ACI Workshop August 2011


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Long Island University, Division of Athletic Training, Health and Exercise Science: For the Athletic Training Education Program

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  • Overview of the day, it will be split into sections with myself and David.
  • Continuing to expand every year
  • CAATE Standards posted on the LIU ATEP Clinical Ed Google site. Be sure to review
  • Switch to David
  • Next slide back to Rebecca
  • Back to Rebecca
  • Definitions found in CAATE Standards
  • If we don ’t use the correct terminology, how can we expect the public to use it? Encourage your students, staff, coaches, Athletic Directors, Physicians, etc
  • And other approved allied health professionals
  • Carry out standards Formal clinical education Consistency in teaching and measuring skills
  • Where do you fit in here? What areas can you improve upon?
  • Updated Podcast w/self study quiz will be available after September 1 st .
  • Supervise students one semester, eligible for tuition remission within 1 year. Use or lose
  • Pass around matrix/competency manual from NATA Comparison of old versus new
  • Basis for the development of the BOC Exam and standards for entry level practice
  • Changes are in the process of getting curriculum committee approval
  • Increase level of autonomy of the student, provide more independent decision making on their part
  • Go over each evaluation form
  • Serve as a reinforcement and reenergize you to continue to improve your teaching.
  • Take Kolb LSI
  • Go over each evaluation form
  • Let me know the date There will be no more automatic incompletes if a student fails to meet the minimum hour requirement. They must request permission for an incomplete at least 1 month before the end of the semester.
  • Interact with students, don ’t just watch what they do from your desk.
  • Accomplished through: Classroom, Laboratory, Clinical Settings
  • As per CAATE Standards Gen Med will see the most crossover of students/ACIs
  • according to the BOC and NATA and LIU ATEP And your site
  • Professional Discourse: refers to the discussions or conversations that took place between the CI and ATS and were related to clinical practice discussion about current research, special cases, or new techniques, using downtime to discuss injuries and how they were handled, real or contrived Authentic Experience: ATS was actually able to gain hands-on experience either in the AT facility or on the field Not contrived ATS gained actual exposure to a situation, interact with athletes during an emergent situation on the field, or in performance of AT Skills in the clinical setting Help designing rehab programs, taking athlete through rehab, eval injury Skill Development: Cis provided the ATSs with skill instruction and with skill practice through role playing and injury simulations Demo new skills, allowing students to work on skills learned in class
  • TIME: CI was busy during practice, instruction time doesn ’t allow for discussion LACK OF STUDENT INITIATIVE: Student doesn ’t initiate learning, student thinks they know the info already OTHER RESPONSIBILITIES: Outside admin duties, extrinsic factors need attention over education CARING FOR ATHLETES: Athletes need 100% of AT ’s Time, continual flow of athletes keeps AT busy APPROACHABILITY: CI was in a negative mood, lack of communication from CI
  • Serve as a reinforcement and reenergize you to continue to improve your teaching.
  • Study using Kolb ’s LSI found ATS
  • Reflection Question: Identify 3 ways to effectively teach students in the clinical setting who are categorized as assimilators. How would you change your approach if you were also supervising an accommodator?
  • Professional Responsibility, time management, appropriate stress relief How does this relate to the NATA Code of Ethics? BOC Standards of Practice?
  • Converger, tunnel vision
  • Curveball: Student says to you, what do you know, you just started working, why should I listen to you?
  • What if this student is a war veteran? Technical Standards for the program: Refer back to the CC, are accommodations provided for the student? If so, what are they? Americans with Disabilities Act
  • Diverger, Can become overwhelmed by alternatives & indecisiveness through observation, may have difficulty prioritizing tasks
  • ACI Workshop August 2011

    1. 1. Division of Athletic Training, Health, and Exercise Science Long Island University, Brooklyn, NY Approved Clinical Instructor Workshop August 3, 2011
    2. 2. Rebecca A. Petersen, MS, ATC, Clinical Coordinator, CIE, Athletic Training Education Program David Spierer, Edd, CSCS Assistant Professor, Division of ATHES
    3. 3. Workshop Agenda
    4. 4. Introductions <ul><li>Name, Place of Employment </li></ul><ul><li>Years Experience as </li></ul><ul><ul><li>As working professional </li></ul></ul><ul><ul><li>As a Clinical Instructor </li></ul></ul><ul><li>What’ s your motivation/reason for being here today? </li></ul>
    5. 5. Clinical Education Affiliations
    6. 6. Mission of the School of Health Professions <ul><li>… is dedicated to providing superior quality education and conducting leading research in the health professions as avenues to outstanding career opportunities for a diverse student body. The School is dedicated to providing professional expertise to the people of Brooklyn and New York to serve the community health care and health education needs. </li></ul>
    7. 7. ATEP Mission <ul><li>… is to provide the highest quality of educational opportunities, working side by side with highly experienced certified athletic trainers dedicated to education of the LIU athletic training student. The program strives to give each student unique opportunities at various settings within the profession. By enhancing and continually improving the education of athletic training students, we strive to give them the experience and knowledge to handle situations his/her professional life may present. </li></ul>
    8. 8. ATEP Goals <ul><li>Prepare student to pass BOC examination through required GPA and competency/proficiency evaluation minimums </li></ul><ul><li>Offer field/clinical experiences in appropriate settings that provide adequate exposure to clinical education requirements </li></ul><ul><li>Provide network opportunities for possible future employment </li></ul>
    9. 9. Accreditation <ul><li>Awarded 5 years continuing accreditation </li></ul><ul><li> </li></ul><ul><li>Copy of Standards in ACI Manual </li></ul>
    10. 10. Mission of the ASEP <ul><li>The American Society of Exercise Physiologists, the professional organization representing and promoting the profession of exercise physiology, is committed to the professional development of exercise physiology, its advancement, and the credibility of exercise physiologists. </li></ul>
