INSIDE THIS ISSUE

Accreditation Conference

CAATE Funds Research Grant

Committee Meetings and

Trainings

Preceptors for Student

Supervision

Attend Site Visitor Training

at SEATA

Substantive Change of Degree

Submission Procedure and

Timeline

Degree Transition Timeline

Determined

CAATE Honors Dr. Doug

Gregory for his service

CAATE Analytics Report

Released

CHEA “All Accreditor”

meeting

Editorial by Forrest Pecha

CAATE Presence at the NATA

Clinical Symposia and AT Expo

OPEN COMMENT ON CHANGES TO PROFESSIONAL PROGRAM STANDARDS 28 AND 29

F A L L / W I N T E R 2 0 1 5 E D I T I O N

I N S I G H TA PUBLICATION FROM THE COMMISSION ON ACCREDITATION OF ATHLETIC TRAINING

(Click on article title)

As was sent in a previous eblast to all stakeholders, the Standards

Committee was asked to review Professional Program Standards

28 and 28 by both the Annual Report Committee and the Review

Committee based on the number of citations for the 2014-2015

academic year. The Standards Committee feels strongly that

providers who have the potential to be credentialed in their discipline should have

that credential when teaching clinical content whether or not an actual patient

population is involved. In other words, students in these classes should be afforded the

same protections as patients. To that end, the committee recommends the elimination

of Standard 29 and the modification of Standard 28 as edited below. Continued on page 2

The higher education regulatory climate is very charged at this time around

accreditation, outcomes, transparency and accountability. Renewal of the Higher

Education Act has fostered intense discussion regarding and the role of accreditors

versus regulators in assuring educational quality. Continued on page 2

OPEN COMMENT ON CHANGES TO OUTCOMES STANDARDS

The CAATE announces that the Annual Accreditation Fee for Professional Programs

in 2018-19 will be $4500. Annual Accreditation Fees are determined three-years in

advance to allow programs to budget accordingly. Fees are determined based on

the Commission’s financial polices and the need to support our mission of defining,

measuring, and continually improving AT education.

The Commission will be examining all fees associated with accreditation including the

Annual Accreditation Fees for post-professional degree and residency programs. These

fees will be announced in the coming months.

ANNUAL ACCREDITATION FEES ANNOUNCED FOR 2018-19

OPEN COMMENT ON CHANGES TO PROFESSIONAL PROGRAM STANDARDS 28 AND 29 (continued)

2 WWW.CAATE.NET

On November 6, 2015, the U.S. Department of Education

(USDE) announced an agenda of transparency and

outcomes for accrediting organizations (for more

information on this announcement please see (http://www.

chea.org/Government/FedUpdate/CHEA_FU50.html). To

that end, the Standards Committee was charged with the

task of proposing Standard(s) for the reporting of program

completion/graduation rates and program placement rates.

The Standards Committee proposes the following changes

to the Professional Program Standards (changes italicized

and orange):

Standard 7: Assessment Measures: The program must

collect data for the following assessment measures:

• The program’s BOC examination aggregate data

for the most recent three test cycle years must be

provided and include the following metrics: Number

of students graduating from the program who took

the BOC examination, number and percentage of

students who passed the examination on the first

attempt, and overall number and percentage of

students who passed the examination regardless of

the number of attempts

• The program’s employment rate for the most recent

three graduating cohorts within 6 months of graduation.

o Employmentshouldreflectcategoriesutilized

withinthestudentprofileineAccreditation:

EmployedasanAthleticTrainer;Employed

otherthanasanAthleticTrainer;Employedas

anathletictrainerandinadegreeprogram;

NotEmployedduetomilitaryservice;Not

Employed, due to enrollment in another

degreeprogram;Notemployed;Donotknow.

• The program’s retention and graduation rates for the

most recent three academic years.

o Retention rate: the percentage of a program’s

admitted students who continue in the

program the next year. For example, a student

who studies full-time in the fall semester and

keepsonstudyingintheprograminthenext

fall semester is counted in this rate.

