Bachelor of Science in Athletic Training (BSAT) June 16 ......2 A. Brief Introductory Statement: The Bachelor of Science in Athletic Training program (BSAT) at Weber State University

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Weber State University Annual Assessment of Evidence of Learning

Cover Page DUE Nov 14th, with Data – completed report Send to Chloe Merrill Department/Program: Bachelor of Science in Athletic Training (BSAT) Date Submitted: June 16, 2014

(Data from 2013-2014 Academic Year)

Report author: Jennifer Ostrowski Contact Information Phone: x7224 Email: [email protected]

mailto:[email protected]

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A. Brief Introductory Statement:

The Bachelor of Science in Athletic Training program (BSAT) at Weber State University is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). In 1998, under the direction of Interim Program Director Joel Bass, administration, faculty, and staff at Weber State University were given approval to offer a Bachelor of Science degree in Athletic Training. The program received its initial accreditation from the Commission on Accreditation of Allied Health Education Programs (CAAHEP) in 2003, under Roberto Herrera, the Program Director at that time. This accreditation is awarded following the submission of a detailed self-study document as well as an on-campus site visit. This program received its renewal of accreditation in March 6, 2009; the program will be reviewed again (including a physical site visit) during the 2018-2019 academic year. In almost every state, in order to work as an Athletic Trainer, one must graduate from an accredited AT program and pass the Board of Certification (BOC) exam for Athletic Trainers. The outcomes listed below are those identified by the BOC’s Practice Analysis which is used to develop the certification exam. In the Bachelor of Science Athletic Training Education Program (BS-ATEP), students learn all content in didactic courses. During each of the last four semesters, students are then enrolled in a clinical course which reviews all of the content from the previous semester(s). Students must demonstrate a minimum of a 70% on the written final and oral/practical exams in every clinical course in order to pass the course. B. Mission Statement

The mission of the Weber State University Bachelor of Science in Athletic Training Program is to provide a quality educational and research experience for students. Students are presented with didactic and psychomotor experiences that will lead them to being able to exercise sound ethical judgment, achieve satisfying careers, and make positive contributions to their communities. In addition, the BS-ATEP guides the student on the journey to become a lifelong learner through obligatory professional continuing education. C. Student Learning Outcomes Content online is current (http://www.weber.edu/portfolio/hphp_athletictraining.html); no change needed

http://www.weber.edu/portfolio/hphp_athletictraining.html

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D. Curriculum Curriculum Map

Core Didactic Courses in the BS-ATP

Department/Program Learning Outcomes

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AT 2300 – Emergency Response M I AT 3200 – Psychology of Sport, Injury, & Rehabilitation E I AT 3300 – Orthopedic Assessment – Lower Extremity I E AT 3301 – Orthopedic Assessment – Upper Extremity I E AT 4550 – General Medical Conditions & Advances in AT I E I AT 4100 - Basic Therapeutic Modalities for Musculoskeletal Injuries E AT 4101 – Advanced Therapeutic Modalities for Musculoskeletal Injuries E AT 2431 - Orthopedic Taping, Wrapping, & Bracing E I E E AT 4200 - Basic Rehabilitation of Musculoskeletal Injuries E E AT 4201 – Advanced Rehabilitation of Musculoskeletal Injuries E E AT 4600 - Administration & Management in Athletic Training E AT 4700 - Advanced Diagnostic Imaging for AT I AT 4999 - Critical Thinking for Musculoskeletal Injury Management E E E E E

I = introduced, E = emphasized, M = mastery (continued on next page)

Commented [JO1]: please note that this acronym has been changed (the rest of the chart is unchanged) – this change is to meet changes in nomenclature requested by our external accrediting body (CAATE)

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Clinical Courses in BS-ATP

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AT 1500 – Introduction to Athletic Training I I I I I AT 1501 – Clinical Application of Athletic Training I E E AT 2500 – Clinical Application of Athletic Training II E AT 2501 – Clinical Application of Athletic Training III M AT 3500 – Clinical Application of Athletic Training IV M E AT 3501 – Clinical Application of Athletic Training V M AT 4500 – Clinical Application of Athletic Training VI M M M M M

I = introduced, E = emphasized, M = mastery

Commented [JO2]: please note change in acronym

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E. Assessment Plan

Health Promotion & Human Performance: Athletic Training Assessment Plan

Revised 6/16/14

The WSU Athletic Training Program (ATP) uses several assessment tools to evaluate the quality of individual courses and instructors, the quality of the clinical experiences and clinical affiliations, the performance of each student following each clinical rotation, the satisfaction of the students in the program, and the satisfaction with the education provided by our graduates and employers of graduates. We also track our students' pass rate on the Board of Certification (BOC) examination, their job/graduate school placement rate, and the graduation rate.

