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Program Mission, Goals, and Assessment

Comprehensive Master Assessment Plan

Ohio Northern University AT Program

 

The athletic training (AT) program at Ohio Northern University begins with a competitive admissions process that provides an objective foundation to select students that have the greatest probability of meeting the academic and clinical demands of the program.  Our ultimate goals are for students to graduate from ONU, challenge and successfully pass the BOC examination, and gain employment or pursue graduate studies.  It is critically important that employers have a high-level of satisfaction with ONU graduates, and that each ONU graduate has a high-level of satisfaction regarding their academic undergraduate program and overall career choice. 

Comprised of classroom and clinical experience, the ONU AT program emphasizes a learning-over-time approach to the development of knowledge, skills and abilities essential for the practice of an athletic trainer.  Students obtain classroom knowledge through didactic coursework and clinical skills in structured laboratory settings that is transferred into supervised clinical practice involving not only psychomotor skill development, but also applied decision-making and clinical reasoning skills.  The ONU AT program strives to educate student in an evidence-based curriculum and develop students’ clinical skills, while incorporating foundational behaviors in all elements of health care delivery. 

This Comprehensive Master Assessment Plan identifies the goals, objectives, intended/expected outcomes, measures and frequency of data collection utilized in the ONU AT program.  The analysis of the data will demonstrate the comprehensive approach used to ensure that each graduate achieves success upon completion of the program.

AT Program Mission Statement

ONU’s athletic training program strives to offer athletic training students the academic and professional services needed to become a certified athletic trainer.  We offer students a unique and comprehensive educational and clinical foundation relating to the profession of athletic training and strive to promote excellence through scholarship, skill and professionalism. Overall Program Achievement Outcomes are focused on the following 3 items:

AT students first time pass rate on the BOC exam equals or exceeds the national average

  1. Graduation and employment rates are above 90%
  2. Program constituents (students, alumni, employer) express above-average satisfaction ratings

The ONU AT program has identified 4 goals consistent with the mission of program and of the university. Specific assessment plans have been developed for each goal incorporating the quality of didactic/clinical instruction and effective learning (student learning outcomes).

Goal #1

To prepare AT students didactically for graduate studies and/or employment in an athletic training related profession.

Objectives:

  1. Provide didactic coursework that addresses current content areas identified by the NATA Athletic Training Education Competencies
  2. Provide laboratory exercises that develop psychomotor skills consistent with the NATA Athletic Training Education Competencies

Assessment Plan:

1.1.Quality of Didactic Instruction — Assessment of didactic instruction incorporates the following intended/expected outcomes:

  1. Course instructors have well-structured lesson plans and adequate knowledge of subject matter
  2. Course instructors use current, relevant course materials and technology (i.e. texts, websites, presentation media, etc.)
  3. Course instructors create a safe and collaborative learning environmend
  4. Course instructors display professional demeanor
  5. Course instructors maintain positive attitudes and a respectful classroom environment
  6. Facilities are adequate for learning of both didactic and psychomotor skill component
  7. Equipment/supplies are accessible and adequately available in quantity and quality

1.1.A.  Measures

  1. ONU Course Evaluations – Student feedback on all didactic courses with an enrollment of 3 or more students is provided through an on-line CourseEval program.  Faculty are provided with electronic results of thisevaluation.
  2. ONU Peer Teaching Evaluations – Peer classroom teaching evaluations are performed approximately biennually in the HPSS department.  Program coordinators typically perform the evaluations which are forwarded to the HPSS department chair.
  3. American Heart Association (AHA) Instructor Evaluations – All ATTR 1101 (Professional Emergency Care) courses are taught with American Heart Association content and certification, and are required, by AHA guidelines, to have instructor evaluations completed at the conclusion of the course.

1.1.B.  Alignment of Measures with the Quality of Didactic Instruction

  1. Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 1.1.B.

