Shenandoah University · Page 1 of 43 Shenandoah University Detailed Assessment Report As of: 1/17/2015 08:12 PM EST 2012-2013 Athletic Training, MS (Includes those Action Plans …

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Shenandoah University

Detailed Assessment Report As of: 1/17/2015 08:12 PM EST

2012-2013 Athletic Training, MS (Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No

Request.) Mission / Purpose

The mission of Shenandoah University Division of Athletic Training is to prepare students as entry-level Master of Science Degree educated athletic trainers who are reflective practitioners that provide evidence-based, compassionate, and ethical care for the prevention, assessment, acute management and rehabilitation of injuries and disorders of athletes and physically active individuals.

Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets, Findings, and Action Plans

SLO 1:Outcome 1 The student will demonstrate an understanding of the importance of prevention of athletic injuries to athletes of all ages and abilities.

Related Measures:

M 2:Student Course Evaluations Students rate each course near the end of each term for instructor effectiveness and did the course content meet the stated goals in syllabus. Acceptable course scores are 3.5/5 and higer. Target: Faculty receive 3.5/5 or higher ratings>85% of the time. Findings (2012-2013) - Target: Met The faculty course evaluation average scores for the academic year 2012-213 are as follows: Dr. Sheri Allen:3.36 Dr. John Hunt4.75 Mr. Mike Kotelnicki4.68 Ms. Jess Myers4.62 Dr. Rose Schmieg4.48 Whereas Dr. Hale's score was just under our desired minimum level, it should be noted that she was filling in as an adjunct in the role of the program research coordinator position. This position has been filled with a new fulltime faculty member, Dr. Kim Pritchard, who begins her appointment at SU summer 2013.

M 5:Clinical Instructor`s Rating student/program Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic

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surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.

M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: 80% of graduates report that the faculty was responsive to their needs. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program.

M 7:Alumni surveys After one and three years post graduation, alumni rate the effectiveness of their SU education. Target: Over 60% of alumni survey responses will show that the graduates agree or strongly agree that there education at SU prepared them to work in each of the domains of athletic training. Findings (2012-2013) - Target: Met The 2012 alumni survey for the MSAT program showed that 88.9% of graduates strongly agreed that the program prepared them well for the board examination (BOC Test). The other 11.1% agreed with this. 67.7% of alumni strongly agree that they were adequately prepared to practice emergency care of athletes, 61.1% agreed they were adequately prepared to use general medical skills in athletic training, 89% strongly agreed that they had adequate orthopedic examination skills, 72% strongly agreed they were adequately prepared to prescribe therapeutic exercises and therapeutic modalities, 66.7% strongly agreed they were prepared to handle psychosocial issues in athletic training. Alumni met our over 60% agreement for pharmacology and nutrition, but these two domains did show a small percentage of students who did not feel adequately prepared in these areas. Our over all goal has been met, but we will be monitoring pharmacology and nutrition outcomes to see if this trend changes.

M 8:Employer Survey`s Employers rate the quality of the SU graduate in their work environment. Target: Over 60% of employers will rate SU graduates as having good to high quality clinical and professional performance in their areas of employment. Findings (2012-2013) - Target: Met Employers scored SU MSAT according to preparation/knowledge in the domains of athletic

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training on a Likert scale using: not prepared at all, somewhat prepared, adequately prepared, well prepared, exceptionally prepared or N/A. The 2012 survey ratings are below: Risk Management62.5% adequately prepared, 25% well prepared Pathology of injury and illness75% well prepared, 25% adequately prepared Assessment and evaluation62.5% well prepared, 25% exceptionally prepared Acute Care of Injury/illness50% well prepared, 25% exceptionally prepared, 12.5% adequately prepared Pharmacology12.5% adequately prepared, 25% well prepared, 37.5% checked N/A Therapeutic modalities37.5% adequately prepared, 62.5% well prepared Therapeutic Exercise25% adequately prepared, 62.5% well prepared, General Medical Conditions14.3%adequately prepared, 85.7% well prepared Sports Nutrition12.5% somewhat prepared, 37.5% adequately prepared, 37.5% well prepared professional development/responsibilities12.5% adequately prepared, 50% well prepared, 37.5% exceptionally prepared Health Care Administration12.5% somewhat prepared, 75% well prepared, 12.5% exceptionally prepared Psychosocial intervention skills12.5% somewhat prepared, 37.5% adequately prepared, 50% well prepared

M 9:Board Examination Scores Board of Certifaction Exam pass rates are analzed for curiculum effeectiveness. Target: Each year, the graduating class aggregate score on the BOC exam will be above the national passing average. Findings (2012-2013) - Target: Met The Division of Athletic Training cohort taking the 2012 board examination had a 100% passing rate. The program scored above the national average in every domain of athletic training education. See below: 2012-2013 100% passing first time National Average is 80.85% Injury/Illness Prevention & Wellness Protection SU Avg. 24.2 Nat. Avg. 22.5 Clinical Eval and Diagnosis SU Avg. 20.8 Nat. Avg. 18.9 Immediate and Emergency Care SU Avg. 20.1 Nat. Avg. 19 Treatment and Rehabilitation SU Avg. 20.7 Nat. Avg. 18.5 Organizational and Professional Health & Well-being SU Avg. 9.5 Nat. Avg. 8.5

M 10:Capstone Course-Senior Seminar In this course students must pass a graduate program written, oral, and practical comprehensive examination. Target: The majority of students will pass their written, oral, and practical comprehensive exam on the first trial. All will pass by the second retake. Findings (2012-2013) - Target: Met The year 2012 MSAT program comprehensive examination included a 200 question written exam on the content of the entire curriculum, an oral examination that involved a hypothetical injury to an athlete's shoulder and two practical examinations (one exam tested acute/emergency care skills and the other tested orthopedic examination and rehabilitation. All students passed the program written cumulative exam on the first trial. All students passed the pr0gram oral exam on the first trial Two students failed the acute care exam on the first take and then passed on trial two. The program has comprehensive examinations to gather outcome data on how we changed the students from program entry to to entry into the profession as well as to prepare them to take their professional board examination. As noted earlier, 100% of our students passed their board (BOC) exam to become certified athletic trainers (ATC credentialed) on their first trial this year. Therefore, we believe that this examination is meeting our program goals.

M 12:Clinical Field Experience Rating Tool

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For each clincial field experience, the student is rated on affective, cognitive, and psychomotor proficiency in clinical practice. Target: > 80% of the student will pass his/her final rating on the clinical field experience rating tool with the grade of "B" or higher.

M 13:Annual Reporting and formal accreditation The MSAT is accreditated by CAATE. Annual reports must be submitted and approved. Re-accreditation scheduled every 5 years. Target: The program annual reports will be approved by CAATE. The program will pass its reaccreditation visits. Findings (2012-2013) - Target: Not Reported This Cycle The CAATE has changed its annual reporting format and this information is due for the 2012-2013 cycle October 2013. Therefore we are in process of completing this data.

M 14:Program pretest-posttest The students are given a comprehensive examination on the field of atheltic training on the 1st day of the program. We then compare what they came in knowing with what they scored on the program comprehensive written examination. Target: The students will improve scores greater than 10% on program prettest given on first day and the posttest given during the capstone senior seminar course.

SLO 2:Outcome 2 The student will demonstrate competency in the various methods and practices which can be used to help bring about a reduction in athletic injuries.

