Date of Award

Spring 8-1-2006

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Athletic Training

First Advisor

Catherine Stemmans

Second Advisor

Jody Brucker

Third Advisor

David Langley

Abstract

Context: For optimal preparation for the Board of Certification (BoC) examination, the environment in which a student learns should be designed to disseminate the appropriate knowledge in a sequenced, timely manner. Objective: To determine if there is a relationship between progression of courses (prevention and care, first evaluation course, rehabilitation, modalities, organization and administration) and their respective timing on first-time pass rate of the written and overall BoC examination. Design: Multiple Pearson correlational analyses. Setting: Web-based survey. Patients or Other Participants: Program directors from 31 Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited entry-level undergraduate athletic training education programs (ATEP) consented to participate in this study. All NATA districts were represented except District 6 with institutions from every Carnegie status participating. The majority of programs had been accredited by CAAHEP for> 9 years (54.8%), and most had students apply to the ATEP during the freshman spring semester (51.6%). Main Outcome Measure(s): Based on content, courses were linked with domain score(s) from the written exam. These scores were correlated with semesters to provide beneficial timing of each course. First-time pass rates ofthe written and overall BoC exam of institutions were correlated with the number of courses the institution had in beneficial timing. Results: Beneficial placement for the first evaluation course is spring semester of the freshman year (r=0.358, P<0.05), and organization and administration is fall semester of the junior year (r=0.477, P

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