Doug Horton, MS, ATC Chad Clements, MS, ATC Clinical Coordinator - - PowerPoint PPT Presentation

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Doug Horton, MS, ATC Chad Clements, MS, ATC Clinical Coordinator - - PowerPoint PPT Presentation

Oct 12, 2022 149 likes •762 views

Doug Horton, MS, ATC Chad Clements, MS, ATC Clinical Coordinator Clinical Assistant Professor Director of the Life Fitness Program Coordinator of Clinical Education Eastern University Athletic Trainer Boston University Laurent & Weidner

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Doug Horton, MS, ATC Clinical Coordinator Director of the Life Fitness Program Eastern University Chad Clements, MS, ATC Clinical Assistant Professor Coordinator of Clinical Education Athletic Trainer Boston University

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Laurent & Weidner (2002)

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Developing an assessment plan: The Basics

  • 1. Department / Program Mission Statement
  • 2. Institutional Goals and Assessment
  • 3. Department / Program Outcomes
  • 4. Assessment Objectives
  • 5. Progressive Curriculum Map
  • 6. Assessment Strategies / Benchmarks
  • 7. Administrative assessment of strategies
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Characteristics of outcomes

The outcome is our destination

  • Primary purpose is student learning
  • Should reflect the culture, mission and needs
  • f an individual institution
  • Why we do what we do
  • What does a graduate from your program

“look like”?

– Knowledge, skills, values and habits

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ATS winning National Championship during rotation with Villanova University

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What are we telling them?

  • Do our students meet our standards?
  • External standards
  • Peer standards
  • Value-added – are our students improving?
  • Historical trends – is teaching and curricula

improving

  • What we expect our graduate’s will look like

– Knowledge, skills, values and habits

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  • Back to the destination and pathways images
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Writing Objectives

  • Parts that together make up our Outcomes
  • What is our path….
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Writing Objectives

  • Detailed aspects of the Outcome
  • Measurable, demonstrable components of a

Student Learning Outcome

– Clinical and Didactic

  • Bloom’s Taxonomy
  • SMART , POGAS
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  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Time Oriented
  • Purpose
  • Objective
  • Goals
  • Application
  • Standards
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How are you involving your preceptors?

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Excellence takes time…

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…and

persistence

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‘

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Yes, I have a mentor It’s my preceptor 75% 100% 78%

Pitney, 2004; Pitney, 2006

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The clinical experience was an integral part of my educational development

4.9 ± 0.3

The ATP enhanced my personal growth 4.5 ± 0.7

5 = strongly agree

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Identify and explain the tools.

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Apply scientific evidence to implement safe and effective clinical practices.

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Demonstrate contemporary skill in comprehensive care of patients with injuries.

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Incorporate patient-centered outcome measures to evaluate the quality of care provided.

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Achievement during real patient care = purposeful scheduling

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Demonstrate contemporary skill in comprehensive care of patients with illnesses.

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Chest Discomfort Recommendation Call EMS immediately for anyone with constant chest pain. Provide 1 regular (non-coated) or 2 “baby” aspirin for the victim to chew as long as contraindications and allergies to aspirin are not present. Evidence There is good evidence (LOE A) that providing aspirin can help in the event

  • f a cardiac arrest and will not

necessarily harm someone with chest pain of non-cardiac origin… Clinical Application Ensure the field kit is stocked with non-coated aspirin.

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Tools for outcomes/objectives related to clinical skills

Behaviors (eg, communication, professionalism)?

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‘

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Assessment Strategies / Benchmarks

  • Strategies may be used to cover multiple
  • bjectives
  • Rubrics must be used to gauge learning
  • Assignments may be used but grades don’t tell

the story

– Multiple assignments – Projects / Presentations – Practicum evaluations

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Assessment Strategies / Benchmarks

  • Determine % of students that earn at least a

minimally acceptable score

  • Compare against national averages or

compare to peer institutions

  • Base some off of CAATE’s standards

– Pass rate – Job placement – Alumni Surveys

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Education of Preceptors to our

  • utcomes / objectives
  • 1. Involve: Collaborate with preceptors = buy-in
  • 2. Inform: Use preceptor programming to set

expectations

  • 3. Inspect: have our expectations been

met?

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Quality Assurance

Outcome

Exceptional Very Good Adequate Inadequate Communication

5% 85% 10%

Critical Thinking

7% 70% 20% 3%

Writing

4% 60% 30% 6%

Professionalism

15% 75% 10%

Evidenced-based Clinical Practice

6% 40% 50% 4%

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Utilizing the results for change

  • Improve curriculum
  • Maximize learning
  • Tutoring
  • Library Services
  • Academic advisement and counseling
  • Technology
  • Co-curricular opportunities
  • Budgeting
  • Academic review
  • Improve relationships / learning at clinical sites
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OBJECTIVES What are the measurable pieces that make up our outcomes ASSESSMENT Have we met our benchmarks and what do our students look like REFINEMENT

  • Curricular Changes
  • Preceptor Education
  • Modify Tools

OUTCOMES What we want

  • ur graduates to

look like

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Thank You