    11. 11. ASEP Goals and Objectives <ul><li>To provide a powerful, unified forum and opportunity for exercise physiologists to present and discuss current research in exercise physiology. </li></ul><ul><li>To promote and encourage the exchange of ideas and information regarding all phases of exercise physiology. </li></ul><ul><li>To promote advancement of teaching and research in exercise physiology within the academic environment. </li></ul><ul><li>To encourage implement undergraduate and graduate education programs to meet the diverse interests and career opportunities in exercise physiology, regardless of age, gender, race or disability. </li></ul><ul><li>To promote the growth and application of the highest quality research and professional application of exercise physiology in health promotion, disease prevention, rehabilitation, and sport fitness and training. </li></ul><ul><li>To promote development and exchange of scientific information between ASEP and other professional organizations with an interest in exercise physiology. </li></ul>
    12. 12. ASEP Goals and Objectives <ul><li>To set the agenda, determine the direction, and make the decisions about the future of the exercise physiology profession. </li></ul><ul><li>To be a dynamic and action-oriented clearinghouse for questions regarding the exercise physiology profession. </li></ul><ul><li>To increase visibility and enhance the image of the exercise physiology profession. </li></ul><ul><li>To represent exercise physiologists whose professional work is mainly clinical, and to help ensure that federal agencies and legislators understand their work and needs of the clinical professional. </li></ul><ul><li>To participate in the development and implementation of public policies and procedures concerned with exercise physiology. </li></ul><ul><li>To make a commitment to quality and integrity in exercise physiology through adherence to the Society's Code of Ethics. </li></ul><ul><li>To facilitate and promote positive public policy and professional, ethical behavior by providing ongoing peer review and quality assurance programs via the accreditation of the exercise physiology (science) academic programs. </li></ul><ul><li>To expand federal and private funding of exercise physiology research and training. </li></ul>
    13. 13. ASEP Accreditation <ul><li>Received initial accreditation in May 4, 2009 for 5 Years for the BS in SPS </li></ul><ul><li>Nationally Recognized </li></ul><ul><li>Only organization that advocates for Exercise Physiology </li></ul>
    14. 14. Terminology <ul><li>ACI: Approved Clinical Instructor </li></ul><ul><li>CI: Clinical Instructor </li></ul><ul><li>CIE: Clinical Instructor Educator </li></ul><ul><li>ATS: Athletic Training Student </li></ul><ul><li>EP: Exercise Physiology </li></ul><ul><li>APE: Adapted Physical Education </li></ul><ul><li>C&C: Coaching and Conditioning </li></ul><ul><li>NSCA: National Strength and Conditioning Association </li></ul><ul><li>ACSM: American College of Sports Medicine </li></ul><ul><li>ASEP: American Society of Exercise Physiologists </li></ul><ul><li>ATHES: Division of Athletic Training, Health and Exercise Science </li></ul><ul><li>SHP: School of Health Professions </li></ul>
    15. 15. Clinical Instructor Educator <ul><li>THAT’ S ME! </li></ul><ul><li>CIE assists in developing, implementing, & evaluating the clinical education program at the academic institution. </li></ul><ul><li>Coordinating clinical experiences </li></ul><ul><li>Facilitates the development of the ACI workshop, clinical education setting(s) and the clinical instructors. </li></ul>
    16. 16. Approved Clinical Instructor <ul><li>Credentialed in a health care profession as defined by the AMA or AOA, </li></ul><ul><li>ATC ® or appropriately credentialed health care professional for a minimum of 1 year (from certification date, not test pass date) </li></ul><ul><li>Possess current State credentials </li></ul><ul><li>Not a current student </li></ul>
    17. 17. Clinical Instructor <ul><li>Be a credentialed health care professional as defined by the AMA and AOA </li></ul><ul><li>be appropriately credentialed for a minimum of 1 year. </li></ul><ul><li>If CI is credentialed for less than one year, Must follow Novice ACI/CI Plan </li></ul><ul><li>not a current student </li></ul>
    18. 18. Athletic Training Student <ul><li>Student (ATS) who is enrolled in a CAATE-accredited entry-level athletic training education program. </li></ul><ul><li>AVOID using student athletic trainer or trainer! </li></ul><ul><li>Update ALL documents to reflect </li></ul><ul><li>Be consistent with terminology </li></ul><ul><ul><li>Signs </li></ul></ul><ul><ul><li>Documents </li></ul></ul><ul><ul><li>Language </li></ul></ul>Class of 2011
    19. 19. The ACI is… <ul><li>accepting the responsibility to devote a significant amount of time to future colleagues </li></ul><ul><li>A critical part of a successful program! </li></ul>
    20. 20. The ACI is…. <ul><li>Responsible for carrying out standards established for the program </li></ul><ul><li>Providing consistency </li></ul><ul><li>Providing the “Real World” experience for the student </li></ul><ul><li>A Role Model for student </li></ul><ul><li>“ Guide by the Side” </li></ul><ul><li>BACKBONE of the growth and development of our professions </li></ul><ul><li>Instructing, evaluating and supervising the student </li></ul>
    21. 21. Standards for Effective ACI 1 Standard Description Legal and Ethical Behavior <ul><ul><li>Comply with NATA Code of Ethics and BOC Standards of Practice </li></ul></ul>Communication Skills <ul><ul><li>Communicates effectively with CC & ATS </li></ul></ul>Interpersonal Relationships <ul><ul><li>Enter into positive & effective interpersonal relationships with students, including being a role model & mentor </li></ul></ul>Instructional Skills <ul><ul><li>Demonstrates effective instructional skills during clinical education, including basic knowledge of educational principles </li></ul></ul>Supervisory & Administrative Skills <ul><ul><li>Provide right type, amount, and quality of clinical supervision & uphold CE policies, procedures, & expectations of the ATEP </li></ul></ul>Evaluation of Performance <ul><ul><li>Inform students of strengths & weaknesses of their clinical performance </li></ul></ul>Clinical Skills and Knowledge <ul><ul><li>Demonstrate appropriate clinical competence in the field of athletic training through sound evidence-based practice and clinical decision making </li></ul></ul>
    22. 22. How long does training last? <ul><li>Must attend at least 1 refresher course every 3 years to maintain the ACI status </li></ul><ul><li>Workshops will be held as needed </li></ul><ul><li>Additional meetings will be held for all ACIs and CIs </li></ul><ul><li>If ACI for another program, must attend LIU’ s ACI workshop and vice versa </li></ul><ul><li>Online training available at: </li></ul>
    23. 23. What ’ s in it for me? <ul><li>Attend courses offered at LIU Brooklyn Campus </li></ul><ul><ul><li>Up to 12 credits as a visiting student </li></ul></ul><ul><li>Library privileges </li></ul><ul><li>Free Continuing Education Units </li></ul><ul><li>Textbooks </li></ul><ul><li>Guest Speaker (stipend) </li></ul><ul><li>Possibility of adjunct teaching </li></ul>
    24. 24. Field Trip to the NY Liberty Training Center Questions or Comments?
