Unit: Kinesiology & Rehabilitation Science
Program: Athletic Training (MS)
Degree: Master's
Date: Fri Nov 16, 2018 - 8:29:19 pm

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

1. (Professional Athletic Training Program SLO 1) To prepare students for successful completion of the BOC Examination -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. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

2. (Professional Athletic Training Program SLO 2) 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. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

3. (Professional Athletic Training Program SLO 3) 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.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

4. (Professional Athletic Training Program SLO 4) 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

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

5. (Professional Athletic Training Program SLO 5) 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

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

6. (Post-Professional Athletic Training Program SLO 1) demonstrate advanced understanding of concepts and principles in exercise physiology and biomechanics

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

7. (Post-Professional Athletic Training Program SLO 2) demonstrate the ability to design and implement sound research projects in exercise physiology

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

8. (Post-Professional Athletic Training Program SLO 3) demonstrate the ability to utilize equipment and technologies associated with exercise physiology in fitness assessment and data collection

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

9. (Post-Professional Athletic Training Program SLO 4) demonstrate the ability to critically evaluate published research in exercise physiology related Athletic Training research.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

10. (Post-Professional Athletic Training Program SLO 5) demonstrate advanced understanding of human anatomy content and principles

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

11. (Post-Professional Athletic Training Program SLO 6) demonstrate advanced understanding of anatomical structures in human cadaver

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

12. (Post-Professional Athletic Training Program SLO 7) demonstrate the ability to apply principles of human anatomy to orthopedic evaluation and rehabilitation

13. (Post-Professional Athletic Training Program SLO 8) evelop competency as instructors in university courses

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

14. (Post-Professional Athletic Training Program SLO 9) demonstrate the ability to utilize equipment and technologies in the completion of research in exercise physiology, athletic training and biomechanics.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study.)

15. (Post-Professional Athletic Training Program SLO 10) develop advanced understanding of issues related to athletic training curriculum development, implementation and administration

(7. Interact professionally with others.)

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 2018:

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

Professional Athletic Training Program

The program incorporates multiple forms of assessment such as quantitative, qualitative, and self-assessment to be inclusive of all aspects of program activities and to provide different forms of feedback to candidates.  

1.     SLO#1: Overall program effectiveness is evaluated by the first time passing rate of the BOC examination.  The program is expected to maintain the first time passing rate at 70% or above.

2.     SLO#2 & #3:  

a.     Didactic education: Formal written examinations are used to assess the foundational knowledge and concepts.  Scenario based examinations are used to assess the critical thinking and problem solving skills.  Evidence for this assessment is a course grade. While each students are provided with individualized feedback on their scenario based examination, both written and scenario based examination results are integrated into the overall course grade.  Candidates are expected to pass all required courses with a B or above and must maintain a 3.0 minimum GPA.

b.     Clinical education: Candidates must demonstrate their ability to think critically, solve clinical problems, and communicate effectively at their clinical site.  The mid-semester and end-of-semester assessments are completed by the preceptor at each clinical site. The one-on-one interviews are conducted at mid-semester and end-of-semester where a student and a preceptor discussed accomplishments and areas of improvement relative to the goals presented at the beginning of the semester. Evidence of these assessments is students’ reflection journal describing the discussed content and readjustment of their individual goals and plans, which are verified by the clinical education coordinator. In addition, a survey form of assessment of each candidate is completed by the preceptor.  

c.     Comprehensive examination: Candidates must demonstrate their ability to integrate foundational knowledge to prevent, diagnose and develop effective treatment and rehabilitation plan for sports related injuries and conditions.  Candidates complete the culminating comprehensive examination during the last semester, which involve written presentation and oral defense (interview) to demonstrate their foundational knowledge, and critical thinking/problem solving skills.  The comprehensive examination are assessed using the standardized rubric scoring system.

3.      SLO#4: Professional growth and development should be an ongoing effort, and are promoted through all aspects of the program.

a.     Candidates practice their professional growth and development through professional presentations, case study, and literature review.   Oral and/or written forms of presentations are assessed by the course instructors and integrated into the course grade.

b.     Candidates are member of national, regional and state professional organizations, and provided with opportunities for professional socialization outside of the program. Reflection journal is used to report such external professional activities and self-assessment of their performance, which is verified by the clinical education coordinator.

4.     SLO#5: Candidates must adhere to the NATA Code of Ethics.

a.     Candidates describe how they demonstrate the NATA Code of Ethics in the reflection journal.  Reflection journal is also used to describe conflict of interest that candidates encounter in the clinical site, and self-reflect how they address the issues.  A series of reflection journal was integrated into a series of practicum courses throughout the length of the program, and assessed and verified by the course instructor and/or clinical education coordinator.  While individualized feedback is provided to each candidate, completion of the reflection journal is integrated into the grade of practicum courses.

b.     End-of-semester survey completed by the preceptor includes assessment of candidate’s professionalism defined by the NATA Code of Ethics.  The survey results are communicated with the clinical education coordinator and integrated into the grade of practicum courses

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

 

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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

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

Professional AT Program

2015-2016: 5 Students

2016-2017: 6 Students

2017-2018: 3 Students

 

Post-Professional AT Program

2015-2016: 8 Students

2016-2017: 8 Students

2017-2018: 6 Students

 

11) 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:

12) 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:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Professional Athletic Training Program

Since 2015, the average first time BOC examination passing rate is 94%.  The program has been very effective in preparing candidates for the BOC examination. Consistent with this outcome, 96% of the students maintained above 3.0 GPA, and 94% of the students completed the comprehensive examination at satisfactory or above level.

 

Post Professional Athletic Training Program

As course completion and grades are the direct evidence relative to the SLOs on Anatomy and Biomechanics, data over the 3-year period (since Fall 2015) are as follow: ANAT/KRS 604 Upper Extremity, Head, Neck and Spine:Target=1, Acceptable=8, Unacceptable=0; ANAT/KRS 603 Lower Extremity, Thorax and Abdomen: Target=4; Acceptable=11; Unacceptable=0; and KRS 663: Target=11, Acceptable=11; Unacceptable=0.  

 

14) 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:

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

Professional Athletic Training program

Since the program has been very effective in achieving goals, indicated by the quantitative outcomes described in #13, no major changes have been made to the program structures or delivery methods. Qualitative assessment outcomes, such as interviews and reflective journals, have been utilized to provide individualized feedback and to address “soft skills”.  These assessments are also used to determine each students’ clinical sites, and are communicated with the preceptors to provide the best clinical learning environment for the candidate. The program also integrates the students’ evaluation of courses, instructors, clinical sites, and preceptors, to make adjustments to the clinical education plan and course delivery method.  Minor adjustments to course structures, such as increased hands-on learning time and integration of the online learning tools, are implemented in response to the students’ feedback.

Post Professional Athletic Training Program

Student interviews during the year and exit interviews were used to modify course content and design.  Feedback from clinical sites was used to identify changes to clinical experiences to meet SLO’s.  Results from student research and thesis completion were used to evaluate SLO’s relative to research and to modify student experiences to meet program goals. Specifically, student feedback relative to anatomy experiences for second year students was used to create additional anatomy assignments related to KRS 620 - Athletic Training Seminar in which second year students returned to the anatomy lab in a mentor and presentation role for first year students.  Based on student feedback, changes in were made to KRS 663 - Biomechanics to include additional lab based and research experience to improve overall biomechanics knowledge as well as research opportunities in biomechanics. Changes were also made to KRS 620 relative to professional development based on student and clinical site feedback to include additional instruction in professional communication, interviewing skills and resume development and specific debriefing of clinical experiences.

 

16) 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.

No at this time

17) If the program did not engage in assessment activities, please justify.

N/A