Related Measures:

M 2:Student Course Evaluations Students rate each course near the end of each term for instructor effectiveness and did the course content meet the stated goals in syllabus. Acceptable course scores are 3.5/5 and higer. Target: Faculty receive 3.5/5 or higher ratings>85% of the time. Findings (2012-2013) - Target: Met The faculty course evaluation average scores for the academic year 2012-213 are as follows: Dr. Sheri Allen: 3.36 Dr. John Hunt 4.75 Mr. Mike Kotelnicki 4.68 Ms. Jess Myers 4.62 Dr. Rose Schmieg 4.48 Whereas Dr. Hale's score was just under our desired minimum level, it should be noted that she was filling in as an adjunct in the role of the program research coordinator position. This position has been filled with a new fulltime faculty member, Dr. Kim Pritchard, who begins her appointment at SU summer 2013.

M 4:Students` rating of clinical field experience Students rate each clinical field experience (the quality of the site and the effectiveness of the respective mentor).

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Target: Surveys given at the completion of each clinical field experience will reveal the the majority of students in each cohort will rate each area of the clinical field experience with an "agree" or "strongly agree" answer on the given Likert scale. Findings (2012-2013) - Target: Partially Met The Director of Clinical Education collects and interprets data students report on each clinical site. The majority of students in each cohort rate their four clinical sites as a strength of the program. The students do "agree" or strongly "agree" with each content area rated on clinics. Students are particularly pleased with our secondary education placements, out-patient clinics, Division I college experiences and placements as physician extenders. Our one area to fix here is that Shenandoah University itself, is in the bottom tier of clinic sites that the students wish to select. We plan to get our on-site clinical preceptors more engaged in the didactic portion of the program to see if this will carry into their being more vested as clinical instructors. We hope these changes will be reflected in improved students ratings of on-campus clinic experience.

Related Action Plans (by Established cycle, then alpha):

Improve student rating of Shenandoah University as a program clinic site

Student feedback on clinical field experience rating forms speaks to student dissatisfaction on campus based on the preceptors not providing enough mentorship, challenging the student, or sometimes not communicating in a professional manner. Our program plan involves having our preceptors get more involved with didactic instruction in our summer teaching session where they can communicate regularly with program fulltime faculty to better understand program expectations and how the faculty interact with the students one on one. Monthly meetings are now in place with preceptors and faculty to discuss and work out student related problems.

Established in Cycle: 2012-2013 Implementation Status: Planned Priority: High Relationships (Measure | Outcome/Objective):

Measure: Students` rating of clinical field experience | Outcome/Objective: Outcome 2

Implementation Description: 1. Increase preceptor ownership in program through summer adjunct and lab instruction 2. Collaborate with fulltime faculty over teaching/mentoring strategies 3. Attend monthly meetings to work through student issues Responsible Person/Group: Program Director has set up this plan and organizes the meetings. Additional Resources Requested: 1.5 hour lunch meeting monthly

M 5:Clinical Instructor`s Rating student/program

Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the

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end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.

M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: 80% of graduates report that the program facilities met their educational needs. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. 87.5% of graduates agreed that classroom space, athletic training rooms and other labratory space such as the cadaver laboratory met their educational needs.


M 8:Employer Survey`s

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Employers rate the quality of the SU graduate in their work environment. Target: Over 60% of employers will rate SU graduates as having good to high quality clinical and professional performance in their areas of employment. Findings (2012-2013) - Target: Met Employers scored SU MSAT according to preparation/knowledge in the domains of athletic training on a Likert scale using: not prepared at all, somewhat prepared, adequately prepared, well prepared, exceptionally prepared or N/A. The 2012 survey ratings are below: Risk Management 62.5% adequately prepared, 25% well prepared Pathology of injury and illness 75% well prepared, 25% adequately prepared Assessment and evaluation 62.5% well prepared, 25% exceptionally prepared Acute Care of Injury/illness 50% well prepared, 25% exceptionally prepared, 12.5% adequately prepared Pharmacology 12.5% adequately prepared, 25% well prepared, 37.5% checked N/A Therapeutic modalities 37.5% adequately prepared, 62.5% well prepared Therapeutic Exercise 25% adequately prepared, 62.5% well prepared, General Medical Conditions 14.3%adequately prepared, 85.7% well prepared Sports Nutrition 12.5% somewhat prepared, 37.5% adequately prepared, 37.5% well prepared professional development/responsibilities 12.5% adequately prepared, 50% well prepared, 37.5% exceptionally prepared Health Care Administration 12.5% somewhat prepared, 75% well prepared, 12.5% exceptionally prepared Psychosocial intervention skills 12.5% somewhat prepared, 37.5% adequately prepared, 50% well prepared


M 10:Capstone Course-Senior Seminar In this course students must pass a graduate program written, oral, and practical comprehensive examination. Target: The majority of students will pass their written, oral, and practical comprehensive exam on the first trial. All will pass by the second retake. Findings (2012-2013) - Target: Met The year 2012 MSAT program comprehensive examination included a 200 question written exam on the content of the entire curriculum, an oral examination that involved a hypothetical injury to an athlete's shoulder and two practical examinations (one exam tested acute/emergency care skills and the other tested orthopedic examination and rehabilitation. All students passed the program written cumulative exam on the first trial. All students passed the pr0gram oral exam on the first trial Two students failed the acute care exam on the first take and then passed on trial two. The program has comprehensive examinations to

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gather outcome data on how we changed the students from program entry to to entry into the profession as well as to prepare them to take their professional board examination. As noted earlier, 100% of our students passed their board (BOC) exam to become certified athletic trainers (ATC credentialed) on their first trial this year. Therefore, we believe that this examination is meeting our program goals.

M 12:Clinical Field Experience Rating Tool For each clincial field experience, the student is rated on affective, cognitive, and psychomotor proficiency in clinical practice. Target: > 80% of the student will pass his/her final rating on the clinical field experience rating tool with the grade of "B" or higher.


M 14:Program pretest-posttest The students are given a comprehensive examination on the field of atheltic training on the 1st day of the program. We then compare what they came in knowing with what they scored on the program comprehensive written examination. Target: The students pre testing at the start of the program on orientation day has changed. The students no longer take the written exam that is then used as the written comprehensive exam. New students now take the following: Inter-professional Eduction (IPE)Knowledge Survey and a Cultural Competence Awareness Survey. The students will be given assignments throughout the curriculum that help to develop their IPE knowledge and their cultural competence needed as health practitioners. The new target will be: Program graduates will have a significant change (improvement) in IPE surveys and cultural competence surveys from program orientation to graduation. Findings (2012-2013) - Target: Not Reported This Cycle The graduating class of 2013 did not take the post test on curriculum data as we have changed this target. The graduating class of 2014 will be the first to have pre and post test data on the IPE and cultural competence testing.

SLO 3:Outcome 3 The student will be able to integrate scientific knowledge and clinical psychomotor skills along with critical thinking/problem solving abilities to assess and rehabilitate athletic injuries.

Related Measures:

M 2:Student Course Evaluations

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Students rate each course near the end of each term for instructor effectiveness and did the course content meet the stated goals in syllabus. Acceptable course scores are 3.5/5 and higer. Target: Faculty receive 3.5/5 or higher ratings>85% of the time. Findings (2012-2013) - Target: Not Met The faculty course evaluation average scores for the academic year 2012-213 are as follows: Dr. Sheri Allen: 3.36 Dr. John Hunt 4.75 Mr. Mike Kotelnicki 4.68 Ms. Jess Myers 4.62 Dr. Rose Schmieg 4.48 Whereas Dr. Hale's score was just under our desired minimum level, it should be noted that she was filling in as an adjunct in the role of the program research coordinator position. This position has been filled with a new fulltime faculty member, Dr. Kim Pritchard, who begins her appointment at SU summer 2013.

