Issues and Outcomes in Graduate Education

Christopher D. Ingersoll, PhD, ATC Joe H. Gieck Professor of Sports Medicine University of Virginia

2.

3.

4.

1.

Issues

ATCs are advising students to pursue graduate degrees in something other than Athletic Training Concerns that Post-Certification Athletic Training Graduate Programs are not delivering advanced knowledge There are relatively few Post-Certification Graduate Athletic Training programs (accredited or not) Reasons students select graduate programs 1/22/2005 Athletic Training Educators' Conference 2

1.

ATCs are advising students to pursue graduate degrees in something other than Athletic Training

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Common Advice to New ATCs

• “Since you did your undergraduate work at an accredited program, you don’t need to attend an accredited graduate program.” • “You need to get your Masters in something else because athletic training alone is not enough to get a job.” • “It doesn’t matter what you get your Masters degree in as long as you have one.” 1/22/2005 Athletic Training Educators' Conference 4

“Since you did your undergraduate work at an accredited program, you don’t need to attend an accredited graduate program”

• Graduate programs used to be a route to certification – Programs had to meet needs of “advanced” and “entry level” students – Graduate programs of study used to look very similar to undergraduate courses of study – Students from accredited undergraduate programs may have not been challenged during this time 1/22/2005 Athletic Training Educators' Conference 5

“You need to get your Masters in something else because athletic training alone is not enough to get a job”

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“It doesn’t matter what you get your Masters degree in as long as you have one”

• • Unfortunately, this is probably true, but is this an idea we want to perpetuate?

We haven’t done a good job educating employers 1/22/2005 Athletic Training Educators' Conference 7

2.

PCGE Programs Not Advanced?

• Accredited PCGE programs: – “are

different from entry level

programs in purpose, design and content” (II.B.) – – – 1/22/2005 have a mission “to athletic trainers”

expand the depth and breadth

of entry-level certified (II.B.) of the … knowledge and skills are “characterized by

advanced systematic study

and experience” (II.B.) provide “instruction in

advanced skills and knowledges

” (II.C.) – – provide “

advanced educational experiences

designed to enhance … ability to function in clinical, teaching, administrative, or research environments” (II.C.) “include

new and advanced, in-depth educational experiences

designed to enhance … professional practice” (II.C.) Note: Parenthetical information refers to section in

Standards & Guidelines for Post-Certification Graduate Athletic Training Education Programs

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3.

Very Few PCGE Programs

• • • • •

3007

: # students taking BOC exam for first time in 2003 2003 Annual Report) (BOC

13

: # accredited graduate programs

160

: approx. # of students accepted into accredited PCGATEPs ea. yr.

10

: approx. % of students pursuing advanced study in AT (including non accred. progs.)

70

: approx. % of ATCs with graduate degrees 1/22/2005 Athletic Training Educators' Conference 9

Very Few Students Pursuing Advanced Study in Athletic Training

• •

10%

We need more programs!

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4.

Reasons Students Select Graduate Programs

• • • No data on this (we need some) Often influenced by mentors – Program directors – – Clinical coordinators Clinical instructors Anecdotally, many pick graduate programs based only on the clinical experience – Thought of as a job where they have to take classes – Meeting clinical responsibilities takes priority over learning 1/22/2005 Athletic Training Educators' Conference

4.

Reasons Students Select Graduate Programs, cont.

• Some apply based on reputation of the program, without regard for what they will learn • Other reasons – Location – Finances – Duration of program 1/22/2005 Athletic Training Educators' Conference 12

• • • • •

What Students Should Know About PCGATEPs

Nearly 100% placement in jobs or professional programs Accredited GATEPs are targeted for job placement and networking Research and mentoring with expert scholars and clinicians Instruction in advanced skills and knowledges that directly relate to AT Programs meet rigorous standards and guidelines that assure quality 1/22/2005 Athletic Training Educators' Conference 13

Outcomes

• What the

Standards and Guidelines for Post-Certification Graduate Athletic Training Education Programs

document has to say about outcomes 1/22/2005 Athletic Training Educators' Conference 14

General Principles of Graduate Education

• • • • • • Mastery of subject matter Critical thinking Theoretical understanding Proficiency in research and/or creative activities Service orientation Diverse representation of perspectives –

Standards & Guidelines for Post-Certification Graduate Athletic Training Education Programs

, II.A.1-6.

