CLINICAL PRECEPTOR
WORKSHOP
MARSHALL UNIVERSITY
ATHLETIC TRAINING PROGRAM
JULY 17, 2015
@ MARSHALL UNIVERSITY
WELCOME & INTRODUCTIONS
• NAME, TITLE, EMPLOYER & YEARS THERE
• EDUCATIONAL BACKGROUND
• “PERSONAL STUFF”
• REVIEW OF AGENDA
PRE-TEST
CLINICAL EDUCATION QUESTIONS
1. HOW LONG SHOULD THE CLINICAL EDUCATION PORTION
OF THE ATP LAST?
A. 4 YEARS
B. 3.5 YEARS
C. 3 YEARS
D. 2 .5 YEARS
E. 2.0 YEARS
CLINICAL EDUCATION QUESTIONS
1. HOW LONG DOES THE CLINICAL EDUCATION PORTION
OF THE MARSHALL ATP LAST?
A. 4 YEARS
B. 3.5 YEARS
C. 3 YEARS
D. 2.5 YEARS
E. 2 YEARS
CLINICAL EDUCATION QUESTIONS
2. HOW MANY CLINICAL HOURS DO YOU BELIEVE AN AT STUDENT
SHOULD OBTAIN EACH WEEK AS PART OF THEIR REQUIRED CLINICAL
ROTATIONS?
A.
B.
C.
D.
E.
>25
20-25
15-20
10-15
STUDENTS SHOULD NOT BE REQUIRED TO COMPLETE A MINIMUM NUMBER
OF CLINICAL HOURS EACH WEEK
CLINICAL EDUCATION QUESTIONS
3. HOW MANY CLINICAL HOURS ARE MARSHALL AT STUDENTS
REQUIRED TO OBTAIN EACH WEEK AS PART OF REQUIRED CLINICAL
ROTATIONS?
A.
B.
C.
D.
E.
>25
20-25
15-20
10-15
STUDENTS SHOULD BE REQUIRED TO WORK WHENEVER COMPLETE A
MINIMUM NUMBER OF CLINICAL HOURS EACH WEEK
CLINICAL EDUCATION QUESTIONS
4. WHAT PERCENTAGE OF THE AT STUDENT’S CLINICAL HOURS SHOULD
BE SPENT ASSIGNED TO INTERCOLLEGIATE ATHLETICS?
A.
B.
C.
D.
E.
50-75%
50%
25-50%
<25%
OTHER: _____________________
CLINICAL EDUCATION QUESTIONS
5. WHAT SHOULD BE THE LENGTH OF THE AT STUDENT’S CLINICAL
ROTATION ASSIGNMENT?
A.
B.
C.
D.
E.
4 WEEKS
8 WEEKS
ENTIRE SEMESTER
ENTIRE ACADEMIC YEAR
IT DEPENDS UPON THE CLINICAL SITE AND THE PRECEPTOR
CLINICAL EDUCATION QUESTIONS
6. WHAT DO YOU BELIEVE SHOULD BE THE PRECEPTOR TO AT STUDENT
RATIO?
A.
B.
C.
D.
E.
1:1
1:2
1:4
1:8
THE RATIO HAS NO BEARING ON THE AT STUDENT’S CLINICAL EDUCATION
EXPERIENCE
PURPOSE OF PRECEPTOR WORKSHOP
• TO TEACH OUR PRECEPTORS HOW TO OPTIMIZE AND MAXIMIZE THE
CLINICAL EDUCATION EXPERIENCE
• TO MAXIMIZE STUDENT LEARNING
• TO HELP ASSURE CONSISTENCY, EQUITY, AND FAIRNESS IN STUDENT
EVALUATION
• TO PRESENT YOU WITH APPROPRIATE COURSE SYLLABI, SAMPLE
EVALUATION FORMS, EXCERPTS FROM OUR POLICIES & PROCEDURES
MANUAL, THE ATP WEBPAGE, AND OTHER APPLICABLE WRITTEN
MATERIALS
OBJECTIVES OF THE
PRECEPTOR WORKSHOP
BY PARTICIPATING IN THIS WORKSHOP, THE LEARNER WILL:
1. GAIN NEW PERSPECTIVES IN CLINICAL EDUCATION
FOR AT STUDENTS
• DEFINE CLINICAL EDUCATION AS IT PERTAINS TO ATHLETIC TRAINING
• UNDERSTAND AND USE CURRENT TERMINOLOGY
• IDENTIFY VARIOUS SITES THAT CLINICAL EDUCATION CAN OCCUR IN
ATHLETIC TRAINING
• RECOGNIZE ADVANCEMENT OF CLINICAL EDUCATION AS A LEARNING
EXPERIENCE
