CAATE Newsletter – June 2022


Program Announced for the 2022 CAATE Annual Accreditation Conference

The program for the 2022 CAATE Accreditation Conference is now available on the website. Join your colleagues and peers Oct. 7-8 for an outstanding program at the Hilton Atlanta Downtown Hotel.

For insights into conference education, hotel reservations and things to do in Atlanta, visit the conference page on our website.

Register now.


Get a Sneak Peek at the New CAATE Website

The CAATE will be launching a new website this July! While we work to put the finishing touches on the website, CAATE stakeholders are encouraged to stop by the CAATE booth (#2535) at the NATA Convention for a sneak peek of the intuitive navigation, easy-to-access news feed and more.


New Accreditation Councils Announced

The Board of Commissioners has approved two new accreditation councils that will oversee the accreditation process and make accreditation recommendations to the Board. The councils are reviewing and developing processes with a focus on quality improvement and innovation and will begin officially reviewing programs during the 2022-23 academic year. The initial members of the Professional Program Accreditation Council and Residency & Fellowship Program Accreditation Council were appointed by the Board in May.

Professional Program Accreditation Council initial members include:

    • Eric Lippincott, PhD, PT, ATC – Interim Chair
    • Bart Anderson, Member, DHSc, ATC
    • Ryan Krzyzanowicz, DAT, LAT, ATC
    • Dani Moffit, PhD, LAT, ATC
    • Chris Schmidt, PhD, ATC
    • Amanda Tritsch, PhD, ATC, CSCS
    • Luzita Vela, PhD, ATC, LAT

Residency & Fellowship Program Accreditation Council initial members include:

    • Hollie Waluscz, MA, ATC, PEC – Chair
    • Jim Reidy, MS, LAT, ATC- Vice Chair
    • Becky Bedard MEd, ATC
    • Chad Clements, MS, ATC
    • J’nai Pittman, MSEd, LAT, ATC OTC
    • Amy Velasek, MD

Changes to CAATE Policy VII Accreditation Actions and Statuses Language

At the April 12, 2022, CAATE Board meeting, the Board of Commissioners voted to revise the language used for Accreditation Actions and Accreditation Statuses for all types of programs (professional, post-professional, residency and fellowship). This change was made to enhance clarity for consumers and stakeholders and to strengthen due process for programs seeking accreditation or reaccreditation. The revised Accreditation Actions and Accreditation Statuses are noted below. The full language changes can be found in the CAATE Policies and Procedures Manual, Section VII – Accreditation Actions and Statuses on pages 20-29.

These changes are effective immediately and are reflected in the program information and outcomes located in the search programs feature of the CAATE website.

Accreditation Action – Accreditation Status

    • Seeking Initial Accreditation – Seeking Initial Accreditation
    • Initial Accreditation – Initial Accreditation
    • Continuing Accreditation – Continuing Accreditation
    • Progress Report – Status remains unchanged
    • Probation – Continuing Accreditation-Probation
    • Defer Action – Status remains unchanged
    • Show Cause – Status remains unchanged
    • Focused Site Review – Status remains unchanged
    • Administrative Probation – Continuing Accreditation-Administrative Probation
    • Withhold Initial Accreditation – Initial Accreditation Withheld
    • Withdrawal of Accreditation – Accreditation Withdrawn
    • Continuing Accreditation-Inactive Status – Continuing Accreditation-Inactive
    • Voluntary Withdrawal of Accreditation – Accreditation Voluntarily Withdrawn

Recent Revisions to ‘How to Address Standards 56-94 and DEI 2’ Instructions

Based upon the recommendation from the Standards Committee and following extensive Board deliberations, the CAATE Board of Commissioners voted at its May 10, 2022, Board meeting to change the instructions describing how to address Curricular Content Standards 56-94 and DEI 2. The recommendations from the Standards Committee occurred as a result of extensive feedback solicited from program directors, peer reviewers and members of the Peer Review and Review Committees involved with the last three years of comprehensive programmatic reviews. The approved changes will now allow programs to assess student performance within the Curricular Content Standards in either a didactic course or clinical experience setting, depending on the program’s unique needs. Therefore, programs will no longer be required to assess every curricular content standard (Standards 56-94) and Standard DEI 2 in both a didactic course and a clinical experience setting.

