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The Roles and Relationship Between Classroom and Clinical Teaching to the New Educational Standards

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Title: The Roles and Relationship Between Classroom and Clinical Teaching to the New Educational Standards


1
The Roles and Relationship Between Classroom and
Clinical Teaching to the New Educational
Standards
  • Neil Curtis, EdD, ATC
  • Department of Sports Medicine
  • West Chester University
  • West Chester, Pennsylvania

2
Objective
  • To help reshape our current educational theories
    and integrate them into the new educational
    standards proposed by the NATA Educational
    Council and the CAAHEPs Joint Review Committee-
    Athletic Training (JRC-AT)

3
Background
  • Current practice
  • 800 clinical hour requirement
  • Various clinical environments
  • Meet JRC-AT standards
  • Meet NATABOC requirements

4
Influences on Education
  • NATA Athletic Training Educational Competencies
    (3rd edition)
  • Guide for course structure and content
  • Athletic Training Clinical Proficiencies
  • Included in competencies
  • The proficiencies can be downloaded from the web
    (www.cewl.com)

5
Influences on Education
  • Clinical Education Guidelines (ClinEdGs)
  • Qualitative system (not counting hours)
  • Clinical performance expectations (outcomes must
    be measurable and documented over time)
  • Evaluated by Approved Clinical Instructor (ACI)

6
Influences on Education
  • Clinical Education Guidelines (ClinEdGs)
  • Two academic years (minimum)
  • Taught, practiced and evaluated over time
  • Students assigned to ACI
  • See www.cewl.com for Buxton and Foremans 1999
    Kansas City clinical education presentation

7
Influences on Education
  • JRC-AT proposed standards and guidelines related
    to clinical education
  • Incorporation of the ACI and clinical supervisor
  • Changes in clinical instruction sites and format
  • Outcome assessment changes

8
Influences on Education
  • NATA Board of Certification, Inc.-
  • 800 hour clinical experience requirement
  • Ed Council has proposed deleting the 800 hour
    requirement
  • Minimum of two academic years
  • Ed Council (and JRC-AT draft 2) also requires
    minimum of 2 academic years (4 semesters, 6
    quarters)
  • From NATABOC.ORG web page 6/19/00

9
Influences on Education
  • NATA Board of Certification, Inc.-
  • Role Delineation (RD) Study, 4th ed.
  • Used to construct the certification examination
  • The NATA Athletic Training Educational
    Competencies describes educational content the
    RD is the testing blueprint. The RD is covered in
    the competencies

10
Roles
  • Athletic Training Program Director
  • Clinical Education Coordinator
  • Athletic Training Faculty
  • Classroom and Laboratory

11
Roles
  • On-campus ACI
  • Off-campus ACI
  • Non-ATC instructors (not ACI)
  • Clinical supervisor (not ACI)
  • Athletic training students

12
Program Director
  • Draft 2 I.B.1.a.(1) (a)- accountability of all
    aspects of the athletic training educational
    program.
  • Draft 2 I.B.1.a.(1) (b)- appropriate experience
    in the clinical supervision of student athletic
    trainers. Minimum of three years experience as
    an NATABOC certified athletic trainer.

13
Clinical Education Coordinator
  • ClinEdGs - Clinical Instructor Educator (CIE)
    will teach course to prepare Approved Clinical
    Instructors (ACI)
  • JRC-AT - director of clinical education is an
    option, not a requirement
  • Often the program director

14
Clinical Education Coordinator
  • Duties typically include
  • Assigning students clinical experiences
  • Evaluating and visiting affiliated sites
  • Recruiting new affiliated sites
  • Contact person for clinical instructors
  • Clinical Instructor education
  • etc.

15
Athletic Training Faculty Classroom and
Laboratory
  • Draft 2 Faculty- I.B.1.b.(a)- must be
    familiar with the NATA competencies
  • ClinEdGs- students are permitted to develop
    psychomotor proficiency within adjunct
    affiliated professional clinical sites (e.g.
    Exercise physiology lab) during clinical
    education course In this situation the
    supervisor need not possess an ACI.

16
Approved Clinical Instructor (ACI)
  • Draft 2 I.B.1.c (1) (a)- provides formal
    instruction and/or evaluation of students in the
    clinical proficiencies... (b)- ...ACI must
    perform ... instruction and evaluation at some
    point during the educational experience.
    Evaluation of the proficiency must by done in a
    one on one basis.

17
Approved Clinical Instructor (ACI)
  • ClinEdGs-
  • An ACI should supervise the students clinical
    education.
  • Supervision of students by the ACI should be
    through constant visual and auditory interaction
    between the student and the ACI.