OPEN COMMENT ON CHANGES TO OUTCOMES STANDARDS (continued)

Standard 28: All faculty assigned and responsible for the

instruction of athletic training knowledge and skills, and

abilities in required coursework necessary for direct patient

care must possess a current state credential and be in good

standing with the state regulatory agency (where and

when applicable in states with regulation). when teaching

hands-on athletic training patient care techniques with an

actual patient population. In addition, faculty who are solely

credentialedasathletictrainers,andwhoteachknowledge

andskillsnecessaryfordirectpatientcaremustbe

BOCcertified.

Standard 29: “Athletic Training Faculty Qualifications: All

athletic trainers who are identified as the primary instructor

for athletic training courses (as identified by the matrix) must

be certified and in good standing with the BOC and, where

applicable, be credentialed by the state.

The Commission invites open comment from all stakeholders

regarding the clarity of this language and the impact of

the change to these two Standards. The Open Comment

survey can be accessed here (https://www.surveymonkey.

com/r/RQ7W2Y5) and will remain open for feedback until

December 19, 2015.

Continued on page 3

CAATE INSIGHT Fal l/Winter Edit ion 3

o Graduation rate: the percentage of a program’s

admitted students who complete their program

within150%ofthepublishedtimeforthe

program. For example, for a four-year degree

program, entering students who complete within

six years are counted as graduates.

The proposed change to Standard 7 would subsequently

impact Standard 8, although the wording of Standard 8

would remain the same:

Standard 8: Assessment Measures: Programs must post the

data from Standard 7 on the program’s home page or

a direct link to the data must be on the program’s home

webpage.

The Standards Committee proposes the following changes

to the Post-Professional Degree Program Standards

(changes italicized and orange):

Standard 15: Assessment Measures: The program’s

aggregate institutional data (as defined below by the

CAATE) for the most recent three years must be provided.

• The program’s employment rate for the most recent

three graduating cohorts within 6 months of graduation.

o Employmentshouldreflectcategoriesutilized

withinthestudentprofileineAccreditation:

EmployedasanAthleticTrainer;Employedother

thanasanAthleticTrainer;Employedasan

athletictrainerandinadegreeprogram;Not

Employedduetomilitaryservice;NotEmployed,

duetoenrollmentinanotherdegreeprogram;

Notemployed;Donotknow.

• The program’s retention and graduation rates for the

most recent three academic years.

o Retention rate is the percentage of a program’s

students who continue in the program the next

year. For example, a student who studies full-time

inthefallsemesterandkeepsonstudyinginthe

program in the next fall semester is counted in

this rate.

o Graduation rate is the percentage of a program’s

admitted students who complete their program

within150%ofthepublishedtimefortheprogram.

For example, for a four-year degree program,

entering students who complete within six years

are counted as graduates.

Standard 16. Assessment Measures: Programs must post the

aggregate institutional data (as defined in Standard 15 by

the CAATE) on the program’s home page or a direct link to

the data must be on the program’s home webpage.

The Standards Committee proposes the following changes

to the Post-Professional Residency Program Standards

(changes italicized and orange):

Standard 21. Assessment Measures: The Residency

program’s aggregate organizational data (as defined

below by the CAATE) for the most recent three years must

be provided.

• The program’s employment rate in athletic training

for the most recent three cohorts within 6 months of

program completion.

o Employmentshouldreflectcategoriesutilized

withinthestudentprofileineAccreditation:

EmployedasanAthleticTrainer;Employedother

thanasanAthleticTrainer;Employedasan

athletictrainerandinadegreeprogram;Not

Employedduetomilitaryservice;NotEmployed,

duetoenrollmentinanotherdegreeprogram;

Notemployed;Donotknow.

• The program’s retention and completion rates for the

most recent three academic years.

o Retention rate is the percentage of a program’s

residents who complete the program.

o Completion rate is the percentage of a program’s

residents who complete their program within

150%ofthepublishedtimefortheprogram.For

example, for a one-year residency, entering

students who complete within 18 months are

counted as having completed the program.