• ACCEPT RESPONSIBILITY OF “PRECEPTOR” AS AN EDUCATOR
2. DESCRIBE EXAMPLES OF THE CONCEPT OF
“LEARNING OVER TIME”
• DEFINE THE CONCEPT OF LEARNING OVER TIME
• EXPLAIN THE INTEGRATION OF LEARNING OVER TIME ACROSS
EXISTING CLINICAL COMPETENCIES IN ATHLETIC TRAINING
• IDENTIFY HOW TO INTEGRATE TEACHING OVER TIME WITH
THE CLINICAL COMPETENCIES
• EXAMPLES OF HOW WE WANT TO DO THIS AT MARSHALL
3. DISCUSS TEACHING VS. STUDENT LEARNING
STYLES
• APPRECIATE THE NEED FOR CONGRUENCE BETWEEN
TEACHING AND LEARNING STYLES
• RECOGNIZE INSTRUCTIONAL STRATEGIES THAT ARE
EFFECTIVE WITH DIFFERENT LEARNING STYLES
4. DISCUSS WAYS TO BECOME AN EFFECTIVE
PRECEPTOR
• DEFINE THE ROLES, QUALITIES, CHARACTERISTICS, AND
RESPONSIBILITIES OF AN EFFECTIVE PRECEPTOR
• DEFINE THE STRENGTHS OF AN EFFECTIVE PRECEPTOR
5. DISCUSS THE SIGNIFICANCE AND VARIOUS FORMS OF
STUDENT AND ATP EVALUATION
• IDENTIFY THE PURPOSES OF STUDENT AND PRECEPTOR
EVALUATION
• IDENTIFY THE ATTRIBUTES OF GOOD CLINICAL
PERFORMANCE
• RECOGNIZE OPPORTUNITY OF SELF-IMPROVEMENT WITH
PRECEPTOR AND SITE EVALUATION
6. DEVELOP AN APPRECIATION OF THE CHALLENGES IN
CLINICAL EDUCATION
• UNDERSTAND THE POLICIES AND PROCEDURES FOR
CLINICAL EDUCATION AT MU
• UNDERSTAND THE MECHANISM FOR CONFLICT RESOLUTION
AND PROBLEM SOLVING
ADVANTAGES OF BECOMING A PRECEPTOR
• SELF-IMPROVEMENT
• STAYING ABREAST OF CURRENT TRENDS IN ATE
• ENHANCING THE CLINICAL EDUCATION PROGRAM FOR THE STUDENT,
FOR MU, AND NATIONALLY
• BECOMING AN “EDUCATOR”
• OBTAINING CEUS
• CLINICAL FACULTY STATUS AT MU?
• GETTING YOUR FACILITY POSTED ON OUR WEBPAGE
USING & REINFORCING CURRENT
ATHLETIC TRAINING TERMINOLOGY
• ATHLETIC TRAINER
• ATHLETIC TRAINING STUDENT
• ATHLETIC TRAINING CLINIC
• PRECEPTOR
ATHLETIC TRAINING EDUCATIONAL DOMAINS AND
COMPETENCIES IN AT
ATE DOMAINS (5TH EDITION, 2011)
1.
2.
3.
4.
5.
6.
7.
8.
9.
EVIDENCE-BASED PRACTICE
PREVENTION AND HEALTH PROMOTION
CLINICAL EXAMINATION AND DIAGNOSIS
ACUTE CARE OF INJURY AND ILLNESS
THERAPEUTIC INTERVENTIONS
PSYCHOSOCIAL STRATEGIES AND REFERRAL
HEALTHCARE ADMINISTRATION
PROFESSIONAL DEVELOPMENT AND RESPONSIBILITY
CLINICAL INTEGRATION
EDUCATIONAL COMPETENCIES
• THE EDUCATIONAL CONTENT REQUIRED OF ENTRY-LEVEL
ATHLETIC TRAINING PROGRAMS
• SHOULD BE USED TO DEVELOP THE CURRICULUM AND
EDUCATIONAL EXPERIENCES OF STUDENTS ENROLLED IN
CAATE-ACCREDITED ENTRY-LEVEL ATHLETIC TRAINING
PROGRAMS
CLINICAL PROFICIENCIES
• DEFINES THE COMMON SET OF SKILLS THAT ENTRY-LEVEL
ATHLETIC TRAINERS SHOULD POSSESS
• REDEFINES THE STRUCTURE OF CLINICAL EDUCATION FROM A
QUANTITATIVE APPROACH TO AN OUTCOMES-BASED
QUALITATIVE SYSTEM.
