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Athletic Training Clinical Proficiencies

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Title: Athletic Training Clinical Proficiencies


1
Athletic Training Clinical Proficiencies
  • By
  • Sue Shapiro, Ed.D.,L/ATC
  • Clinical Coordinator/Assistant Professor
  • Barry University
  • Miami Shores, Florida

2
Objectives
  • Implementation of clinical proficiencies
  • Linking the didactic and clinical components
  • Clinical proficiency delineation
  • Integrative evaluation strategies/tools

3
Competency-Based Objectives
4
Nothing becomes real for the student until it is
EXPERIENCED
5
CROSSING THE BRIDGE
COMPENTENCY BASED
HOURLY BASED
6
Competency-Based Instruction
  • Identifies the professional roles students will
    assume upon completion
  • Determines what constitutes effective
    performances within these roles

7
Learning Cognitive Information in Isolation
8
Merging of Didactic and Clinical Components
DIDACTIC
CLINICAL
9
Flexible Clinical Scheduling is a Prerequisite
toCompetency-BasedProgression
10
Flexible Clinical Scheduling Should
  • Provide open laboratory practice
  • Encourage advanced students to practice and teach
    fellow students in a controlled environment other
    than the clinical setting

11
Clinical Proficiency Preparation
  • First Phase
  • Formulate a student portfolio

12
Student Portfolio Matrix
13
Clinical Proficiency Preparation
  • Second Phase
  • Formulate a matrix of the didactic courses in the
    athletic training program

14
Didactic Course Matrix
15
Didactic Course Matrix
16
Clinical Proficiency Preparation
  • Third Phase
  • Formulation of Clinical Hours Matrix

17
Clinical Hours Matrix
18
Clinical Proficiency Preparation
  • Fourth Phase
  • Clinical Proficiency Matrix

19
Clinical Proficiency Matrix
20
Clinical Proficiency Matrix
21
Clinical Proficiency Matrix
22
Clinical Proficiencies
  • Individual skills
  • Subset skills taught together

23
Lower Extremity Clinical Proficiency
  • Individual Subset Skills
  • Pelvic obliquity
  • Tibial torsion
  • Hip anteversion and retroversion
  • Genu valgum,varum, and recurvatum
  • Rearfoot valgus and varus
  • Forefoot valgus and varus
  • Pes cavus and planus
  • Foot and toe posture
  • Grouped Subset Skills
  • Lower Extremity Postural Deviations and
    Predisposing Conditions

24
 
Good Posture Part
Faulty Posture
I NI
25
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26
  • Pelvic Obliquity
  • Purpose To identify abnormal pelvic alignment
    that can lead to leg length discrepancies.
  •  
  • Proper Identification Procedures for Pelvic
    Obliquity
  • The ACI will observe the student athletic trainer
    performing a pelvic obliquity check.
  •  


Completed Pelvic Obliquity Observation

Pass Fail
27
  • Hip Anteversion and Retroversion
  • Purpose To identify abnormal rotational
    malalignments of the femur in relation to the
    femoral neck.
  •  
  • Proper Testing for Femoral Rotation The ACI will
    observe the student athletic trainer performing
    observational and orthopedic testing of the hip
    for anteversion and retroversion.



  • P
    NP

Completed Testing for Anteversion
and Retroverson
Pass Fail
28
Important Aspects of Proficiency Delineation
  • l. The process is descriptive and not
    prescriptive
  • 2. Assignment of importance of each subset in
    the delineation

29
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30
Important Aspects of Proficiency Delineation
  • 3. Assignment of Successful Mastery of Clinical
    Skill
  • of Mastery needed to pass
  • Particular subsets that must be completed
  • of times a student can attempt test
  • Should students be allowed to progress to next
    level if he/she doesnt successfully complete
    proficiencies at one level

31
Integrating Components
INTEGRATED COMPONENTS
32
INTEGRATING COMPETENCY BASED CLINICAL EDUCATION
  • Competency based clinical education is a group
    effort
  • Dont want student to become check off artist

33
Team Teaching
  • The coordinated and cooperative planning,
    teaching, supervision, and evaluation of a group
    of learners by 2 or more instructors, each having
    special competencies and knowledge in a
    specialized area.

34
Success of Team Teaching Depends on
  • Instructors working in cooperation and
    communicate as allies
  • Everyone involved is responsible for developing
    the objectives, instructional methodologies and
    evaluation
  • Multiple instructors can evaluate clinical
    competencies with high degree of consistency

35
INTEGRATING COMPETENCY BASED CLINICAL EDUCATION
  • Competency based clinical education is a group
    effort
  • Dont want student to become check off artist
  • Students need to be able to THINK-IN-ACTION

36
Students need to learn to
THINK -IN-ACTION REASON-IN TRANSITION
37
LINKAGE OF EVALUATING SKILLS
Real World Setting
CLINICAL Setting
38
Experiential learning does not occur without
active participation
It requires Engagement in the situation
39
Problem Solving Integrative Evaluation Tools
  • NARRATIVES
  • ALGORITHM

40
Algorithm Evaluation
Blueprint or diagrams that lead a student
through a step by step process of how to perform
a certain set of tasks in an organized fashion
taking into account that the procedure will
change or take a different path based on the
finding at any giving point
41
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42
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43
INTEGRATING COMPETENCY BASED CLINICAL EDUCATION
  • Dont want student to become check off artist
  • Students need to be able to THINK-IN-ACTION
  • Emphasizing linking process and content

44
LINKING PROCESS AND CONTENT
CONTENT
PROCESS
45
INTEGRATING COMPETENCY BASED CLINICAL EDUCATION
  • Dont want student to become check off artist
  • Students need to be able to THINK-IN-ACTION
  • Emphasizing linking process and content
  • Individualization is very important in competency
    based programs

46
INDIVIDUALIZATION
Individual Abilities


CLINICAL COMPONENT
Learning Styles
47
Individualization
Allows each student to go through the integrative
process
  • At his/her own content level
  • Pace the learning at their own rate of speed.

48
The Sculpturing of a Professional
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