Technical Standards for Admission, Academic Progression, and Graduation.

  1. Athletic Training education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills, professional attitudes, and behaviors. Standards presented in this document are prerequisite for admission and graduation from the Bethune-Cookman MAT Program. All courses in the curriculum are required in order to develop the essential skills necessary to become a competent practitioner. A candidate for the Athletic Training Program must have aptitude, abilities, and skills in the following five areas in order to perform in a reasonably independent manner.

An Athletic Training candidate must have aptitude, abilities, and skills in five areas: observation; communication; motor; conceptual, integrative and quantitative; and behavioral and social. Technological compensation can be made for some handicaps in these areas, but a candidate should be able to perform in a reasonably independent manner. The use of a trained intermediary would mean that a candidate's judgment must be mediated by someone else's power of selection and observation. Therefore, third parties cannot be used to assist students in accomplishing curricular requirements in the five skill areas specified below.

A candidate should be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the sense of vision and other sensory modalities. It is enhanced by the functional use of the sense of smell.

A candidate should be able to speak, to hear and to observe patients in order to elicit information, describe changes in mood, activity and posture, and perceive nonverbal communications. A candidate must be able to communicate effectively and sensitively with patients. Communication includes not only speech, but also reading and writing skills. The candidate must be able to communicate effectively and efficiently in oral and written form with all members of the health care team.

Motor Coordination or Function
Candidates should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. A candidate should be able to execute motor movements reasonably required to provide general care and emergency treatment to patients including cardiopulmonary resuscitation, application of pressure to stop bleeding, application of bandages for wound care, patient transport, and manual therapies. Such actions require coordination of both gross and fine muscular movements, equilibrium and functional use of the sense of touch and vision.

Intellectual, Conceptual, Integrative and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, a critical skill demanded of Athletic Trainers, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.

Behavioral and Social Attributes
Candidates must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the physical assessment and care of patients, and the development of mature, sensitive and effective relationships with patients, coaches, medical professionals, and family members. Empathy, integrity, concern for others, interpersonal skills, interest and motivation are all personal qualities that should be assessed during the admission and educational processes.

Candidates must have somatic sensation and functional use of the senses of vision and hearing. Candidates’ diagnostic skills will also be lessened without the functional use of the senses of equilibrium smell and taste. Additionally they must have sufficient exteroceptive sense (touch pain and temperature) and sufficient proprioceptive sense (position pressure, movement, stereognosis and vibratory) and sufficient motor function to permit them to carry out the activities described in the section above. They must be able to consistently, quickly, and accurately integrate all information received by whatever sense(s) employed, and they must have the intellectual ability to learn, integrate, analyze and synthesize data.

The College of Health Sciences and MAT program will consider for admission any applicant who demonstrates the ability to perform or to learn to perform the skills listed in this document. Student’s success will not only be measured on their scholastic accomplishments, but also on their physical and emotional capacities to meet the full requirements of the school’s curriculum, and to graduate as skilled and effective practitioners.

Candidates are asked to address the following questions in consideration of these requirements:

  1. 1. Is the candidate able to observe demonstrations and participate in skill laboratories?
  2. Is the candidate able to analyze, synthesize, extrapolate, solve problems and reach diagnostic and therapeutic judgments?
  3. Does the candidate have sufficient use of the senses of vision and hearing and the somatic sensation necessary to perform an assessment examination?
  4. Can the candidate reasonably be expected to relate to patients and establish sensitive, professional relationships with patients?
  5. Can the candidate reasonably be expected to communicate the results of the examination to the patient and to his or her colleagues with accuracy, clarity and efficiency?
  6. Can the candidate reasonably be expected to learn and perform assessment tests and procedures?
  7. Can the candidate reasonably be expected to perform with precise, quick and appropriate actions in emergency situations?
  8. Can the candidate reasonably be expected to display good judgment in the assessment and treatment of patients?
  9. Can the candidate reasonably be expected to possess the perseverance, diligence, and consistency to complete the Athletic Training Program curriculum and enter the practice of Athletic Training?
  10. Can the candidate reasonably be expected to accept criticism and respond by appropriate modification of behavior

Students with Disabilities
Graduates must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. The B-CU MAT program acknowledges Section 504 of the 1973 Vocational Rehabilitation Act and PL 103-336, the Americans with Disabilities Act (ADA), but ascertains that the above minimum standards must be present for Athletic Training candidates.

B-CU is committed to the principles of Equal Educational and Employment Opportunities without regard to disabilities. Students with disabilities apply under the same guidelines as other students. If a student feels a disability has had an impact on grades, course choice or standardized admission test scores, the student may request consideration of this in the admissions process. Documentation of the disability and its relationship to the failure to satisfy a specific B-CU requirement should be submitted with the application for admission.

The Office of Disabilities Services coordinates learning assistance to eligible students with disabilities. Course related assistance and accommodations such as reader services, interpreters, alternative exam administration, note takers and adaptive equipment are available through this office.

Professionalism Guidelines
As an allied health care profession recognized by the American Medical Association (AMA), B-CU’s MAT program promotes and encourages behaviors that reflect the values, standards and codes of practice for which its membership will be held accountable. As such, the B-CU Athletic Training Program faculty encourages the Athletic Training students to acquire and exhibit desirable professional attributes. This assessment of professionalism will be left to the discretion of the professor. Students should refer to examples below, the Board of Certification (BOC) Code of Ethics, and other documents related to professional behavior. Examples may include, but are not limited to, unexcused or excessive absences, unexcused or excessive tardiness, classroom disruption, inappropriate use of technology in the classroom, not being prepared for classroom discussion, inappropriate dress, etc. If you have any questions regarding professional behaviors please discuss your concerns with the professor of the class.