M 4:Students` rating of clinical field experience Students rate each clinical field experience (the quality of the site and the effectiveness of the respective mentor). Target: Surveys given at the completion of each clinical field experience will reveal the the majority of students in each cohort will rate each area of the clinical field experience with an "agree" or "strongly agree" answer on the given Likert scale. Findings (2012-2013) - Target: Partially Met The Director of Clinical Education collects and interprets data students report on each clinical site. The majority of students in each cohort rate their four clinical sites as a strength of the program. The students do "agree" or strongly "agree" with each content area rated on clinics. Students are particularly pleased with our secondary education placements, out-patient clinics, Division I college experiences and placements as physician extenders. Our one area to fix here is that Shenandoah University itself, is in the bottom tier of clinic sites that the students wish to select. We plan to get our on-site clinical preceptors more engaged in the didactic portion of the program to see if this will carry into their being more vested as clinical instructors. We hope these changes will be reflected in improved students ratings of on-campus clinic experience.

M 5:Clinical Instructor`s Rating student/program Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our

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emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.

M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: Over 60% of the students in each cohort will rate the education that they received in the classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. Regarding each of the domains of athletic training instruction (emergency care, orthopedic assessment, nutrition, pharmacology, clinical medicine, organization and administration, therapeutic exercise and rehabilitation, psyhcosocial intervention in athletic training, professional development and evidence based practice/research), all area scored consistently with agrees and strongly disagrees of satifaction in our exit survey with the exception of evidence-based practice/research. This area of the curriculum has been "patched" with adjunct help over the past three years. Program enrollment has finally opened up the ability to hire a full-time faculty as our program research coordinator. This faculty begins summer 2013. We expect this aspect of the curriculum to improve and therefore be reflected in exit surveys within the next two years.


M 8:Employer Survey`s Employers rate the quality of the SU graduate in their work environment.

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Target: Over 80% of employers will agree completely that SU MSAT graduates are competent in the various methods and practices which can be used to prevent athletic injuries. Findings (2012-2013) - Target: Met Employers scored SU MSAT according to preparation/knowledge in the domains of athletic training on a Likert scale using: not prepared at all, somewhat prepared, adequately prepared, well prepared, exceptionally prepared or N/A. The 2012 survey ratings are below: Risk Management 62.5% adequately prepared, 25% well prepared Pathology of injury and illness 75% well prepared, 25% adequately prepared Assessment and evaluation 62.5% well prepared, 25% exceptionally prepared Acute Care of Injury/illness 50% well prepared, 25% exceptionally prepared, 12.5% adequately prepared Pharmacology 12.5% adequately prepared, 25% well prepared, 37.5% checked N/A Therapeutic modalities 37.5% adequately prepared, 62.5% well prepared Therapeutic Exercise 25% adequately prepared, 62.5% well prepared, General Medical Conditions 14.3%adequately prepared, 85.7% well prepared Sports Nutrition 12.5% somewhat prepared, 37.5% adequately prepared, 37.5% well prepared professional development/responsibilities 12.5% adequately prepared, 50% well prepared, 37.5% exceptionally prepared Health Care Administration 12.5% somewhat prepared, 75% well prepared, 12.5% exceptionally prepared Psychosocial intervention skills 12.5% somewhat prepared, 37.5% adequately prepared, 50% well prepared


M 10:Capstone Course-Senior Seminar In this course students must pass a graduate program written, oral, and practical comprehensive examination. Target: The majority of students will pass their written, oral, and practical comprehensive exam on the first trial. All will pass by the second retake. Findings (2012-2013) - Target: Met The year 2012 MSAT program comprehensive examination included a 200 question written exam on the content of the entire curriculum, an oral examination that involved a hypothetical injury to an athlete's shoulder and two practical examinations (one exam tested acute/emergency care skills and the other tested orthopedic examination and rehabilitation. All students passed the program written cumulative exam on the first trial. All students passed the pr0gram oral exam on the first trial Two students failed the acute care exam on the first take and then passed on trial two. The program has comprehensive examinations to gather outcome data on how we changed the students from program entry to to entry into the profession as well as to prepare them to take their professional board examination. As

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noted earlier, 100% of our students passed their board (BOC) exam to become certified athletic trainers (ATC credentialed) on their first trial this year. Therefore, we believe that this examination is meeting our program goals.



M 14:Program pretest-posttest The students are given a comprehensive examination on the field of atheltic training on the 1st day of the program. We then compare what they came in knowing with what they scored on the program comprehensive written examination. Target: The students will improve scores greater than 10% on program prettest given on first day and the posttest given during the capstone senior seminar course. Findings (2012-2013) - Target: Not Reported This Cycle The graduating class of 2013 did not take the post test on curriculum data as we have changed this target. The graduating class of 2014 will be the first to have pre and post test data on the IPE and cultural competence testing.

SLO 4:Outcome 4 The studdents will know how to provide appropriate levels of emergency care for athletic injuries and differentiate between cases that require referral to emergency medical services or to physicians.

Related Measures:

M 2:Student Course Evaluations Students rate each course near the end of each term for instructor effectiveness and did the course content meet the stated goals in syllabus. Acceptable course scores are 3.5/5 and higer. Target: Faculty receive 3.5/5 or higher ratings>85% of the time. Findings (2012-2013) - Target: Met The faculty course evaluation average scores for the academic year 2012-213 are as

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follows: Dr. Sheri Allen: 3.36 Dr. John Hunt 4.75 Mr. Mike Kotelnicki 4.68 Ms. Jess Myers 4.62 Dr. Rose Schmieg 4.48 Whereas Dr. Hale's score was just under our desired minimum level, it should be noted that she was filling in as an adjunct in the role of the program research coordinator position. This position has been filled with a new fulltime faculty member, Dr. Kim Pritchard, who begins her appointment at SU summer 2013.


M 5:Clinical Instructor`s Rating student/program Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.

M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: Over 60% of the students in each cohort will rate the education that they received in the

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classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program.


M 8:Employer Survey`s Employers rate the quality of the SU graduate in their work environment. Target: Over 80% of employers will agree completely that SU MSAT graduates recognize the need for using and contributing to the body of evidence-based practice for their profession. Findings (2012-2013) - Target: Partially Met 75% of employers agree that SU MSAT graduates recognize the need for using and contributing to the body of evidence-based practice for their profession. 12.5% disagree somewhat and 12.5% felt this question was not applicable to their environment. Therefore, this goal is partially met. Our plan to meet this completely is to work with our newly hired full-time faculty member in the role of the MSAT program research coordinator to work with the program core faculty to make the program's 3 course series have better substance and flow than it has had in the past being instructed by fill-in adjunct faculty.

M 9:Board Examination Scores Board of Certifaction Exam pass rates are analzed for curiculum effeectiveness. Target: Each year, the graduating class aggregate score on the BOC exam will be above the national passing average.

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Findings (2012-2013) - Target: Met The Division of Athletic Training cohort taking the 2012 board examination had a 100% passing rate. The program scored above the national average in every domain of athletic training education. See below: 2012-2013 100% passing first time National Average is 80.85% Injury/Illness Prevention & Wellness Protection SU Avg. 24.2 Nat. Avg. 22.5 Clinical Eval and Diagnosis SU Avg. 20.8 Nat. Avg. 18.9 Immediate and Emergency Care SU Avg. 20.1 Nat. Avg. 19 Treatment and Rehabilitation SU Avg. 20.7 Nat. Avg. 18.5 Organizational and Professional Health & Well-being SU Avg. 9.5 Nat. Avg. 8.5




M 14:Program pretest-posttest The students are given a comprehensive examination on the field of atheltic training on the 1st day of the program. We then compare what they came in knowing with what they scored on the program comprehensive written examination.