    25. 25. Athletic Training Curriculum <ul><li>Learning Over Time </li></ul>
    26. 26. Overview of ATEP <ul><li>BS/MS degree in Athletic Training (Entry-Level Masters) </li></ul><ul><li>5 year degree program, 2 phases </li></ul><ul><ul><li>Pre-Professional Phase (2 years) </li></ul></ul><ul><ul><ul><li>Prerequisites in Liberal Arts & Sciences </li></ul></ul></ul><ul><ul><ul><li>Volunteer/Observation Hours </li></ul></ul></ul><ul><ul><ul><li>Application accepted for Fall entry </li></ul></ul></ul><ul><ul><li>Professional Phase (3 years) </li></ul></ul><ul><li>Wide range of students with various backgrounds in program </li></ul>
    27. 27. Overview: Ms in exercise science <ul><li>36 credit masters program in exercise science (EXS) </li></ul><ul><ul><li>Approximately 2 years </li></ul></ul><ul><ul><li>5 core courses (15 credits) </li></ul></ul><ul><ul><li>3 track courses (9 credits) </li></ul></ul><ul><ul><li>4 elective courses (12 credits) </li></ul></ul><ul><li>Students </li></ul><ul><ul><li>Approximately 45 students </li></ul></ul><ul><ul><li>Varied disciplines </li></ul></ul><ul><ul><li>Varied career aspirations </li></ul></ul>
    28. 28. Athletic Training Educational Competencies <ul><li>4 TH Edition </li></ul><ul><li>Risk Management and Injury Prevention </li></ul><ul><li>Pathology of Injuries and Illness </li></ul><ul><li>Assessment and Evaluation </li></ul><ul><li>Acute Care of Injury and Illness </li></ul><ul><li>Pharmacology </li></ul><ul><li>Therapeutic Modalities </li></ul><ul><li>Therapeutic Exercise </li></ul><ul><li>General Medical Conditions and Disabilities </li></ul><ul><li>Nutritional Aspects of Injury and Illness </li></ul><ul><li>Psychosocial Intervention and Referral </li></ul><ul><li>Health Care Administration </li></ul><ul><li>Professional Development </li></ul><ul><li>5 th Edition </li></ul><ul><li>Evidence-Based Practice </li></ul><ul><li>Prevention and Health Promotion </li></ul><ul><li>Clinical Examination and Diagnosis </li></ul><ul><li>Acute Care of Injury and Illness </li></ul><ul><li>Therapeutic Interventions </li></ul><ul><li>Psychosocial Strategies and Referral </li></ul><ul><li>Healthcare Administration </li></ul><ul><li>Professional Development and Responsibility </li></ul>
    29. 29. Athletic Training Competencies <ul><li>Every course in the curriculum are assigned specific competencies and proficiencies </li></ul><ul><li>Master copy available from Clinical Coordinator </li></ul><ul><li>Copies are given out to faculty teaching courses </li></ul><ul><li>Dictates material covered </li></ul><ul><li>There will be overlap and/or repetition </li></ul>
    30. 30. Role Delineation/Practice Analysis <ul><li>5th Edition </li></ul><ul><li>Domain 1: Prevention </li></ul><ul><li>Domain 2: Clinical Education and Diagnosis </li></ul><ul><li>Domain 3: Treatment, Rehabilitation, & Reconditioning </li></ul><ul><li>Domain 4: Organization and Administration </li></ul><ul><li>Domain 5: Professional Responsibility </li></ul><ul><li>6th Edition, Effective 4/2011 </li></ul><ul><li>Domain 1: Injury/Illness Prevention and Wellness Protection </li></ul><ul><li>Domain 2: Clinical Evaluation and Diagnosis </li></ul><ul><li>Domain 3: Immediate and Emergency Care </li></ul><ul><li>Domain 4: Treatment and Rehabilitation </li></ul><ul><li>Domain 5: Organizational and Professional Health and Well‐being </li></ul>
    31. 31. CAATE Standards <ul><li>Instruction shall follow a plan that provides a logical progression of didactic study and clinical experience opportunities. </li></ul><ul><li>Clinical skills should be initiated early in the student’ s program </li></ul><ul><li>Learning Over Time </li></ul>
    32. 32. Learning Over Time <ul><li>The process by which professional knowledge and skills are learned and evaluated </li></ul><ul><li>Assessment of LOT is built around: </li></ul><ul><ul><li>Multiple indicators </li></ul></ul><ul><ul><li>Sources of evidence such as: </li></ul></ul><ul><ul><ul><li>observations </li></ul></ul></ul><ul><ul><ul><li>performance samples </li></ul></ul></ul><ul><ul><ul><li>tests or test-like procedures. </li></ul></ul></ul><ul><li>Skill introduced in classroom, broken down in subset of tasks </li></ul><ul><li>Skill demonstrated and formally evaluated in a class and/or laboratory </li></ul><ul><li>Skill applied under the supervision of the ACI in actual practice setting (“ authentic experience”) </li></ul><ul><li>Same skill/competency is performed under different circumstances </li></ul>
    33. 33. How is LOT Documented? <ul><li>Evaluations </li></ul><ul><ul><li>Mid-semester </li></ul></ul><ul><ul><li>End of semester </li></ul></ul><ul><ul><li>Injury Reports </li></ul></ul><ul><ul><li>Rehab Chart Evaluations </li></ul></ul><ul><li>Student Portfolio </li></ul><ul><ul><li>Case studies/PBLs </li></ul></ul><ul><ul><li>Research papers </li></ul></ul><ul><ul><li>Competency manual </li></ul></ul><ul><ul><li>Exam results </li></ul></ul><ul><ul><li>Projects, Poster Presentations </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul><ul><ul><li>Videos </li></ul></ul>*ACIs play a critical role in documenting LOT*
    34. 34. Learning Over Time <ul><li>May seem repetitive, but it is building and reinforcing all content </li></ul><ul><li>Logical progression </li></ul><ul><li>Lots of paper work </li></ul><ul><li>Integrating online documentation </li></ul><ul><ul><li>Student Voice </li></ul></ul><ul><ul><li>Online management systems (ATrack, Googel Docs, etc) </li></ul></ul>
    35. 35. EXS in HS 334 Breakout Session
    36. 36. Clinical Education for the Athletic Training Student
    37. 37. What will they know? <ul><li>What will you have to do </li></ul>
    38. 38. PLAN OF STUDY
    39. 39. The Athletic Training Student… <ul><li>Prior to clinical rotations, all ATS will have the following: </li></ul><ul><ul><li>CPR/First Aid Certification </li></ul></ul><ul><ul><li>OSHA Regulations/Blood Bourne Pathogen training </li></ul></ul><ul><ul><li>HIPAA Privacy and Confidentiality Training </li></ul></ul><ul><li>Conducted annually for all new and returning students during Annual Orientation in September </li></ul>
