Site Visitor Training Post Professional Standards June 22, 2016 Baltimore Marriott Inner Harbor Stadium Ballroom 1-3 and 4-5 Baltimore, MD

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Introduction Post-Professional Degree Program Standards Post-Professional Residency Standards Rationale Writing Lessons Learned / FAQ Evaluation Agenda

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Overview of Standards Standards for the Accreditation of Post-Professional Athletic Training Degree Programs (2014) Standards for the Accreditation of Post-Professional Athletic Training Residency Programs (2014 )

Standards Comparison Professional DegreePost-Professional DegreePost-Professional Residency Core Competencies Sponsorship (1-3)Sponsorship (1-7)Sponsorship (1-13) Outcomes (4-13)Outcomes (8-19)Outcomes (14-25) Personnel (14-41)Personnel (20-40)Personnel (26-51) Program Delivery (42-63)Program Delivery (41-59)Program Delivery (52-69) Health & Safety (64-80) Financial Resources (81-82)Financial Resources (60)Financial Resources (70-71) Facilities & Instructional Resources (83-87) Facilities & Instructional Resources (61-65) Facilities & Instructional Resources (72-76) Operational Policies & Fair Practices (88-90) Operational Policies & Fair Practices (66-71) Operational Policies & Fair Practices (77-85) Program Description & Requirements (91-97) Program Description & Requirements (72-78) Program Description & Requirements (86-97) Student Records (98-105)Student Records (79-83)Resident Records (98-102) Distance Learning Sites (If Applicable) ( )

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Standards Terminology Must/Shall: – A verb used to denote that a Standard is a Compliance Standard that is required to ensure minimal educational quality. – “Must” example Professional Degree Standard 3 – “Shall” used in Post-Professional Degree and Residency Standards Should: (only used in the Post-Professional Degree and Residency Standards) – A verb used to denote that a Standard is an Aspirational Standard that is recommended to achieve a desired state that is beyond minimal educational quality – “Should” example Post-Professional Degree Standard 7 and Residency Standard 5

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Introduction Post-Professional Degree Program Standards Post-Professional Residency Standards Rationale Writing Lessons Learned / FAQ Evaluation Agenda

Patient- Centered Care Evidence-Based Practice Quality Improvement Healthcare Informatics Interprofessional Education and Collaborative Practice *Enhanced Quality of Patient Care *Optimized Patient Outcomes *Improved Health- Related Quality of Life Professionalism Merger of IOM & ACGME Competencies

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Degree Standards include 83 Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Sponsorship (1-7) Institutional Accreditation AT Designation on Transcripts (major, specialization, concentration, emphasis, or track) Affiliation Agreements Post-baccalaureate (post- professional) masters or doctoral degree Degree should be in Athletic Training 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Outcomes (8-19) Develop a Plan Assessment Measures Collect Data Data Analysis Action Plan The program’s outcomes and objectives must – Reflect its faculty expertise and resources – Increase students’ depth and breadth of understanding of athletic training subject matter areas, skills, and Post-Professional Core Competencies, beyond the knowledge, skills, and abilities required of the professional preparation program 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Personnel (20-40) Program Director Faculty Medical Director In addition to the PD, there must be a minimum of 1 full time core faculty member Based on student enrollment, the number of AT faculty must be sufficient to advise, mentor students, and meet program objectives No clinical coordinator required No Preceptors required 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Personnel (20-40) Program Director Faculty Medical Director The Program Director must – Terminal degree (e.g., PhD, EdD) from a regionally accredited institution – Graduate faculty, where applicable, as defined by institutional policy. – Ongoing involvement in the AT profession as evidenced by scholarly publications / presentations and involvement in the profession. – Release time No clinical coordinator required No Preceptors required 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Program Delivery (41-59) Post-Professional Core Competencies are integrated within the program. Formal Instruction Clearly written syllabi Non-discriminatory clinical placements Assessment of clinical sites 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Program Delivery (41-59) The program’s students must be: – Credentialed and be in good standing with the Board of Certification (BOC). – Possess a current state athletic training credential and be in good standing with the state regulatory agency (where applicable) The number of work hours performed during clinical experiences and graduate assistantship experiences must be in compliance with institutional and Federal policy Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Program Delivery (41-59) Scholarly experience – Designed to improve student critical thinking and decision making – Sufficient time and opportunity must be provided within the program for students to engage in scholarly experiences. – Should lead to dissemination of new knowledge in athletic training. – Should emphasize clinical research designed to inform athletic training practice 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Program Delivery (41-59) Clinical Practice – Must include advanced clinical practice experiences designed to improve the students’ ability to provide patient care – Sufficient time and opportunity must be provided within the program for students to engage in advanced clinical practice experiences. – Individualized advanced clinical education plan (individual goals and/or objectives) for each student to improve the students’ ability to provide patient care 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Financial Resources(60) Must receive adequate, equitable & annually available resources Facilities and Instructional Resources (61-65) Classroom/Laboratory space Number and quality of instructional aides Equipment & supplies Library and other Information Sources Offices for faculty and staff available 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Operational Policies and Fair Practices (66-71) Admissions standards and criteria Accurate terminology Publically accessible academic tuition, fees, and other required program specific Full financial responsibilities and benefits (e.g., tuition and fees, tuition waivers, financial aid, graduate assistantships) must be provided to the student, in writing, prior to the student committing to attend the institution 2014 Post-Professional Degree Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Degree Standards Program Description and Requirements (72-78) Clearly written and consistent description of curriculum available. Description must include: – Program mission, goals & objectives – Curriculum and course sequence – Program requirements for completion of the degree Published procedure for processing grievances