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Target: The students will improve scores greater than 10% on program prettest given on first day and the posttest given during the capstone senior seminar course. Findings (2012-2013) - Target: Not Reported This Cycle The graduating class of 2013 did not take the post test on curriculum data as we have changed this target. The graduating class of 2014 will be the first to have pre and post test data on the IPE and cultural competence testing.

SLO 5:Outcome 5 The student will be able to create, manage, and modify a comprehensive rehabilitation program for athletes recovering from illness and injury, facilitating their return to full athletic participation.

Related Measures:

M 2:Student Course Evaluations Students rate each course near the end of each term for instructor effectiveness and did the course content meet the stated goals in syllabus. Acceptable course scores are 3.5/5 and higer. Target: Faculty receive 3.5/5 or higher ratings>85% of the time. Findings (2012-2013) - Target: Met The faculty course evaluation average scores for the academic year 2012-213 are as follows: Dr. Sheri Allen: 3.36 Dr. John Hunt 4.75 Mr. Mike Kotelnicki 4.68 Ms. Jess Myers 4.62 Dr. Rose Schmieg 4.48 Whereas Dr. Hale's score was just under our desired minimum level, it should be noted that she was filling in as an adjunct in the role of the program research coordinator position. This position has been filled with a new fulltime faculty member, Dr. Kim Pritchard, who begins her appointment at SU summer 2013.



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Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.

M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: Over 60% of the students in each cohort will rate the education that they received in the classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. 100% of graduated agreed or strongly agreed that classroom, lab, and technology resources met their educational needs.

M 7:Alumni surveys After one and three years post graduation, alumni rate the effectiveness of their SU education. Target: Over 60% of alumni survey responses will show that the graduates agree or strongly agree that there education at SU prepared them to work in each of the domains of athletic training. Findings (2012-2013) - Target: Met The 2012 alumni survey for the MSAT program showed that 88.9% of graduates strongly agreed that the program prepared them well for the board examination (BOC Test). The other 11.1% agreed with this. 67.7% of alumni strongly agree that they were adequately prepared to practice emergency care of athletes, 61.1% agreed they were adequately prepared to use general medical skills in athletic training, 89% strongly agreed that they had adequate orthopedic examination skills, 72% strongly agreed they were adequately prepared to prescribe therapeutic exercises and therapeutic modalities, 66.7% strongly agreed they were prepared to handle psychosocial issues in athletic training. Alumni met our

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over 60% agreement for pharmacology and nutrition, but these two domains did show a small percentage of students who did not feel adequately prepared in these areas. Our over all goal has been met, but we will be monitoring pharmacology and nutrition outcomes to see if this trend changes.

M 8:Employer Survey`s Employers rate the quality of the SU graduate in their work environment. Target: Over 80% of employers will agree somewhat or completely that SU MSAT graduates communicate well with athletes, parents, coaches, school administrators and physicians. Findings (2012-2013) - Target: Met Employers agreed completely that SU MSAT graduate students communicate well with peers, coaches, parents and other vested parties 75% of time and the other 25% of the time they scored as "agreed".



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SLO 7:Outcome 7 The student will be able to provide information, counsel, and guidance regarding the importance, nature, and extent of sports health care intervention necessary to maintain the overall health and well being of an athlete to the individual athlete, the coach, the parents, and other vested parties.

Related Measures:

M 2:Student Course Evaluations Students rate each course near the end of each term for instructor effectiveness and did the course content meet the stated goals in syllabus. Acceptable course scores are 3.5/5 and higer. Target: Faculty receive 3.5/5 or higher ratings>85% of the time. Findings (2012-2013) - Target: Met The faculty course evaluation average scores for the academic year 2012-213 are as follows: Dr. Sheri Allen: 3.36 Dr. John Hunt 4.75 Mr. Mike Kotelnicki 4.68 Ms. Jess Myers 4.62 Dr. Rose Schmieg 4.48 Whereas Dr. Hale's score was just under our desired minimum level, it should be noted that she was filling in as an adjunct in the role of the program

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research coordinator position. This position has been filled with a new fulltime faculty member, Dr. Kim Pritchard, who begins her appointment at SU summer 2013.



M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: Over 60% of the students in each cohort will rate the education that they received in the classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey.

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Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. 75% of graduates agreed or strongly agreed that SU library services met their needs. 75% agreed that financial aid services met their needs. There was 37% agreement that the university counseling services met their needs and the other 63% expressed no opinion possibly indicating tht they never needed or inquired about these services.


M 8:Employer Survey`s Employers rate the quality of the SU graduate in their work environment. Target: Over 60% of employers will rate SU graduates as having good to high quality clinical and professional performance in their areas of employment. Findings (2012-2013) - Target: Met Employers agree completely 62.5% of time and agree somewhat 25% of time that SU MSAT graduates demonstrate the ability to incorporate scientific knowledge, clinical psychomotor skills, and critical thinking/problem solving abilities to assess and rehabilitate athletic injuries.

M 9:Board Examination Scores Board of Certifaction Exam pass rates are analzed for curiculum effeectiveness. Target: Each year, the graduating class aggregate score on the BOC exam will be above the national passing average. Findings (2012-2013) - Target: Met The Division of Athletic Training cohort taking the 2012 board examination had a 100% passing rate. The program scored above the national average in every domain of athletic

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training education. See below: 2012-2013 100% passing first time National Average is 80.85% Injury/Illness Prevention & Wellness Protection SU Avg. 24.2 Nat. Avg. 22.5 Clinical Eval and Diagnosis SU Avg. 20.8 Nat. Avg. 18.9 Immediate and Emergency Care SU Avg. 20.1 Nat. Avg. 19 Treatment and Rehabilitation SU Avg. 20.7 Nat. Avg. 18.5 Organizational and Professional Health & Well-being SU Avg. 9.5 Nat. Avg. 8.5




M 14:Program pretest-posttest The students are given a comprehensive examination on the field of atheltic training on the 1st day of the program. We then compare what they came in knowing with what they scored on the program comprehensive written examination.

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Target: The students will improve scores greater than 10% on program prettest given on first day and the posttest given during the capstone senior seminar course. Findings (2012-2013) - Target: Not Reported This Cycle The graduating class of 2013 did not take the post test on curriculum data as we have changed this target. The graduating class of 2014 will be the first to have pre and post test data on the IPE and cultural competence testing.

SLO 8:Outcome 8 Students and faculty will recognize the need for understanding, utilizing, and contributing to evidence based practice in the field of athletic training. Included in this is demonstrating the ability to critically analyze peer reviewed literature, practicing skills that have been scientifically proven to be effective, performing a clinical research project.

Related Measures:

M 3:Faculty Peer Reviews for On-line Courses On-line courses are reviewed by a faculty peer within the Division and from another Health Profession`s faculty from the School of HP. Target: Faculty will recieve on-line course reviews from peers within the Division and within the School of Health Professions that are above average for course content and instruictor effectiveness. Findings (2012-2013) - Target: Not Reported This Cycle Faculty did not perform peer reviews of online courses this year. This academic year, all faculty learned how to use Camtasia for audio recording, Collaborate for online group chatting with students, and the faculty have begun integrating use of ipads for online learning. Peer reviews will be picked back up in 2013-2014.