1.2   Student Learning Outcomes — Athletic training students will demonstrate the knowledge, skills and behaviors to:

  1. Recognize and minimize risk of injury/illness and implement prevention strategies
  2. Understand pathomechanics and development, progression and epidemiology of injuries, illnesses and diseases
  3. Clinically examine and diagnose a patient to identify risk factors and musculoskeletal injuries to direct proper care, including referral to     allied health care professionals
  4. Understand medical conditions and disabilities associated with the physically active population
  5. Recognize, assess and treat patients with acute injuries and illnesses and provide appropriate medical referral
  6. Plan, implement, document and evaluate the efficacy of therapeutic modalities in the treatment of injuries and illnesses
  7. Plan, implement, document and evaluate the efficacy of therapeutic exercise programs for the rehabilitation and reconditioning of injuries and illnesses
  8. Understand pharmacologic applications and governing pharmacy regulations relevant to the treatment of injuries, illnesses, and diseases
  9. Recognize, intervene and refer (when necessary) patients exhibiting sociocultural, mental, emotional, and psychological behavioral problems/issues
  10. Understand the nutritional aspects of injuries and illnesses
  11. Develop, administer and manage a health care facility and associated venues that provide health care to a physically active population
  12. Understand professional responsibilities and avenues of professional development to promote athletic training as a professional discipline   

1.2.A.  Measures

  1. Academic Course Performance – Performance on psychomotor skills, labs, practical exams, research papers, projects, assignments,      simulations, case studies, and academic presentations are all utilized to measure SLO’s.  Refer to “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” attachment for specific performance measure.
  2. Senior Exit Evaluations – All seniors are requested to complete an exit evaluation during ATTR 4601, Senior Seminar in AT course to measure their academic and clinical preparation satisfaction from the ONU AT Program.
  3. BOC Exam & Domain Performance – Overall first-time pass rates of ONU students are compared to first-time pass rates of all students taking the exam nationally.  Individual domain performance is also measured in an exam year where at least 5 students challenged the exam.
  4. Graduation & Employment Rates – Percentage of students who matriculated into the professional phase of the AT Program (i.e.  “sophomore” year) and have subsequently graduated and gained employment or pursued graduate studies   

1.2.B.  Alignment of Measures with Student Learning Outcomes

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 1.2.B.

Goal #2

To prepare AT students for clinical experiences in athletic training.

Objectives:

  1. Provide structured and progressive learning opportunities that integrates  didactic and psychomotor skill components 
  2. Povide quality clinical experiences in a variety of venues (upper extremity athletics, lower extremity athletics, general medical, equipment intensive) involving patient populations of both genders, various age groups and varying degrees of disabilities and injuries/illnesses.
  3. Provide opportunities for regular feedback of clinical skill performance to enhance and promote clinical skill development

Assessment Plan: 

2.1.1Quality of Clinical Instruction — Assessment of clinical instruction incorporates the following areas/criteria:

  1. Clinical instructors model positive personal and professional attribute in the clinical environment and when dealing with the patient population
  2. Clinical instructors promote critical thinking exercises to students and take opportunity of “teachable moments”
  3. Clinical sites are adequate for the clinical education experience
  4. Equipment/supplies at clinical sites are accessible and adequately available in quantity and quality

2.1.A.   Measures

  1. AT Clinical Instructor Evaluations – All students are required to complete evaluations on their clinical instructors following each clinical experience
  2. Facility Evaluations – All students completing ATTR 3501, Off-Campus AT Clinical Experience, are required to complete a Facility Evaluation on each facility included in their clinical education experience. 

2.1.B.  Alignment of Measures with the Quality of Clinical Instruction

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 2.1.B.

2.2    Student Learning Outcomes — Athletic training students will demonstrate the knowledge, skills and behaviors to:    

  1. Apply didactic and psychomotor skills learned in the classroom to the clinical setting
  2. Demonstrate decision-making and critical reasoning skill