These changes will allow programs to expand their use of supplemental clinical experiences by non-athletic trainer and physician providers as additional learning opportunities for the student, provided the program includes an assessment of the Curricular Content Standards and Standard DEI 2 conducted by an athletic trainer or physician. For example, a student may complete a clinical experience with a nurse practitioner or physician assistant where they are exposed to a high volume of patients with primary care conditions, such as diabetes (Curricular Content Standard 70). While this was previously problematic given the requirement that an athletic trainer or physician must assess student performance in both the didactic course and the clinical experience, the approved change will allow the student to learn and practice specific curricular content clinically from a non-athletic trainer or physician, but be assessed on that content in either a didactic course or another clinical experience by an athletic trainer or physician. The intent of the revisions is to provide more flexibility and autonomy to programs in choosing how and where to teach and assess these content areas and to clarify the types of evidence that should be provided to demonstrate compliance.

The following changes were approved to the “How to Address This Standard” and “Uploads” sections for Standards 56-94 and DEI 2:

How to Address This Standard

        • List the objectives and/or daily/weekly schedule from the course syllabi that are associated with this standard (include the course prefix and course number with each objective).
        • Identify the courses and/or clinical education experiences where students gain learning opportunities associated with this standard, and describe how each learning experience ensures students are prepared to perform the skills associated with the standard.
        • Describe the learning experiences (didactic and athletic training clinical experience) associated with this standard and how student performance is assessed.
        • Describe how these learning experiences are assessed and provide example(s) of assessment tool(s) used.
        • Provide examples (didactic and athletic training clinical experience) of outcome data used to verify an acceptable level of student performance.

Uploads

        • Assessment tool(s) that verifies that students are prepared to practice in this content area
        • Assessment tool(s) used to determine student level of performance, if applicable.

These changes will be implemented and programs will be assessed using the revised language above starting with the 2022-2023 review cycle and the changes will appear within eAccreditation for the 2022-2023 self-study cycle.

These updates have been made in the Standards and Procedures for Accreditation of Professional Programs in Athletic Training document.


CAATE President Eric Sauers Named Dean of A.T. Still University’s College for Healthy Communities

Effective June 1, 2022, CAATE President Eric Sauers, PhD, ATC, FNATA began his new position as dean of A.T. Still University’s College for Healthy Communities (ATSU-CHC) in Santa Maria, California. Sauers, a member of the inaugural class of ATSU’s Master of Science in Sports Health Care program, is a tenured ATSU professor and founding chair of the Department of Interdisciplinary Health Sciences at ATSU’s Arizona School of Health Sciences.


Apply or Nominate a Peer for the 2022 CAATE Awards

The CAATE invites you to apply or nominate a peer for the 2022 CAATE Awards. The CAATE will present the Bob & Lynn Caruthers Service Award and Pete Koehneke Award at the 2022 Accreditation Conference in Atlanta, Georgia, this fall. Both awards recognize commitment to excellence in athletic training education. Learn more about each award and submit your nomination by Sunday, Aug. 21.

Bob and Lynn Caruthers Award

This award will be given to an individual that demonstrates the character and performance traits Bob and Lynn Caruthers displayed in their respective careers. Both Bob and Lynn demonstrated significant and distinguished service to professional and specialized accreditation, and excellence when working directly with constituent institutions.

Nominees should demonstrate a clear and consistent record of excellence in service to athletic training accreditation and the CAATE. Emphasis must be placed on the delivery of quality accreditation services to accredited programs and the institutions that house them.

Submit a nomination for the Bob and Lynn Caruthers Award.

The Pete Koehneke Award

The Pete Koehneke Award honors an outstanding leader who has made significant, ongoing contributions of exceptional value to athletic training education and accreditation over a sustained period of service.

Any individual associated with athletic training education or institutions and organizations that sponsor CAATE accredited programs is eligible to submit a nomination for this award. A minimum of 20 years of service to athletic training education or accreditation is required to be considered for the award.

Submit a nomination for the Pete Koehneke Award.

Additional information regarding these awards and the submission and selection processes can be found on the CAATE website. Contact the CAATE if you have any questions. 


Upcoming Dates

Oct. 7-8 – CAATE Annual Accreditation Conference