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Philosophy of PCGAT Programs

• • Graduate Education Programs are different from entry-level programs in purpose, design and content.

The mission of a PCGATEP is to expand the depth and breadth of the applied, experiential, and propositional knowledge and skills of entry-level ATCs, expand the athletic training body of knowledge, and to disseminate new knowledge in the discipline.

• Graduate education is characterized by advanced systematic study and experience—advanced in knowledge, understanding, scholarly competence, inquiry, and discovery.

–

Standards & Guidelines for Post-Certification Graduate Athletic Training Education Programs

, II.B.

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Principles of PCGAT Programs

• • Instruction in advanced skills and knowledges, the preparation of ATCs for leadership roles, and a research experience are considered to be the distinguishing characteristics of graduate education in athletic training.

Advanced educational experiences designed to enhance the ATC’s ability to function in clinical, teaching, administrative, or research environments are considered to be essential components of the PCGATEP. 1/22/2005 • While minimal graduate courses and resource requirements are specified in this document, flexibility and innovation in curricular development are encouraged. However, the program must demonstrate its contribution to advanced education of athletic training practitioners.

–

Standards & Guidelines for Post Certification Graduate Athletic Training Education Programs

, II.C.

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Principles of PCGAT Programs

• • The NATA EC has developed a comprehensive list of AT educational competencies and clinical proficiencies in order to provide guidance and direction in the professional preparation of entry-level AT students. They represent guidelines for curriculum design, development of individual course content, and structuring of clinical experiences for the entry-level programs.

Development of an effective PCGATEP depends on a thorough assessment of those education experiences typically offered at the entry-level.

1/22/2005 • PCGATEPs include new and advanced, in-depth educational experiences designed to enhance the athletic trainer's professional practice.

–

Standards & Guidelines for Post Certification Graduate Athletic Training Education Programs

, II.C.

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Outcomes

• • The

Standards and Guidelines

is an and

advocacy document

aimed at encouraging thought

empowering institutions

and program directors so they can develop programs around their unique strengths or

points of distinctiveness

.

There will be much

greater variety

in program design, content, and foci amongst graduate programs than amongst undergraduate and entry-level graduate programs.

• • Institutions have increased

freedom to innovate

, experiment with new ideas and approaches, and venture into the unknown.

Successful innovations will be retained

and shared with colleagues and will therefore lead to stronger graduate education programs, stronger graduates, and a stronger profession.

–

Standards & Guidelines for Post Certification Graduate Athletic Training Education Programs

, I.B.

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Assessment (scan environment) Identify/revise strengths and weaknesses

1/22/2005

Identify/revise points of distinctiveness Build/revise mission statement Develop/revise goals and objectives Develop/revise program to support POD Develop/revise outcomes Measure outcomes distinctiveness, but Must support things distinctiveness, but may include other things experiences, research experiences should support POD Define what program is qualitative, show you are accomplishing what you said you would

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We Need to Become Experts

• “Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.” • Thomas Jefferson, 1816 1/22/2005 Athletic Training Educators' Conference 21

Thanks

• Graduate Education Committee – Kenneth Knight, PhD, ATC: Brigham Young University – Leamor Kahanov, EdD, ATC: San Jose State University – Joni Roh, EdD, ATC: California University of Pennsylvania – Jeffrey Seegmiller EdD, ATC: Ohio University – Eric Sauers, PhD, ATC: A.T. Still University – Charles Swanik, PhD, ATC: Temple University – Gary Wilkerson, EdD, ATC: UT Chattanooga – Richard Williams, PhD, ATC: University of Northern Iowa 1/22/2005 • Athletic Training Educators' Conference Graduate Review Committee – Bruce Barnhart, EdD, ATC: California University of Pennsylvania – Michelle Cleary, PhD, ATC: Florida International University – Mitch Cordova, PhD, ATC: Indiana State University – Kevin Guskiewicz, PhD, ATC: University of North Carolina at Chapel Hill – Carl Mattacola, PhD, ATC: University of Kentucky –

Bonnie Van Lunen, PhD, ATC: Old Dominion University

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Questions?

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