2.2.A.  Measures

  1. Senior Exit Evaluations – All seniors are requested to complete an exit evaluation during ATTR 4601, Senior Seminar in AT course to measure their academic and clinical preparation satisfaction from the ONU AT Program.
  2. BOC Self-Assessment Exam - All students in ATTR 4601, Senior Seminar in AT complete the on-line BOC self-assessment exam to identify their    level of preparedness for entry-level athletic training
  3.     BOC Exam & Domain Performance – Overall first-time pass rates of ONU students are compared to first-time pass rates of all students taking the exam nationally.  Individual domain performance is also measured in an exam year where at least 5 students challenged the exam.
  4. AT Student Clinical Evaluations – All students receive a clinical evaluation completed by their clinical instructor at the mid-term and conclusion of each clinical experience
  5. AT Student Clinical Self-Evaluations – All students are required to complete a self-assessment of their clinical experience at the mid-term and     conclusion of each clinical experience
  6. Clinical Skills Assessments – Students are assessed on psychomotor skills delineated in the AT Educational Competencies during each clinical level.  Psychomotor skill assessments are progressional, beginning by demonstrating competency of individual skills performed in a controlled environment and ending with real life application of skills in a clinical atmosphere incorporating decision-making and skill integration. 
  7. Graduation & Employment Rates – Percentage of students who matriculated into the professional phase of the AT Program (i.e.“sophomore” year) and have subsequently graduated and gained employment or pursued graduate studies   
  8. Alumni Program Evaluations – AT alumni are surveyed approximately 1 year after the student’s date of graduation to determine how well they feel the ONU AT program prepared them for employment or graduate school
  9. Alumni Employer Surveys – AT alumni employers are surveyed approximately 1 year after the student’s date of graduation to determine how well they feel the ONU AT program prepared the student and their overall satisfaction with the alumnae as an employee

2.2.B.  Alignment of Measures with Student Learning Outcomes

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 2.2.B.

Goal #3    

To prepare AT students to use written and verbal communication consistent with the language of allied health professionals.

Objectives:

  1. Provide opportunities for students to use the language of the discipline in didactic and clinical education
  2. Provide students the opportunity to identify, read and design relevant research in the discipline
  3. Provide opportunities for students to engage with allied health care professionals of differing specialties during didactic and clinical education

 

Assessments:

3.1  Quality of Didactic and Clinical Instruction

  1. Course instructors model effective interpersonal skills
  2. Clinical instructors model effective communication skills and provide timely feedback to students

3.1.A.   Measures

  1. ONU Course Evaluations – Student feedback on all didactic courses with an enrollment of 3 or more students is provided through an on-line CourseEval program.  Faculty are provided with electronic results of this evaluation.
  2. AT Clinical Instructor Evaluations – All students are required to complete evaluations on their clinical instructors following each clinical experience
  3. ONU Peer Teaching Evaluations – Peer classroom teaching evaluations are performed approximately biennually in the HPSS department.  Program coordinators typically perform the evaluations which are forwarded to the HPSS department chair.

3.1.B.  Alignment of Measures with the Quality of Didactic and Clinical Instruction

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 3.1.B.

3.2  Student Learning Outcomes  — Athletic training students will demonstrate the knowledge, skills and behaviors to:

  1. Plan and conduct a basic research or case study project, including research design and statistical analysis, and present to an outside audience
  2. Utilize appropriate terminology during clinical experiences while engaging with patients by writing SOAP notes, progress & rehabilitation notes and medical referrals
  3. Use appropriate verbal language during classroom discussions, presentations and clinical experiences
  4. Use appropriate written language on assignments, projects and presentations in didactic coursework

3.2.A.  Measures

  1. Academic Course Performance – Performance on research papers, exams, assignments, and academic presentations are all utilized to measure SLO’s.  Refer to Frequency of Data Collection for Assessment Measures attachment for specific performance measure.
  2. AT Student Clinical Evaluations – All students receive a clinical evaluation completed by their clinical instructor at the mid-term and conclusion of each clinical experience
  3. AT Student Clinical Self-Evaluations – All students are required to complete a self-assessment of their clinical experience at the mid-term and conclusion of each clinical experience

3.2.B.  Alignment of Measures with Student Learning Outcomes

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 3.2.B.

Goal #4    

To prepare students for professional practice by demonstrating appropriate foundational behaviors (Primacy of the Patient; Team Approach to Practice; Legal Practice; Ethical Practice; Advancing Knowledge; Cultural Competence; Professionalism).