In each clinical course, students:

1. Must score a minimum of 70% on final oral/practical and written examinations. 2. Must satisfactorily complete every unit in their respective clinical course packet.

The following forms are completed by each student following each clinical rotation:

1. Athletic Training Preceptor Evaluation Preceptor Evaluations are completed at the end of every clinical education rotation (fall, winter, spring, summer

if applicable) by all students. The students complete the Preceptor Clinical Evaluation Survey. The evaluations are entered into a statistical analysis program and are analyzed for trends and differences from previous years.

2. Athletic Training Clinical Facility Evaluation Athletic Training Clinical Facility Evaluations are completed at the end of every clinical education rotation (fall,

winter, spring, summer if applicable) by all students. The students complete the Athletic Training Clinical Facility Evaluation. The evaluations are entered into a statistical analysis program and are analyzed for trends and areas of feasible improvement.

The following form is completed by each student's Preceptor following each clinical rotation:

1. Final Clinical Rotation Evaluation (Preceptor's evaluation of the student)

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Athletic Training student evaluations are completed at the end of every clinical education rotation (fall, winter, spring, summer if applicable) by all Preceptors. Following the completion of this form, preceptors are required to review these evaluations with each of the students assigned to his/her clinical rotation. The evaluations are level- or course-specific and address students’ athletic training competency based on current cognitive and psychomotor knowledge, personal attributes based on students’ level, and commitment to the rotation. Once returned to the classroom instructor, these evaluations are used to calculate course grades.

The following form is completed by every student admitted to the Athletic Training Program during the spring semester:

1. Athletic Training Student Evaluation of the Athletic Training Program All athletic training students at the end of the spring semester are asked to complete the Athletic Training

Student Program Evaluation. It is intended to assess the students’ satisfaction with various aspects of the ATP. The evaluations are entered into a statistical analysis program and are analyzed for trends and differences from previous years.

The following is completed by all seniors in their final spring semester:

1. Senior Exit Survey All seniors at the end of their final spring semester are asked to complete the Senior Exit Survey. It is intended to

assess the students’ satisfaction with various aspects of the ATP, including courses, clinical experiences, advising, availability of educational equipment, etc. The evaluations are entered into a statistical analysis program and are analyzed for trends and differences from previous years.

Approximately 8-10 months following graduation, we ask graduates to complete the following:

1. Athletic Training Alumni Survey

Additional Outcomes Data:

1. We track graduation/attrition rate. 2. Each year, we receive a report from the BOC indicating our students' pass rate on the certification examination. 3. We track our graduate placement data, indicating where our graduates were placed in jobs or graduate school.

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Once a year, we run the statistics on each of these assessment tools to identify trends. The AT faculty meet to review the statistics and trends to see where we can make improvements to the ATP. With these trends in mind, we develop ways to address areas of concern. We also look to see if previous changes have had the intended impact.

The undergraduate athletic training program does not teach any General Education courses.

F. Report of assessment results for the most previous academic year:

a. Evidence of Learning: Courses within the Major

E. Evidence of Learning: Courses within the Major

Measurable Learning Outcome

Method of Measurement Direct and Indirect Measures*

Goals Linked to Learning Outcomes

Interpretation of Findings (did you or did you not meet the goal in the previous column. Include data here)

Action Plan/Use of Results (if you didn’t meet your goal, how are you going to make changes. If you did meet the goal, just put no changes necessary at this time)

Learning Outcome 1.A: Students will educate participants and manage risk for safe performance and function.

Measure 1: AT 2431 – Comprehensive Written Final Exam

Measure 1: 100% of students will earn a 70% or better on the exam

Measure 1: 95% of students earned a 70% or better.

