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School of Health Professions - Student Handbook 2021-2022


Master of Athletic Training

MAT Program 


SHP General Information
Review information that pertains to all students within the School of Health Professions (SHP) that is located at the beginning of the SHP Student Handbook. 

Department of Rehabilitation Sciences Policies, Procedures, and Student Responsibilities
Review information that pertains to all students within the Department of Rehabilitation Sciences (DRS) that is located in the Rehabilitation Section of the SHP Student Handbook.
This section of the Student Handbook describes academic policies and procedures that are specific to the TTUHSC Master of Athletic Training (MAT) program. Student policies that are common to  the School of Health Professions are provided at the following website address:https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx

Accreditation and Program Overview 
Accreditation
Commission on Accreditation of Athletic Training Education (CAATE)
2001 K Street NW, 3rd Floor
North Washington, DC 20006
Website: https://caate.net/
P: 512-733-9700
Toll Free: 844-GO-CATE (844-462-2283)
 
Mission and Philosophy
The mission of Texas Tech University Health Sciences Center, School of Health Professions' Master of Athletic Training (MAT) program is to provide a high quality, interprofessional, and evidence-based education to build a strong foundation for a career in athletic training. The MAT program is one of recognized excellence that prepares athletic trainers who demonstrate academic and professional citizenship, make significant contributions to the profession through patient care and a commitment to learning, and improve the health of individuals and communities.
We believe that athletic training has a unique contribution to total health care. The TTUHSC Master of Athletic Training program is designed to prepare students to be contributing members of the profession and the health care delivery system. We are committed to providing opportunities for students to achieve confidence in functioning as responsible athletic training professionals in a broad range of activities, roles and settings in the health care system.
We educate our students to be practitioners in the science and art of athletic training, and to be leaders in both their profession and in the health care delivery system. Students are prepared to be professionals who can modify their methods of health care delivery to meet the changing needs of society and managed care, and can adapt and incorporate changing professional concepts and practices throughout their careers. It is expected that a graduate of our program will exhibit a commitment to lifelong learning and will be capable of teaching patients and others.
 
MAT Program Outcomes
The comprehensive assessment plan of the MAT program evaluates all aspects of the educational program (quality of instruction, student learning, and overall program effectiveness) and relates to the educational mission, goals and objectives of the program and institution. The Outcomes and Objectives for the MAT program are listed below.
  1. The program fosters an environment of educational excellence
  • Students will find value in the education they receive from the Master of Athletic Training program.
  • The faculty and staff will exhibit excellence in teaching and professional involvement (scholarship, clinical practice, and service).
  • Students will synthesize the best research evidence with clinical expertise and patient values and circumstances to make decisions about the care of individual patients.
  1. The program promotes a culture of academic & professional citizenship
  • Students will accept responsibility for personal and professional growth, by participating in activities to promote life-long learning and professional development.
  • Students will exhibit qualities related to professional ethics and legal issues as outlined in the National Athletic Trainers' Association (NATA) Code of Ethics and the Board Certification, Inc. (BOC) Standards of Professional Practice, and the Commission on Accreditation of Athletic Training Education (CAATE) Code of Ethics and Code of Professional Conduct.
  • Students will be competent and safe practitioners of athletic training.
  • Alumni will use their athletic training credential in a variety of settings throughout West Texas, the nation and the world.
  1. Students will possess the knowledge, skills and abilities related to the profession of athletic training.
  • Students will demonstrate entry-level mastery of the knowledge, skills, and abilities related to the profession of athletic training.
  • Students will synthesize the best research evidence with clinical expertise and patient values and circumstances to make decisions about the care of individual patients.
  • Students will promote, support, and participate in interprofessional education and practice.
  • Students will demonstrate appropriate oral and written communication skills.
The following assessment strategies are used to measure the level of achievement for the desired outcomes established for our program: 1) Course Evaluations; 2) Clinical Practice Evaluation of Students by their Preceptor; 3) Program Evaluation of Clinical Site; 4) Interprofessional Collaborative Practice course exam; 5) BOC Exam first-time pass rates; 6) Pre-test/Post-test Program Performance, 7) Alumni Survey; 8) Exit Survey; and 9) Maintenance of BOC Credential. Additional tools used for program improvement may include: 1) Competency & Clinical Integration; 2)Domain Area Report for our students from the Board for Certification, Inc. (BOC) exam; 3) Job Placement Rates; 4) Faculty-Developed Rubrics and Evaluative Tools; and 5) Professional Behavior Assessment.