Objectives:

  1. a) Incorporate foundational behaviors in clinical practice
  2. b)Provide students opportunities for regular feedback of foundational behavior skill integration to enhance and promote their professional development

Assessments:

4.1  Quality of Didactic and Clinical Instruction

  1. a. Clinical instructors model ethical behavior when dealing with patient populations
  2. b. Clinical instructors model patient confidentiality in the clinical setting
  3. c. Clinical instructors apply evidence-based medicine during delivery of care to patient populations

4.1.A.  Measures

  1. AT Clinical Instructor Evaluations – All students are required to complete evaluations on their clinical instructors following each clinical experience

4.1.B.  Alignment of Measures with the Quality of Didactic and Clinical Instruction

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 4.1.B.

4.2  Student Learning Outcomes  — Athletic training students will demonstrate the knowledge, skills and behaviors to:

  1. a. Recognize and apply patient confidentiality
  2. b. Identify the scope of practice of other allied health care providers
  3. c.; Document understanding of the laws and ethics that govern athletic training licensure in the state of Ohio, the NATA and BOC
  4. d. Utilize evidence-based practices when evaluating and treating injuries/illnesses by citing appropriate research to match the clinical situation
  5. e. Recognize psychosocial issues and demonstrate cultural awareness regarding the  patient and/or patient’s family members
  6. f. Demonstrate professionalism during clinical experiences

4.2.A.  Measures

  1. Academic Course Performance – Performance on research papers, assignments, and simulations are all utilized to measure SLO’s.  Refer to Frequency of Data Collection for Assessment Measures attachment for specific performance measure.
  2. AT Student Clinical Evaluations – All students receive a clinical evaluation completed by their clinical instructor at the mid-term and conclusion of each clinical experience
  3. AT Student Clinical Self-Evaluations – All students are required to complete a self-assessment of their clinical experience at the mid-term and conclusion of each clinical experience
  4. Clinical Skills Assessments – Students are assessed on psychomotor skills delineated in the AT Educational Competencies during each clinical level.  Psychomotor skill assessments are progressional, beginning by demonstrating competency of individual skills performed in a controlled environment and ending with real life application of skills in a clinical atmosphere incorporating decision-making and skill integration. 
  5. Alumni Employer Surveys – AT alumni employers are surveyed  approximately 1 year after the student’s date of graduation to determine how well they feel the ONU AT program prepared the student and their overall satisfaction with the alumnae as an employee
  6. Alumni Program Evaluations – AT alumni are surveyed approximately 1 year after the student’s date of graduation to determine how well they feel the ONU AT program prepared them for employment or graduate school

4.2.B.  Alignment of Measures with Student Learning Outcomes

  1. * Reference matrix “Alignment of Measures with Quality of Instruction and Student Learning Outcomes” Section 4.2.B.

 

Measures and Schedule of Use

In the Comprehensive Master Assessment Plan, all measures indicated are intended to be used annually, with the exception of measures used in ATTR 4201, Trends in Athletic Training and ATTR 4101, Medical Considerations, as these courses are alternate year courses, therefore, the assessments will occur biennially.  Refer to the “Frequency of Data Collection for Assessment Measures Table” for specific course/assessment measure and use information. 

Summary/Use of Data

The AT program plans to present the data so that it directly relates to identified goals and objectives.  Collecting and analyzing both qualitative and quantitative data is helpful to present a well-balanced view of the program.  Data summary and analysis is expected to identify AT program strengths/weaknesses, identify curricular areas that need modified and guide any recommendations for overall program or curricular changes.  

 

Department of Human Performance and Sport Sciences

Rosanne Hoersten

Administrative Assistant for HPSS
419-772-2440
r-hoersten@onu.edu
King Horn Sports Center 219
525 South Main Street
Ada, Ohio 45810
Monday: 8 a.m.-4:30 p.m.
Tuesday: 8 a.m.-4:30 p.m.
Wednesday: 8 a.m.-4:30 p.m.
Thursday: 8 a.m.-4:30 p.m.
Friday: 8 a.m.-4:30 p.m.
Saturday: Closed
Sunday: Closed