Measure 1: No curricular or pedagogical changes needed at this time; student has been remediated in this content and passed subsequent clinical course (AT 2500)

Measure 2: AT 2431 – Comprehensive Oral/Practical Final Exam



Measure 2: No curricular or pedagogical changes needed at this time



Measure 3: 100% of students earned a 70% or better on the exam




Measure 4: 100% of students earned a 70% or better on the exam


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Learning Outcome 2.A: Students will implement standard evaluation techniques and formulate a clinical impression for the determination of a course of action.


Measure 1: 100% of students will earn an 70% or better on the exam


Measure 1: No curricular or pedagogical changes needed at this time; the student who did not pass was suspended from the program and will retake the course in fall 2014.




Measure 2: No curricular or pedagogical changes needed at this time; the student who did not pass was suspended from the program and will retake the course in fall 2014.









Learning Outcome 3.A: Students will employ standard care procedures and communicate outcomes for efficient and appropriate care of the injured.










Measure 3: 100% of students will earn 70% or better on the exam







Measure 5: AT 4500 – Comprehensive Written Exam




Measure 6: AT 4500 – Comprehensive Oral/Practical Exam




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Learning Outcome 4.A: Students will recondition participants for optimal performance and function.

















Learning Outcome 5.A: Students will understand and adhere to approved organizational and professional practices and guidelines to ensure individual and organizational well‐being.

Measure 1: AT 4600 – Comprehensive Final Written Exam




Measure 2: AT 4500 – Evidence-Based Practice Presentation

Measure 2: 100% of students will earn an 70% or better on the presentation



Learning Outcome 6.A: Students will successfully pass the Board of Certification (BOC) Athletic Training exam.

Measure 1: First time pass-rate on the BOC exam (Exam reports sent directly to the program from the BOC each year)

Measure 1: The first time BOC exam pass rate for the students will meet or exceed the national average.

Measure 1: The first-time pass rate for the AT program was 100% compared to the national average of 82.85% (2013-2014).


*At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s).

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b. Evidence of Learning: High Impact Clinical Experiences and Service Learning

Evidence of Learning: High Impact Service Learning Program Learning Goal

Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Goal 1: Students will gain clinical experience in a variety of settings with varying populations.

Learning Outcome 1.A: Each graduating student will have gained clinical experience with football, men’s teams, women’s team, high risk sports, low risk sports, high school sports, an out-patient rehabilitation clinic, and a general medical clinic.

Measure 1: Student clinical experience logs document that each category has been met by each student.

Measure 1: 100% of students will gain clinical experience in every category.

Measure 1: 100% of graduates gained clinical experience in every category.


Measure 2: Each clinical instructor will evaluate each student and verify their attendance and hours at the clinical rotation site.

Measure 2: 100% of students will be evaluated satisfactorily by their clinical instructors.

Measure 2: 100% of students were evaluated by satisfactorily by their clinical instructors.


Goal 2: Students will complete service learning hours each semester in the setting of their choice.

Learning Outcome 2.A: Each graduating student will have completed a minimum of 50 service learning hours.

Measure 1: Service learning hours logs (signed by their clinical supervisor) and reflections will verify these hours.

Measure 1: At least 90% of students will have completed a minimum of 50 service learning hours.

Measure 1: 90% of students completed a minimum of 50 service learning hours.


* At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s). Summary Information (as needed)

c. Evidence of Learning: General Education Courses: The undergraduate athletic training program does not teach any General Education courses.

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G. Summary of Artifact Collection Procedure.

Artifact Learning Outcome Measured When/How Collected? Where Stored? Final grades for all classes including final written and final oral/practical exam scores (spreadsheet from Canvas)

1A-5A End of each semester Electronic copies stored on Program Director’s computer

BOC Exam Report 6A Sent directly to Program Director 1x/year from the BOC

Program Director’s File Cabinet in office; eAccreditation on CAATE website.

Clinical hours logs Clinical Experiences End of each semester Program Director’s File Cabinet in office, in each student’s file.

Clinical evaluations Clinical Experiences End of each semester Program Director’s File Cabinet in office, in each student’s file and electronic copies housed in BS-ATEP online database.

Service Learning hours logs Service Learning End of each semester Program Director’s File Cabinet in office, in each student’s file.

Summary Information (as needed)

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Appendix A Report of progress on ‘non-learning-outcome recommendations’ from previous 5-year program review (optional):

Date of Program Review: Feb 11, 2014 Recommendation Progress Description Decrease ratio of courses taught by adjunct faculty

Concerning Standard C, the program has a high ratio of courses taught by adjunct rather than full time faculty. This is being addressed with a new hire for fall 2014 but needs to be further evaluated for program delivery.

At the time of the program review visit, we already had an accepted offer for a 5th full-time faculty member who will start in Fall 2014. However, due to the departure of one of the 4 full-time faculty members at the end of the spring 2014 semester, the program will be conducting another faculty search during 2014-2015 academic year. Until this process is complete, we will again rely on adjunct faculty during the 2014-2015 academic year.

#### +2 progress #### +3 progress #### +4 progress Improve departmental academic advising

Regarding Standard D, The Review

Team agreed with the self-study and

verified through various interviews

that advising is adequate but could be

strengthened for the benefit of

students. The program has

responsibility in advising students in

their curricular plan as well as

requirements and prerequisites for

graduate and professional education.

Students mentioned a concern with the

faculty level advising related to the

GRE exam and preparing for graduate

school in Athletic Training.

The Department Chair is currently exploring ways to add either a 50/50 part-time hourly student worker or other additional part-time advisement support. As needs are viewed in light of all the department needs, a vision and plan for the upcoming years will be communicated to the Dean of the college.

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#### +2 progress #### +3 progress #### +4 progress Add a departmental lab coordinator The addition of the suggested position

Department lab coordinator could

enable the Health Promotion and

Human Performance department to

further assist several majors and all of

their students.

Currently, the department budget does not allow for the hiring of this position. The faculty are exploring ways to justify the creation of this position and/or ways to fill it at a lower cost, such as an hourly position for a qualified athletic trainer.

#### +2 progress #### +3 progress #### +4 progress Create an external advisory board The relationships with the medical

and athletic training communities is strong and a strength of the program. Many of the staff are Weber graduates and so they have a strong relationship with the program. The review committee suggests that the program consider alumni and or an external advising board to expand and strengthen the relationships with the broader medical community.

The AT faculty have begun exploring the

formation of an external advisory committee.

The AT Program Director has developed a list

of potential committee members that has been

approved by the rest of the AT faculty. The

committee will consist of all AT full-time

faculty, the program’s medical director, and a

preceptor from each clinical site category

(high school, clinic, university, etc). The

potential committee members identified are

being contacted to determine their willingness

to serve. We anticipate having the AT faculty

meet with the committee once per year, with

our first meeting occurring near the end of the

Spring 2015 semester.

#### +2 progress

#### +3 progress

#### +4 progress

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Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty Headcount 12 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

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Full-time Tenured 1 Full-time Non-Tenured (includes tenure-track) 3 Part-time 1 With Master’s Degrees 6 Full-time Tenured 0 Full-time Non-Tenured 0 Part-time 6 With Bachelor’s Degrees 1 Full-time Tenured 0 Full-time Non-tenured 0 Part-time 1 Other 0 Full-time Tenured 0 Full-time Non-tenured 0 Part-time 0 Total Headcount Faculty 12 Full-time Tenured 1 Full-time Non-tenured 3 Part-time 8

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?

The faculty are very confident in the outcomes associated with the Bachelors of Science in Athletic Training Program. The BSAT program continues to be above the National first-time pass rate on the Athletic Training Board of Certification exam. Trends in evidence demonstrate that outcomes are either improving or staying consistently at 100% achievement.

2) With whom did you share the results of the year’s assessment efforts?

The outcomes results were reviewed and discussed with the Chair of the Health Promotion and Human Performance Department, Jennifer Turley, as well as all Athletic Training faculty members in the Department of Health Promotion and Human Performance.

3) Based on your program’s assessment findings, what subsequent action will your program take?

The Athletic Training Faculty were satisfied with the outcomes achieved by the Bachelors of Science in Athletic Training students during the 2013-14 academic year. The course sequence reorganization process that was outlined in the 2011-12 report has been successfully implemented and all new courses and pre-requisite changes were approved by the University Curriculum Committee and the Faculty Senate. All NATA ECE educational competencies have been successfully incorporated into the curriculum as of Fall 2013.

Documents

Bachelor of Science in Athletic Training (BSAT) June 16 ......2 A. Brief Introductory Statement: The Bachelor of Science in Athletic Training program (BSAT) at Weber State University