Technical Standards

The Athletic Training Program at Texas Tech University Health Sciences Center is a rigorous and intense program that places specific professional, intellectual, physical and social requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program’s accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]). The following abilities and expectations must be met by all students admitted to the Athletic Training Program. In the event a student is unable to fulfill these technical standards with or without reasonable accommodation, the student will not be admitted into the program. 
Compliance with the program’s technical standards does not guarantee a student’s eligibility for the Board of Certification, Inc. (BOC) certification exam (see www.bocatc.orgfor exam eligibility).
Students in the TTUHSC Master of Athletic Training Program must demonstrate:
  1. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm. 
  2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately safely and efficiently use equipment and materials during the assessment and treatment of patients.
  3. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice.
  4. The ability to record the physical examination results and a treatment plan clearly and accurately.
  5. The capacity to maintain composure and continue to function well during periods of high stress.
  6. The perseverance, diligence and commitment to complete the athletic training program as outlined and sequenced.
  7. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations.
  8. Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care.
  9. The ability, at all times, to conduct themselves in a professional manner with a wide variety of individuals, including but not limited to, faculty, clinical instructors, colleagues, coaches, athletes and students.
  10. Professional attitudes and behaviors: perform in an ethical manner in dealings with others in adherence to TTHUSC and Athletic Training profession guidelines; and personal integrity and hygiene consistent with the Athletic Training profession.
To ensure patient safety for laboratory classes and the clinical experience portion of the MAT program, students must display the following:
  1. Mobility: have the physical stamina to stand and walk for 12+ hours in a clinical or field setting; be able to stand, move about freely and maneuver in small spaces and across uneven terrain; be able to tolerate being exposed to extremes in the environment including variable aspects of weather, hazardous fumes and noise.
  2. Flexibility: be able to bend the body downward, forward, and to the side by bending at the spine and waist; be able to flex and extend all joints freely. 
  3. Strength: be able to raise objects (25+ lbs) from a lower to a higher position or move objects horizontally from position to position frequently and greater weights occasionally; possess mobility, coordination and strength to push, pull or transfer heavy objects weighing 150 lbs. frequently and greater weights occasionally. 
  4. Motor Skills (These skills require coordination of both gross and fine muscular moment and equilibrium): possess manual dexterity, mobility, and stamina to perform CPR for extended periods of time; be able to seize, hold, grasp, turn, apply pressure, and otherwise work with their hands; be able to make skillful, controlled manipulations of small objects in order to use medical equipment; be able to differentiate between normal and abnormal findings in human physical conditions by using visual, auditory, olfactory and tactile observations; be able to elicit information from the patient examination, using palpation, muscle strength assessment, joint range of motion measurement, and other evaluative maneuvers; be the first responder in a potentially catastrophic injury (e.g., in-line stabilization of cervical spine, rescue breathing, obstructed airway management, and cardio pulmonary resuscitation); be able to execute movements required to provide therapeutic care, such as performing mobilization and wound care techniques. 
  5. Observation (Observation requires the functional use of vision, hearing, and somatic sensations): be able to participate in laboratory demonstrations; be able to observe and palpate a patient accurately to determine variations from normal and observe output readings to determine a patient’s condition and the status of a treatment. 
  6. Auditory Ability & Visual Acuity: possess sufficient hearing to assess patient’s needs, make fine discriminations in sound, follow instructions and communicate with other health care workers; possess the visual acuity to read, write and assess the patient and the environment. 
  7. Communication: possess verbal/nonverbal and written communication skills adequate to exchange ideas, detailed information, and instructions accurately; be able to read, comprehend, write legibly, and communicate effectively (both orally and written); be able to communicate effectively and sensitively with patients to elicit information regarding mood, activities, and health complaints, as well as perceive nonverbal communications; be able  to communicate effectively and efficiently with other members of the health care and athletic community to convey information essential for safe and effective care; be able to read, communicate in writing, and demonstrate computer literacy to complete assignments; be able to communicate with accuracy, clarity, efficiency and sensitivity. 
  8. Interpersonal Skills: be able to interact purposefully and effectively with others; be able to convey sensitivity, respect, tact, and a mentally healthy attitude; be oriented to time, person, place and not mentally impaired to make decisions that would immediately impact the health of others by prescription or nonprescription mind-altering substances; possess sufficient emotional stability to be able to perform duties in life or death situations and in potentially dangerous social situations, including caring for injured individuals in hostile environments; be able to handle stress and work well as part of a team. 
  9. Intellectual Abilities: be able to comprehend three-dimensional relationships and understand spatial relationships of structures; be able to measure, calculate, reason, analyze, integrate, and synthesize information in a timely fashion; be able to synthesize knowledge and integrate the relevant aspects of a patient’s history and examination findings to develop an effective treatment program. 
  10. Behavioral & Social Attributes: possess the psychological ability required to exercise good judgment; possess the psychological ability required to promptly complete all responsibilities inherent to the assessment and care of patients; possess the psychological ability required to develop mature, sensitive, and effective relationships with patients; be able to tolerate physically and mentally taxing workloads; be able to adapt and display flexibility (e.g. changing environment, practice schedule, travel); be able to function in the face of uncertainties inherent in the clinical problems of patients; be able to demonstrate ethical behavior, both in laboratory classes and during their clinical experience; be able to respond with precise, quick and appropriate action in emergency situations including, but not limited to Cardiopulmonary Resuscitation (CPR); possess the ability to function safely, effectively, and make and execute quick, appropriate and accurate decisions under stress.

