Professional Progress – Advancing Our Profession’s Scope of Practice

1. Professional Progress –Advancing Our Profession’s Scope of Practice Thomas “TK” Koesterer, Ph.D., ATC Program Director, Masters in Athletic Training Christopher Ludwig, Ed.D., ATC Program Director, Bachelors in Athletic Training University of the Pacific

2. Disclosures • No disclosures • Not members of the CAATE • CAATE Site-Visitor • Not representing CAATE

3. Our Experience • Program Directors • Working towards complying with the 2020 CAATE Standards • The ideas presented are our best attempt to understand the new standards

4. Presentation Outline • Variety of Health Conditions • Patient Oriented Outcomes • Contemporary Expertise • Ask questions at anytime • We planned some extra for questions at the end

5. Learning Outcomes • List the variety of health conditions commonly seen in athletic training practice • Describe and use patient oriented outcomes • Explain contemporary Expertise

6. CAATE 2020 Standards • After 28 months of drafting and revisions, • 2020 Standards were adopted Jan. 9, 2018 • Implementation date of July 1, 2020 • Professional Programs have been provided with: • Implementation and Guide to the CAATE 2020 Professional Standards • New AT program at eligible to submit their 2019 Self-Study under the 2020 Standards

7. CAATE 2020 Standards Sections • I - Program Design and Quality: 1-7 • II - Program Delivery: 8-18 • III - Institutional Organization and Administration: 19-53 • IV - Curricular Content: 54-94

8. Curricular Content • Educational competencies from NATA will no longer exist • Curriculum is part of the Standards • Knowledge, Skills and Abilities that we have to teach students

9. Variety of Health Conditions • Program Delivery • Standard 18 • Students gain experience with patients with a variety of health conditions commonly seen in athletic training practice. • Curricular Content • Standard 70 • Standard 71 • Standard 72 • Standard 77 • Standard 79

10. Variety of Health Conditions • Program Delivery • Standard 18 • Curricular Content • Standard 70 • Evaluate and manage patients with acute conditions, including triaging conditions that are life threatening or otherwise emergent… • Standard 71 • Standard 72 • Standard 77 • Standard 79

11. Variety of Health Conditions • Program Delivery • Standard 18 • Curricular Content • Standard 70 • Standard 71 • Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice… • Standard 72 • Standard 77 • Standard 79

12. Variety of Health Conditions • Program Delivery • Standard 18 • Curricular Content • Standard 70 • Standard 71 • Standard 72 • Perform or obtain the necessary and appropriate diagnostic or laboratory tests… • Standard 77 • Standard 79

13. Variety of Health Conditions • Program Delivery • Standard 18 • Curricular Content • Standard 70 • Standard 71 • Standard 72 • Standard 77 • Identify, refer, and give support to patients with behavioral health conditions. Work with other health care professionals to monitor these patients’ treatment, compliance, progress, and readiness to participate. • Standard 79

14. Variety of Health Conditions • Program Delivery • Standard 18 • Curricular Content • Standard 70 • Standard 71 • Standard 72 • Standard 77 • Standard 79 • Develop and implement strategies to mitigate the risk for long-term health conditions across the lifespan.

15. Patient Oriented Care • No more cookie cutter protocols… • Develop a care plan for each patient. • ALWAYS Consideration of the patient’s goals. • We should always collect, analyze, and use: Patient-Reported Outcome measures & Patient-Centered Outcomes

16. Patient Oriented Care Not all PATIENT-REPORTED OUTCOMES are patient centered. Not all PATIENT-CENTERED OUTCOMES are patient reported.

17. “Contemporary Expertise” Faculty and preceptors will be required to demonstrate contemporary expertise in the field of athletic training

18. What does “Contemporary Expertise” mean?

19. CAATE Standards Definition“Contemporary Expertise” Knowledge and training of current concepts and best practices in routine areas of athletic training: • Primary care • Orthopedics • Rehabilitation • Pediatrics • Prevention and wellness • Urgent and emergent care • Performance enhancement • Behavioral health

20. CAATE Standards Definition“Contemporary Expertise” • Achieved through: • Advanced education • Clinical practice experiences • Clinical research • Other forms of scholarship • Continuing education

21. CAATE Standards Definition“Contemporary Expertise” • May include specialization in: • Prevention • Clinical Evaluation and Diagnosis • Immediate • Treatment, Rehabilitation and Reconditioning • Organization and Administration • Professional Responsibility

22. CAATE Standards Definition“Contemporary Expertise” • An individual’s role within the athletic training program should be directly related to the person’s contemporary expertise

23. How to demonstrate“Contemporary Expertise” Guidelines from CAATE • Describe how the faculty and preceptors fulfill the definition of contemporary expertise • Contemporary Expertise Table

24. How to demonstrate“Contemporary Expertise” Guidelines from CAATE • Describe how faculty and preceptors contemporary expertise aligns with their responsibilities • Teaching certain courses • Supervising

25. What does this mean for faculty and preceptors? • Just attending random CEU events MAY NOT be sufficient • Develop a plan on how to stay current in your areas of responsibility to the AT program

26. How AT Programs may assist preceptors? • Assist preceptor with demonstrating contemporary expertise as related to AT program • Use Boyer’s model of scholarship • Scholarship of Discovery • Scholarship of Integration • Scholarship of Application • Scholarship of Teaching • Much of what preceptors are already is scholarship

27. Thank you Questions

28. Prerequisite Knowledge • Prerequisite courses at postsecondary level • Anatomy • Physiology • Biology • Chemistry • Physics • Psychology

29. Diagnostic & Laboratory Tests • Perform or obtain the necessary and appropriate diagnostic or laboratory tests to facilitate diagnosis, referral, and treatment planning • Imaging • Blood work • Urinalysis • Electrocardiogram

30. Biometrics and Physiological Monitoring Systems • Select and use biometrics and physiological monitoring systems and translate the data into affective preventive measures, clinical interventions, and performance enhancement

31. Evidence to Inform Practice • Provide AT services in a manner that uses evidence to inform practice • Best research evidence • Clinical expertise • Patients values

32. Public Health • Identify health care delivery strategies that account for health literacy and a variety of social determinants of health

33. Health Literacy • The degree to which an individual has the capacity to obtain, communicate, process, and understand basic health information and services to make appropriate health decision CDC - www.cdc.gov/healthliteracy/learn/index.html

34. Social Determinant of Health • Condition in the places where people live, learn, work, and play affect a wide range of health risks and outcomes CDC - www.cdc.gov/socialdeterminants/

35. Health Informatics • Apply contemporary principles and practices of health informatics • Data to drive decision • Search, retrieve and use information from online databases • Medical classification systems (ICD codes) • Electronic health record