Assessment

Athletic Training Education and Assessment is based on the 1999 National Athletic Trainers' Association Educational Competencies and Proficiencies as required by CAAHEP (Commission on Accreditation of Allied Health Education Programs). The information in the NATA Educational Competencies and Proficiencies document is written from the National Athletic Trainers' Association Board of Certification Role Delineation Study. This purpose of this study is to define the role and functions Certified Athletic Trainers' are fulfilling within the ever-changing medical community and profession. Due to the interlacing of the NATABOC and the NATA's Education Council (Author of the NATA Educational Competency and Proficiency document) and the CAAHEP accreditation requirement, the curriculum, educational content areas, goals and objectives are automatically renewed to meet the needs of future Athletic Training allied health professionals.

There are 542 Competencies (Educational Objectives) that are distributed throughout the athletic training curriculum at Southwest Baptist University. These competencies/objectives are separated into three basic categories; Cognitive, Psychomotor and Affective domains.  The psychomotor domain is further elaborated with the 748 proficiencies that must be taught, evaluated and documented utilizing the "Learning Over Time" educational model. Due to the large number of competencies/educational objectives a matrix software program was utilized to distribute these competencies and proficiencies to their assigned courses that best matched the content within that course. The following links demonstrates the specific matrix as applied to Southwest Baptist University's Department of Athletic Training.

Each of the competencies/objectives are outlined in the various course syllabi with a reference to what textbook chapter the information is located. Upon teaching the various chapters, the competencies/objectives are outlined within each examination (written or oral/practical). Thus the "loop is closed".

The program makes modifications to its curriculum based on feedback from the student, faculty, and alumni, and  performance on the BOC exam. Other curriculum adjustments occur naturally by the process explained above.  The following links are to the Department's Policy and Procedure Manual, Section 7 Program Evaluation.