18
Approved Clinical Instructor (ACI)
  • ClinEdGs-
  • Students should be assigned to an ACI, not to
    facilities and sports.
  • The daily supervision by the ACI must include
    multiple opportunities for evaluation and
    feedback between the student and ACI.

19
Clinical Supervisor (Field Experiences)
  • Draft 2 I.B.1.c (2) (a)- shall provide direct
    supervision in the athletic training and other
    health care during the field experiences should
    have a minimum of one year of working experience

20
Clinical Supervisor (Field Experiences)
  • Draft 2 I.B.1.c (2) (b)- in the traditional
    experience shall be a NATABOC certified
    athletic trainer In other settings, duly
    authorized to practice in their respective area.

21
Clinical Supervision
  • NATABOC- supervision involves daily
    personal/verbal contact at the site of
    supervision between the athletic training student
    and the certified athletic trainer who plans,
    directs, advises, and evaluates the student's
    athletic training experience. The supervising
    certified athletic trainer must be physically
    present in order to intervene on behalf of the
    individual being treated.

22
Clinical Experience
  • Draft 2 Curriculum- II.B.1.e.- Provision for
    clinical experiences under the direct supervision
    of a qualified clinical instructor in an
    acceptable clinical settingguideline close
    cooperation between the program director and the
    clinical instruction staff will be necessary for
    effective planning and implementation of student
    clinical experience

23
Clinical Experience
  • Draft 2 Curriculum- II.B.1.f- a minimum of two
    academic years with course credit must be
    obtained. The clinical setting must include the
    athletic training room(s), athletic practices,
    and competitive events for a minimum of one of
    the two academic years

24
Clinical Experience
  • Draft 2 Curriculum- II.B.1.g- supervised
    clinical experiences must involve daily personal
    contact and supervision between the clinical
    instructor and the student in the same clinical
    setting.
  • Draft 2 Curriculum- II.B.1.h- An effective
    ratio of students to clinical instructors must be
    maintained.

25
Clinical Experience
  • Draft 2 Curriculum- II.B.2.a, b, c - documents
    appropriate learning experiences and curriculum
    sequencing to develop the competencies provides
    a logical progression. Includes clearly written
    course syllabi that describe learning objectives
    and competencies to be achieved

26
Clinical Experience
  • Draft 2 Curriculum- Instructional Plan-
    II.B.2.d- documents frequent evaluation...
    Guideline- An ACI should instruct the clinical
    proficiencies and pyschomotor skills each
    instructor should be provided with tools to
    evaluate the acquisition of skills and
    proficiencies in a consistent manner

27
Non-ATC Instructors??
  • ClinEdGs- students are permitted to develop
    psychomotor proficiency within adjunct
    affiliated professional clinical sites (e.g.
    exercise physiology lab) during clinical
    education course In this situation the
    supervisor need not possess an ACI.

28
Non-ATC Instructors??
  • Draft 2 Instructional Staff- I.B.1.c (1) (b)-
    ...ACI must perform psychomotor and/or clinical
    proficiency instruction and evaluation...
  • ClinEdGs- students are permitted to develop
    proficiency within adjunct clinical sites
    (e.g. Exercise physiology lab) during clinical
    education course In this situation the
    supervisor need not possess an ACI.

29
Relationships/Communication
30
Communication
  • What should clinical instructors expect athletic
    training students to know?
  • What should clinical instructors be expected to
    teach?
  • What documentation is needed?

31
Communication
  • Draft 2 Program Evaluation- I.E.2.c - must
    document that the didactic and clinical
    educational achievements of its students are
    verifiable and assessed in consistent ways.
    Guideline documentation of academic and
    clinical progression The proficiencies should be
    evaluated during program completion via
    standardized evaluation methods.

32
Communication
  • DRAFT 2 Instructional Plan- II.B.2.d -
    documents frequent evaluation... Guideline-
    ...Each instructor should be provided with tools
    to evaluate the acquisition of skills and
    proficiencies in a consistent manner
  • DRAFT 2 Instructional Plan- II.B.2.c - ...
    clearly written course syllabi that describe
    learning objectives and competencies to be
    achieved

33
Communication
  • Athletic training classroom faculty and clinical
    instructors are the same?
  • Athletic training classroom faculty and clinical
    instructors are not the same?
  • On-campus ACIs?
  • Off-campus ACIs?

34
Communication
  • Related classroom faculty and non-ATC clinical
    educators
  • Draft 2 I.B.1.b.(a)- must be familiar with
    the NATA competencies
  • How do you familiarize the 5 faculty members
    (including 3 part-timers) teaching the Nutrition
    101 course with the NATA competencies? Psychology
    101? Anatomy 101?

35
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36
Questions?
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