Roles and Responsibilities

Roles and Responsibilities

A successful athletic training educational program and a successful athletic training service program require that the educational staff, the clinical instructors and the students know their respective roles and work together to continually improve the quality of student education and service provided.

Responsibilities of the Athletic Training Student

Each student officially accepted into the athletic training education program is expected to follow all policies and procedures established by the University, the College of Allied Health and Nursing, the Department of Human Performance, all affiliated clinical sites (on and off campus), and the Athletic Training Education Program. Failure to abide by these policies, procedures and guidelines may result in probation and/or dismissal from the program. In addition, each student is expected to maintain academic excellence, the highest professional and ethical standards, and to take an active role in their classroom and clinical education.

Responsibilities of the Athletic Training Education Faculty

The faculty within the Athletic Training Education Program are responsible for classroom education and clinical instruction, and academic advising for students enrolled in this program. It is the responsibility of the faculty to provide the athletic training student with the highest possible level of instruction, and to help prepare the student to function clinically. These efforts should culminate in the development of clinical skills and knowledge sufficient to become a certified/licensed/registered athletic trainer.

Responsibilities of the Program Director

The Program Director is responsible for the day–to–day operation, coordination, supervision, and evaluation of all aspects of the athletic training educational program. It is the responsibility of the faculty to provide the athletic training student with the highest possible level of instruction, and to help prepare the student to function clinically. These efforts should culminate in the development of clinical skills and knowledge sufficient to become a certified/licensed/registered athletic trainer.

Responsibilities of the Clinical Coordinator

The Clinical Coordinator is responsible for coordinating athletic training student clinical experiences, including the maintenance and development of varied clinical settings both on, and off campus; classroom and clinical instruction and student assessment; assessment of program Approved Clinical Instructors (ACI) and Clinical Instructors (CI) and to a limited degree to supervise students in a clinical setting. For the purposes of program coordination, the Clinical Coordinator is responsible to the Program Director and the Department Chair. These efforts, on the students' behalf, should culminate in the development of clinical skills and knowledge sufficient to become a certified/licensed/registered athletic trainer.

Responsibilities of the Approved Clinical Instructors

An approved clinical instructor (ACI) is a faculty or staff member who provides direct supervision and instruction of students in the clinical aspect of the athletic training educational program. An ACI shall have current BOC recognition as a Certified Athletic Trainer and have appropriate experience, as such, in the clinical supervision of student athletic trainers. ACIs must have a minimum of one year experience as an BOC Certified Athletic Trainer. The clinical instructor should also possess a strong academic orientation, demonstrated clinical teaching skills, and a sincere interest in the professional preparation of student athletic trainers. Demonstrated involvement in athletic training and sports medicine through publications, public speaking, research, and membership in related professional organizations is highly desirable.  All program ATC's associated with the program are also expected to follow the BOC's Standards of Practice and the NATA's Code of Ethics.

ACIs are responsible for a large portion of the student's education. Students learn, in part, by doing. Experience is a rich resource, yet experience needs to be individualized, and guided. Allowing the student to develop their experiences through "guided self–direction" will be a key for a successful clinical experience. Every setting, from the athletic training room, to the practice field/court/track/arena, to game situations, is a learning environment. The ACI should:

1. provide the student with an orientation for each setting;
2. provide adequate and equitable opportunities for clinical instruction, including cognitive and psychomotor skills;
3. report any student misconduct, policy/procedure violations, or gross clinical deficiencies to the program director;
4. provide continuous and ongoing evaluation of student performance remembering that student performance should be consistent with their current coursework;
5. only allow the student to perform skills for which they have been evaluated both clinically and didactically;
6. all ATC's are taught, and utilize techniques in slightly different ways, the ACI should explain any differences in technique by using sound empirical evidence. Variety in clinical experience is a valuable resource, however the student must understand the logic behind the differences. The ACI should refrain from making statements such as "that's wrong, this is the right way, "or "you were taught wrong." Instead, try to use phrases such as "have you thought about doing it this way," or here is a method that I like to use because..."

Additional recommendations to the ACI for the enhancement of the student's clinical experience:

1. conduct discussions or "rounds" regarding athlete injury status and progress;
2. review material on a thematic basis (in addition, the program director and faculty will periodically let you know what the students are currently covering in class so you may coordinate);
3. review case studies;
4. require the student to present cases to, and assist the team physician;
5. present the student with scenarios;
6. require the student to demonstrate proficiency in various skills, and with various equipment;
7. require the students to teach/review with each other;
8. allow the student to discuss athlete status and progress with the coaching staff;
9. help students to think critically, and to understand your thought process and philosophy regarding decision making;
10. allow the students to travel whenever possible.

Note: Remember that the Head Athletic Trainer and other ATC/ACI are responsible for the provision of health care services to patients/student–athletes, while the Athletic Training Program Director is responsible for all aspects of the educational program. Any questions regarding student–athlete health care should be directed to the ATC/ACIs or CIs, all questions regarding the educational program, the students, and their clinical and didactic education should be directed to the Program Director. Any questions or concerns involving both aspects, ie patient health care and athletic training student education, should be brought to the attention of the ATC/ACI or CI and the Program Director.