COMPETENCIES & EVALUE®
• HTTP://CAATE.NET/WP-CONTENT/UPLOADS/2014/06/5TH-EDITIONCOMPETENCIES.PDF
• HTTPS://WWW.E-VALUE.NET/LOGIN.CFM
LEARNING OVER TIME
• A DOCUMENTED CONTINUOUS PROCESS OF SKILL ACQUISITION,
PROGRESSION, AND STUDENT REFLECTION.
• INVOLVES THE DEMONSTRATION OF PROGRESSION THROUGH THE COGNITIVE,
PSYCHOMOTOR, AND AFFECTIVE DOMAINS WITHIN DIFFERENT ENVIRONMENTS
(E.G., ATHLETIC TRAINING ROOM, PRACTICE FIELD, ETC.).
• ASSESSMENT OF LEARNING OVER TIME IS BUILT AROUND MULTIPLE
EVALUATIONS AND SOURCES OF EVIDENCE SUCH AS OBSERVATIONS
(AFFECTIVE BEHAVIORS, INTERVIEWS), PERFORMANCE SAMPLES AND TESTS
OR TEST-LIKE PROCEDURES.
• REFER TO MODULE 2 AND REFER TO SECTIONS AS DIRECTED BY THE CIE
LEARNING STYLES & CLINICAL EDUCATION
• REFER TO MODULE 3 AND READ SECTIONS AS DIRECTED BY
THE CIE
TEACHING STYLES: WHERE THEORY MEETS PRACTICE
• REFER TO MODULE 4 AND READ SECTIONS AS DIRECTED BY
THE CIE
PERSONNEL IN ATPS
• PD: ATHLETIC TRAINING EDUCATION PROGRAM DIRECTOR
• CEC: CLINICAL EDUCATION COORDINATOR
• CIE: CLINICAL INSTRUCTOR EDUCATOR
• ATS: ATHLETIC TRAINING STUDENT
• PRECEPTOR
PROGRAM DIRECTOR
THE PROGRAM DIRECTOR MUST HAVE INPUT TO AND ASSURANCE
OF THE FOLLOWING PROGRAM FEATURES
A) ONGOING COMPLIANCE WITH THE STANDARDS;
B) PLANNING, DEVELOPMENT, IMPLEMENTATION, DELIVERY, DOCUMENTATION,
AND ASSESSMENT OF ALL COMPONENTS OF THE CURRICULUM;
C) CLINICAL EDUCATION;
D) PROGRAMMATIC BUDGET
CLINICAL EDUCATION COORDINATOR
RESPONSIBILITIES OF THE POSITION: THE CLINICAL
EDUCATION COORDINATOR MUST ASSURE THE FOLLOWING:
A) STUDENT CLINICAL PROGRESSION
B) CLINICAL SITE EVALUATION
C) STUDENT EVALUATION
D) PRECEPTOR TRAINING
E) PRECEPTOR EVALUATION
PRECEPTOR RESPONSIBILITIES (37,38)
A) SUPERVISE STUDENTS DURING CLINICAL EDUCATION;
B) PROVIDE INSTRUCTION AND ASSESSMENT OF THE CURRENT KNOWLEDGE, SKILLS, AND CLINICAL
ABILITIES DESIGNATED BY THE COMMISSION;
C) PROVIDE INSTRUCTION AND OPPORTUNITIES FOR THE STUDENT TO DEVELOP CLINICAL INTEGRATION
PROFICIENCIES, COMMUNICATION SKILLS AND CLINICAL DECISION-MAKING DURING ACTUAL
PATIENT/CLIENT CARE;
D) PROVIDE ASSESSMENT OF ATHLETIC TRAINING STUDENTS’ CLINICAL INTEGRATION PROFICIENCIES,
COMMUNICATION SKILLS AND CLINICAL DECISION-MAKING DURING ACTUAL PATIENT/CLIENT CARE;
E) FACILITATE THE CLINICAL INTEGRATION OF SKILLS, KNOWLEDGE, AND EVIDENCE REGARDING THE
PRACTICE OF ATHLETIC TRAINING;
F) DEMONSTRATE UNDERSTANDING OF AND COMPLIANCE WITH THE PROGRAM'S POLICIES AND
PROCEDURES.
PRECEPTOR QUALIFICATIONS (39, 40, 41)
A) BE CREDENTIALED BY THE STATE IN A HEALTH CARE PROFESSION (SEE
GLOSSARY);
B) NOT BE CURRENTLY ENROLLED IN THE PROFESSIONAL ATHLETIC TRAINING
EDUCATION PROGRAM AT THE INSTITUTION;
C) RECEIVE PLANNED AND ONGOING EDUCATION FROM THE PROGRAM DESIGNED
TO PROMOTE A CONSTRUCTIVE LEARNING ENVIRONMENT.