Standard 22. Assessment Measures: Residency programs

must post the aggregate organizational data (as defined

in Standard 21 by the CAATE) on the residency program’s

home page or a direct link to the data must be on the

residency program’s home webpage.

The Commission invites all stakeholders to comment regarding

the clarity of this language and the impact of the changes

to these Standards. The Open Comment survey can be

accessed here (https://www.surveymonkey.com/r/R6BG5HD)

and will remain open for feedback until December 19, 2015.

OPEN COMMENT ON CHANGES TO OUTCOMES STANDARDS (continued)

4 WWW.CAATE.NET

ACCREDITATION CONFERENCEThe CAATE hosted its second annual Accreditation

Conference in Tampa, FL October 16-18th. Two hundred

eighty-eight attendees joined the CAATE at the Hilton

Tampa Downtown for an extensive accreditation program

addressing a wide variety of topics. One of the most

popular sessions continues to be the Open Forum, during

which attendees have an opportunity to ask questions and

raise concerns to the Commissioners. In addition to peer-

to-peer discussions and CAATE Commissioner chat sessions,

the topics included:

• An Overview of Future Professional Program

Standards

• The Higher Education Landscape and Impact

on Specialty Accreditation

• Using Simulation to Meet Accreditation Standards

• Commonly Cited Standards for Professional and

Residency Programs

• Using Outcomes to Drive Quality

• Preceptor Development

• Writing the Self-Study and Conducting a Successful

Site Visit

• Opportunities for Research in Post-Professional

Programs

• Opportunities for International Clinical Experiences/

Program Exchanges

• What is a Level II Provider?

• The BOC Exam- From Preparation to Pass Rates

• The Professional Degree: What’s Next

The Keynote Speaker, Dr. Chris Ingersoll presented “ In the

Rukh”, an allegory based on the Rudyard Kipling story

which drew parallels between this story and the history

and future of athletic training’s place in healthcare. Many

thanks to Dr. Ingersoll and all of those who attended the

conference.

The CAATE looks forward to the next conference which will

be held in Tampa, October 21-23, 2016.

CAATE FUNDS RESEARCH GRANTCAATE has teamed up with the NATA Foundation in supporting a grant to help fund educational research. The mission of

the CAATE is: “defining, measuring, and continually improving AT education.” As a part of that mission, the Commission

values the role of educational research in the improvement of AT education and the maturation of the profession. The

Commission is pleased to support the NATA Research and Education Foundation with $10,000 for the express purpose of

funding educational research. It is our hope that this money will help seed educational research, especially in the areas

of student outcomes and quality assurance.

Attendees catch the microphone to ask a question

Dr. Chris Ingersoll delivers the

Keynote Address

The Accreditation Conference Social held at the USF Health Center for Advanced Clinical

Learning and Simulation

CAATE INSIGHT Fal l/Winter Edit ion 5

Prior to the start of the Accreditation

Conference the CAATE conducted

Review Committee and Site Visit Chair

trainings. Eighteen established Site

Visitors attended Site Visit Chair training

to better prepare them to fulfill the role

of Site Visit Chair in the comprehensive

review process. Seventeen Review

Committee members, five new and

twelve returning, attended Review

Committee training to prepare them for

review of Professional, Post-Professional,

and Residency site visit and progress

reports. The Standards Committee

also met to continue examination

and revisions of the Standards for

Accreditation of Professional Programs.

Some of the potential modifications

to the Standards were subsequently

presented by the Standards Committee

Chair, Sara Brown, at the Accreditation

Conference. The Commission is grateful

to all who attended the meetings and

trainings for taking time out of their busy

schedules to contribute to the CAATE’s

quality assurance process.

COMMITTEE MEETINGS AND TRAININGS AT THE ACCREDITATION CONFERENCE

The Commission has clarified its stance regarding preceptors supervising students

in those settings where third party accreditation agencies [such as the Joint

Commission, state departments of health, or federal agencies (e.g. military

hospitals)] are in place, and there is a very clear and visible regulatory presence.

