Assessment Plan for Athletic Training Majors

1.      Mastery of entry-level athletic training skills.

Athletic training skills are developed and assessed as they progress through the major. Our students’ learning is assessed throughout the course of the 4 year program in that we assess using the “learning over time” model.

a.       Students are required, as part of the major, to complete four clinical rotations where they apply all of the skills learned in the didactic classes.

b.      Students are evaluated on their clinical proficiency as they progress through their four clinical rotations. They each keep a Clinical Proficiency Portfolio to track their learning. The student meets with the Director of Clinical Instruction to review the portfolio each semester. In this way, we are able to document learning over time. In addition, each student participates in practical exams at the conclusion of each clinical rotation.

c.       Students have the opportunity to provide feedback to the faculty at the conclusion of each course to help us see the strengths and weaknesses of course presentation and course materials.

d.      Students sit for a comprehensive exit examination that includes written, practical and written simulation components during April of their senior year.

e.       Students’ skills are assessed when they take the exam required for athletic training certification given by the National Athletic Trainers Association Board of Certification. The results are received annually from the NATABOC.

f.        An Alumni Survey is sent to each student in February following program completion.

2.      Use of technology in gathering and disseminating educational resources.

Student’s learn about, apply and are assessed in their ability to use technology as part of the athletic training curriculum.

a.       In addition to software for word processing and spreadsheets, students are familiar with and are assessed using software for injury tracking. Assessments are infused throughout the didactic and clinical experiences.

b.      Students are introduced to, have opportunity to practice on, and are assessed using various therapeutic exercise and therapeutic modality equipment that require technological proficiency. Assessments are completed during clinical experiences and selected didactic courses.

c.       During each of the required four clinical rotations, students present case studies using multimedia including, but not limited to, Power Point, the World Wide Web, overhead transparencies, and various athletic training equipment.

d.      Athletic training students complete a capstone course during the final year that requires them to develop and deliver a sports medicine clinic for high school students. The students present information using technology (Power Point, the web) and athletic training equipment.

3.      Obtain national certification.

Students are eligible to sit for the National Athletic Trainers’ Association Board of Certification exam during April of their final year. Results are received annually detailing passing rates and components of the exam that are passed or failed.

4.      Apply entry-level skills.

We are able to assess how well we have taught our athletic training students by conducting surveys from both the students who have completed the program as well as their employers. Surveys are sent out during February following program completion. 

Results of Assessment

At the end of each year, the Athletic Training faculty review the various sources of data outlined in the Assessment Plan and evaluate to what degree the goals of the degree program are being achieved.

Students’ mastery of the clinical proficiencies is evident as students progress through clinical rotations and complete their Clinical Proficiency Portfolio. Gaps in learning are addressed by curricular change, content emphasis, clinical reassignments, and one-on-one meetings. We have intentionally built into each athletic training major’s academic schedule a common meeting time that is used for identifying, teaching, and assessing learning gaps. 

Action Plan

Based on the findings, the Athletic Training faculty has made recommendations to enhance the curriculum. We have grown from an option within the Physical Education and Health majors to a bachelor degree, we have developed and/or expanded courses to include needed content, we have added faculty, and we have added a Director of Clinical Education.