California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 3/9/14 Department of Health Science A. Protocol Course Name: Athletic Training Clinical Education I Fall Course Number: ATE 204 Credits: 2 Prerequisites: Formal acceptance into the Professional Phase of the Undergraduate Athletic Training Education Program Maximum Class Size (face to face): 25 Maximum Class Size (online): NA B. Objectives of the Course: 1. 2. 3. 4. 5. Complete sophomore level clinical competencies in the classroom setting. Interact with a variety of allied health care providers Appreciate the importance of a professional demeanor in the allied health setting Perform the duties of an athletic trainer on actual patients with faculty/staff supervision. Properly interact with athletic administration and make return to participation decisions with appropriate faculty/staff oversight. 6. Competently complete administrative tasks with supervision of faculty/staff. 7. Become competent in medical terminology as it relates to the allied health care discipline. 8. Demonstrate competency of clinical skills and knowledge consistent with sophomore level AT course expectations C. Catalog Description: This course permits the undergraduate athletic training student to gain clinical and administrative skills through experiences with interscholastic and intercollegiate teams in the athletic training room and competition areas. Additionally, students complete the sophomore level clinical evaluations on a one to one basis in the classroom and with their preceptors as part of the athletic training program’s learning over time model. This course is repeated one time. D. Outline of the Course: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Ankle Elastic Wrap / Ankle Prophylactic / Ankle Injury Taping/Medical Terminology Assessment Knee Elastic Wrap Collateral Ligament Sprain/Knee Tape MCL/Knee Tape Patellofemoral Pain/Medical Terminology Assessment Knee Immobolizer/Patella Brace/Thigh Elastic Wrap Tape Tibia Shin Splints/Foot Bones Joints Ligaments/Foot Muscles Major Function Bones Joints Ligaments/Ankle Muscles Major Function Other Structures/Lower Leg Bones Joints Ligaments/ Medical Terminology Assessment Lower Leg Muscles Major Functions/Knee Bones Joints Ligaments/Knee Muscles Major Function/ Medical Terminology Assessment Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 E. Thigh Bones Joints/Thigh Muscle Major Function Other Structures/Hip Pelvis Bones Joints Ligaments/ Medical Terminology Assessment Hip Pelvis Muscles Major Function Other Structures/Thorax Lumbar Spine Bones Joints Ligaments/Thorax Lumbar Spine Muscles Major Function Other Structures/ Medical Terminology Assessment Thorax Abdomen Bones Joints/Thorax Abdomen Muscles Major Function Other Structures/Shoulder Bones Joints Ligaments/Medical Terminology Assessment Shoulder Muscles Other Structures/Arm Elbow Bones Joints Ligaments/ Arm Elbow Muscles Major Functions Other Structures/Medical Terminology Assessment Wrist Hand Bones Joints Ligaments/Wrist Hand Muscles Major Function Other Structures/Medical Terminology Assessment Cervical Spine Muscles Major Function Other Structures/Head Face Bones Joints Other Structures/Medical Terminology Assessment Guest Lecture/Medical Terminology Assessment Guest Lecture/Medical Terminology Assessment Guest Lecture/Medical Terminology Assessment Teaching Methodology 1) Clinical skill demonstrations based on NATA competencies, videos, apps, in-class and out of class discussions, NATA position/consensus statements review, and in class lectures. Students will practice clinical skills at their assigned clinical setting under the supervision of a preceptor. Preceptors will evaluate the clinical proficiencies on a one to one basis in class and during the clinical assignment. Additionally, didactic and laboratory methods including but not limited to powerpoints, lectures, small group discussions, problem based learning, and research projects will be used. 2) Online Methodology: NA F. Text 1. Chabner. The Language of Medicine. 2011. 9th Edition. 2. Online access to clinical evaluations and hour logs is through ATrack. There are 2 options for access. NATA student members are entitled to use ATrack at no fee, login is with your NATA member number. You may also elect to enroll in ATrack at a fee if $120.00. Enrollment or membership is required once a year. Other instructional material is located on the NATA website, other athletic training related websites, and/or on D2L (or other learning platform) 3. G. Assessment Activities 1. 2. 3. 4. 5. 6. 7. 8. Adherence to the Athletic Training Student Handbook. 