Adapted from the University of Indianapolis Technical Standards (https://uindy.edu/documents/ADA_Acc._Form_Technical_Standards_Final_.pdf ), Manchester University Technical Standards for Admission (https://www.manchester.edu/docs/default-source/academics/mat/mattechnicalstandardsdocument_000.pdf?sfvrsn=2), James Madison University Guidelines for Technical Standards for Entry-Level Athletic Training Education (https://healthprof.jmu.edu/at/mat_technicalstandards.html)
Accepted applicants to the MAT program are required to verify that they understand and meet these essential functions, or that they believe that with certain accommodations they can meet the standards. 
Any student with a disability who is accepted to the MAT program must contact Student Disability Services (SDS) in the TTUHSC Office of Student Affairs as soon as possible. SDS Staff will determine whether the stated condition qualifies as a disability under applicable laws and work with the program faculty to determine reasonable accommodations, taking into account whether accommodations would jeopardize clinician/patient safety or the educational process of the student or the institution, including all course work, clinical educational experiences and internships deemed essential to graduation. Students are required to read and sign the MAT program technical standards form and to update their responses on this form if their health status changes. Students who require accommodation to meet the technical standards must obtain verification by the authorized institutional office (see above) as defined by the sponsoring institution policy that proper accommodation has been provided for the student to meet the standard.
I certify that I have read and understand the technical standards listed above, and I believe to the best of my knowledge that I meet each of these standards (either with or without accommodation). I understand that if I am unable to meet these standards I will not be admitted into the program. 

 

Professional Expectations and Opportunities

Credentialing Requirements

Graduates of the MAT program will be eligible to sit for the national certification examination for athletic trainers administered by the Board for Certification, Inc. (BOC). State credentialing requirements for practicing athletic training vary from state to state according to athletic training practice acts and state regulations that govern athletic training. A misdemeanor and/or felony conviction may affect a graduate's ability to sit for the certification and licensure examinations and ultimately attain athletic training credentials. Students are encouraged to check with the BOC and specific state credentialing boards for more information regarding any prior convictions as they relate to obtaining athletic training credentials.

 

Athletic Training Code of Ethics

The National Athletic Trainers' Association (NATA) Code of Ethics states the principles of ethical behavior that should be followed in the practice of athletic training. It is intended to establish and maintain high standards and professionalism for the athletic training profession. The principles do not cover every situation encountered by the practicing athletic trainer, but are representative of the spirit with which athletic trainers should make decisions. The principles are written generally; the circumstances of a situation will determine the interpretation and application of a given principle and of the Code as a whole. When a conflict exists between the Code and the law, the law prevails. (Reprinted from the National Athletic Trainers' Association, September 28, 2005, Revised 2016)
 
The entire NATA Code of Ethics may be found on the NATA website: https://www.nata.org/membership/about-membership/member-resources/code-of-ethics

 

Athletic Training Student Association-Lubbock (ATSA-LBB)

The purpose of ATSA is to provide a means of addressing the external interactions and professional development of the entire student body of the athletic training program at the Texas Tech University Health Sciences Center. The ATSA provides leadership in representing the school at the university, local, state and national level. Emphasis is placed on establishing a foundation for lifelong professional development through involvement in the NATA, community service activities and educational programs. The ATSA must abide by the registration of student organizations policies listed in the TTUHSC Student Handbook. Students are responsible for any and all fees and costs associated with membership, and participation is voluntary.

 

Membership in Athletic Training Organizations

Students are encouraged to join the National Athletic Trainers' Association (NATA), Southwest Athletic Trainers' Association (SWATA), the Texas State Athletic Trainers' Association (TSATA) and the West Texas Sports Medicine Society (WTSMS). Membership is part of the socialization into the profession and will assist students in maximizing their professional potential. Student members receive access to the member-only section of the NATA website, the NATA News, Journal of Athletic Training, and various other benefits. Membership applications are available online or from a MAT faculty member. Students are responsible for any and all fees and costs associated with membership in those organizations and participation in such organizations is voluntary. Students are responsible for any and all fees and costs associated with membership, and participation is voluntary.