THE EFFECTIVE ACI/PRECEPTOR
• REFER TO MODULE 5 AND READ SECTIONS AS DIRECTED BY
THE CIE
• REFER TO CHAPTER 6: SELECTION OF ACIS AND CLINICAL
SETTINGS AND READ SECTIONS AS DIRECTED BY THE CIE
• DISCUSSION
SMALL GROUP BREAKOUTS
1. WHEN STUDENTS ARE ASSIGNED TO THEIR PRECEPTOR,
THEY SHOULD RECEIVE AN ORIENTATION DURING THE
FIRST WEEK. WHO OR WHAT SHOULD THEY BE ORIENTED
TO AT YOUR FACILITY?
ATHLETIC TRAINING STUDENT
• ATS
• A STUDENT WHO IS ENROLLED IN A CAATE- ACCREDITED ENTRY-LEVEL
ATHLETIC TRAINING EDUCATION PROGRAM
• AT MARSHALL THIS INCLUDES SOPHOMORES, JUNIORS, AND SENIORS
• BEGINNING FALL 2016, THIS WILL CHANGE
CHALLENGES OF CLINICAL EDUCATION
• REFER TO MODULE 7 AND READ SECTIONS AS DIRECTED BY
THE CIE
CLINICAL SETTING
• A CLINICAL ENVIRONMENT WHERE HEALTH CARE SERVICES ARE
PROVIDED
• SHALL INCLUDE THE ATR, PRACTICES, AND COMPETITIVE EVENTS
• STUDENTS MUST COMPLETE CLINICAL EXPERIENCES IN THESE
•
SETTINGS FOR A MINIMUM OF ONE OF THE TWO ACADEMIC YEARS OF
CLINICAL EDUCATION UNDER THE SUPERVISION OF AN ATC
THE ATR IS CONSIDERED TO BE A DESIGNATED PHYSICAL FACILITY
LOCATED WITHIN THE SPONSORING INSTITUTION OR WITHIN AN
ACCEPTABLE AFFILIATED CLINICAL SETTING IN WHICH ATHLETIC
HEALTH CARE SERVICES ARE PROVIDED
COMPREHENSIVE HEALTH CARE SERVICES
• INCLUDE PRACTICE AND GAME PREPARATION, INJURY AND
•
ILLNESS EVALUATION, FIRST AID AND EMERGENCY CARE, FOLLOWUP CARE, REHABILITATION, AND RELATED SERVICES.
MAY INCLUDE ANY OF THE FOLLOWING:
• SPORTS MEDICINE CLINICS
• PHYSICAL THERAPY SITES, AND/OR REHABILITATION CLINICS
• COLLEGE OR UNIVERSITY HEALTH CENTERS
• HOSPITAL EMERGENCY ROOMS
• PHYSICIAN'S OFFICES, OR OTHER APPROPRIATE HEALTH CARE SETTINGS
• THE STUDENT MUST BE SUPERVISED BY AN APPROPRIATE
CLINICAL INSTRUCTOR IN THESE SETTINGS.
CLINICAL EDUCATION EXPERIENCE
• PROVIDES OPPORTUNITY FOR INTEGRATION OF PSYCHOMOTOR,
COGNITIVE, AFFECTIVE SKILLS, AND CLINICAL PROFICIENCIES WITHIN
THE CONTEXT OF DIRECT PATIENT CARE
• A PRECEPTOR MUST DIRECTLY SUPERVISE FORMAL CLINICAL
•
EDUCATION EXPERIENCE
A PRECEPTOR MUST SUPERVISE OTHER CLINICAL EDUCATION
EXPERIENCES SUCH AS THE FIELD EXPERIENCE.