The CAATE has a strict process when it comes to preceptor requirements at the

university, high school, or privately owned clinics simply because these settings

(and their preceptors) do not have any external regulatory oversight (e.g. Joint

Commission; OSHA; etc.) required by law. In these situations, the CAATE Standards

are needed to insure a consistent oversight for the student’s educational welfare

and personal health and safety. However, those settings in which there is a clear

third party regulatory authority or accreditor (e.g., Joint Commission facilities; EMS

units; military hospitals; etc.), we recognize that students may have a limited, but

very structured, clinical experience. Additionally, there may be multiple preceptor

engagements, and thus, having a supervisory preceptor verifying compliance for

all preceptors (e.g. 20-30) is acceptable. Therefore, in cases where there is a very

clear regulatory authority, such as facilities accredited by the Joint Commission,

a single lead preceptor who has completed the preceptor training for that AT

program should serve as sufficient evidence for compliance. The lead preceptor

must be in a leadership position with supervisory capacity over multiple potential

preceptors at a given facility, and must have the ability to intercede for student’s

educational and health/safety needs at the setting.

PRECEPTORS FOR STUDENT SUPERVISION AT SITES THAT MAINTAIN THIRD PARTY ACCREDITATION

THAN

K YO

U

The CAATE extends heartfelt

gratitude to Mr. Mark Laursen

and Dr. Paula Maxwell as their

respective terms of President and

Commissioner have concluded.

The Commission appreciates

their service and all that they

have done for Athletic Training

Education. Mr. Laursen will remain

on the Commission for one year

as Past-President.

THANK YOU FOR YOUR SERVICE

Mark Laursen

Paula Maxwell

T hank you!

INVITATION FOR PROGRAM ADMINISTRATORS TO ATTEND SITE VISITOR TRAINING AT SEATA

In an ongoing

effort to educate

program

administrators

on the

comprehensive

review process

including the

Site Visit and

accreditation processes, we are once again inviting

administrators to attend our Site Visitor Training. As you may

be aware, the CAATE has made concerted efforts to select

and train our Site Visitors to assure consistent and quality

accreditation services. The administrators who attended

previous Site Visitor Training indicated that it was a very

positive experience and helped them understand the

comprehensive review process.

We invite any program administrators (Program Directors,

Chair, Deans, and Clinical Education Coordinators)

who are scheduled to have a Site Visit in the next few

years to our next Site Visitor Training. Site Visitor Training

is scheduled for Saturday, February 6th from 8am to

4pm in Atlanta, GA after the Southeast Athletic Trainers’

Association (SEATA) Educator’s Conference. The fee for the

workshop will be $200 per person. The sessions will allow

program administrators to hear the same information that

is provided to our Site Visitors. The first session will focus on

the administrative part of the Site Visit process and will be

held with Site Visitors. A breakout session will be held for

administrators only, as an opportunity to discuss strategies

for a successful Site Visit and ask questions. Additional

sessions will include both groups (Site Visitors and

Administrators) for a discussion of the CAATE Standards,

during which program administrators will hear the same

information that is provided to our Site Visitors. Scenarios

and cases will be included to illustrate compliance and

non-compliance with the Standards.

Please RSVP to Ashley (Ashley@caate.net) by January 4,

2016 if you would like to attend. There are a limited number

of administrator slots available for this workshop, so the first

15 registrations will be accepted. Payment can be made

prior to, or at the time of the workshop. We look forward to

seeing you in Atlanta!

There is growing

federal and

consumer concern

over the cost and

accessibility of Higher

Education relative

to poor completion

rates, higher student loan debt, underemployment, and

lack of transparency in student outcomes. The CAATE,

along with other accreditors, remains committed to their

responsibility for quality assurance in higher education,

and as such continues to place an emphasis on student

outcomes and athletic training program transparency.

