Commission on Accreditation of Athletic Training Education (CAATE) 2015 1 STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS Section I: Mission and Goals, Program Assessment, and Program Quality Standard 1 The program has a written mission that aligns with the mission of the institution and its associated units, and with the preparation of athletic trainers. Annotation None. Encompassed Current Standards (or new) New. Standard 2 The program has written goals and related outcomes that pertain to its mission. Annotation Goals describe what must be achieved for a program to meet its mission. Goals are generally broad and form the foundation for program planning. The extent to which goals are achieved are assessed with program outcomes Encompassed Current Standards (or new) New. Standard 3 A formal assessment plan is established, reviewed at least annually, and used for on-going program evaluation and quality improvement. Annotation The plan must relate to the program’s stated educational mission, goals, and outcomes and address the quality of instruction, student learning, and overall program effectiveness. The formal assessment plan must also include the required student achievement measures identified in Standard 6. Encompassed Current Standards (or new) 4, 5 Standard 4 The assessment plan is developed and reassessed using a collaborative effort among core faculty. Annotation All core faculty must be engaged in the development and modification of the assessment plan on an on-going basis. Encompassed Current Standards (or new) 4, 5, new concept that process must engage faculty
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SAARS OR ACCRIAIO O PROSSIOA AIC RAIIG PROGRAMS · Commission on Accreditation of Athletic Training Education (CAATE) 2015 1. SAARS OR ACCRIAIO O PROSSIOA AIC RAIIG PROGRAMS. Section
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Commission on Accreditation of Athletic Training Education (CAATE) 2015 1
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section I: Mission and Goals, Program Assessment, and Program QualityStandard 1 The program has a written mission that aligns with the mission of the institution
and its associated units, and with the preparation of athletic trainers.
Annotation None.
Encompassed Current Standards (or new)
New.
Standard 2 The program has written goals and related outcomes that pertain to
its mission.
Annotation Goals describe what must be achieved for a program to meet its
mission. Goals are generally broad and form the foundation for
program planning. The extent to which goals are achieved are
assessed with program outcomes
Encompassed Current Standards (or new)
New.
Standard 3 A formal assessment plan is established, reviewed at least annually,
and used for on-going program evaluation and quality improvement.
Annotation The plan must relate to the program’s stated educational mission,
goals, and outcomes and address the quality of instruction, student
learning, and overall program effectiveness. The formal assessment
plan must also include the required student achievement measures
identified in Standard 6.
Encompassed Current Standards (or new)
4, 5
Standard 4 The assessment plan is developed and reassessed using a
collaborative effort among core faculty.
Annotation All core faculty must be engaged in the development and
modification of the assessment plan on an on-going basis.
Encompassed Current Standards (or new)
4, 5, new concept that process must engage faculty
Commission on Accreditation of Athletic Training Education (CAATE) 2015 2
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section I: Mission and Goals, Program Assessment, and Program QualityStandard 5 The program meets its mission and goals as demonstrated by metrics that
assess program outcomes.
Annotation Program outcomes that assess the extent to which a program
meets its mission and goals must be developed and assessed. These
program-specific outcomes are defined by the program and include
measures such as student learning, quality of instruction, and overall
program effectiveness. Programs must minimally incorporate the
student achievement measures identified in Standard 6 as outcomes.
The program is responsible for identifying an acceptable level of
achievement for each outcome (with the exception of the BOC pass
rate, Standard 8).
Encompassed Current Standards (or new)
6, 9
Standard 6 The program collects student achievement measures on an annual basis.
Annotation The following student achievement measures must be collected:
• graduation rate
• program completion rate
• placement rate
• Board of Certification pass rate (or international equivalent)
Note that the required reporting of this information is described in
Standard 35.
Encompassed Current Standards (or new)
6,7 (revisions from previous open comment still ongoing)
Standard 7 The core faculty analyze the results of the assessment plan, and use
the analysis to direct curricular change.
Annotation None
Encompassed Current Standards (or new)
10, 12
Commission on Accreditation of Athletic Training Education (CAATE) 2015 3
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section I: Mission and Goals, Program Assessment, and Program QualityStandard 8 The program meets or exceeds a three-year aggregate of 70% first-
time pass rate on the BOC examination.
Annotation BOC pass rates are reviewed via the Annual Report that each
professional program submits each year. These reports are reviewed
each year after October 15th. The BOC exam data contains BOC
exam results through the October exam window and is applied to the
appropriately assigned student cohort. A student cohort comprises a
group of students who are admitted together. Students remain in this
cohort regardless of graduation year. The scores of students who take
the exam in the years following graduation still apply to their originally-
assigned cohort year.
Pass rate review and accreditation actions are subsequently made at
the Commission’s winter meeting in February. Initial non-compliance
with this Standard will result in the program being placed on Probation
and a requisite response to Standard 9. Programs that have been
on Probation for Standard 8 for more than a single year and that
continue to have a 3-year aggregate first time pass rate below 70%
remain in non-compliance with Standard 8. The Commission reviews
these programs individually and may move to continue PROBATION,
have the program SHOW CAUSE, or to WITHDRAW THE PROGRAM’S
ACCREDITATION. In taking action, the Commission considers factors
such as the program’s current and historical pass rates, plan(s) of
action, the likelihood of coming into compliance, annual report data,
and history of previous accreditation actions.
Encompassed Current Standards (or new)
11
Standard 9 Programs that have a three-year aggregate BOC first-time pass rate
below 70% must provide an analysis of the deficiencies and develop
and implement an action plan for correction of BOC deficiency.
Annotation Compliance with this standard does not constitute compliance with
Standard 8.