 

Conference Attendance

The MAT program encourages students to attend national, state and local athletic training conferences. These conferences allow students to become exposed to leaders in the athletic training field. The networking opportunity that students experience will become an invaluable tool in the job hunt. Students are responsible for any and all fees and costs associated with conference attendance, and participation is voluntary.

 

Academic Advising

Each student is assigned a MAT faculty advisor when they begin the program (students keep the same faculty advisor throughout the program). Each student will meet with his or her faculty academic advisor periodically, at the initiation of the student, faculty advisor or program director. A student who receives a Mid-Term Academic Warning Letter or an Academic Probation Letter is encouraged to meet with his or her faculty advisor.

 

Dress Code

Members of the faculty and staff have the authority and responsibility to maintain reasonable standards of student dress and grooming within their respective classrooms, laboratories, offices, and other areas of public presentations. The dress code reflects professional integrity and the special needs of individual classes. Professional dress is expected of students at all times. At the discretion of the faculty, more casual attire may be worn to lecture and laboratory classes as warranted.

As a part of professional dress, and in compliance with TTUHSC Operating Policy (76.02), students of the TTUHSC MAT program are required to wear, or produce if requested, their student identification (ID) badge at all times while on TTUHSC campuses, and an approved ID badge during Clinical Experiences and Internships.

Since TTUHSC is a public institution in which patients and visitors are present, standards of dress should reflect good judgment. Attention to safety standards and professionalism is important.
 
The MAT program expects students to dress professional when representing the MAT program at all times. Casual attire is not appropriate for educational activities that occur off-campus or within other academic units housed within TTUHSC. For guest lectures, general medical experiences, or other clinical observations, the instructor or Clinical Education Coordinator will provide specific information as the situation presents itself. For clinical observations and Clinical Experience and Internships, information regarding specific dress codes of the clinical sites will be provided by the Clinical Education Coordinator or Preceptor.

 


Academic Integrity (including Plagiarism)

Students in Health Professions programs are expected to practice their professions with a commitment to high standards and integrity. This commitment to high standards and integrity is also expected during each student's course of academic and clinical study. Academic misconduct is considered to be any act that is contrary to academic and professional ethics and includes, but is not limited to: cheating, plagiarism, falsification of records, intimidation, and any and all other actions that may distort evaluation of a student's academic performance or achievement, assisting others in such acts, or attempting to engage in such acts.
 
A student who witnesses academic misconduct or who is approached with an offer to gain unfair advantage or commit academic misconduct is obligated to report that violation to the appropriate authority (See Part II.D). Failure to do so may result in disciplinary action. Faculty and staff are likewise responsible to report academic misconduct in accordance with Part II.D.
 
Any act of academic/non-academic misconduct may result in assignment of a failing grade to the assignment, failure of the course, or dismissal from the MAT program.
 
Refer to the TTUHSC Student Handbook and MAT course syllabi for additional information.

 

Social Media Policy

Students are reminded of the need to refrain from posting information about patients and students on social media (e.g., Facebook, Twitter, Instagram, Snapchat, LinkedIn, etc.) that violate patient and student privacy. Disclosure of such information may be a violation of federal HIPAA and/or FERPA laws, and any such violation may subject the student to disciplinary conduct pursuant to the TTUHSC Student Handbook. The TTUHSC social media policy can be found at https://www.ttuhsc.edu/communications-marketing/campus-guidelines/social-media.aspx

 Clinical Education
The MAT program and clinical faculty believe in the diversity of clinical practice and experience. MAT students are given opportunities to develop a wide range of clinical competencies throughout the clinical sequence and have the opportunity to practice these skills alongside preceptors with contemporary expertise. 
 
Clinical practice and experiences are designed to grow in difficulty from simple to complex cases throughout the clinical plan. The clinical plan provides the foundational knowledge and skills in the first year and transitions to advanced clinical reasoning and supervised autonomy in the second year. The MAT provides continuing education to preceptors allowing them to stay abreast of the latest contemporary practices to ensure the MAT program prepares AT graduates to meet the needs of the 21st century patient. 
 
In selecting clinical sites, the quality of patient care and the staff's enthusiasm for working with students is more important than the department's size or center. Even in small centers, an interdisciplinary approach is essential. Athletic trainers must function as an integral part of the health care team.