In 2012, the CAATE released the professional program

standard that set a benchmark for programs to have a

minimum of 70% first-time pass rate for students attempting

the BOC examination. As the Commission has previously

announced, in February 2016, at the Commission’s Winter

meeting, Professional Programs who are non-compliant

with the minimum 70% three-year aggregate first-time

pass rate will be placed on Probation. Additionally, the

Standard’s Committee is exploring additional outcomes

that all programs may be required to make accessible

to the public in the future. These new Standards have

been released for public comment per CAATE policy. The

CAATE is committed to protecting current and prospective

students as a part of its quality assurance process.

OUTCOMES RELATED PROBATIONARY ACTIONS

6 WWW.CAATE.NET

CAATE INSIGHT Fal l/Winter Edit ion 7

Professional Programs transitioning from

a baccalaureate to a master’s degree

OR Post-Professional Programs from a

master’s to a doctoral degree that are

not on probation and in mid-cycle for

accreditation may apply for a change

in the level of the degree through

this Substantive Change Request. The

Notification of Intent form must be

uploaded to the substantive change

tab via eAccreditation prior to the

preferred intent deadline (see the dates

below and check the available spots

per cycle document on the CAATE

website). Once submitted, the program

will be invoiced electronically for $3000.

Please follow the instructions on the

invoice for payment. The Mini Self-

Study (only those Standards pertaining

to level of degree change) will not

be available in eAccreditation until

payment is received. The Substantive

Change Application (mini self-study)

and all supporting materials must

be completed in eAccreditation no

later than the submission deadline

associated with the intent date (see

table of dates below). All materials

submitted become the property of

CAATE and will not be returned. All

fees submitted are non-refundable

and due at the time of application.

Failure to submit the application by

the deadline will result in forfeiting the

$3000 application fee. This Substantive

Change Application does not extend

continuing accreditation past the

original review date. Application for

a change in level of degree through

this method does not guarantee the

change will be accepted. After review

of materials, the CAATE may determine

that an on-site visit is necessary to

ensure compliance with the Standards.

If an on-site review is required, the

institution will be charged a site visit fee

of an additional $3000 ($6000 total) to

cover expenses associated with the

site visit.

MODIFICATIONS TO SUBSTANTIVE CHANGE OF DEGREE SUBMISSION PROCEDURE AND TIMELINE

INFO

RM

ATIO

NHoliday Hours

The Standards Committee

received feedback from the

Review Committee and has

provided the following clarification

of existing Standards that was

approved by the Commission

during their November 12, 2015

conference call. This clarification

was released via eblast on

December 1, 2015, and is effective

immediately:

Inherent in any Standards that

pertain to establishing policy

is the assumption that the

programs must also abide by

those policies. Failure to do so

will be cited as non-compliant

with the associated Standard.

This clarification impacts

Professional Program Standards

57, 67, 74, 75, 95, 96, and 97;

Post-Professional Degree Program

Standards 66, 77, and 78; Post-

Professional Residency Program

Standards 77 and 83.

EXISTING STANDARDS CLARIFICATION

Intent Due Mini Self-Study Due

February 1 April 1

June 1 August 1

October 1 December 1

SubstantiveChangewithComprehensive Review

May 1

Same deadline as Self-Study

July 1

LIKE US ON FACEBOOK

Keep up to date with all that

happens with the CAATE; like us on

facebook!

We will close at noon on the 24th and reopen Jan 4th

so our employees may spend time with their

families and friends this holiday season.

DEGREE TRANSITION TIMELINE DETERMINED

At the 2015 NATA Annual

Symposium the CAATE

awarded Doug Gregory,

MD with the Bob and Lynn

Caruthers Service Award for his

outstanding contributions to

the Commission and to athletic

training education. This award is given to an individual

that demonstrates the character and performance traits

Bob and Lynn Caruthers displayed in their respective

careers. Both Bob and Lynn demonstrated significant

and distinguished service to professional and specialized

accreditation and excellence when working directly

with constituent institutions. This award is intended

to be a reflection of the commitment to professional

education and service shown by the Caruthers. Recipients

demonstrate a clear and consistent record of excellence

in service to athletic training accreditation and the CAATE.

Emphasis is placed on the delivery of quality accreditation

services to accredited programs and the institutions

that house them. Dr. Gregory has served the CAATE and

previously the JRC-AT for many years as a Site Visitor, a

Review Committee Member and as a Commissioner.

His involvement in athletic training education accreditation

began in 1994. Dr. Gregory served as a CAATE Commissioner

from 2006-2011, and was Vice President from 2009-2010.

Doug has unselfishly given many years of service to the

profession of athletic training and to enhancing the quality

of athletic training education. We owe him our gratitude.

CAATE HONORS DR. DOUG GREGORY FOR HIS SERVICE

In an eblast sent to all education program stakeholders in

September, the CAATE released the final verbiage and the

timeline for transition of the professional Athletic Training

master’s degree Standard below is the current wording of

that Standard.

Standard 2: CAATEaccreditedprofessionalathletictraining

programs must result in the granting of a master’s degree

inAthleticTraining.Theprogrammustbeidentifiedas

an academic athletic training degree in institutional

academicpublications.Thedegreemustappearon

theofficialtranscriptsimilartonormaldesignationsfor

otherdegreesattheinstitution.Thetimelineforfinal

implementation is as follows: Baccalaureate programs may

not admit, enroll, or matriculate students into the athletic

training program after the start of the fall term 2022.

The CAATE has released a

summary analytics report

containing data for all

accredited athletic training

programs for the 2013-2014

academic year. This report is

designed to provide information

about Professional and Post-

Professional Athletic Training

programs, students, and faculty. The data included in this

fact sheet were taken from the 2013-2014 Annual Report

completed in October of 2014, and from the BOC pass

rate information provided by the BOC in December of

2014. This report describes only accredited Professional

and Post- Professional programs in the United States, and

unless otherwise indicated, the data reflect the 2013-2014

academic year. The analytics report can be viewed by

visiting http://issuu.com/caate/docs/2013_____2014_

caate_annual_report?e=17526301/30296860.

CAATE ANALYTICS REPORT RELEASED

8 WWW.CAATE.NET

CAATE REPRESENTATIVES PARTICIPATE IN CHEA “ALL ACCREDITOR” MEETINGForty individuals from Council for Higher Education

Accreditation (CHEA) or U.S. Department of Education

(USDE)–recognized accrediting organizations (including

CAATE President Mark Laursen and Executive Director,

Micki Cuppett) met in Washington, DC on July 17, 2015

to discuss current challenges to accrediting organizations

and accreditors who carry out this role. Council for Higher

Education Accreditation called the meeting around

the theme of “protecting students” and an exploration

of what accrediting organizations are doing in this

important arena.

In this context of protecting students, four issues dominate

current expectations of how accrediting organizations

operate and are driving current national and federal

policy discussions about the effectiveness of accreditation.

These are:

• Providing evidence of student outcomes and

institutional or program performance

• Expanding transparency of accreditation reviews

and reasons for accredited status decisions

• Encouraging and leading innovation in

accreditation and higher education

• College value and engaging affordability in relation

to quality through examining the relationship among

students achieving goals and tuition, debt and default.

Not only do these issues dominate, there is a strong sense

of urgency surrounding them in Congress, USDE and the

press as we approach the reauthorization of the Higher

Education Act. The Senate Health, Education, Labor and

Pensions Committee hearings on accreditation and on

innovation (June 17 and July 22), the June 2015 National

Advisory Committee on Institutional Quality and Integrity

meeting and the recent Wall Street Journal articles on

accreditation are all indicative of the level of intensity

about accreditation doing more.

What is the CAATE doing in regard to these issues?

• Increasing the emphasis in the Standards on student

outcomes

o The Standards committee has been charged

with developing other student outcomes

measures in addition to the BOC pass rate

outcome that programs will be required to

report. These additions to the Standards are

currently out for public comment (see article

on page 1 of this newsletter)

o Holding programs accountable for not meeting

minimum student outcomes Standards

– Programs that are below 70% three-year

aggregate first time BOC pass rate will be

placed on probation in February 2016.

• Accreditation actions taken by the CAATE are

published on our website. Currently, only the

status of the program and any non-compliant

Standards are listed. Plans include developing a

link for each program so that the public may see

ALL accreditation actions taken throughout the

program’s history.

“Protecting students” is about an accrediting organization

serving as a reliable source of information about the

performance of accredited institutions and programs as

well about what students achieve. It is about “accredited

status” as a clear and unambiguous signal that if a student

attends an institution or program that is accredited, the

student, with appropriate effort and investment, is likely

to complete educational goals at a price that does not

cripple his or her financial future. (CHEA, 2015)

CAATE INSIGHT Fal l/Winter Edit ion 9

POST-PROFESSIONAL ATHLETIC TRAINING RESIDENCY An editorial by Forrest Pecha, MS, ATC, CSCS, OTC

Webster’s definition of residency includes: “A period of

advanced training in a medical specialty.” This is important

to understand when considering the goals and standards

of post-professional athletic training residency programs

(PPATR).

The breadth of professional athletic training educational

knowledge is wide, however the depth is shallow. I would

argue post-professional degree and residency programs

are developed to create depth of knowledge and an

advanced skills set in a concentrated area. They are

designed to create specialists in designated educational

competencies, as well as for the profession itself.

The Commission on Accreditation of Athletic Training

Education (CAATE) has developed accreditation Standards

required for post-professional athletic training residencies.

Post-professional Athletic Training Residency Program

(PPATR) six core competencies include; 1. Patient Centered

Care, 2. Interdisciplinary Collaboration, 3. Evidence

Based Practice, 4. Quality Improvement, 5. Healthcare

Informatics, and 6. Professionalism. This education outline

follows the medical education model that our healthcare

colleagues already incorporate. If we look at the medical

model for post-professional physician education, only

those residencies and fellowships that meet and adhere

to Accreditation Council for Graduate Medical Education

(ACGME) standards are accredited, thus bringing credibility

and validity to the educational programming.

The CAATE, similar to ACGME, is, and should be, the

governing body that evaluates the quality of educational

programming for athletic training residencies and thus

approves program accreditation. With the educational

reform for professional athletic training, those programs

looking to replace their current GA positions should not look

to the residency education paradigm to meet those needs.

Those programs interested in developing a PPATR should

research and understand the educational requirements

set forth by CAATE as the gold standard for advanced

knowledge within the profession. Only those programs

that meet the standards will be awarded accreditation,

consequently bringing validity to their program. This is similar

to the current professional and post-professional standards

of athletic training education programs. “Residency”

programs that do not meet or strive to achieve CAATE

accreditation should be suspect to the quality of the

program and their intended goals.

Residency programs are not intended to be an alternative

to graduate assistant programs, provide a labor source for

an institution, or an employer-based on-the-job training

program. They should, however, be focused on patient-

based specialization that provides preparation of the

resident as an advanced practice healthcare provider.

Educational parameters should not be in training ATs to

be successful in a specific professional setting, but instead

should teach ATs advanced knowledge and skill sets in a

clinical area of focus, as defined by CAATE. For example,

a PPATR could be housed within a physician practice

setting, and the educational goals of the residency should

focus on a clinical area of focus such as clinical evaluation

and diagnosis, rather than preparing a “clinical” AT. The

educational goals and clinical area of focus is designed

to advance the entry-level knowledge of the AT within

the domains of AT education. Athletic Training residents

should be evaluated on their progress and their measured

outcomes to demonstrate their advanced learning.

These skills should also be able to be transferred into any

professional athletic training setting.

As more residency programs are developed, and a

cohort of advanced practicing athletic trainers are in

the workforce, specialty certification can and should be

considered. Again, to follow the medical model, specialty

certification is designed for those professionals who have

learned and demonstrated advanced skills in a specific

area within the professions’ educational domains.