3 5-week rotation evaluation and orientation check-sheets completed by Preceptor Class Attendance Completion of Sophomore level proficiencies. Quizzes Practical Evaluations Completion of 150 clinical hours during the semester with a Preceptor. Online Assessment: NA H. Accommodations for Students with Disabilities OSD Revised December 2012 STUDENTS WITH DISABILITIES Students with disabilities: • Reserve the right to decide when to self-identify and when to request accommodations. • Will register with the Office for Students with Disabilities (OSD) each semester to receive accommodations. • Might be required to communicate with faculty for accommodations, which specifically involve the faculty. • Will present the OSD Accommodation Approval Notice to faculty when requesting accommodations that involve the faculty. Office for Students with Disabilities Requests for approval for reasonable accommodations should be directed to the Office for Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying, providing documentation and requesting accommodations in a timely manner. Contact Information: • • • • • Location: Phone: Fax: Email: Web Site: Azorsky Building – Room 105 (724) 938-5781 (724) 938-4599 osdmail@calu.edu www.calu.edu (search “disability”) ************************************************************* Please Note: This syllabus attachment is also available in electronic format: Go to: Microsoft Outlook Open: Public Folders Open: All Folders Highlight: Faculty/Staff Resources Open: Announcement – Academic Syllabus Attachment I. Supportive Instructional Materials, e.g. library materials, web sites, etc. Additional Information for Course Proposals J. Proposed Instructors: Athletic trainers in the Department of Health Science K. Rationale for the Course: L. Specialized Equipment or Supplies Needed: M. Answer the following questions using complete sentences: 1. 2. 3. 4. 5. 6. Does the course require additional human resources? (Please explain) Does the course require additional physical resources? (Please explain) Does the course change the requirements in any particular major? (Please explain) Does the course replace an existing course in your program? (If so, list the course) How often will the course be taught? Does the course duplicate an existing course in another Department or College? (If the possibility exists, indicate course discipline, number, and name) N. If the proposed course includes substantial material that is traditionally taught in another discipline, you must request a statement of support from the department chair that houses that discipline. O. Please identify if you are proposing to have this course considered as a menu course for General Education. If yes, justify and demonstrate the reasons based on the categories for General Education. The General Education Committee must consider and approve the course proposal before consideration by the UCC. P. Provide Approval Form (electronically). Additional Guidelines The following are additional guidelines that you must follow which will expedite your course proposal. Failure to follow these guidelines will result in the return of the proposal to the department. 1. Be sure that your proposal is in the correct format (Guidelines for New Course Proposals) and that all questions have been completely answered. 2. Be sure that you have completed and attached the Application to Establish a New Course form and/or the Advisement Sheet Revision form and that the appropriate signatures have been affixed. Please send through the process electronically (the preferred method) or by paper. No items will be placed on the agenda until the Chair of the UCC is in possession of these forms. 3. Be sure that you include an updated advisement sheet for any course that is being required by the department or is classified as a restricted elective. In addition, you must include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with your proposal. Be certain that all advisement sheets affected by the proposed course change be included with your proposal. 4. When submitting materials for consideration by the Curriculum Committee, you must provide an electronic copy of each item to be reviewed to the Chairperson. 5. All completed items must be in the hands of the Chairperson of the Curriculum Committee a minimum of one week prior to the next regularly scheduled meeting. 6. Any department requesting a course name change, number change, prefix changes, credit changes, etc. must submit this request on the Application to Establish a New Course Form and submit electronically. 7. New advisement sheets, major proposals, minors, LOCs, Certificates, or changes to advisement sheets will become effective the fall semester following committee approval. The advisement sheets must also include the committee approval date and the effective date on the advisement page. Submit this request on the Advisement and /or Program Changes form. 8. New courses will become effective the semester following committee approval. 9. Any references listed must be in the appropriate bibliographic format for the discipline. 10. Online courses should follow the Quality Matters™ rubric and is posted on the UCC website. Be sure that you include the online teaching methodology statement (refer E.2 above) that refers to the Quality Matters™ rubric. 11. All course objectives must follow Bloom’s Taxonomy learning domains located on the UCC website.