Program: Athletic Training (MS)
Degree: Master's
Date: Thu Nov 19, 2020 - 3:32:17 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. SLO1: Successfully complete the BOC Examination Through comprehensive instruction of the NATA educational competencies. Through 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. SLO2: Through an integrated didactic and clinical education program, promote critical thinking and communication skills necessary for an allied health care provider. Understand 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. Through clinical problem solving and 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. SLO3: 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. SLO4: Promote the professional growth and development, and contribute in a positive manner to the athletic training profession 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. SLO5: 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.)
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: https://coe.hawaii.edu/krs/documents/340/Operational-Policies-Manual-2020_9_22_2020.pdf
Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (11/19/2020)
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 SLOs6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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 other pressing issue related to student learning achievement for the program (explain in question 8) Other: 8) Briefly explain the assessment activities that took place since November 2018.
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 minimal 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 encountere 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.
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
2018-2019: 8
2019-2020: 9
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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
The Professional AT program was placed on probation on Feb 11, 2020, due to the 3-year aggregate percentage of first time BOC pass rate being below 70%. As indicated in the table, the smallest cohort of 3 was graduated in 2018, and in this case, one student carried 33% of the weight in terms of BOC first time passing rate. The effect that one student can have on overall passage rates is always a challenge for small programs like ours. Following the smallest cohort, the program was encouraged to increase the program size and accepted 10 students including several local and minority students who, though passionate about pursuing an Athletic Training career, had performed lower academically during undergraduate work. The program faculty felt strongly that inclusion of these students was consistent with the program and University missions to support the academic and career success of underrepresented students in our state. We are pleased to report that with mentoring and academic support, these students successfully graduated from the program and 90% are currently working as athletic trainers. Three of the four students who did not pass the BOC exam (2019) on their first attempt immediately retook the exam within the next testing window and passed; however, this brought our 3-year aggregate percentage of first time BOC pass rate down to 68%. The program has submitted a progress report to the Commission on Accreditation of Athletic Training Education (CAATE) and implemented BOC exam preparation strategies. However, unfortunately, the following cohort of 8 was significantly affected by the COVID-19 pandemic, as their BOC exam was originally scheduled during April/May window which was postponed indefinitely at the time. Exam sites gradually re-opened on a limited basis during June/July window, and students were able to schedule their BOC exam; however, their first time BOC pass rate was 25% (See Table 1). This low BOC pass rate is a national trend, as this cohort experienced significant disruption during their last semester as well as the BOC exam period, and CAATE announced that they formed a work group to review the BOC results and determine if an exception to this year would be necessary.
Table 1. Analysis of the Program’s Current Pass Rate.
|
|
2018 |
2019 |
2020 |
|
Number of students enrolled and graduated |
3 |
10 |
8 |
|
Number of students who have attempted the exam |
3 |
10 |
8 |
|
Number of students who passed BOC on the first attempt |
2 |
6 |
2 |
|
% of first time BOC pass rate |
67% |
60% |
25% |
|
3-year aggregate first-time pass rate |
86% |
68% |
38% |
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 its findings/results.
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.
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.
The AT program is due for re-accreditation cycle, and submitted a self-study on July 31, 2020. Some changes were implemented to fulfill the updated CAATE standard and competencies. This will cause some discrepancies between what’s been reported here (2018-2020) and information on the website since the website has been updated to reflect the changes and to prepare for the self-study review. The program will be hosting the CAATE site visit during April 2021.
17) If the program did not engage in assessment activities, please justify.
N/A