Clinical Education and Practice Philosophy

Athletic Training (AT) is a dynamic health care profession, and central to the student's preparation is clinical education and practice. The MAT curriculum's integrative nature allows for immediate acquisition and practice of knowledge and skills necessary for the AT's practice. MAT students experience classroom and laboratory activities in preparation for clinical placement early in their professional education. The TTUHSC-MAT Clinical AT network is the vehicle that enables our students to begin practicing AT knowledge and skills under the direction of qualified preceptors. Education within the clinical setting is responsive to the individual student's academic preparation level and professional clinical practice readiness. The early integration of clinical practice in the professional program allows students to continuously integrate clinical skills alongside didactic work. 


General Information: Clinical Practice
MAT Clinical Practice courses allow students to integrate clinical and professional skills in hands-on patient-centered care within local, regional, state, and national clinical sites. These courses occur throughout the professional program and deliver an increasingly complex and autonomous approach to patient/client-centered care. Students work closely with the Clinical Education Coordinator (CEC) to develop a professional development plan for developing clinical skills and integration within clinical sites that provide clinical variety while progressing towards their personal and professional goals. 
 
Clinical Practice Plan
The Clinical Practice plan consists of four Clinical Practice courses. These courses prepare students to implement clinical and professional skills in various practice settings within the scope of practice of Athletic Training. MAT students begin clinical skill integration by using low-fidelity simulations, progressing to high-fidelity simulations, standardized patients, and culminating with hands-on patient-centered care leading to independent practice. The clinical practice plan spans the two years of the MAT program. 
 
Clinical Placements
Clinical placement is made with a preceptor within an athletic training practice setting to assist the MAT student's professional growth. These placements are based on preceptor availability during the semester requested. Final clinical placement is determined by MAT faculty consensus based on the discussion and recommendation from the CEC.
 
The CEC recommendation may include but is not limited to academic performance, completion of program requirements, demonstration of professionalism, and behaviors indicative of being useful and productive during clinical training, including problem-solving, critical thinking, and clinical reasoning. The MAT CEC provides detailed information for student placement during the first Summer semester.
 
The TTUHSC-MAT Clinical AT Network
The TTUHSC-MAT Clinical AT network is a group of clinical sites located in two main geographic areas; In-Region Sites (within a 50-mile radius of TTUHSC) and Out-of-Region Sites (>50-mile of TTUHSC, including in-state and out-of-state). Out-of-Region sites are used during the MAT Year-2 (MAT-2) immersion placements. All clinical sites must complete an annual certification/re-certification process before students are placed with a preceptor. 
 
Clinical Practice Settings
In-Region Sites 
  1. Secondary School (Middle & High School)
  2. College/University (NCAA Div. I & II, NJCAA)
  3. Rehabilitation (Outpatient)
  4. Athletic Training in Physician Practice (ATPP) Outreach/Orthopedic/Surgical
  5. Primary Care (non-orthopedic)
Out-of-Region Sites:
  1. Secondary School Setting
  2. College/University (NCAA Div. I, II, & III, NAIA, NJCAA)
  3. Professional Sports (NFL/MiLB/MLS/WNBA)
  4. Rehabilitation
  5. Athletic Training in Physician Practice (ATPP) Outreach/Orthopedic/Surgical
  6. Primary Care (non-orthopedic)
  7. Military/Civil Service (PD/FD)
  8. Industrial/Performing Arts
 
Clinical Placement Sequence
MAT Year 1
MAT1 students are placed within a clinical site in-region and experience a 1-week immersion in the fall and spring semesters. Typical placement is at the secondary or college/university level. During this first year of clinical practice, MAT1 students begin applying foundational knowledge and end the year integrating advanced clinical reasoning and practice in preparation for year two. 
 
MAT Year 2
MAT2 is considered an intensive practice year where students complete 24-25 weeks of clinical immersion. MAT-2 placements typically align within a practice setting the student has in their professional goals. In year two, MAT2 students continue to combine advanced knowledge and skills while experiencing increased independent practice under the supervising preceptor's direction.  
 
TTUHSC-MAT Immersive Clinical Practice Plan
The TTUHSC-MAT vision for immersion provides a rich clinical practice experience for all, bound by no geographical limitations. MAT2 students are encouraged to pursue clinical sites that align with their professional development plan. Immersion may include in-region or out-of-region clinical placement, depending on the student's goals for professional practice. Clinical immersion is broken into a fall immersion and a spring immersion.