    40. 40. What will the ATS know? <ul><li>Pre-Professional Phase </li></ul><ul><ul><li>Observation Students </li></ul></ul><ul><ul><ul><li>CPR, First Aid </li></ul></ul></ul><ul><ul><ul><li>Basic Athletic Training Skills </li></ul></ul></ul><ul><ul><li>Minimal Patient interaction or contact </li></ul></ul><ul><ul><li>Refer to Chapter 7, page 22 in ACI Handbook </li></ul></ul><ul><ul><li>ACI Podcast Handout Packet </li></ul></ul>
    41. 41. 1st Year ATS, Fall <ul><li>Classes </li></ul><ul><ul><li>Taping/Bracing, 1st Aid/CPR </li></ul></ul><ul><ul><li>Advanced Athletic Training I </li></ul></ul><ul><ul><li>Kinesiology </li></ul></ul><ul><li>Introduction to Clinical Education Course </li></ul><ul><ul><li>Introduction to Athletic Training </li></ul></ul><ul><ul><li>Assignments </li></ul></ul><ul><ul><li>100 hour requirement </li></ul></ul><ul><li>ACI: </li></ul><ul><li>Mid Term and Final Evaluation </li></ul><ul><ul><li>Survey link will be sent to you via email </li></ul></ul><ul><ul><li>Complete by deadline and meet one-on-one with ATS to review </li></ul></ul>
    42. 42. 1st Year ATS/ Spring <ul><li>Classes </li></ul><ul><ul><li>Advanced Athletic Training II </li></ul></ul><ul><ul><li>Exercise Physiology I </li></ul></ul><ul><ul><li>Motor Learning </li></ul></ul><ul><li>SPS 165 Clinical Education in Athletic Training I (150 hours) </li></ul><ul><ul><ul><li>Emphasize LE injuries and evaluation </li></ul></ul></ul><ul><li>Problem Based Learning </li></ul><ul><ul><li>Cases will be reviewed throughout semester </li></ul></ul><ul><li>ACI: </li></ul><ul><li>Mid Term and Final Evaluation </li></ul><ul><ul><li>Survey link will be sent to you via email </li></ul></ul><ul><ul><li>Complete by deadline and meet one-on-one with ATS to review </li></ul></ul><ul><li>ATS will need to complete 10 LE Injury Evaluations due every Monday (mock or real time) </li></ul><ul><ul><li>Review syllabus for dates and body parts </li></ul></ul><ul><ul><li>Keep all Reports in notebook </li></ul></ul>
    43. 43. 2nd Year ATS/ Fall <ul><li>Classes </li></ul><ul><ul><li>Therapeutic Modalities </li></ul></ul><ul><ul><li>Exercise Physiology II </li></ul></ul><ul><ul><li>Evaluation in Health & Fitness </li></ul></ul><ul><li>HS 660 Clinical Education in Athletic Training II (150 hrs) </li></ul><ul><ul><li>UE, head, spine rotation focusing on injury evaluation </li></ul></ul><ul><ul><li>Problem Based Learning </li></ul></ul><ul><ul><li>Cases will be reviewed throughout semester </li></ul></ul><ul><li>ACI: </li></ul><ul><li>Mid Term and Final Evaluation </li></ul><ul><ul><li>Survey link will be sent to you via email </li></ul></ul><ul><ul><li>Complete by deadline and meet one-on-one with ATS to review </li></ul></ul><ul><li>ATS will need to complete 12 LE Injury Evaluations due every Monday (mock or real time) </li></ul><ul><ul><li>Review syllabus for dates and body parts </li></ul></ul><ul><ul><li>Keep all Reports in notebook </li></ul></ul>
    44. 44. 2nd Year ATS, Spring <ul><li>Classes </li></ul><ul><ul><li>Nutrition </li></ul></ul><ul><ul><li>Therapeutic Exercise </li></ul></ul><ul><ul><li>Basic Biomechanics </li></ul></ul><ul><ul><li>Sports Psychology </li></ul></ul><ul><li>HS 661Clinical Education in Athletic Training III (200 hrs) </li></ul><ul><ul><li>Weekly Treatment log </li></ul></ul><ul><ul><li>24 REAL time injury evals of anything </li></ul></ul><ul><ul><li>Develop Rehab plan for 6 different areas </li></ul></ul><ul><ul><li>PBL cases </li></ul></ul><ul><ul><li>Competency Exam </li></ul></ul><ul><li>ACI: </li></ul><ul><li>Mid Term and Final Evaluation </li></ul><ul><ul><li>Survey link will be sent to you via email </li></ul></ul><ul><ul><li>Complete by deadline and meet one-on-one with ATS to review </li></ul></ul><ul><li>ATS will need to complete real time Injury/Illness Evaluations due every Monday </li></ul><ul><ul><li>Keep all Assignments in notebook </li></ul></ul>
    45. 45. Fall, 3rd Year ATS <ul><li>Classes </li></ul><ul><ul><li>Administration in AT </li></ul></ul><ul><ul><li>Research Methods </li></ul></ul><ul><ul><li>Individual Problem </li></ul></ul><ul><ul><li>CSCS Preparation Course </li></ul></ul><ul><li>HS 709 Clinical Education in Athletic Training IV </li></ul><ul><ul><li>Final Clinical Education </li></ul></ul><ul><ul><li>PBL Assignments </li></ul></ul><ul><ul><li>Comprehensive evaluations & designing 6 rehabilitation plans </li></ul></ul><ul><ul><li>Case Report/Presentation </li></ul></ul><ul><li>ACI: </li></ul><ul><li>Mid Term and Final Evaluation </li></ul><ul><ul><li>Survey link will be sent to you via email </li></ul></ul><ul><ul><li>Complete by deadline and meet one-on-one with ATS to review </li></ul></ul><ul><li>ATS will need to complete real time Injury/Illness Evaluations due every Monday </li></ul><ul><ul><li>Keep all Assignments in notebook </li></ul></ul>
    46. 46. Spring 3rd Year, ATS <ul><li>Classes </li></ul><ul><ul><li>Pharmacology </li></ul></ul><ul><ul><li>Pathology </li></ul></ul><ul><ul><li>Neuroscience </li></ul></ul><ul><ul><li>Current Issues/Topics in AT </li></ul></ul><ul><li>Final Internship/ Field Experience HS 623 </li></ul><ul><ul><li>Increase level of autonomy, independence </li></ul></ul><ul><ul><li>Complete any remaining clinical requirements </li></ul></ul><ul><ul><li>Pay it forward </li></ul></ul><ul><ul><li>Preparing for BOC Exam </li></ul></ul><ul><ul><li>Competency Exams </li></ul></ul><ul><ul><li>Graduation! </li></ul></ul>
    47. 47. Evaluation Forms and assignments <ul><li>ACI Grades and Evaluates the ATS </li></ul><ul><ul><li>Injury Report </li></ul></ul><ul><ul><li>Rehabilitation chart </li></ul></ul><ul><ul><li>Weekly log </li></ul></ul><ul><ul><li>Hours </li></ul></ul><ul><li>ATS Evaluates the ACI </li></ul><ul><ul><li>ACI and Clinical Site </li></ul></ul><ul><ul><li>Student Self-Evaluation </li></ul></ul><ul><ul><li>End of the Program Evaluation </li></ul></ul>
    48. 48. Results: Positive
    49. 49. Positive Feedback
    50. 50. Results from spring 2011
    51. 51. Areas of improvement
    52. 52. Web 2.0 <ul><li>Blackboard fully online for all LIU Courses 2010-11 </li></ul><ul><li>Clinical Education in Athletic Training Webpage </li></ul><ul><ul><li> </li></ul></ul><ul><li>Discussion groups </li></ul><ul><li>Syllabi, course materials </li></ul><ul><li>Calendar for announcements </li></ul><ul><li>Assessing the use of other online data management systems (ATrack) </li></ul>
    53. 53. Just a few more to go! Still with me?