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Degree Standards Program Description and Requirements (72-78) Published policies and processes for student withdrawal and refund of tuition and fees Accessible policies and procedures governing award of available funding for scholarships administered by the program

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Degree Standards Student records (79-83) Maintain appropriate student records that demonstration progression through curriculum. At minimum include : – Program admission application and supporting documents – Remediation and disciplinary actions (when applicable) – Advanced clinical practice experiences Student records must be stored in secure location(s)

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION How does the Review Process Differ for Post- Professional Degree Programs? Less Standards = shorter self-study! Looking for different things in curriculum, scholarship, & clinical experiences Other aspects of review and site visit are essentially the same

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Introduction Post-Professional Degree Program Standards Post-Professional Residency Standards Rationale Writing Lessons Learned / FAQ Evaluation Agenda

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Focused Area of Clinical Practice within the Scope of Athletic Training Focused on patient-based specialization that provides preparation of the resident as an advanced practice healthcare provider Training usually occurs within a specifically defined patient population (pediatrics, performers etc.) or system (prevention programming, rehabilitation, etc.) Residency training is rigorous and requires a significant investment of time and resources Mentor driven

Patient- Centered Care Evidence-Based Practice Quality Improvement Healthcare Informatics Interprofessional Education and Collaborative Practice *Enhanced Quality of Patient Care *Optimized Patient Outcomes *Improved Health- Related Quality of Life Professionalism Merger of IOM & ACGME Competencies

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Residency Standards include 102 Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Sponsorship (1-13) Institutional Accreditation Athletic Training designation must be part of the residency program identity Affiliation Agreements Must demonstrate availability of a sufficient patient population base and professional practice experiences 2014 Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Outcomes (14-25) Develop a Plan Assessment Measures Collect Data Data Analysis Action Plan The residency program’s aggregate organizational data for the most recent three years must be provided Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Personnel (26-51) Program Director Preceptors Medical Director The Program Director must – Certified Athletic Trainer – Minimum of 5 years of AT practice experience – Sustained record of contribution and commitment to AT practice – Mentor the preceptors as they interact with the resident. – Conduct orientation activities – Release time No clinical coordinator required 2014 Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Personnel (26-51) Program Director Preceptors Medical Director The Preceptors must – Credentialed in the state in a healthcare profession – Have training, experience, and commitment in the focused area of clinical practice – Mentor residents during their clinical practice – Provide instruction and assessment in the identified focused area of clinical practice 2014 Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Program Delivery (52-69) Planned and defined educational opportunities – Minimum 5 hours per week – Didactic experiences – Scholarly experiences Non-discriminatory clinical placements Assessment of clinical sites Minimum of 12 consecutive months 2014 Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Residency Standards Program Delivery (52-69) The program’s resident’s must be: – Credentialed and be in good standing with the Board of Certification (BOC). – Possess a current state athletic training credential and be in good standing with the state regulatory agency (where applicable) – Actively engage in measuring patient oriented outcomes as part of systematic data collection and ongoing assessments within the focused area of clinical practice and disseminate the information that has been compiled.

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Residency Standards Program Delivery (52-69) The number of work hours performed during residency program must be in compliance with institutional and Federal policy.

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Financial Resources (70-71) Must receive adequate, equitable & annually available resources Must provide resident’s sufficient financial support to fulfill the responsibilities of the program Facilities & Instructional Resources (72-76) Classroom/Clinical/ Laboratory space Number and quality of instructional aides Library and other Information Sources Area for residents to work 2014 Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Operational Policies and Fair Practices (77-85) Admissions standards and criteria Accurate terminology Publically accessible program costs 2014 Post-Professional Residency Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Residency Standards Program Description and Requirements (86-97) Clearly written and consistent description of the program is available. Description must include: – Program mission, outcomes & objectives – Didactic and clinical practice sequence – Program requirements for completion of the program Published procedure for processing grievances Published policies and processes for residents withdrawal and termination

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Residency Standards Program Description and Requirements (86-97) Must provide defined, planned and mentored education and training in a focused areas of clinical practice Must provide an exemplary clinical practice environment and mentored AT experience Majority of clinical experience must be completed in a focused area of clinical practice At least 20% of the time must occur with the preceptors in a one-on-one basis within the focused area

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION 2014 Post-Professional Residency Standards Resident records (98-102) Maintain appropriate resident records that demonstration progression through the program At minimum include : – Program admission application and supporting documents – Remediation and disciplinary actions (when applicable) – Clinical practice experiences Student records must be stored in secure location(s)

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Introduction Post-Professional Degree Program Standards Post-Professional Residency Standards Rationale Writing Lessons Learned / FAQ Evaluation Agenda

Scenarios

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Introduction Post-Professional Degree Program Standards Post-Professional Residency Standards Professional Program Standards Lessons Learned / FAQ Evaluation Agenda

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Site Visitor Do’s and Don’ts Site Visitor Do’s The CAATE expects the SVer to: – Act professional (behavior, appearance, language, action) at all times – Keep an objective eye and an open mind – Practice political correctness – Be familiar with the program and its self-study report – Be fair and consistent – Display an unbiased understanding of the Standards

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Site Visitor Do’s and Don’ts Site Visitor Don’ts – Do not be afraid to ask questions or call the CAATE if you are unsure of something – Do not compare your program with the one being visited

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Resources Available Go-To-Meetings – Contact Ashley for Doodle Poll – meeting scheduling tool (free online) Contact: – CAATE Office – Names on CAATE Contact List

TRANSFORMING THE PROFESSION THROUGH QUALITY EDUCATION Questions? Please complete program evaluation form