Immersive Clinical Experience

  • Fall: A full/long semester in a clinical site closely aligning with the student's professional goals. This immersion is 19-20 weeks (typically the first week in August to the second week in December).
    • May be an in-region or out-of-region clinical site
  • Spring: The spring is divided into two clinical rotations. The first 10-weeks of the spring is a traditional in-region clinical placement. In the final five (5) weeks of the semester (typically the last week in March through the last week in April), students complete their final immersion either within the region or out-of-region. 
    • May by an in-region or out-of-region clinical site

Out-of-Region Clinical Immersion Placement

The out-of-regional clinical immersions are by application and interview selection. Many of the TTUHSC-MAT Clinical AT network sites accept students from around the country, and selection is competitive. MAT-2s interested in one of these placements must follow the application procedures on the MAT-Clinical Practice Sakai page. 

  • Fall Applications: Typically, due by June 1.
  • Spring Applications: Typically, due by December 1. 

Clinical Practice Note: 
  • All MAT2 Students are responsible for all costs associated with clinical practice courses, including, but not limited, to tuition and fees, transportation, housing, meals, uniforms, criminal background checks, drug screenings, and other incidental expenses.
  • All MAT students must pass a criminal background check before placement at a clinical site. 
  • Several clinical sites (both in and out-of-region) may require additional onboarding or background checks specific to the site for which students must complete at their expense.
  • Complete onboarding information for clinical sites is available on EXXAT.
  • Students are expected to follow safety procedures of the clinical site 
  • Behaviors observed during the professional curriculum are taken to be a measure of a student's readiness for Clinical Practice courses.

Emergency Cardiac Care (ECC)

All athletic training students must maintain proof of current Emergency Cardiac Care (ECC). Emergency Cardiac Care must include the following: adult & pediatric CPR, airway obstruction, second rescuer CPR, automated external defibrillator (AED) and barrier devices (e.g., pocket mask, bag valve mask). Providers are those adhering to the most recent International Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiac Care. For additional information, please see the Board of Certification, Inc. (BOC) website: http://www.bocatc.org/athletic-trainers#ecc-overview 

 

Clinical Experience Policies: Assorted

The following policies will be further discussed during the first summer semester, and re-visited at the beginning of each Clinical Experience course. The entire policy and signature pages are included with this document.

  1. Criminal Background Check: per TTUHSC policy, all students are required to pass a criminal background check prior to matriculating in the institution and going on their first clinical experience. The cost of a Criminal Background Check is the responsibility of the student. Failure to pass a criminal background check may impact your ability to complete the MAT program and obtain certification and licensure. Policy specifics and signature pages are available under HSC OP 10.20 on the following website: https://www.ttuhsc.edu/administration/documents/ops/op10/op1020.pdf

    Additionally, MAT students assigned to preceptors in the Lubbock Independent School District (LISD) must pass the LISD criminal background check before the start of each semester assigned. There is no cost to the student for the LISD background check.
  1. Student Consent and Authorization to Release Information for Student Clinical Experience or Fieldwork: per School of Health Professions policy, in compliance with FERPA each student must provide written authorization for the MAT program to communicate with clinicians where the student is assigned for his/her clinical experience. The policy and signature forms are included on page 43 of this document.
  2. Clinical Supervision Policy: The Athletic Training Student (ATS) must follow the supervision guidelines set forth in the CAATE Standards for accreditation. Detailed information will be discussed by the Clinical Education Coordinator prior to the first clinical experience.
  3. Drug Testing: Some clinical sites may require a health care professional drug screening. This screen is completed at the student's expense. 
 

Clinical Practice Guidelines

Learning & Working Environments:
MAT Students completing clinical practice courses will abide by the following guidelines:
  • Clinical Practice I (HPAT 5201): 17-27 hours per week. Contact hours may vary by clinical placement
  • Clinical Practice II (HPAT 5206): 17-27 hours per week. Contact hours may vary by clinical placement.
  • Clinical Practice III (HPAT 5800): 40+ hours per week. Contact hours may vary by clinical placement.
  • Clinical Practice IV (HPAT 5328): 24-40+ hours per week. Contact hours may vary by clinical placement.
These courses involve a directed and supervised athletic training clinical experience including both traditional and immersive experiences which closely align with the student’s professional goals. *An immersive clinical experience is a practice-intensive experience allowing students the opportunity to engage in the totality of care provided by athletic trainers.
Additionally, student clinical practice hours are closely monitored to ensure overall health and well-being as well as effective care rendered by MAT students. 

Consensual Relationships

Consensual relationships between a student and a supervisor, patient or other persons at clinical experience sites constitutes (1) conflicts of interest; (2) unprofessional conduct; (3) breach of trust; (4) appearances of impropriety; and (5) questions the validity of consent, any of which impairs the integrity of academic and clinical decisions. Such relationships also have the potential for (1) undermining the atmosphere of trust and objectivity essential to the educational process and clinical experience; (2) exploiting subordinate faculty, staff, employees or students and the possible professional or academic disadvantage of third parties; and (3) subjecting both TTUHSC, the clinical sites and the individuals to the risk of liability.