M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: Over 60% of the students in each cohort will rate the education that they received in the classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. 75% of graduates agreed or strongly agreed that SU library services met their needs. 75% agreed that financial aid services met their needs. There was 37% agreement that the university counseling services met their needs and the other 63% expressed no opinion possibly indicating tht they never needed or inquired about these services.

M 7:Alumni surveys After one and three years post graduation, alumni rate the effectiveness of their SU education.

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Target: Over 60% of alumni survey responses will show that the graduates agree or strongly agree that there education at SU prepared them to work in each of the domains of athletic training. Findings (2012-2013) - Target: Met The 2012 alumni survey for the MSAT program showed that 88.9% of graduates strongly agreed that the program prepared them well for the board examination (BOC Test). The other 11.1% agreed with this. 67.7% of alumni strongly agree that they were adequately prepared to practice emergency care of athletes, 61.1% agreed they were adequately prepared to use general medical skills in athletic training, 89% strongly agreed that they had adequate orthopedic examination skills, 72% strongly agreed they were adequately prepared to prescribe therapeutic exercises and therapeutic modalities, 66.7% strongly agreed they were prepared to handle psychosocial issues in athletic training. Alumni met our over 60% agreement for pharmacology and nutrition, but these two domains did show a small percentage of students who did not feel adequately prepared in these areas. Our over all goal has been met, but we will be monitoring pharmacology and nutrition outcomes to see if this trend changes.



M 10:Capstone Course-Senior Seminar In this course students must pass a graduate program written, oral, and practical comprehensive examination. Target: The majority of students will pass their written, oral, and practical comprehensive exam on the first trial. All will pass by the second retake.

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Findings (2012-2013) - Target: Met The year 2012 MSAT program comprehensive examination included a 200 question written exam on the content of the entire curriculum, an oral examination that involved a hypothetical injury to an athlete's shoulder and two practical examinations (one exam tested acute/emergency care skills and the other tested orthopedic examination and rehabilitation. All students passed the program written cumulative exam on the first trial. All students passed the pr0gram oral exam on the first trial Two students failed the acute care exam on the first take and then passed on trial two. The program has comprehensive examinations to gather outcome data on how we changed the students from program entry to to entry into the profession as well as to prepare them to take their professional board examination. As noted earlier, 100% of our students passed their board (BOC) exam to become certified athletic trainers (ATC credentialed) on their first trial this year. Therefore, we believe that this examination is meeting our program goals.

M 11:Research Seminar Course This course is the culmination of the graduate thesis project. Students must pass their written manuscript, and oral defense/presentation. Target: > 80% of the students will pass their written and oral research thesis requirments within the two years of the curriculum. Findings (2012-2013) - Target: Met 100% of the graduates of class of 2013 completed their thesis projects on time. One of the three group projects was accepted for presentation at the International Association of Dance Medicine and Science Annual Symposium in Seattle, Washington, October 2013. See abstract below: Validation of the CES-D 10 shortened depression scale in collegiate athletes and dancers Amanda Johnston ATC, Amanda Page ATC, Thomas McKnight ATC, Samantha Yeoman ATC, Rose Schmieg, DHSc, ATC, PT (Shenandoah University Division of Athletic Training, Winchester, VA) Sports injuries can have a significant negative affect on the mental well being of athletes.1,2 Depression can occur following a season ending sport injury. Incidents of depression and even suicide have been reported in the sport of football following concussion.3 Dancers, who share high injury rates like their athlete counterparts, may be prone to depression, particularly when injury leads to a permanent disability that ends their dancing career. Athletic trainers are health practitioners who work closely with athletes and dancers. They need a valid and reliable depression screening tool within their scope of practice to administer to this population. The Center for Epidemiological Studies Depression 20 and 10 item scales (CES-D 20 and CES-D 10) were used in this study. The purpose was to determine if the 10-item scale is a reliable instrument when compared with the 20-item scale in collegiate dancers (N=26) and women's lacrosse athletes (N=11). All subjects received baseline testing and testing 7 weeks into their performance/sport season. Based on the CES-D 20: 18.18% of the lacrosse players and 23.08 % of dancers were at risk at baseline. None of the lacrosse players and 11.53% of dancers were at risk at 7 weeks. Based on the CES-D 10: 9.09% of lacrosse players and 15.38 % of dancers were at risk at baseline. Zero lacrosse players and 11.53% of dancers were at risk at 7 weeks. For both the CES-D 10 and 20 at baseline and 7 weeks, there was not a significant relationship between sport and dancer depression risk. Dancers and lacrosse players were equally likely to report CES-D scores that indicated an increased risk for depression (chi-square) p = .24-.74. There was a significant relationship between the CES-D 10 and CES-D 20 in terms of classifying those at risk for depression (kappa = .72 - 1.00) at baseline and 7 weeks. This study provides the support for the use of the CES-D 10 in collegiate athletes and dancers by athletic trainers. Further study should add subject numbers, different sports, and analysis of specific CES-D items. 1. Udry E, Gould D, Bridges D, Beck L. Down but not out: athlete responses to season ending injuries. J Sport Exerc Psychol. 1997;19(3):229-248. 2. Brewer B. Developmental Differences in Psychological Aspects of Sport-Injury Rehabilitation.

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Journal of Athletic Training. 2003;38(2)152-153. 3. Kerr ZY, Marshall SW, Harding HP Jr, Guskiewicz KM. Nine-year risk of depression diagnosis increases with increasing self-reported concussions in retired professional football players. Am J Sports Med. 2012. Oct;40(10):2206-12.




SLO 9:Outcome 9 Students will develop a sense of professionalism and incorporate the NATA Code of Ethics into daily practice

Related Measures:

M 4:Students` rating of clinical field experience Students rate each clinical field experience (the quality of the site and the effectiveness of the respective mentor). Target: Surveys given at the completion of each clinical field experience will reveal the the majority of students in each cohort will rate each area of the clinical field experience with an "agree" or "strongly agree" answer on the given Likert scale.

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Findings (2012-2013) - Target: Partially Met The Director of Clinical Education collects and interprets data students report on each clinical site. The majority of students in each cohort rate their four clinical sites as a strength of the program. The students do "agree" or strongly "agree" with each content area rated on clinics. Students are particularly pleased with our secondary education placements, out-patient clinics, Division I college experiences and placements as physician extenders. Our one area to fix here is that Shenandoah University itself, is in the bottom tier of clinic sites that the students wish to select. We plan to get our on-site clinical preceptors more engaged in the didactic portion of the program to see if this will carry into their being more vested as clinical instructors. We hope these changes will be reflected in improved students ratings of on-campus clinic experience.


M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .) Target: Over 60% of the students in each cohort will rate the education that they received in the classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. 75% of graduates agreed or strongly agreed that SU library services met their needs. 75% agreed that financial aid services met their needs. There was 37% agreement that the university counseling services met their needs and the other 63% expressed no opinion possibly indicating tht they never needed or inquired about these services.

M 7:Alumni surveys

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After one and three years post graduation, alumni rate the effectiveness of their SU education. Target: Over 60% of alumni survey responses will show that the graduates agree or strongly agree that there education at SU prepared them to work in each of the domains of athletic training. Findings (2012-2013) - Target: Met The 2012 alumni survey for the MSAT program showed that 88.9% of graduates strongly agreed that the program prepared them well for the board examination (BOC Test). The other 11.1% agreed with this. 67.7% of alumni strongly agree that they were adequately prepared to practice emergency care of athletes, 61.1% agreed they were adequately prepared to use general medical skills in athletic training, 89% strongly agreed that they had adequate orthopedic examination skills, 72% strongly agreed they were adequately prepared to prescribe therapeutic exercises and therapeutic modalities, 66.7% strongly agreed they were prepared to handle psychosocial issues in athletic training. Alumni met our over 60% agreement for pharmacology and nutrition, but these two domains did show a small percentage of students who did not feel adequately prepared in these areas. Our over all goal has been met, but we will be monitoring pharmacology and nutrition outcomes to see if this trend changes.