    54. 54. Teaching and Learning <ul><li>What works for you and the student? </li></ul>
    55. 55. Learning Styles <ul><li>Definitions: </li></ul><ul><ul><li>Specific pattern of behavior and performances the learner utilizes in approaching a learning experience (Sarassin, CIE workshop 2003) </li></ul></ul><ul><ul><li>Preferred modes that are used to learn, produce, solve problems, and achieve results </li></ul></ul><ul><ul><li>No person has a single style, but fluidly moving in and out of preferred modes depending on the learning environment </li></ul></ul>
    56. 56. Learning Styles <ul><li>Lots of different learning styles </li></ul><ul><li>Most Common Inventories </li></ul><ul><ul><li>Kolb’ s Learning Style Inventory </li></ul></ul><ul><ul><li>Gregorc Style Delineator </li></ul></ul><ul><ul><li>CAPSOL Learning Style Inventory </li></ul></ul><ul><li>What is your preferred Learning Style? </li></ul><ul><li> </li></ul>
    57. 57. <ul><li>In HS 316 </li></ul>Lunch!
    58. 58. Assessment and Evaluation
    59. 59. Evaluations <ul><li>Important aspect of clinical education </li></ul><ul><li>Variety of formats </li></ul><ul><li>Way to document ATS progress in classroom and clinical setting </li></ul><ul><ul><li>Learning Over Time </li></ul></ul><ul><li>Information gathered from evaluations will be used to: </li></ul><ul><ul><li>Provide critical feedback to the student </li></ul></ul><ul><ul><li>Reinforce student’ s progress </li></ul></ul><ul><ul><li>Improve the ATEP </li></ul></ul>
    60. 60. Feedback <ul><li>Used to make adjustments to reach a goal </li></ul><ul><li>What the ATS did well and the consequences of their actions </li></ul><ul><ul><li>Provide information on the desired behavior </li></ul></ul><ul><ul><li>What you (ACI) actually observed the ATS do </li></ul></ul><ul><ul><li>Any dissonance between the two? </li></ul></ul><ul><li>Effective Questioning </li></ul><ul><ul><li>What? </li></ul></ul><ul><ul><li>So What? </li></ul></ul><ul><ul><li>Now what? </li></ul></ul>
    61. 61. Providing Effective Feedback <ul><li>Rapport </li></ul><ul><ul><li>Establish a relationship with the student </li></ul></ul><ul><ul><li>Quiet, private area to discuss with student </li></ul></ul><ul><li>Timing </li></ul><ul><ul><li>Become a regular, natural part of the evaluation process </li></ul></ul><ul><ul><li>Often and soon after the event </li></ul></ul>
    62. 62. Providing Effective Feedback <ul><li>Content </li></ul><ul><ul><li>Solicit the student what they think </li></ul></ul><ul><ul><li>+ constructive comments; sandwich negative with positive </li></ul></ul><ul><ul><li>Focus decisions on behavior rather than individual traits </li></ul></ul><ul><ul><li>Limit quantity at any one time </li></ul></ul><ul><ul><li>Have student summarize what was said back to you </li></ul></ul><ul><li>Patient Care </li></ul><ul><ul><li>Athletes give feedback to students </li></ul></ul><ul><ul><li>Did the student ask for patient concerns </li></ul></ul><ul><ul><li>Treat them w/respect? </li></ul></ul><ul><ul><li>Involved patients in plan of care? </li></ul></ul><ul><ul><li>Present clear and appropriate directions </li></ul></ul>
    63. 63. Providing Effective Feedback <ul><li>Corrective Feedback </li></ul><ul><ul><li>Let student know knowledge and skills are correctly applied </li></ul></ul><ul><ul><li>Used to develop basic knowledge and skills </li></ul></ul><ul><ul><li>Provide in a non-confrontational way </li></ul></ul><ul><ul><li>Used more with lower-level students </li></ul></ul><ul><li>Directive Feedback </li></ul><ul><ul><li>Guides students to different possibilities to rethink a specific task, or response to question </li></ul></ul><ul><ul><li>Actively engage the student to think about the solution or different options </li></ul></ul><ul><ul><li>Be more efficient </li></ul></ul><ul><ul><li>Use more with upper-level students </li></ul></ul>
    64. 64. Who Evaluates Who? <ul><li>ACI evaluates the student </li></ul><ul><li>Student evaluates the ACI and the Clinical Site </li></ul><ul><li>Student performs self-evaluation </li></ul><ul><li>Peer to Peer evaluation </li></ul><ul><ul><li>Utilize upper level students to help assess and teach lower-level students prior to your evaluation </li></ul></ul>
    65. 65. Criteria <ul><li>Clinical Instructors should rate student performance similarly </li></ul><ul><li>Evaluate the ATS based on performance and completion of a task not just personality </li></ul><ul><li>Similar scores for an ATS should come from 2 different ACIs </li></ul><ul><li>Avoid comparing a student’ s performance with another student </li></ul><ul><ul><li>Especially if they are at different levels of the ATEP </li></ul></ul>
    66. 66. Criteria Guideline Number Descriptive Term Criteria for Level 5 Always (Excellent) ATS consistently performs at a level exceeding the average; ATS performs skill without any prompts in same manner and timing one would expect an ATC to perform 4 Almost Always ATS consistently performs at a level exceeding the average; ATS performs skill without any prompts in same manner and timing one would expect an ATC to perform 3* Fairly Often (Average) ATS consistently performs at a level above average; ATS performs skill with minimal prompting and is competent 2 Occasionally ATS consistently performs at an average level; ATS performs skill with prompting and guidance from ACI 1 Never (Poor) ATS consistently performs at an unsatisfactory level; ATS cannot perform the skill
    67. 67. Skill Evaluation <ul><li>As student performs a skill and you observe it, DOCUMENT IT! </li></ul><ul><li>Avoid one day sign off </li></ul><ul><li>Provide instruction, feedback as student performs “real life activities” </li></ul><ul><li>Use simulation or model for instruction if injuries haven ’ t occurred </li></ul><ul><ul><li>50% of time is clinical is spent completing simulations </li></ul></ul><ul><ul><li>93% of ATEPs use simulations </li></ul></ul>
    68. 68. Evaluation Forms <ul><li>ACI Evaluates the ATS </li></ul><ul><ul><li>Mid-Semester and End of Semester Progress Evaluations </li></ul></ul><ul><ul><ul><li>Web link provided through Student Voice Assessment Service </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Injury Reports </li></ul></ul><ul><ul><li>Rehab Progress Log </li></ul></ul><ul><li>Linked to course credit </li></ul><ul><li>SIGN AND VERIFY EVERYTHING! </li></ul><ul><ul><li>Signatures and initials must be clear </li></ul></ul>
    69. 69. Questions?