Therefore, the MAT program strictly prohibits any type of such relationship as described above whether consensual or not. Violation of this prohibition may result in dismissal from the program. Should such relationships develop, faculty, staff, Preceptors, and MAT students who become aware of the relationship have the obligation to disclose the existence of the relationship to the program director. Furthermore, a relationship between a MAT student and a high school student or minor at any clinical site with whom the MAT program has a clinical contract is strictly prohibited during the entire time that the MAT student is enrolled in the MAT program. Violation of this prohibition may result in dismissal from the program.
Adapted from TTUHSC OP 70.55 Consensual Relationships - Faculty, Staff, and Residents.

 

Summer Internships and Camps

Students are not required to complete an internship or work summer camp for the MAT program; however we understand that many students may want to explore these opportunities. It is the responsibility of MAT students to know the athletic training practice acts in the states where they may conduct clinical internships and/or summer camps. There are state practice acts that define "athletic training student" as those acting as part of an accredited educational program and thus those individuals who meet this definition are protected by statue. If clinical internships and/or summer camps are not a formal part of the CAATE accredited program (which they are not for the MAT program), and students are not currently enrolled in a clinical course then they are NOT by state statue considered to be an athletic training student protected by state statue and are therefore practicing without a credential. It is important that students not practice athletic training without an appropriate state credential. For those opportunities where students would violate the practice act, a student needs to consider the alternative optional summer practicum course.
Students are encouraged to discuss with program faculty their interest in internship and/or summer camp opportunities well in advance to avoid placing themselves in violation of state practice acts and subject to professional sanctions for unregulated practice; this could impact a student's ability to sit for the BOC exam.

 

Optional Summer Practicum Scheduling Policy

Any student wishing to complete the optional HPAT 5098 Practicum in Athletic Training course at a clinical site that does not have a current affiliation agreement with the TTUHSC MAT program is required to discuss his or her plans and intentions with the designated MAT Program faculty as early as possible during the Spring semester preceding the intended experience. Sites that do not have a current affiliation agreement in place with the MAT program may still be considered as potential options for experience; however, it will be necessary to have a signed affiliation agreement in effect on or before May 20th in order for that potential site to be used. It is the student's responsibility to make sure that the necessary information to develop an affiliation
agreement is provided to the designated MAT faculty member. Affiliation agreements require legal review that may introduce delays, so planning ahead is imperative.

In the event that an affiliation agreement cannot be established between the proposed site and the TTUHSC MAT program by the proposed start date, the student will have the option of either dropping the Practicum course or being reassigned to a site with which the TTUHSC MAT program already has a current affiliation agreement in place. Although the MAT program will make every attempt to assist the student in these instances, such re-assignment cannot be guaranteed and will be made on an as-available basis.

 


Clinical Experience Courses: Course Grade of "D" or "F" Results in Recycling or Dismissal 
Students enrolled in Clinical Experience courses receive a letter grade ("A", "B", "C", "D" or "F"). A passing course grade is "C" or higher. A student may receive a course grade of "D" or "F" for a Clinical Experience course for any of the following reasons:  
  1. Failure to maintain and present all of the appropriate documentation to the clinical education facility in a timely fashion as required by that facility. The documentation required varies from facility to facility, but typically includes:
    1. Evidence of current immunizations for Hepatitis B, Tdap (Tetanus, Diptheria, Pertussis) and MMR (Measles, Mumps, Rubella/Rubeola).
    2. TB (tuberculosis) test result.
    3. Personal medical/health insurance.
    4. Current Emergency Cardiac Care.
    5. Proof of professional liability insurance (from the institution).
    6. Criminal Background Check documentation.
  2. Failure to meet all requirements set forth by a clinical education facility for students receiving clinical education at their site (e.g., failure of a facility required drug test, failure to adhere to dress code, etc.).
  3. Failure to complete course objectives as specified in the Clinical Experience course syllabus.
  4. Unsafe or unprofessional behavior at the clinical site.
If a student receives a course grade of "D" or "F" in a Clinical Experience course due to unsafe or unprofessional behaviors, the program director and/or Clinical Education Coordinator reserve the right to deny the student a recycling opportunity. In such situations, the student is subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the MAT Program" section below).
 
A student who receives a course grade of "D" or "F" in a Clinical Experience course is required to recycle the course if he or she is academically eligible to do so (i.e., no previous recycling of a course and otherwise in good academic standing), provided the reasons are not due to unsafe or unprofessional behaviors, in which case the student is subject to dismissal from the program.
Criteria that constitute successful recycling of a Clinical Experience course will be specified in a "Recycling Requirements Document" that will be written by the program director with input from the Clinical Education Coordinator.
 
