MAATA-District-III-Meeting-Powerpoint-1

Assuring and Enhancing Quality Education in Athletic Training MAATA District III Meeting May 2014 Mark Laursen, MS, ATC President Boston University Eric Sauers, PhD, ATC, FNATA Vice

Assuring and Enhancing Quality Education in

Athletic Training

MAATA District III Meeting

May 2014

Mark Laursen, MS, ATC

President

Boston University

Eric Sauers, PhD, ATC, FNATA

Vice President

A.T Still University

Bernard Griesmer, MD

Treasurer

American Academy of Pediatrics Representative

HealthTracks Center, Springfield, MO

Ray Castle, PhD ,ATC

Louisiana State University

Chad Starkey, PhD, ATC

Mark Merrick, PhD, ATC, FNATA

The Ohio State University

Paula Maxwell, PhD, ATC

James Madison University

LesLee Taylor, PhD, ATC

Texas Tech University Health Sciences

LaMont Cavanaugh, MD

American Academy of Family Physicians Representative

University of Oklahoma School of Medicine

Joseph Guettler, MD

AOSSM Representative

Oakland University William Beaumont School

of Medicine

Administrative Member

Dean and Professor

Rangos School of Health

Sciences

Duquesne University

Jack Weakley

Director, Athletic Training Consulting Services, LLC

Johnson & Johnson Sports Medicine Division (retired)

Overview

Analytics

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

By the Numbers

BOC Pass Rate 2011-2013*

1 st

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

BOC Pass Rate by cohort

st

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Professional Programs Not Meeting 70% Minimum Pass Rate Standard 2011-13

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Transparency and Public Information

The Public demands it:

–  Search for accredited programs 8,080 hits

–  BOC pass rate 3,505 hits

Programs” was second only to the “Home Page” for number of views “Pass rate” was third

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Accountability, Transparency and Public Information

• Higher Education Accreditation Requires It

–  CHEA Standard 12 (A) (3) - standards or policies that include expectations of institutional or program quality, including student achievement,

–  CHEA Standard 12 (B) (1) require institutions to provide reliable information to the public, including student achievement

–  CHEA Standard 12 (C) Encourages self-scrutiny and planning for change and needed improvement

Post-Professional Programs

–  Effective July 1, 2014

–  Going into effect Academic Year 2016−2017

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Residency Programs

Standards with Professional and Post

Professional Degree Standards

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

CHEA Recognition


September 2012

2014

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Professional Programs

–  26 Programs completing Self-Study electronically this year

–  Best on-time return rate ever

•   All but two programs completed AR on time

–  ARs reviewed with action taken by Commission at February Meeting

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Quality Improvement

–  Established minimal pass rate

–  Minimum number of faculty

–  Outcomes based standards

–  Flexibility in clinical time

Quality Improvement for the Future

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

QUALITY FOR THE FUTURE

Institute of Medicine Core Competencies for Health Professionals

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

QUALITY FOR THE FUTURE

Alignment with other healthcare professions

health professions

athletic trainers

–  Currently

•   National Uniform Claims Committee identifies ATs as Level III Providers (specialist and technologist)

•   Professions we are most like are classified as Level II Providers

–  Knowledge, skills and abilities that are comparable to other Level II Providers

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Creating an educational format which produces graduates that……

comparable to other Level II Providers

Provider

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Creating a quality educational environment in which programs have……

Encouraging and Recognizing Excellence


encourages creativity and excellence

and create an environment that fosters those characteristics

innovative and new curricula that prepare athletic trainers for our future place in health care

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Currently, the Commission believes:

needs change

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Examining the Professional Degree

education and

–  Constantly considering the impact of accreditation standards on existing degree levels

–  Examining degree level changes in other other health professions

Examining the Professional Degree

–  Compelling evidence indicates that better outcomes are being achieved at the masters level

–  The elements of quality improvement we have identified will be easier to implement at the masters level

–  It is important to facilitate programs who want to transition their program to the post-baccalaureate level

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

The Commission also believes…

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continue to be made in professional education regardless of the level of the degree

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Positive comments have we heard?

providers

• Curricular flexibility

Concerns have we heard?

• Cost

programs

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Questions we are currently examining

regard to undergraduate credit hours and its potential impact on AT education

T R A N S F O R M I N G T H E P R O F E S S I O N T H R O U G H Q U A L I T Y E D U C A T I O N

Examining the Professional Degree

•  Commitment to an objective evaluation and transparent process are warranted prior to making any decision that accomplishes our mission

•   Open forums at all district meetings

•   Online solicitation of stakeholder feedback

•   Ongoing evaluation of the impact of current and future standards

•   Evaluation of evidence as it becomes available

•   Collaboration with our strategic partners

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Comments May 2014