    70. 70. Starting at your site <ul><li>Provide an orientation session for new and returning students </li></ul><ul><ul><li>Dress Code </li></ul></ul><ul><ul><li>Your institution ’ s Policies and Procedures </li></ul></ul><ul><ul><ul><li>EAP </li></ul></ul></ul><ul><ul><ul><li>BBP </li></ul></ul></ul><ul><ul><ul><li>Attendance </li></ul></ul></ul><ul><ul><li>Course requirements </li></ul></ul><ul><ul><ul><li>Ask to see their course syllabus if I haven't’ sent you one yet </li></ul></ul></ul><ul><ul><li>SCHEDULE (10-20 hours per week) </li></ul></ul><ul><ul><li>Your expectations of the student </li></ul></ul><ul><ul><li>Anything else </li></ul></ul>
    71. 71. Scheduling <ul><li>Work with ATS to set up monthly schedule </li></ul><ul><li>And hold them to it!! </li></ul><ul><li>Each clinical has a minimum hour requirement </li></ul><ul><ul><li>15-20 hours/week for ATS for 14 weeks </li></ul></ul><ul><ul><li>Students MUST complete! Incompletes will not be automatically given </li></ul></ul><ul><ul><li>12 hours/week for 7weeks for EXS </li></ul></ul><ul><li>Clinical Commitment Contract (NEW) </li></ul><ul><li>Late/Unexcused absence form </li></ul><ul><ul><li>LET ME KNOW </li></ul></ul><ul><li>Should allow for attendance to lectures, workshops, etc. as required by the course and program </li></ul>
    72. 72. Travel <ul><li>Request and obtain approval from CC FIRST </li></ul><ul><li>When can an ATS travel to away events? </li></ul><ul><ul><li>Only with the ACI or ATC </li></ul></ul><ul><ul><li>Typically only during the 2nd and 3rd year </li></ul></ul><ul><ul><li>Consideration give to 1st students </li></ul></ul><ul><li>Academic Performance </li></ul><ul><li>Waiver Form (assumption of risk) </li></ul><ul><li>Will the student have to incur additional cost? </li></ul>
    73. 73. Student-Athletes <ul><li>No additional restrictions are imposed on S-A from entering the professional phase </li></ul><ul><li>S-A will not be placed at competing conference schools until eligibility is complete </li></ul><ul><li>CHALLENGES </li></ul><ul><ul><li>Time management </li></ul></ul><ul><ul><li>What hat are they wearing in the ATR? </li></ul></ul><ul><ul><li>Teammates respect their role in the ATR as an ATS? </li></ul></ul><ul><li>Reinforce meeting assignment deadlines </li></ul><ul><li>May request in advance a carry over of hours to make-up missed time </li></ul>
    74. 74. Supervision <ul><li>Daily personal/verbal contact at the site of supervision between the ATS and the ACI or clinical instructor who plans, directs, advises, and evaluates the students' athletic training field experience. </li></ul><ul><li>As ACIs you will positively and/or negatively affect student growth and development </li></ul>
    75. 75. Direct Supervision <ul><li>Constant visual and auditory interaction between the student and the ACI. </li></ul><ul><li>The ACI shall be physically present for proficiency instruction and evaluation. </li></ul><ul><li>Ability to intervene on behalf of the ATS to provide on-going and consistent education </li></ul><ul><li>ACI/CI must consistently and physically interact with the ATS at the site of CE </li></ul><ul><li>Regular and planned meetings with ATS and ATEP </li></ul><ul><li>Student/clinical instructor ratio will not exceed 8:1 (4:1) </li></ul>
    76. 76. Supervision at the Clinical Site <ul><li>ATS are assigned to an ACI, not the site </li></ul><ul><li>ACI should interact regularly with the ATS </li></ul><ul><ul><li>Reinforce didactic instruction </li></ul></ul><ul><ul><li>Apply skills & competencies in “ Real World” setting </li></ul></ul><ul><li>Set-up regular one-on-one meetings with your Student </li></ul><ul><ul><li>Review skills, cases, performance, class assignments, etc. </li></ul></ul><ul><ul><li>Review Mid and Final evaluations </li></ul></ul>
    77. 77. Supervision <ul><li>As student’ s knowledge base and skill level increase, the level of responsibility and independence can increase </li></ul><ul><li>Placed in situations with the appropriate type, quality, and AMOUNT of clinical supervision </li></ul><ul><li>1 st year versus 2 nd year versus 3 rd year ATS </li></ul><ul><ul><li>Oversupervision can hurt as much as undersupervision </li></ul></ul><ul><ul><li>Are you under supervising students particularly at the beginning and intermediate level? </li></ul></ul><ul><ul><li>Are you over supervising your advanced students? </li></ul></ul>
    78. 78. First Responder option is gone <ul><li>Clinical education of the student is not to be compromised to provide medical coverage </li></ul><ul><li>Students should never be expected to do the job of qualified, certified healthcare professionals! </li></ul><ul><li>Only occurs in final semester of program after all clinical education requirements are met </li></ul><ul><li>All clinical experiences must have supervision </li></ul>
    79. 79. Questions or Comments?
    80. 80. Clinical Education <ul><li>For the Athletic Training and </li></ul><ul><li>Exercise Physiology Student </li></ul>
    81. 81. Academic vs. Clinical <ul><li>Academic (didactic) </li></ul><ul><ul><li>Predictable classroom with start and finish </li></ul></ul><ul><ul><li>Material given an organized manner </li></ul></ul><ul><ul><li>Varying teaching methods </li></ul></ul><ul><ul><li>Can be impersonal </li></ul></ul><ul><li>Clinical </li></ul><ul><ul><li>Unpredictable, constrained only by treatment times </li></ul></ul><ul><ul><li>Subject matter more fluid, not rigid </li></ul></ul><ul><ul><li>Teaching may seem unstructured </li></ul></ul><ul><ul><li>Socialized into the Profession </li></ul></ul><ul><ul><ul><li>Professional Behaviors </li></ul></ul></ul><ul><ul><ul><li>Personal Attributes </li></ul></ul></ul><ul><ul><ul><li>Culture </li></ul></ul></ul>
    82. 82. Clinical Education for AT <ul><li>The athletic training curriculum must include provision for clinical experiences under the direct supervision of a qualified ACI or CI in appropriate clinical setting </li></ul><ul><li>Clinical education shall occur in a minimum period of two academic years (4 semesters) and be associated with course credit. </li></ul><ul><li>Clinical experience should be initiated early </li></ul><ul><li>Provide sufficient opportunity to develop specific competencies pertaining to the health care of the athlete and those involved in physical activity </li></ul>
    83. 83. Clinical Education <ul><li>Integrate classroom theory into “ Real Time” practice with actual athletes and patients </li></ul><ul><li>Competency Based Model </li></ul><ul><li>AT Students report over 53% of professional development comes from Clinical Education </li></ul><ul><li>Progress from basic skill practice and application to critical thinking and decision making </li></ul>
    84. 84. Clinical Education <ul><li>The Clinical Site provides: </li></ul><ul><ul><li>Authentic experience </li></ul></ul><ul><ul><li>Professional development </li></ul></ul><ul><li>ACI provides critical and timely feedback to student </li></ul>
    85. 85. Clinical experience <ul><li>Learn </li></ul><ul><ul><li>Responsibility </li></ul></ul><ul><ul><li>Professionalism </li></ul></ul><ul><ul><li>Time Management </li></ul></ul><ul><ul><li>Teamwork </li></ul></ul>
    86. 86. Students should be involved in: <ul><li>Athletic Training </li></ul><ul><ul><li>Evaluation </li></ul></ul><ul><ul><li>Patient Care </li></ul></ul><ul><ul><li>Rehabilitation </li></ul></ul><ul><ul><li>Administration </li></ul></ul><ul><ul><li>Research </li></ul></ul><ul><ul><li>Mentoring underclassmen </li></ul></ul><ul><li>Exercise Physiology </li></ul><ul><ul><li>Patient/client intake </li></ul></ul><ul><ul><li>Diagnostic testing </li></ul></ul><ul><ul><li>Performance testing </li></ul></ul><ul><ul><li>Program design </li></ul></ul><ul><ul><li>Administration </li></ul></ul><ul><ul><li>Research </li></ul></ul>
    87. 87. Athletic Training Exposure Requirements: <ul><li>Lower Extremity : High-risk sport to the lower extremity based upon injury statistics. </li></ul><ul><li>Upper Extremity : High-risk sport to the upper extremity based upon injury statistics. </li></ul><ul><li>Equipment Intensive : High-risk sports where all participants are required to wear protective equipment for the head and the shoulders. </li></ul><ul><li>General Medical : Experiences of both genders are those associated with physicians, physician assistants, or nurse practitioners. </li></ul>
    88. 88. Exercise Physiology Rotation Requirements <ul><li>Fitness Centers </li></ul><ul><li>Human Performance facilities </li></ul><ul><li>Hospitals </li></ul><ul><li>Corporate Wellness </li></ul><ul><li>Exercise Physiology Laboratories </li></ul><ul><li>Physical therapy centers </li></ul><ul><li>Research-related exercise programs </li></ul><ul><li>90 hours/semester </li></ul><ul><li>Midterm and final evaluation </li></ul><ul><li>Case study presentation </li></ul>
    89. 89. Clinical Site Placements <ul><li>Secondary Schools </li></ul><ul><li>Colleges/Universities </li></ul><ul><li>Physical Therapy Clinics </li></ul><ul><li>Physician Offices </li></ul><ul><ul><li>Orthopedics </li></ul></ul><ul><ul><li>General Medicine </li></ul></ul><ul><li>Surgery Observations </li></ul><ul><li>Professional Organizations </li></ul><ul><li>Private Companies </li></ul>
    90. 90. Clinical Education Should… <ul><li>Provide opportunity to consolidate knowledge and apply to actual patient care situations </li></ul><ul><li>Have specific learning objective for each rotation </li></ul><ul><li>Provide the student with physical environment necessary to develop professional behaviors and attitudes </li></ul>
    91. 91. Clinical Education Should NOT <ul><li>Expect a STUDEN T to perform at the level of a qualified professional without proper experience or supervision </li></ul><ul><li>They are there to learn from you </li></ul><ul><li>Not to fulfill staffing shortage </li></ul><ul><li>Expect the student to be perfect </li></ul>
    92. 92. The AT/EP Student should be… <ul><li>Placed in teaching and learning situations </li></ul><ul><li>Should not be placed in situations they cannot handle or be used a substitute workforce </li></ul><ul><li>If not </li></ul><ul><ul><li>Liability to the athlete/patient, ACI, institution and accreditation </li></ul></ul><ul><li>Held to the highest standard of practice according to the BOC and NATA and LIU ATEP </li></ul>
    93. 93. CE at the Clinical Site <ul><li>Use “ teachable moments” </li></ul><ul><ul><li>Occurs when a CI and ATS actively participate and interact with each other to enhance learning and foster intellectual curiosity in the CE environment. </li></ul></ul><ul><ul><li>Underlying barriers are perceived to be the CI ’s day to day responsibilities </li></ul></ul><ul><ul><li>Professional Discourse (46%), Authentic experience (18%), Skill development (35%) 2 </li></ul></ul>
    94. 95. Questions? Comments?
    95. 96. Teaching and Learning <ul><li>What works for you and the student? </li></ul>
    96. 98. <ul><li>Strengths of Each Style </li></ul>LSI Summary
    97. 101. Learning Styles of UG ATS <ul><li>No one dominate style among ATS (Brower, et al, J Ath Train, 2001) </li></ul><ul><li>Little relationship between LS and success on BOC Exam (Draper, J of Ath Train, 1989) </li></ul><ul><li>Study by Stradely, et al 2002 J of AT </li></ul><ul><ul><li>30% accomodators </li></ul></ul><ul><ul><li>30% assimilators </li></ul></ul><ul><li>Coker, 2000, J of AT </li></ul><ul><ul><li>Assimilators (65.4%) Converger (15.4%) in classroom </li></ul></ul><ul><ul><li>Converger (42.3%), Accomodator (30.8%) in clinical setting </li></ul></ul>
    98. 102. Weidner, TG. The Athletic Trainer ’s Pocket Guide to Clinical Teaching, Thoroughfare, NJ, 2009 Kolb LS Characteristics Challenges CONVERGER Decision Maker Takes abstract info & processes concrete solutions Logical approach Self-directed, but not particularly collaborative May prematurely make a decision or rush to solve a problem ( tunnel vision) Fall into treating symptoms rather than causes DIVERGER Creator, Brainstorming Takes info from concrete exp & processes Prefer to observe others before performing Takes time to determine what is pertinent and what doesn’ t apply Imagination allows for creation of many alternative solutions Can become overwhelmed by alternatives & indecisiveness through observation, may have difficulty prioritizing tasks Thoroughness can interfere with sense of urgency that exists with some situations ASSIMILATOR Systematic Planner Goal Setter, takes in abstract info & observations to create a rational explanation, Inductive Reasoner Understand theory or evidence approach to medicine Enjoy reading research, exploring additional information related to clinical experience Tends to create “castles in the air”, may be impractical, may prematurely discuss solutions without all the critical facts Can get lost in theory and try to “ reinvent the wheel ” Prefer to work alone and view ACI as expert ACCOMMODATOR Do-er, Very practical, action oriented student Learns though practical experience, adapts to change, transforms concrete info into action Work well with others, peer-assisted learning, role playing, etc. May be pushy or impatient, too much time on trivial tasks may miss out on learning opportunities Risk takers who act first ask questions later Learn the how but not always the why Need to be constantly challenged with new experiences
    99. 103. The Difficult Learner Weidner, TG. The Athletic Trainer ’s Pocket Guide to Clinical Teaching, Thoroughfare, NJ, 2009
    100. 104. So, what does it all mean? <ul><li>More than one way to approach learning and teaching </li></ul><ul><li>LS are fluid and change depending on situation </li></ul><ul><li>LS can also change as a student progresses through the clinical experience </li></ul>
    101. 105. Questions or Comments?