A student who is in the process of grieving dismissal from the MAT program is not allowed to participate in a clinical education course.

 

Academic and Conduct Policies


Academic Probation

A student will be placed on Academic Probation for failure to maintain a cumulative grade point average (GPA) of 2.70 or higher. Cumulative GPA is calculated at the end of each semester. For a student to return to good academic standing and be removed from Academic Probation in this situation, the student must raise his or her cumulative GPA to 2.70 or higher by the end of the following semester. A student whose cumulative GPA is less than 2.70 in consecutive semesters (i.e., fails to come off Academic Probation) is subject to dismissal, with an exception in the first academic year of the program. The exception is as follows: if this academic standard is not met during both of the first and second semesters (Summer and Fall), the student will be granted one additional semester to raise his or her cumulative GPA to 2.70 or higher (refer to "Dismissal from the MAT Program" section below).
 
A student who has been on Academic Probation twice and subsequently meets any of the criteria for Academic Probation a third time is subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the MAT Program" section below).

 

Recycling

Recycling in the MAT program is the re-taking of an entire course in which the student received a course grade of "D" or "F" (didactic or Clinical Experience course). For a course to be successfully recycled, a passing course grade of "C" or better for academic courses and Clinical Experience courses must be obtained the next time the course is offered in the student's curriculum. A student who refuses to recycle a course in which he or she received a grade of "D" or "F" will be subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the MAT Program" section below).
 
A student enrolled in the MAT program is allowed to recycle only one time.
 
The MAT curriculum is designed for course work to be taken in sequence. Therefore, a student is not permitted to advance academically in the MAT curriculum until the student has successfully recycled the course in which he or she was found to be academically and/or clinically deficient. This requires the student to not be enrolled in the curriculum for one full academic year until the course that needs to be recycled is taught again.
 
Recycling Requirements Document
Criteria that constitute successful recycling of academic and/or clinical education deficiencies will be specified in a "Recycling Requirements Document" that will be written by the program director. The student is required to re-take and earn a passing grade in the course(s) for which the student received a grade of "D" or "F." A recycling student who fails to meet all requirements for a passing grade ("C" or higher) as specified by the course syllabus for any of the required recycled/audited courses will be subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the MAT Program" section below).
 
Other Considerations With Respect to Recycling
After successfully recycling, a student is subject to dismissal on grounds of academic deficiency if there are any instances of subsequent academic and/or clinical deficiency, including a cumulative GPA below 2.70 or receiving a course grade of "D" or "F" in any course (refer to "Dismissal from the MAT Program" section below).
 
It is the student's responsibility to obtain financial information and pay for additional expenses that will be incurred as a result of recycling.
 
Both the original and recycled course grades (but not grades in audited courses) are used to calculate cumulative GPA, and both course grades will appear on the student's transcript.

 

Student Misconduct

Student misconduct can lead to dismissal with no opportunity to remediate or recycle. For policies and procedures related to behavioral deficiencies and misconduct, refer to the TTUHSC Student Handbook, available at the following website: https://www.ttuhsc.edu/student-affairs/handbook.aspx 

 

Dismissal from the MAT Program

A student enrolled in the MAT program is subject to dismissal for any of the following reasons:

  1. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for two consecutive semesters, with an exception in the first academic year of the program. The exception is as follows: if this academic standard is not met during both of the first and second semesters (Summer and Fall), the student will be granted one additional semester to raise his or her cumulative GPA to 2.70 or higher.
  2. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for any three semesters of the curriculum.
  3. After receiving a course grade of "D" or "F" in a course, refusal to sign a "Recycling Requirements Document" or refusal to recycle/audit courses specified in "Recycling Requirements Document" (see section on "Recycling").
  4. Failure to meet all requirements specified in the "Recycling Requirements Document."
  5. Receiving a course grade of "D" or "F" in any course after successfully recycling.
  6. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher in any subsequent semester after successfully recycling.
  7. Receiving a course grade of "D" or "F" in a Clinical Experience course due to unsafe practices and/or unprofessional behavior as documented by the Preceptor.
  8. Unsafe practices, unprofessional behavior, and/or illegal activity related to patient contact as documented by the Preceptor and program.
  9. Based upon a complaint of misconduct as set forth in the TTUHSC Student Handbook.
Dismissal procedures will occur in compliance with the dismissal policy established by the School of Health Professions. Refer to the School of Health Professions policy entitled "Academic Dismissal", available at the following website: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx