The philosophy of clinical education at The University of Findlay is a team approach utilizing a sense of shared responsibility among all stakeholders. Our plan is based on educational theory with Adult Learning as the prime influence.
As seen in the model to the right, the faculty, students and ACIs are all vital members of the team and have unique experiences to enhance student learning. Each member of the team has a responsibility to create the best possible learning experience for all students.
The MAT faculty are responsible for providing students with a strong foundation of theoretical knowledge, a controlled laboratory environment to master clinical skills and simulated experiences to build the students’ critical thinking and decision making skills.
Athletic training students are responsible for their own learning. They are responsible for the development of a plan for each rotation to include completion of all assigned rotation objectives. Students will also enter the rotation engaged, enthused and ready to learn as much as they can from their ACI, other ATS and the experience. Students participate in peer learning activities with each other and provide a valuable resource in the practice and mastery of skills.
Approved Clinical Instructors are responsible for facilitating athletic training students in their transfer of knowledge from the classroom to the clinical setting. ACIs take advantage of teachable moments, facilitate the completion of the clinical rotation objectives and evaluate students’ ability to think critically in their application of the foundational knowledge and experiences into becoming successful athletic trainers. They are also responsible for being good role models of successful athletic training practice and striving to be exemplary clinical instructors.
Clinical Education Plan
This clinical education plan was designed to emphasize critical thinking, learning and assessment in realistic situations, and promote professional socialization as well as meet all CAATE standards and 4th Edition Educational Competencies and Clinical proficiencies. The clinical education plan includes: peer and faculty assessment on all psychomotor competencies in a controlled laboratory setting. Assessments are repeated until the student is deemed proficient on the skill by both a peer and a faculty member. Students are assessed by an ACI on all clinical rotation objectives which include all clinical proficiencies. Assessments are repeated until the student is deemed proficient.
Clinical Education Opportunities
To ensure students obtain a complete educational experience, they will be required to gain clinical education both on- and off-campus. Students will be assigned to a variety of clinical education rotations under the direct supervision of an ACI. Each rotation is divided into three categories: setting (college/university, high school, rehabilitation intensive, general medicine), an exposure (upper extremity, lower extremity, equipment intensive) and a population (male, female, general).
Every student is required to complete at least one rotation in each of the categories. For example, each student will have a college/university, high school, rehabilitation intensive, and general medicine rotation, work with both upper and lower extremity injuries and with males, females and the general population.
These experiences will prepare students to function in a variety of clinical settings with a wide variety of patients. Students will also be required to observe a variety of medical professionals in the emergency room, student health center, surgical theater, and doctor’s office.