Encompassed Current Standards (or new)
13
Commission on Accreditation of Athletic Training Education (CAATE) 2015 4
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section II: Curriculum and InstructionStandard 10 The program uses a curricular plan to sequence teaching and
learning across the curriculum to facilitate achievement of program
outcomes, acquisition of curricular content (see Section III), and the
core competencies.
Annotation A curricular plan includes a description of the curriculum model and
the educational principles on which the professional curriculum is built.
The plan includes a blueprint for the organization, sequencing, and
integration of courses (both didactic and clinical) within an athletic
training program. The curricular plan aligns with the program’s mission/
goals and is designed to meet the stated program outcomes.
Encompassed Current Standards (or new)
New.
Standard 11 The program has a process to adapt the curricular plan based on
information from the outcomes assessment.
Annotation None
Encompassed Current Standards (or new)
New.
Standard 12 All core faculty participate in the process to create and adapt the
curricular plan.
Annotation The collaborative process to create and adapt is documented and
on-going, minimally on an annual basis. While all core faculty must be
involved the nature and extent of involvement may vary and should
be described.
Encompassed Current Standards (or new)
New.
Standard 13 The program has a formal process for disseminating the curricular plan
to all program faculty, administrators, and preceptors.
Annotation None
Encompassed Current Standards (or new)
New.
Standard 14 The program incorporates planned interprofessional education across
the professional program.
Annotation The methods that are used by the program to incorporate
interprofessional education can vary but must be congruent with the
resources and personnel available to the program. Interprofessional
education must occur on a planned and continuous basis across the
curriculum. A single exposure to interprofessional education does not
meet this standard.
Encompassed Current Standards (or new)
44
Commission on Accreditation of Athletic Training Education (CAATE) 2015 5
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section II: Curriculum and InstructionStandard 15 The program uses clearly written course syllabi for all courses that are
part of the professional program.
Annotation Course syllabi includes clearly written course objectives, assessment
methods, and a course planner. The syllabi include sufficient
information in the objectives and/or the daily/weekly schedule to
ascertain the curricular content (see Section IV) that is being taught
in this/these course(s).
Encompassed Current Standards (or new)
45
Standard 16 The program has a written policy that delineates the minimum and
maximum amount of combined time that a student spends meeting
academic and clinical education requirements.
Annotation The policy must address all required hours in the program, including
time spent in didactic/laboratory classes, required outside activities
related to class (eg, additional required lectures, surgical observations,
journal clubs, research), and hours spent in clinical education. This
time may or may not include travel time for related clinical education
experiences or time for reading, studying and academic preparation.
The policy must include a provision for days off.
The policy must be consistent with university policy.
Encompassed Current Standards (or new)
57, 58
Standard 17 A program’s clinical education requirements are met through individual
academic courses and span a minimum of 2 academic years.
Annotation None
Encompassed Current Standards (or new)
55
Standard 18 A program’s clinical education component is planned and
demonstrates a logical progression of increasingly autonomous, yet
supervised, client/patient-care experiences under the direction of
a preceptor.
Annotation None
Encompassed Current Standards (or new)
11, 46
Commission on Accreditation of Athletic Training Education (CAATE) 2015 6
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section II: Curriculum and InstructionStandard 19 The program develops and upholds a student progression policy for
clinical education experiences and patient/client safety.
Annotation The clinical education progression policy include the process used
by the program to determine that students are ready to engage
in clinical education and are competent and safe to perform skills
on a patient/client population. The progression policy also defines
the criteria and process used by the program to determine that a
student has attained requisite clinical competence to progress to a
subsequent clinical education experience.
Encompassed Current Standards (or new
46
Standard 20 A program’s clinical education component is planned to include at
least one immersive clinical education experience. The immersive
experience is full-time for a period of time determined by the program
but must minimally be a continuous 4-week period.
Annotation An immersive clinical education experience is a practice-intensive
experience that allows the student to experience the totality of care
provided by athletic trainers. Students must participate in the full-time,
day-to-day role of athletic trainer for a period of time identified by
the program.
Encompassed Current Standards (or new)
New.
Standard 21 A program’s clinical education component provides students with
authentic, real-time opportunities to practice, make decisions, and
demonstrate professional behaviors required of the profession.
Annotation None
Encompassed Current Standards (or new)
47
Commission on Accreditation of Athletic Training Education (CAATE) 2015 7
STANDARDS FOR THE ACCREDITATION OF PROFESSIONAL ATHLETIC TRAINING PROGRAMS
Section II: Curriculum and InstructionStandard 22 A program’s clinical education component is planned to include
exposure to and engagement in interprofessional practice on a
planned and on-going basis.
Annotation Students must receive meaningful exposures to interprofessional
practice where “interaction and knowledge sharing between
professionals, organized to solve or explore a variety of education
and care issues all while seeking to optimize the patient’s
participation” (see IPP document) occurs with multiple healthcare
providers. The methods that are used by the program to incorporate
interprofessional education can vary but must be congruent with the
resources and personnel available to the program.
Encompassed Current Standards (or new)
44
Standard 23 A program’s clinical education component is planned to include
clinical practice opportunities with varied client/patient populations.
Populations must include clients/patients:
• throughout the lifespan (eg, pediatric, adult, elderly);
• of different sexes;
• with different socioeconomic statuses;
• of varying levels of activity athletics (eg competitive and
recreational, individual and team activities, high and low intensity
activities); and
• non-sport patient populations (eg, participants in military,
industrial, occupational, leisure activities)
Annotation None
Encompassed Current Standards (or new)
48, 50
Standard 24 A program’s clinical education is planned to provide sufficient
experiences for patients/clients with emergent, preventive,