FIELD EXPERIENCE
• PROVIDES OPPORTUNITY FOR INFORMAL LEARNING, PRACTICE AND
•
APPLY THE ENTRY LEVEL ATHLETIC TRAINING CLINICAL PROFICIENCIES IN
A CLINICAL ENVIRONMENT UNDER THE SUPERVISION OF A CLINICAL
INSTRUCTOR OR ACI
THE PRIMARY SETTINGS FOR FIELD EXPERIENCES MUST INCLUDE
• ATHLETIC TRAINING ROOMS
• ATHLETIC PRACTICES
• COMPETITIVE EVENTS
• AMPLE OPPORTUNITY SHOULD BE PROVIDED FOR SUPERVISED STUDENT
•
EXPERIENCE WORKING WITH ATHLETIC PRACTICES AND COMPETITIVE
EVENTS IN BOTH MEN'S AND WOMEN'S SPORTS
THERE SHALL BE EXPOSURE TO UPPER EXTREMITY, LOWER EXTREMITY,
EQUIPMENT INTENSIVE, AND GENERAL MEDICAL EXPERIENCES OF BOTH
GENDERS
CLINICAL EDUCATION &
FIELD EXPERIENCE REQUIREMENTS
• UPPER EXTREMITY ROTATION
• LOWER EXTREMITY ROTATION
• EQUIPMENT INTENSIVE ROTATION
• GENERAL MEDICAL ROTATION
• (NOTE: AT MARSHALL, OUR ATS HAVE 6 REQUIRED
CLINICAL ROTATIONS)
• HIGH SCHOOL & CLINIC
UPPER EXTREMITY
• HIGH-RISK SPORT TO
•
•
THE UPPER EXTREMITY
BASED UPON INJURY
STATISTICS
REQUIRES EXTENSIVE
STRESSES TO THE
UPPER EXTREMITY OF
BOTH GENDERS
THROWING SPORTS,
SWIMMING ,
GYMNASTICS, ETC.
LOWER EXTREMITY
• HIGH-RISK SPORT TO THE LOWER
EXTREMITY BASED UPON INJURY
STATISTICS
• REQUIRES EXTENSIVE STRESSES OF
THE LOWER EXTREMITY OF BOTH
GENDERS
• SOCCER
• CROSS-COUNTRY RUNNING
• TRACK
• BASKETBALL
EQUIPMENT INTENSIVE
• HIGH-RISK SPORTS WHERE ALL
PARTICIPANTS ARE REQUIRED TO
WEAR PROTECTIVE EQUIPMENT FOR
THE HEAD AND THE SHOULDERS.
• MEN'S LACROSSE
• ICE HOCKEY
• FOOTBALL
GENERAL MEDICAL
GENERAL MEDICAL EXPERIENCES OF BOTH GENDERS ARE THOSE ASSOCIATED WITH
PHYSICIANS, PHYSICIAN ASSISTANTS, OR NURSE PRACTITIONERS
DIRECT SUPERVISION
• THE INSTRUCTION AND EVALUATION OF THE CLINICAL
PROFICIENCIES BY A PRECEPTOR
• CONSTANT VISUAL AND AUDITORY INTERACTION BETWEEN
THE ATS AND THE PRECEPTOR
• THE INSTRUCTOR SHALL BE PHYSICALLY PRESENT FOR
PROFICIENCY INSTRUCTION AND EVALUATION
SUPERVISION
• FIELD EXPERIENCES UNDER THE DIRECTION OF A CLINICAL
INSTRUCTOR
• DAILY PERSONAL/VERBAL CONTACT AT THE SITE OF
SUPERVISION BETWEEN THE ATS AND THE PRECEPTOR WHO
PLANS, DIRECTS, ADVISES, AND EVALUATES THE STUDENTS'
ATHLETIC TRAINING FIELD EXPERIENCE.
CAATE-ACCREDITATION STANDARDS
• REFER TO
• HTTP://CAATE.NET/WP-CONTENT/UPLOADS/2014/07/2012PROFESSIONAL-STANDARDS.PDF
CAATE-ACCREDITATION STANDARDS (5TH ED.)
THAT IMPACT THE CLINICAL EDUCATION
OF STUDENTS
PERSONNEL
• PRECEPTOR RESPONSIBILITIES & QUALIFICATIONS
• STANDARDS 37-41 (HAVE BEEN PREVIOUSLY DISCUSSED)
PROGRAM DELIVERY
46. CLINICAL EDUCATION MUST FOLLOW A LOGICAL PROGRESSION
THAT ALLOWS FOR INCREASING AMOUNTS OF CLINICALLY
SUPERVISED RESPONSIBILITY LEADING TO AUTONOMOUS PRACTICE
UPON GRADUATION. THE CLINICAL EDUCATION PLAN MUST
REINFORCE THE SEQUENCE OF FORMAL INSTRUCTION OF ATHLETIC
TRAINING KNOWLEDGE, SKILLS, AND CLINICAL ABILITIES,
INCLUDING CLINICAL DECISION-MAKING.
PROGRAM DELIVERY
47. CLINICAL EDUCATION MUST PROVIDE STUDENTS WITH
AUTHENTIC, REAL-TIME OPPORTUNITIES TO PRACTICE AND
INTEGRATE ATHLETIC TRAINING KNOWLEDGE, SKILLS, AND
CLINICAL ABILITIES, INCLUDING DECISION-MAKING AND
PROFESSIONAL BEHAVIORS REQUIRED OF THE PROFESSION IN
ORDER TO DEVELOP PROFICIENCY AS AN ATHLETIC TRAINER.
