 / 2 / 2
Sophomores
MODULE / F1 / F2 / F3 / F4 / G1 / G2 / G3 / G4
SEMESTER DUE / V / V / V / III / IV / II / III / II / III / II / III / II / III
Mean Score / 3 / 3 / 3 / 2 / 3 / 1 / 3 / 1 / 3 / 1 / 3 / 1 / 3
Seniors / 3 / 3 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3
Juniors / 1 / 1 / 3 / 1 / 3 / 1 / 3 / 1 / 3
Sophomores
MODULE / G5 / G6 / G7 / G8 / G9 / G10 / G11 / G12
SEMESTER DUE / II / III / II / III / II / III / II / III / II / III / II / III / II / III / II / III
Mean Score / 1 / 3 / 1 / 3 / 1 / 3 / 2 / 3 / 1 / 3 / 2 / 3 / 1 / 3 / 1 / 3
Seniors / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 2 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 2
Juniors / 1 / 3 / 1 / 3 / 1 / 3 / 2 / 3 / 1 / 3 / 1 / 3 / 1 / 3 / 1 / 3
Sophomores
MODULE / H1 / H2 / H3 / H4 / H5 / H6 / H7 / H8
SEMESTER DUE / III / III / III / III / III / III / III / III / III / III / III / III / III / III / III / III
Mean Score / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 3 / 3 / 2 / 3 / 2 / 3 / 1 / 3
Seniors / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 1 / 2
Juniors / 1 / 3 / 1 / 3 / 2 / 3 / 1 / 3 / 3 / 3 / 2 / 3 / 2 / 3 / 1 / 3
Sophomores
MODULE / H9 / H10 / H11 / H12 / H13 / H14 / H15 / H16
SEMESTER DUE / III / III / III / III / III / III / III / III / III / III / III / III / III / III / III / III
Mean Score / 2 / 3 / 1 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3
Seniors / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3
Juniors / 2 / 3 / 1 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3 / 2 / 3
Sophomores
MODULE / J1 / J2 / J3 / J4 / J5
SEMESTER DUE / A / B / C / D / A / B / C / D / A / B / C / D / A / B / C / D / A / B / C
IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV
Mean Score / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3
Seniors / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3
Juniors
Sophomores
MODULE / J6 / J7 / J8 / J9 / J10
SEMESTER DUE / A / B / C / D / A / B / C / D / A / B / C / A / B / C / D / A / B / C / D
IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / IV / V / V / V / V / V / V / V / V
Mean Score / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3