M 10:Capstone Course-Senior Seminar In this course students must pass a graduate program written, oral, and practical comprehensive examination.

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Target: The majority of students will pass their written, oral, and practical comprehensive exam on the first trial. All will pass by the second retake. Findings (2012-2013) - Target: Met The year 2012 MSAT program comprehensive examination included a 200 question written exam on the content of the entire curriculum, an oral examination that involved a hypothetical injury to an athlete's shoulder and two practical examinations (one exam tested acute/emergency care skills and the other tested orthopedic examination and rehabilitation. All students passed the program written cumulative exam on the first trial. All students passed the pr0gram oral exam on the first trial Two students failed the acute care exam on the first take and then passed on trial two. The program has comprehensive examinations to gather outcome data on how we changed the students from program entry to to entry into the profession as well as to prepare them to take their professional board examination. As noted earlier, 100% of our students passed their board (BOC) exam to become certified athletic trainers (ATC credentialed) on their first trial this year. Therefore, we believe that this examination is meeting our program goals.



M 14:Program pretest-posttest The students are given a comprehensive examination on the field of atheltic training on the 1st day of the program. We then compare what they came in knowing with what they scored on the program comprehensive written examination. Target: The students will improve scores greater than 10% on program prettest given on first day and the posttest given during the capstone senior seminar course. Findings (2012-2013) - Target: Not Reported This Cycle The graduating class of 2013 did not take the post test on curriculum data as we have changed this target. The graduating class of 2014 will be the first to have pre and post test data on the IPE and cultural competence testing. Other Outcomes/Objectives, with Any Associations and Related Measures, Targets, Findings, and Action Plans

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O/O 6:Outcome 6

The student will be able to initiate, organize, and administer an athletic training service project to a high school or college athletic training program, sports medicine clinic, corporate fitness setting, or the local community.

Related Measures:



M 6:Graduating Student Exit Survey Graduating students assess the entire didactic and clinical curriculum, facility, and other services at SU (admission, registrar, library, financial aid, counseling . . . . .)

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Target: Over 60% of the students in each cohort will rate the education that they received in the classroom and clinic, and all of the SU services (library, couonseling, business office . . . .)with an "agree" or strongly agree" rating on a Likert survey. Findings (2012-2013) - Target: Met For the graduating class of 2013 exit survey, 62.5% of students strongly agreed that faculty were responsive to their needs and 37.5% agreed that the faculty were responsive to their needs. 100% of graduates strongly agreed that the program administrative assistant was responsive to their needs. 100% of students either strongly agreed or agreed that faculty advisement met their needs in the program. 75% of graduates agreed or strongly agreed that SU library services met their needs. 75% agreed that financial aid services met their needs. There was 37% agreement that the university counseling services met their needs and the other 63% expressed no opinion possibly indicating tht they never needed or inquired about these services.



M 9:Board Examination Scores Board of Certifaction Exam pass rates are analzed for curiculum effeectiveness.

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Target: Each year, the graduating class aggregate score on the BOC exam will be above the national passing average. Findings (2012-2013) - Target: Met The Division of Athletic Training cohort taking the 2012 board examination had a 100% passing rate. The program scored above the national average in every domain of athletic training education. See below: 2012-2013 100% passing first time National Average is 80.85% Injury/Illness Prevention & Wellness Protection SU Avg. 24.2 Nat. Avg. 22.5 Clinical Eval and Diagnosis SU Avg. 20.8 Nat. Avg. 18.9 Immediate and Emergency Care SU Avg. 20.1 Nat. Avg. 19 Treatment and Rehabilitation SU Avg. 20.7 Nat. Avg. 18.5 Organizational and Professional Health & Well-being SU Avg. 9.5 Nat. Avg. 8.5




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O/O 10:Objective 1 Faculty and students will foster commitment to professional and personal development.

Related Measures:

M 1:Collaborative programs will be supported The Division of Athletic Training will embrace educational programing that is collaborative with other health professions programs and also Schools outside of the health professions. Target: The university will support the Division`s collaborative programs. These programs will have sustainable enrollment and they will be rated by students, graduates, alumni and employers and having positive outcomes. Findings (2012-2013) - Target: Met The university continues to support our collaborative program the dual degree DPT/MSAT. We meet our maximum enrollment of five of these students annually. The new, Performing Arts Medicine certificate program has been supported while it runs through its formative stages.

M 3:Faculty Peer Reviews for On-line Courses On-line courses are reviewed by a faculty peer within the Division and from another Health Profession`s faculty from the School of HP. Target: Faculty will receive on-line course reviews from peers within the Division and within the School of Health Professions that are above average for course content and instructor effectiveness. Findings (2012-2013) - Target: Not Reported This Cycle Faculty did not perform peer reviews of online courses this year. This academic year, all faculty learned how to use Camtasia for audio recording, Collaborate for online group chatting with students, and the faculty have begun integrating use of ipads for online learning. Peer reviews will be picked back up in 2013-2014.

M 5:Clinical Instructor`s Rating student/program Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the

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end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.



M 10:Capstone Course-Senior Seminar In this course students must pass a graduate program written, oral, and practical comprehensive examination. Target: The majority of students will pass their written, oral, and practical comprehensive exam on the first trial. All will pass by the second retake. Findings (2012-2013) - Target: Met The year 2012 MSAT program comprehensive examination included a 200 question written exam on the content of the entire curriculum, an oral examination that involved a

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hypothetical injury to an athlete's shoulder and two practical examinations (one exam tested acute/emergency care skills and the other tested orthopedic examination and rehabilitation. All students passed the program written cumulative exam on the first trial. All students passed the pr0gram oral exam on the first trial Two students failed the acute care exam on the first take and then passed on trial two. The program has comprehensive examinations to gather outcome data on how we changed the students from program entry to to entry into the profession as well as to prepare them to take their professional board examination. As noted earlier, 100% of our students passed their board (BOC) exam to become certified athletic trainers (ATC credentialed) on their first trial this year. Therefore, we believe that this examination is meeting our program goals.



O/O 11:Objective 2 The Division of Athletic Training will provide access to continuing formal and informal learning to its graduaes and clinical instructors.

Related Measures:

M 1:Collaborative programs will be supported The Division of Athletic Training will embrace educational programing that is collaborative with other health professions programs and also Schools outside of the health professions. Target: The university will support the Division`s collaborative programs. These programs will have sustainable enrollment and they will be rated by students, graduates, alumni and employers and having positive outcomes. Findings (2012-2013) - Target: Met The university continues to support our collaborative program the dual degree DPT/MSAT. We meet our maximum enrollment of five of these students annually. The new, Performing Arts Medicine certificate program has been supported while it runs through its formative stages. 100% of dual major graduates passed their board exams on the first try and all are employed.


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Each clinical instructor affiliated with the program rates the knowledge base and professionalism of the student along with the program curriculum in general. Target: Clinical Instructors for the MSAT program will respond to the majority of questions on the end of the academic year clinical performance survey that they agree or strongly agree that the students are well educated across each athletic training domain and they demonstrate professionalism. Findings (2012-2013) - Target: Met Preceptors for the MSAT program rate our students very favorably on end of year clinic surveys as well as on clinical field experience rating forms for each student. The Director of Clinical Education routinely hears that "Shenandoah University" students are their preferred students. We have been able to grow our total number of clinical sites based on our reputation. Preceptors appreciate that we have very specific "foundational professional behaviors" that are defined in our clinical field experience course syllabi. The foundational behaviors have corresponding level I and level II sanctions if broken that result in either a drop in grade or even removal from clinic. Our students are made clearly aware of our emphasis on professionalism. This has resulted in students taking pride in being ambassadors of the program and preceptors enjoying having our students at their facilities.

M 11:Research Seminar Course This course is the culmination of the graduate thesis project. Students must pass their written manuscript, and oral defense/presentation. Target: > 80% of the students will pass their written and oral research thesis requirments within the two years of the curriculum. Findings (2012-2013) - Target: Met 100% of the graduates of class of 2013 completed their thesis projects on time. One of the three group projects was accepted for presentation at the International Association of Dance Medicine and Science Annual Symposium in Seattle, Washington, October 2013. See abstract below: Validation of the CES-D 10 shortened depression scale in collegiate athletes and dancers Amanda Johnston ATC, Amanda Page ATC, Thomas McKnight ATC, Samantha Yeoman ATC, Rose Schmieg, DHSc, ATC, PT (Shenandoah University Division of Athletic Training, Winchester, VA) Sports injuries can have a significant negative affect on the mental well being of athletes.1,2 Depression can occur following a season ending sport injury. Incidents of depression and even suicide have been reported in the sport of football following concussion.3 Dancers, who share high injury rates like their athlete counterparts, may be prone to depression, particularly when injury leads to a permanent disability that ends their dancing career. Athletic trainers are health practitioners who work closely with athletes and dancers. They need a valid and reliable depression screening tool within their scope of practice to administer to this population. The Center for Epidemiological Studies Depression 20 and 10 item scales (CES-D 20 and CES-D 10) were used in this study. The purpose was to determine if the 10-item scale is a reliable instrument when compared with the 20-item scale in collegiate dancers (N=26) and women's lacrosse athletes (N=11). All subjects received baseline testing and testing 7 weeks into their performance/sport season. Based on the CES-D 20: 18.18% of the lacrosse players and 23.08 % of dancers were at risk at baseline. None of the lacrosse players and 11.53% of dancers were at risk at 7 weeks. Based on the CES-D 10: 9.09% of lacrosse players and 15.38 % of dancers were at risk at baseline. Zero lacrosse players and 11.53% of dancers were at risk at 7 weeks. For both the CES-D 10 and 20 at baseline and 7 weeks, there was not a significant relationship between sport and dancer depression risk. Dancers and lacrosse players were equally likely to report CES-D scores that indicated an increased risk for depression (chi-square) p = .24-

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.74. There was a significant relationship between the CES-D 10 and CES-D 20 in terms of classifying those at risk for depression (kappa = .72 - 1.00) at baseline and 7 weeks. This study provides the support for the use of the CES-D 10 in collegiate athletes and dancers by athletic trainers. Further study should add subject numbers, different sports, and analysis of specific CES-D items. 1. Udry E, Gould D, Bridges D, Beck L. Down but not out: athlete responses to season ending injuries. J Sport Exerc Psychol. 1997;19(3):229-248. 2. Brewer B. Developmental Differences in Psychological Aspects of Sport-Injury Rehabilitation. Journal of Athletic Training. 2003;38(2)152-153. 3. Kerr ZY, Marshall SW, Harding HP Jr, Guskiewicz KM. Nine-year risk of depression diagnosis increases with increasing self-reported concussions in retired professional football players. Am J Sports Med. 2012. Oct;40(10):2206-12.

O/O 12:Objective 3 The Division of Athletic Training encourages the students, staff, and faculty to experience other cultures and perspectives.

Related Measures:



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O/O 13:Objective 4 The Division of Athletic Training encourages collaborative educational programming and scholarship within the School of Health Proessions and with other SU colleges, schools, and the Conservatory.

Related Measures:


M 11:Research Seminar Course This course is the culmination of the graduate thesis project. Students must pass their written manuscript, and oral defense/presentation. Target: > 80% of the students will pass their written and oral research thesis requirments within the two years of the curriculum.

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Findings (2012-2013) - Target: Met 100% of the graduates of class of 2013 completed their thesis projects on time. One of the three group projects was accepted for presentation at the International Association of Dance Medicine and Science Annual Symposium in Seattle, Washington, October 2013. See abstract below: Validation of the CES-D 10 shortened depression scale in collegiate athletes and dancers Amanda Johnston ATC, Amanda Page ATC, Thomas McKnight ATC, Samantha Yeoman ATC, Rose Schmieg, DHSc, ATC, PT (Shenandoah University Division of Athletic Training, Winchester, VA) Sports injuries can have a significant negative affect on the mental well being of athletes.1,2 Depression can occur following a season ending sport injury. Incidents of depression and even suicide have been reported in the sport of football following concussion.3 Dancers, who share high injury rates like their athlete counterparts, may be prone to depression, particularly when injury leads to a permanent disability that ends their dancing career. Athletic trainers are health practitioners who work closely with athletes and dancers. They need a valid and reliable depression screening tool within their scope of practice to administer to this population. The Center for Epidemiological Studies Depression 20 and 10 item scales (CES-D 20 and CES-D 10) were used in this study. The purpose was to determine if the 10-item scale is a reliable instrument when compared with the 20-item scale in collegiate dancers (N=26) and women's lacrosse athletes (N=11). All subjects received baseline testing and testing 7 weeks into their performance/sport season. Based on the CES-D 20: 18.18% of the lacrosse players and 23.08 % of dancers were at risk at baseline. None of the lacrosse players and 11.53% of dancers were at risk at 7 weeks. Based on the CES-D 10: 9.09% of lacrosse players and 15.38 % of dancers were at risk at baseline. Zero lacrosse players and 11.53% of dancers were at risk at 7 weeks. For both the CES-D 10 and 20 at baseline and 7 weeks, there was not a significant relationship between sport and dancer depression risk. Dancers and lacrosse players were equally likely to report CES-D scores that indicated an increased risk for depression (chi-square) p = .24-.74. There was a significant relationship between the CES-D 10 and CES-D 20 in terms of classifying those at risk for depression (kappa = .72 - 1.00) at baseline and 7 weeks. This study provides the support for the use of the CES-D 10 in collegiate athletes and dancers by athletic trainers. Further study should add subject numbers, different sports, and analysis of specific CES-D items. 1. Udry E, Gould D, Bridges D, Beck L. Down but not out: athlete responses to season ending injuries. J Sport Exerc Psychol. 1997;19(3):229-248. 2. Brewer B. Developmental Differences in Psychological Aspects of Sport-Injury Rehabilitation. Journal of Athletic Training. 2003;38(2)152-153. 3. Kerr ZY, Marshall SW, Harding HP Jr, Guskiewicz KM. Nine-year risk of depression diagnosis increases with increasing self-reported concussions in retired professional football players. Am J Sports Med. 2012. Oct;40(10):2206-12. Details of Action Plans for This Cycle (by Established cycle, then alpha)

Improve ratings of clinical field experiences During the last two academic years, we have had some negative feedback on clinical field expereinces in atheltic training at SU. We believe this is tied to staffing problems of ATCs with the Athletics DEpartment. We have hired a new head athletic trainer for 2008-2009. We believe that improved communication with this individual and the Division Director will help to strengthen the student clinic experiences. An additonal ATC may need to be hired in 2009-2010 to continue to improve clinic experiences and athlete care.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: High Implementation Description: August 2008-August 2009 Responsible Person/Group: Program Director

