The
goal of Clinical Education is to
facilitate the ability of the student to
integrate and utilize the cognitive,
psychomotor, and affective competencies
as outlined in Athletic Training
Educational Competencies. The Clinical
Proficiencies (1999) are used as a guide
for the common set of skills that an
entry-level athletic trainer should
possess. They also define the
expectations of an out-come based
clinical education system.
Clinical proficiencies and
psychomotor competencies will be
introduced and instructed during
coursework. The skills are taught,
demonstrated, practiced, and then
evaluated in at least two settings
demonstrating learning over time.
Learning over time is the documented
continuous process of skill acquisition,
progression, and student reflection.
Learning over time involves the
demonstration of systematic progression
through the cognitive, psychomotor, and
affective domains within different
contextual environments (e.g., athletic
training room, practice field, etc.).
Assessment of learning over time is
built around multiple indicators and
sources of evidence such as observations
(student affective behaviors,
interviews); performance samples
(clinical skill demonstration); and
tests or test-like procedures. Learning
over time will be demonstrated through
proficiency evaluations during the four
semesters in the curriculum and clinical
rotations. ACIs are given the
appropriate evaluation tools for a
clinical review. Classroom laboratory
examination tools will be more in depth
and allow the student more one-on-one
interaction. All ATS will be assigned to
a specific ACI or CI for each clinical
rotation.
Back to Clinical Education Plan |
Athletic Training Education Program Instruction
of Psychomotor Competencies