PROGRAM DELIVERY
49. CLINICAL EDUCATION ASSIGNMENTS CANNOT
DISCRIMINATE BASED ON SEX, ETHNICITY, RELIGIOUS
AFFILIATION, OR SEXUAL ORIENTATION.
PROGRAM DELIVERY
50. STUDENTS MUST GAIN CLINICAL EDUCATION EXPERIENCES THAT
ADDRESS THE CONTINUUM OF CARE THAT WOULD PREPARE A STUDENT
TO FUNCTION IN A VARIETY OF SETTINGS WITH PATIENTS ENGAGED IN A
RANGE OF ACTIVITIES WITH CONDITIONS DESCRIBED IN ATHLETIC
TRAINING KNOWLEDGE, SKILLS AND CLINICAL ABILITIES, ROLE
DELINEATION STUDY/PRACTICE ANALYSIS AND STANDARDS OF
PRACTICE DELINEATED FOR AN ATHLETIC TRAINER IN THE PROFESSION.
EXAMPLES OF CLINICAL EXPERIENCES MUST INCLUDE, BUT SHOULD NOT
BE LIMITED TO:
1. INDIVIDUAL AND TEAM SPORTS
2. SPORTS REQUIRING PROTECTIVE EQUIPMENT (E.G., HELMET AND SHOULDER
PADS)
3. PATIENTS OF DIFFERENT SEXES
4. NON-SPORT PATIENT POPULATIONS (E.G., OUTPATIENT CLINIC, EMERGENCY
ROOM, PRIMARY CARE OFFICE, INDUSTRIAL, PERFORMING ARTS, MILITARY)
5. A VARIETY OF CONDITIONS OTHER THAN ORTHOPEDICS (E.G., PRIMARY CARE,
INTERNAL MEDICINE, DERMATOLOGY)
PROGRAM DELIVERY
53. ATHLETIC TRAINING STUDENTS MUST BE OFFICIALLY
ENROLLED IN THE PROGRAM PRIOR TO PERFORMING
THOSE SKILLS ON PATIENTS.
PROGRAM DELIVERY
54. ATHLETIC TRAINING STUDENTS MUST BE
INSTRUCTED ON ATHLETIC TRAINING CLINICAL SKILLS
PRIOR TO PERFORMING THOSE SKILLS ON PATIENTS.
PROGRAM DELIVERY
57. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. THE PROGRAM MUST HAVE A
WRITTEN POLICY THAT DELINEATES A MINIMUM AND
MAXIMUM REQUIREMENT FOR CLINICAL HOURS.
PROGRAM DELIVERY
58. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. STUDENTS MUST HAVE A
MINIMUM OF ONE DAY OFF IN EVERY SEVEN-DAY PERIOD.
PROGRAM DELIVERY
59. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. STUDENTS WILL NOT RECEIVE
ANY MONETARY REMUNERATION DURING THIS
EDUCATION EXPERIENCE, EXCLUDING SCHOLARSHIPS.
PROGRAM DELIVERY
60. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. STUDENTS WILL NOT REPLACE
PROFESSIONAL ATHLETIC TRAINING STAFF OR MEDICAL
PERSONNEL.
PROGRAM DELIVERY
61. THE PROGRAM MUST INCLUDE PROVISION FOR
SUPERVISED CLINICAL EDUCATION WITH A PRECEPTOR
(SEE PERSONNEL STANDARDS).THERE MUST BE REGULAR
COMMUNICATION BETWEEN THE PROGRAM AND THE
PRECEPTOR.
PROGRAM DELIVERY
62. THE PROGRAM MUST INCLUDE PROVISION FOR
SUPERVISED CLINICAL EDUCATION WITH A PRECEPTOR (SEE
PERSONNEL STANDARDS). THE NUMBER OF STUDENTS
ASSIGNED TO A PRECEPTOR IN EACH CLINICAL SETTING
MUST BE OF A RATIO THAT IS SUFFICIENT TO ENSURE
EFFECTIVE CLINICAL LEARNING AND SAFE PATIENT CARE.
PROGRAM DELIVERY
63. THE PROGRAM MUST INCLUDE PROVISION FOR SUPERVISED
CLINICAL EDUCATION WITH A PRECEPTOR (SEE PERSONNEL
STANDARDS). STUDENTS MUST BE DIRECTLY SUPERVISED BY A
PRECEPTOR DURING THE DELIVERY OF ATHLETIC TRAINING
SERVICES. THE PRECEPTOR MUST BE PHYSICALLY PRESENT AND
HAVE THE ABILITY TO INTERVENE ON BEHALF OF THE ATHLETIC
TRAINING STUDENT AND THE PATIENT.
HEALTH & SAFETY
71. THE PROGRAM MUST ESTABLISH AND ENSURE COMPLIANCE
WITH A WRITTEN SAFETY POLICY(IES) FOR ALL CLINICAL SITES
REGARDING THERAPEUTIC EQUIPMENT. THE POLICY(IES) MUST
INCLUDE, AT MINIMUM, THE MANUFACTURER’S RECOMMENDATION
OR FEDERAL, STATE, OR LOCAL ORDINANCE REGARDING SPECIFIC
EQUIPMENT CALIBRATIONS AND MAINTENANCE. SITES
ACCREDITED BY THE JOINT COMMISSION, AAAHC OR OTHER
RECOGNIZED EXTERNAL ACCREDITING AGENCIES ARE EXEMPT.
HEALTH & SAFETY
72. THE PROGRAM MUST PROVIDE PROOF THAT THERAPEUTIC
EQUIPMENT AT ALL SITES IS INSPECTED, CALIBRATED, AND
MAINTAINED ACCORDING TO THE MANUFACTURER’S
RECOMMENDATION, OR BY FEDERAL, STATE, OR LOCAL ORDINANCE.
HEALTH & SAFETY
BLOOD-BORNE PATHOGEN TRAINING AND PROCEDURES:
73. ANNUAL FORMAL BLOOD-BORNE PATHOGEN TRAINING MUST OCCUR BEFORE STUDENTS ARE PLACED IN A
POTENTIAL EXPOSURE SITUATION. THIS INCLUDES PLACEMENT AT ANY CLINICAL SITE, INCLUDING
OBSERVATIONAL EXPERIENCES;
74. A DETAILED POST-EXPOSURE PLAN THAT IS CONSISTENT WITH THE FEDERAL STANDARD AND APPROVED BY
APPROPRIATE INSTITUTIONAL PERSONNEL MUST BE PROVIDED TO THE STUDENTS.
75. BLOOD-BORNE PATHOGEN POLICIES MUST BE POSTED OR READILY AVAILABLE IN ALL LOCATIONS WHERE THE
POSSIBILITY OF EXPOSURE EXISTS AND MUST BE IMMEDIATELY ACCESSIBLE TO ALL CURRENT STUDENTS AND
PROGRAM PERSONNEL INCLUDING PRECEPTORS;
76. STUDENTS MUST HAVE ACCESS TO AND USE OF APPROPRIATE BLOOD-BORNE PATHOGEN BARRIERS AND
CONTROL MEASURES AT ALL SITES;
77. STUDENTS MUST HAVE ACCESS TO, AND USE OF, PROPER SANITATION PRECAUTIONS (E.G. HAND WASHING
STATIONS) AT ALL SITES.
HEALTH & SAFETY
78. ALL SITES MUST HAVE A VENUE-SPECIFIC WRITTEN
EMERGENCY ACTION PLAN (EAP) THAT IS BASED ON WELLESTABLISHED NATIONAL STANDARDS OR INSTITUTIONAL
OFFICES CHARGED WITH INSTITUTION-WIDE SAFETY (E.G.
POSITION STATEMENTS, OCCUPATIONAL/ENVIRONMENTAL
SAFETY OFFICE, POLICE, FIRE AND RESCUE).
HEALTH & SAFETY
79. THE PROGRAM MUST HAVE A PROCESS FOR SITESPECIFIC TRAINING AND REVIEW OF THE EAP WITH THE
STUDENT BEFORE THEY BEGIN PATIENT CARE AT THAT SITE;
80. STUDENTS MUST HAVE IMMEDIATE ACCESS TO THE PLAN
IN AN EMERGENCY SITUATION.