As we advance our profession and professional education,

I would hope our goals would be to closer align athletic

training with other healthcare professionals, follow the

medical education model, and strive to bring credibility

to who we are as professionals in the healthcare community.

Post-professional athletic training residency programs are

one avenue, if done correctly, which are a step in the

right direction.

– Forrest Pecha

10 WWW.CAATE.NET

Mark Laursen and Mark Merrick, with leadership of the Strategic Alliance,

address questions from the audience.

Thank you to everyone who stopped

by the CAATE Exhibitor Booth at the

NATA Annual Meeting in St. Louis. The

Commission also enjoyed having the

opportunity to thank its volunteers

at the Volunteer Reception, during

which Dr. Douglas Gregory was

awarded the Caruthers Award for his

dedicated service to athletic training

accreditation. Many committee

members and groups visited the

CAATE hospitality suite during the

week in St. Louis. We welcomed both

our US colleagues and our colleagues

from Canada and abroad who were

attending the World Congress. During

the conference, then President Laursen

and President-Elect Merrick joined the

leadership of the Strategic Alliance

to address questions and concerns

relative to the recently announced

professional degree transition.

CAATE PRESENCE AT THE NATA CLINICAL SYMPOSIA AND AT EXPO

The Standards Committee received feedback from

the Review and Annual Report Committees and has

provided the following clarification of an existing

Standards Glossary definition that was approved

by the Commission during their November 12,

2015 conference call. This clarification is effective

immediately:

Associated faculty – Individual(s) with a split appointment between the

program and another institutional entity (e.g., athletics, another program,

another institutional department). These faculty members may be evaluated

and assigned responsibilities by multiple supervisors.

This clarification impacts the glossary for Professional and Post-Professional

Degree Programs.

EXISTING GLOSSARY DEFINITION CLARIFICATION

REMINDER TO PROFESSIONAL PROGRAM DIRECTORS – PLEASE UPDATE

STUDENT PROFILES

IN eACCREDITATION

Committee members visit in the CAATE Hospitality Suite

Program Directors of professional

programs may be wondering

why your graduating students’

BOC data is not populating within

the BOC tab in eAccreditation.

As students graduate from your

program, please remember to

update the Students tab to reflect

their change in status from ‘in

progress’ to ‘graduated’, and

ensure that each student has

been BOC ID matched upon

graduation. It is from these fields

that the program’s BOC pass rate

table is transferred, so if data is

not accurately updated, it may

result in errors in calculations

that could impact the program.

Instructions with screen captures

on how to complete this process

can be found by clicking here

(Updating Students) or by visiting

the eAccreditation instructions

page on the CAATE website.

Please direct questions regarding

this process to the CAATE office

(1-844-GO-CAATE) or by email to

support@caate.net.

CAATE INSIGHT Fal l/Winter Edit ion 11

4 WWW.CAATE.NETAll r ights reserved 2015. Commission on Accreditation of Athletic Training Education

F O L L O W U S :6850 Austin Center Blvd., Suite 100 | Austin, TX 78731 – 3193 | 512-733-9700 | www.caate.net |

DUE JANUARY 4, 2016PROGRAM ADMINISTRATOR RSVP TO ATTEND SITE VISITOR TRAINING AT SEATA

OCTOBER 21-23, 2016 CAATE ACCREDITATION CONFERENCE TAMPA, FLORIDA

DUE JANUARY 4, 2016OPEN COMMENTS TO PROPOSED CHANGES TO STANDARDS

FEBRUARY 19-20, 2016 CAATE WINTER/SPRING MEETING AUSTIN, TEXAS

DUE FEBRUARY 1, 2016SUBSTANTIVE CHANGE OF DEGREE NOTIFICATION OF INTENT

UPCOMING DATES

Happy HolidaysThe CAATE wishes a happy and

safe holiday season to you all.

The CAATE Office staff would like to hear from you! Please use the following survey link to rate our customer service and

provide feedback on how we can serve you better. (https://www.surveymonkey.com/r/caatestaff_customerservice)

HOW ARE WE DOING??