Strategic Planning and Assessment
Below you will find GVSU Athletic Training Program goals and objectives positioning the program, faculty and its students to be a center of excellence within the athletic training discipline. Strategic plans and Assessments are evaluated on an annual basis and correlate with the following strategic plans:
The mission of the Grand Valley State University Athletic Training Program is to prepare professionals to enhance the quality of health care for athletes and the physically active. Preparation is supported by formal instruction, clinical experience, and research.
The vision of the Grand Valley State University Athletic Training Program (ATP) to provide exceptional education through the utilization of interactive classroom instruction and clinical experiences; preparing students to excel on the Board Certification Exam (BOC) and to enter the profession as qualified health care providers. The ATP also strives to promote and integrate the Athletic Training profession as an essential component of the health care network.
- Innovative and diverse methods of teaching - We promote multiple forms of content delivery through varied and innovative teaching techniques.
- Collaborative scholarly and creative activity - We recognize that scholarly creative work is a high impact activity for students, and value the interaction between faculty and students in pursuing this form of inquiry.
- Physical literacy - We recognize the importance of being physically active for a lifetime and value its role in both physical and mental health.
- Diversity and cultural competency - We value diversity and inclusiveness in teaching, scholarship, and service.
- Inclusive living-learning communities - We value the opportunity for students to live in a “shared” community that allows for greater faculty and peer interaction and increases opportunities for coordinated activities and resources in a socially and academically supportive residential living environment.
- Experiential learning - We promote experiential learning within our curricula. Students learn to apply knowledge by being immersed within the professional environment.
- Critical thinking and problem-solving - We value the process of challenging current practices, examining and evaluating evidence, and questioning assumptions.
- Institute of medicine core competencies - We value working as a part of interprofessional teams; delivering patient-centered care; practicing evidence-based medicine; focusing on quality improvement; and using information technology.
- Increase Departmental resources to improve the quality of instruction, scholarship, and service across all programs in the Department of Movement Science.
- Promote and Support Academic Programming.
- Establish Graduate Programming in the Department.
- Programmatic outcomes will show a high level of student success.
- Review and revise faculty expectations and responsibilities within the Department.
- Promote and support faculty advancement.
- Promote and showcase student participation in AAC&U high impact practices.
- Maintain the number of students admitted to the Athletic Training Program to match completion rates.
- Student employment/placement rates will be reflective of their educational preparation.
The framework for Athletic Training Assessment is driven by the 2012 CAATE Competencies, the 2020 CAATE Standards, The Institute of Medicine Core Competencies for Healthcare Professionals, the IPEC Core Competencies for Interprofessional Practice, AAC&U High Impact Practices and the GVSU General Education SLOs. GVSU Athletic Training Students will be assessed at their clinical experiences through the following ways. Assessments are continually added and updated based on student performance (course evaluation tools, BOC exam, etc.)
Student Learning Outcomes
Clinical Experience Assessment
- Update Reports (4 times a semester)
- Students complete 4 update reports throughout their clinical experience. This is a self-reflection on what they have learned, their experiences, and it details what they would like to focus. (completed through ATrack)
- Midterm Report
- Preceptors complete a mid-term report on each student which provides them with formative feedback on what they need to focus on for the second half of their experience. (completed through ATrack)
- Final Evaluation of Site/Preceptor
- Students will complete a final evaluation of their clinical site and preceptor at the end of each experience. This information is shared with the preceptor after the end of the semester. This information is formative in that it provides each preceptor with feedback on where they may be able to improve in mentoring student learning. (completed through ATrack)
- Clinical Proficiency Evaluations
- Students are scored on their clinical proficiencies both in didactic and clinical coursework. Scores are entered into ATrack. Students must receive a 3 or better in all areas to successfully complete their senior exit interview.
- Final Report
- Preceptors complete a summary of the students experience at their clinical site with scores/information on their readiness to function as a certified athletic trainer. (completed through ATrack)
- Final Evaluation of Site/Preceptor
- Students will complete a final evaluation of their clinical site and preceptor at the end of each experience. This information is shared with the preceptor after the end of the semester. This information is both summative due to being at the end of the experience, but also formative in that it provides each preceptor with feedback on where they may be able to improve in mentoring student learning when future students are assigned. (completed through ATrack)
- Site Evaluation by Faculty
- Sites are evaluated at least once per year by faculty to ensure that the site is maintaining compliance with affiliation agreement standards and to ensure students are receiving appropriate mentoring. (completed through ATrack)
- Senior Exit Interview
- All seniors meet with the Program Director prior to their final semester to review their time in the program and discuss readiness for the BOC exam.