REQUIREMENTS FOR RETENTION IN THE ATEP
REFER TO ATP POLICIES & PROCEDURES MANUAL
OR ATP WEBPAGE
THE MARSHALL ATP
• COURSES AND CURRICULUM SEQUENCE
• REFER TO ATP WEBPAGE
• HTTP://WWW.MARSHALL.EDU/COHP/INDEX.PHP/DEPARTMENTS/
SCHOOL-OF-KINESIOLOGY/PROGRAMS8/ATHLETICTRAINING/BACHELOR-OF-SCIENCE-IN-ATHLETIC-TRAINING/
ATP CURRICULUM SEQUENCE
FALL 2015
SPRING 2016
CMM103
Core
3
HS423*
Upper Ext Eval/Lab
4
HS255
Clinical 1
2
DTS210
Nutrition
3
HS212
Prac & Emerg Tech
3
HS360
Clinical 2
2
HS424*
Lower Ext Eval/Lab
4
HS448*
Ther Interventions I
4
ESS365
Kinesiology
3
PSY201
Psychology
3
ATP CURRICULUM SEQUENCE
FALL 2016
SPRING 2017
HS361
Clinical 3
2
ESS375
Fitness Assessment
3
HS440
Gen Med Cond/Lab
3
HS460
Clinical 4
3
Literature
3
HS479*
Trends in AT
3
HS 449*
Ther Interventions II
4
HS410
Organ/Admin in AT
3
ESS345
Exercise Physiology
3
MTH/PSY
Statistics
3
ATP CURRICULUM SEQUENCE
FALL 2017
HS490
SPRING 2018
Internship/Clinical 5
3
Humanities
3
Electives
9
Electives &
other reqs.
12
CLINICAL EDUCATION PROGRAM
• CLINICAL MODEL AND REQUIRED ROTATIONS
• CLINICAL HOUR REQUIREMENTS
• COMPETENCIES ASSOCIATED WITH EACH CLINICAL COURSE
• AFFILIATED CLINICAL SITES
• GENERAL MEDICAL AND CLINIC ROTATIONS
CLINICAL EVALUATIONS
• STUDENT EVALUATIONS & COMPETENCIES
• PRECEPTOR EVALUATIONS
• CLINICAL SITE EVALUATIONS
CLINICAL POLICIES
• CLINICAL SCHEDULE
• ORIENTATION, EAP, BBP POLICY, ETC.
• UNIFORMS
• CELL PHONES
• STUDENT PREPARATION
• DEPENDABILITY & PUNCTUALITY
• CLINICAL ABSENCE
• PRECEPTOR ABSENCE
REFER TO SELECTED PAGES OF THE
MANUAL
SMALL GROUP BREAKOUTS
2. PROVIDE SOME EXAMPLES OF ADMINISTRATIVE & OTHER
RESPONSIBILITIES YOU CAN ASSIGN TO THESE LEVEL STUDENTS AT YOUR
CLINICAL SITE:
CLINICAL 1
CLINICAL 3
CLINICAL 5
FOR EACH LEVEL STUDENT ABOVE, ALSO PROVIDE EXAMPLES OF CLINICAL
SKILLS THEY SHOULD BE PERFORMING AT YOUR SITE.
HINT: REFER TO ATP CURRICULUM SEQUENCE, CLINICAL COURSE SYLLABI, ATP
POLICIES & PROCEDURES MANUAL, ETC. FOR ASSISTANCE
SMALL GROUP BREAKOUTS
3. PROVIDE SOME EXAMPLES OF ADMINISTRATIVE AND OTHER
RESPONSIBILITIES YOU CAN ASSIGN TO THESE LEVEL STUDENTS AT YOUR
CLINICAL SITE:
CLINICAL 2
CLINICAL 4
FOR EACH LEVEL STUDENT ABOVE, ALSO PROVIDE EXAMPLES OF
CLINICAL SKILLS THEY SHOULD BE PERFORMING AT YOUR SITE.
HINT: REFER TO ATP CURRICULUM SEQUENCE, CLINICAL COURSE SYLLABI,
ATP POLICIES & PROCEDURES MANUAL, ETC. FOR ASSISTANCE
AT COMPETENCIES ATTACHED TO SELECTED
ATHLETIC TRAINING COURSES
COURSE OUTLINES & COMPETENCIES
FOR ALL CLINICAL COURSES & LABS
HS 255, 360, 361, 460, & 490
HS 423L, 424L, 448L, AND 449L, & 440
FUTURE DIRECTIONS
• PROFESSIONAL BACHELOR’S VS. PROFESSIONAL MASTER’S IN AT
• GAS VS. INTERNS VS. RESIDENTS
• POST-PROFESSIONAL PROGRAMS
• PRECEPTOR DEVELOPMENT PROGRAM
• LEVEL 1 VS. LEVEL 2 VS. MASTER PRECEPTOR
• OTHER??
QUESTIONS & ANSWERS
AND
CLOSING COMMENTS
CONTACT INFORMATION
DR. JOE BECKETT, ATC
304-696-2929 (O)
859-248-9582 (CELL)
BECKETT76@MARSHALL.EDU
ZACH GARRETT, MS, MHA, ATC
304-696-2924 (O)
304-476-8935 (CELL)
GARRETT46@MARSHALL.EDU