    102. 106. Role Play Scenarios <ul><li>Groups of 3 </li></ul>
    103. 107. Scenarios <ul><li>Split into 5 different groups </li></ul><ul><li>Assign a note taker/presenter </li></ul><ul><li>Review one of the following scenarios </li></ul><ul><li>Each group provide their “answers” to the scenario. </li></ul><ul><ul><li>When discussing the scenario, think about Learning styles and how it plays a role in each situation </li></ul></ul>
    104. 108. Scenario #1 <ul><li>You are a clinical instructor in a large New York City hospital. Under your guidance your student has become more interested in the clinical setting and has expressed interest in becoming a clinical exercise physiologist. For the past 8 weeks of the semester the student has been meeting expectations. </li></ul><ul><li>However, during the last week, you have noticed that your student is showing signs of excessive fatigue. You have also heard him talking to a coworker about being out late at night “clubbing”. He is also complaining about his workload at school piling up and having difficulty getting assignments completed. </li></ul><ul><li>A patient raised a concern with you about how the student seemed very distracted during her last visit. How would you handle this? </li></ul>
    105. 109. Scenario #2 <ul><li>You have a student who is intelligent, skilled, and meets all the academic and clinical standards but challenges you as the ACI with poor attendance, tardiness, violation of dress code, and minimal effort and engagement at the site </li></ul><ul><li>What strategies would you employ to manage this student? </li></ul><ul><li>How would you change your approach or teaching style? Or not? Provide specific examples. </li></ul><ul><li>At what point would you engage the clinical coordinator/school contact in the problem? </li></ul>
    106. 110. Scenario #3 <ul><li>You are supervising a 2 nd year ATS during Men’s Soccer this fall. You have a case for the student to evaluate. After completing a minimal history, inspection, 2 special tests, he comes to the diagnosis of Grade 2 ATF ligament sprain. You are prompting him to consider other possibilities or 2ndary injuries, but the student doesn’t see the point, management would be the same. </li></ul><ul><li>How do you handle this? What are your options? Is there another way to approach this? What learning style does this reflect? </li></ul>
    107. 111. Scenario #4 <ul><li>You are a first time ACI, having recently completed your Master ’ s Degree. Two weeks into the semester, you notice that a 2 nd year athletic training student assigned to you is not taking initiative with rehabilitation programs for your athletes. She is hesitate to make decisions with her evaluations and after one poor attempt, she does not set-up an initial treatment for injuries. </li></ul><ul><li>How you would motivate your student? In what ways could you get the student to apply information learned in previous courses? </li></ul><ul><li>How would you get them to demonstrate leadership and take initiative? </li></ul>
    108. 112. Scenario #5 <ul><li>The 3 rd year ATS assigned to you has excellent skills, reliability, judgment, and abilities. He does however have upper extremity below-elbow prosthesis. He performs all skills required of him and excels with his responsibilities; however, the coach (or supervisor) of the athletes/patients you work with doesn ’ t want the student working with his athletes/patients. </li></ul><ul><li>How do you manage this situation? What issues must you consider in your decisions? How would you rank them in terms of priority and concerns? </li></ul>
    109. 113. Scenario #6 <ul><li>You are a director of personal training in a well known fitness facility with an exclusive clientele. You are supervising a student for the past 3 weeks. Your student, however, the student seems to enjoy working with female clients and staff. </li></ul><ul><li>You have heard him make suggestive comments to a new female trainer. You also heard him make comments to fellow male trainers about particular female clients and female staff. It is becoming obvious that the student is conducting himself inappropriately. </li></ul><ul><li>During week 5 of a 7 week field experience, a female staff member comes to you to complain about the student’s lack of professionalism and threatens to sue for sexual harassment unless something is done. </li></ul><ul><li>How would you handle this? </li></ul>
    110. 114. Scenario #7 GAME DAY! <ul><li>Day long Tennis Tournament (ATC, One 3 rd Year ATS and Two 2 nd Year ATS) </li></ul><ul><li>You are in the middle of pre-match treatments when 2 of the visiting teams walk into the ATR. Neither team has an ATC with them, and you direct your 3 rd Year to assist them until you are done with your manual therapy treatment. The 3 rd year student manages the best he can, but match time is approaching and he is watching the WWP fill up and the 2 nd years are looking over class assignments due on Monday. </li></ul><ul><li>Your treatment is done and you step in, delegate and get everyone moving along in 20 minutes. </li></ul><ul><li>What happened with the 3 rd year student? How would you address this situation? Give a positive and negative example. What learning style is this? </li></ul>
    111. 115. Management and Administration
    112. 116. Handbooks <ul><li>LIU students must abide by University Bulletin </li></ul><ul><li>ATS must abide by policies and procedures outlined in Athletic Training Student Handbook (update by Fall 2011) </li></ul><ul><ul><li>Including NATA Code of Ethics, BOC Standards of Practice </li></ul></ul><ul><li>ATS must abide by policies and procedures of the clinical site. </li></ul><ul><li>Failure to conduct themselves according to the outlined policies and procedures can result in disciplinary action </li></ul>
    113. 117. Problems? <ul><li>CALL or EMAIL myself or David </li></ul><ul><li>Mediate any issues, concerns, or problems with students </li></ul><ul><li>Keep me aware of tardiness, not showing up, dress code violations, etc. </li></ul><ul><li>DON’T WAIT until the end of the semester </li></ul><ul><li>Student’ s can be reassigned </li></ul>
    114. 118. Where to Get More Information <ul><li>LIU ATEP Clinical Education Site: </li></ul><ul><li> </li></ul><ul><ul><li>ACI Manual </li></ul></ul><ul><ul><li>LIU ATS HANDBOOK </li></ul></ul><ul><li>NATA </li></ul><ul><ul><li>NATA Think Tanks </li></ul></ul><ul><li>NATA BOC </li></ul><ul><li>Athletic Training Education Journal </li></ul><ul><li>CAATE </li></ul><ul><li>ASEP </li></ul><ul><li>NSCA </li></ul><ul><li>ACSM </li></ul><ul><li>APS </li></ul>
    115. 119. Clinical Instructor Educator Mission <ul><ul><li>To ensure the consistent delivery of athletic training clinical education while promoting institutional autonomy. </li></ul></ul>
    116. 120. Please fill out an evaluation @ http :// / ACIWorkshopEval <ul><li>Thank you! </li></ul>
    117. 121. Works cited <ul><li>Weidner, TG, Henning JM. Development of Standards and criteria for the selection, training, and evaluation of athletic training approved clinical instructors. J Athl Train. 2004;39(4):335-343 </li></ul><ul><li>Rich, VJ. Clinical Instructors ’ and Athletic Training Students’ Perceptions of Teachable Moments in an AT CE Setting. J of Athl 2009;44(3):294-303 </li></ul>