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Improve 1st time pass rate comprehensive exams

WE would like to see improved 1st time performance on our comprehensive exams. We believe that we need to implement more critical thinking type of examing throughout the curriculum so that studnets are better prepared when it comes time to take comprehensive exams in their last semester.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: High Implementation Description: 2008-2009 academic year Responsible Person/Group: Program Director and Core faculty

Clinical Site Appraisals

If a clinical field experience site consistently gets a poor rating from students, the program clinical coordinator will intervene to see if the site can be improved, and, if it cannot, it will be dropped from the program clinic list.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Program clinical coordinator will appraise clinics by way of student surveys and interviews Projected Completion Date: 04/30/2012 Responsible Person/Group: Dr. John Hunt, program clinical coordinator and Dr. Rose Schmieg, Program Director

Dual Major DPT/MSAT

Dual majors will continue to be prepared to pass board exams.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Program completion Projected Completion Date: 01/05/2012 Responsible Person/Group: Core faculty

Emergency Care Curriculuar Improvement

New faculty member coordinating AT501 Risk Management and Emergency Care. Added lab experience put within this class. Added emergency skill practice days put into the curriculum throughout the academic year.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: The course AT501 needed to have more lab opportunities for students to practice skills. We have added a required skill practice day 1 time a month where students practice emergency care skills while solving patient cases prepared by local clinical instructors for the program. Responsible Person/Group: Dr. John Hunt, clinical coordinator, Mike Kotelnicki ATC, adjunct professor for AT501

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Emergency Care Curriculuar Improvement

The program has changed instructors of AT501 Risk Management and Emergency Care. Within this course, we have added more lab practice time. Also, to reinforce emergency care skills, student must come to campus once a month for newly implemented emergency care case problem solving sessions led by local program clinic instructors.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Course faculty member change. Added lab and practice experiences. Responsible Person/Group: Dr. Rose Schmieg, Dr. John Hunt, Mike Kotelnicki SU Head Athletic Trainer Additional Resources Requested: No

Evidence-Based Practice Curricular Improvement

The research track in the curriculum has been evolving. From student course surveys we believe the main area where we need improvement is for communication from the course coordinator and thesis research advisors to to improve. A timeline chart for study approval, IRB submission, data collection, and data analysis needs to be posted and adhered to.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Thesis project communication and timelines improved Responsible Person/Group: All MSAT faculty

General Medicine Curriculuar Improvements

AT633 clinical medicine is an online course. Dr. Massie, the course instructor, plans to add more auditaped lectures using Camtasia with her PowerPoint presentations to improve clarity of content with students. Also, we are adding monthly journal clubs led by a local orthopedic surgeon, Dr. Larson.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Course technology improvements. Increased physician interactions. Responsible Person/Group: Dr. Massie, Dr. john Hunt

Grow enrollment Performing Arts Medicine program

For 2011 the goal is to have a minimum of 10 students enrolled in the PAM program.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Enroll PAM students Projected Completion Date: 06/30/2012 Responsible Person/Group: Rose Schmieg and SU admissions

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MSAT Facility Improvement

Space needed to co-locate program faculty on main campus. Additionally, students need dedicated space for lounge/study area.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Implementation Description: Facility space needed for MSAT program Responsible Person/Group: Dr. Rose Schmieg and SU adminiistration

Improve student rating of Shenandoah University as a program clinic site

Student feedback on clinical field experience rating forms speaks to student dissatisfaction on campus based on the preceptors not providing enough mentorship, challenging the student, or sometimes not communicating in a professional manner. Our program plan involves having our preceptors get more involved with didactic instruction in our summer teaching session where they can communicate regularly with program fulltime faculty to better understand program expectations and how the faculty interact with the students one on one. Monthly meetings are now in place with preceptors and faculty to discuss and work out student related problems.

Established in Cycle: 2012-2013 Implementation Status: Planned Priority: High Relationships (Measure | Outcome/Objective):

Measure: Students` rating of clinical field experience | Outcome/Objective: Outcome 2

Implementation Description: 1. Increase preceptor ownership in program through summer adjunct and lab instruction 2. Collaborate with fulltime faculty over teaching/mentoring strategies 3. Attend monthly meetings to work through student issues Responsible Person/Group: Program Director has set up this plan and organizes the meetings. Additional Resources Requested: 1.5 hour lunch meeting monthly

Analysis Questions and Analysis Answers

What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

The SU MSAT program is very strong regarding its goals on being collaborative with other programs, exit, alumni and employer surveys, and outcome on first time board exam passage rates. Our program continues to be strong with clinical education. We have a growing list of new clinic sites and we routinely get feedback that clinicians prefer our students over those from competing programs. Our students are often hired after graduation from the site where they had their clinical education assignment. An area where we had some reported weakness, student satisfaction on our evidence-based practice or research course series, is in the process of being fixed. We have been patching this course series with a variety of adjunct faculty which has contributed to lack of continuity in the process of starting one's graduate thesis and taking it to completion. Our program jump in enrollment over the past two years has allowed us to hire a full-time faculty who is charged with

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coordinating the program graduate research (faculty started May 2013). We hope that as the new faculty member collaborates with the other full-tie faculty that we will make the research course series for effective (increase in number of projects presented locally, nationally, internationally and out in print in peer-reviewed publications).

What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Although conical education is a known strength of our curriculum, we were concerned to find that the lowest graded clinical site in the eyes of students across the 2012-2013 academic year was our own university athletics setting. Student clinical course surveys revealed that students felt that they needed to be more challenged and that they needed more mentoring and more professional communication with their preceptor.

Reflecting on questions 1 and 2, how will you make continuous improvement? Regarding answer number one, we have hired Dr. Kim Pritchard as the new program research coordinator. Dr. Pritchard comes to us from the University of Virginia where she gained significant experience designing and publishing athletic training research. Our expectation is that Dr. Pritchard will bring this skill set to the table and coupled with collaborating with faculty who have mentored projects for years within the SU MSAT program, we will find a way to work more effectively to complete research projects and get them out for presentation and publication. This in turn will also help keep the faculty's annual review in the best possible place regarding maintaining their faculty scholarly agenda goals on annual performance plans. This will lead to timely advancement to either career contract or promotion in rank. Regarding answer number two, upon noting our low on campus clinical rating this year we implemented the following: 1. Meeting with head athletic trainer, program director and Director of Clinical Education to discuss the finding. 2. Initiated monthly brown bag lunch meetings to discuss program clinic expectations and had faculty offer suggestions on strategies on how to engage students as learners in the clinic setting. 3. Came up with plan for how program faculty and SU certified athletic trainers could work more with each other to understand each other's roles and expectations more clearly. We did this by inviting the certified athletic trainers into our summer courses, namely, therapeutic modalities, taping, and emergency care as primary lecturers and lab assistants. This has allowed the faculty to help mentor the staff athletic trainer in a teaching role and has allowed the staff athletic trainers to feel more ownership in the program. We now address matters from the perspective of "our" program as opposed to a "staff vs. faculty" scenario. This has only been implemented since May 2013, but so far the faculty-staff energy is more positive, staff seem excited to be part of class and the expectation is that this will translate into positive clinical survey outcome scores next academic year.

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Shenandoah University · Page 1 of 43 Shenandoah University Detailed Assessment Report As of: 1/17/2015 08:12 PM EST 2012-2013 Athletic Training, MS (Includes those Action Plans …