Unit: Kinesiology & Rehabilitation Science
Program: Athletic Training (MS)
Degree: Master's
Date: Wed Oct 07, 2015 - 4:38:38 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

Entry Level Graduate Athletic Training Program (EL-GATEP)

The Program Goals and Objectives are:

  1. To prepare students for successful completion of the BOC Examination
  • Provide comprehensive instruction of the NATA educational competencies.
  • Provide a comprehensive clinical education program for practical application of NATA clinical proficiencies.
  1. Through an integrated didactic and clinical education program, promote critical thinking and communication skills necessary for an allied health care provider.
  • Provide the foundation of concepts in athletic training Content Areas through formal course instruction.
  • Promote critical thinking and communication skills allowing for application of knowledge in the practical clinical setting.
  • Facilitate clinical problem solving through problem-based activities in the clinical education plan.
  1. To prepare students to function socially and vocationally in society
  • Through the clinical education program, integrated with off campus clinical sites, the student will develop skills for communication and tolerance for a diverse population. 
  • Through a strong didactic and clinical education, the students will be able to perform as a competent entry level certified athletic trainer.
  1. To promote the professional growth and development of each student and an ability to contribute in a positive manner to the profession of athletic training
  • Through membership in national, regional, and state professional organizations
  • Through attendance at professional meetings
  • Through introduction to professional research methods
  1. To develop self-worth, a value for human life, and respect the rights, welfare and dignity of each person they work with as a patient, student, or co-worker.
  • Through Service Learning and Community Engagement
  • Through instruction of the NATA Code of Ethics
  • Through application of the NATA Code of Ethics in a diverse and comprehensive clinical education program

Post Professional Advanced Athletic Training Program (PP-ATP)

In keeping with national accreditation requirements from the National Athletic Trainers’ Association, the Post-Professional Advanced Athletic Training Program (PP-AATP) has established the following Points of Distinctiveness (POD):

  1. Provide students with in-depth didactic and practical educational experiences in exercise physiology.
  2. Provide students with an in-depth educational experience in human anatomy.
  3. Prepare students to pursue continuous education and career opportunities in academia in Athletic Training and allied health.

Specific Learning Outcomes for these POD’s include:

Students will:

  1. demonstrate advanced understanding of exercise physiology concepts and principles
  2. demonstrate the ability to design and implement sound research projects in exercise physiology
  3. demonstrate the ability to utilize equipment and technologies associated with exercise physiology in fitness assessment and data collection
  4. demonstrate the ability to critically evaluate published research in exercise physiology related Athletic Training research.
  5. demonstrate advanced understanding of human anatomy content and principles
  6. demonstrate advanced understanding of anatomical structures in human cadaver
  7. demonstrate the ability to apply principles of human anatomy to orthopedic evaluation and rehabilitation
  8. develop competency as instructors in university courses
  9. demonstrate the ability to utilize equipment and technologies in the completion of research in exercise physiology, athletic training and biomechanics.
  10. develop advanced understanding of issues related to athletic training curriculum development, implementation and administration

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: https://coe.hawaii.edu/academics/kinesiology-rehabilitation-science/ms-programs
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other: https://coe.hawaii.edu/academics/kinesiology-rehabilitation-science/ms-programs/programs/athletic-training-entry-level
Other: https://coe.hawaii.edu/academics/kinesiology-rehabilitation-science/ms-krs-athletic-training/programs/athletic-training

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?

Yes
No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

7) Briefly explain the assessment activities that took place in the last 18 months.

Entry-level Athletic Training Program (EL-ATP)

During this assessment period, the EL-ATP did not have any majors enrolled. This program was on a every other year recruitment cycle due to the limited number of faculty members. This program continues to accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Fall 2014 began a new cycle and students are enrolled. The following areas are assessed:

1.  Student Performance - in connection with professional conduct and dispositions; including maintaining adequate grade point averages

2.  Clinical Experience Evaluation - preceptors (field mentors) clinical report and evaluation of candidates in the field.

3.  Academic course Evaluations - candidates must pass all required courses with a B or better and must maintain a 3.0 minimal GPA.

4.  Overall Program Evaluations - the program gets evaluated by CAATE based on the pass rates for National exams (e.g., BOC)

We integrate the students’ evaluations of course, instructor, clinical sites, and preceptors, as well as preceptor’s evaluation of students in order to make program decisions on student’s clinical rotations and adjustments needed for the course content and delivery method.  Annual preceptor meeting is held in a focus group format to share and discuss students’ progress, issues and solutions to further improve the clinical education delivery methods.  Inputs from students’ reflective journals and interviews are also integrated.  

Post-Professional Athletic Training Program

The PP-ATP Education program uses the following assessment tools to gather evidence on the areas mentioned above:

        Direct Evidence

1. Course grades

2.  Clinical site evaluations

        Indirect Evidence

1.  end of the semester survey

2.  exit interview

 

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)


Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1:
Other 2:

Indirect evidence of student learning


Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Other 1:
Other 2:

Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)


Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

Entry-Level Athletic Training Program

All six students

Post Professional Athletic Training Program

All eight students

10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other:

11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

Entry Level Athletic Training Program

Students set their own goals for the semester based on the individual strengths and areas of improvement, which are aligned with the program goals and objectives.  Students will self evaluate their improvement and achievement twice a semester, mid-semester and the end of semester, and also are evaluated by the preceptors and the program faculty via interview, survey and practical/written exams.  Overall, the main areas of individual goal can be categorized to: 1) to develop confidence as AT practitioner, 2) to improve communication skills, 3) to improve hands-on clinical skills.  All students reported progress toward their own goals, which is confirmed by the program faculty and preceptors.  

13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

14) Please briefly describe how the program used the results.

Entry Level Athletic Training program

Since the students’ success largely rely on the quality of the clinical experience, the results of the assessment are used to create the best possible clinical learning environment for the students.  Assessment results are used to decide student’s clinical site, and are communicated with the preceptors to standardize the level and quality of clinical experience while focusing on the individual areas of improvement. 

Post Professional Athletic Training Program

Student interviews during the year and exit interviews are used to modify course content and design.  Feedback from clinical sites is used to identify changes to clinical experiences to meet SLO’s.  Results from student research and thesis completion are used to evaluate SLO’s relative to research and to modify student experiences to meet program goals. 

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

Entry Level Athletic Training Program

Each student’s strength and areas of improvement were drastically different for this cohort, which required faculty and preceptor to approach individually to support students achieving their goals.  It was very important to continuously communicate with the preceptors to address students individually, while keeping the level and standard of the clinical experience.  Overall, the student-centered team approach was effective in addressing individual issues and supporting student’s improvement toward their goals.  

Post Professional Athletic Training Program

Changes are made most regularly to the student seminar and the practicum classes (research and curriculum) based on student feedback and faculty group feedback.  

16) If the program did not engage in assessment activities, please explain.

N/A