A National Study on the Relationship Between Programmatic Factors and Athletic Training Education Board of Certification Pass Rates

Abstract

Context In athletic training education, the first-time Board of Certification (BOC) pass rate is a significant marker of a program's success, and the Commission on Accreditation of Athletic Training Education (CAATE) and requires programs to maintain a first-time 3-year aggregate BOC examination pass rate over 70% (Standard 11). Published research on BOC pass rates on professional master's (PM) programs is limited. Therefore, it is essential to identify modifiable factors that have a relationship with first-time pass rates. Objective The aim of this study aim was to investigate the relationships between programmatic factors and the first-time BOC pass rate for PM athletic training students while controlling for student and institutional factors. This study is necessary to fill the literature gap and identify PM programmatic factors that may be significant in predicting student success in PM athletic training programs. Design Cross-section study. Setting A multiple regression analysis of program-level data that captured student, programmatic, and institutional factors obtained from the deidentified CAATE data was conducted on 77 PM athletic training programs in the 2018–2019 reporting year. Main Outcome Measure(s) Independent variables included in the study were institutional type, admissions selectivity, cohort diversity, clinical immersion hours per week, students per core faculty member, students per lab faculty member, percent doctoral faculty, and total spending on professional development. The dependent variable was the programmatic 1-year, first-time BOC pass rate. Results A significant positive relationship was found between admissions selectivity, clinical immersion hours per week, percentage of doctoral faculty, and total amount spent on professional development and 1-year, first-time BOC program pass rates. These results suggest that increased programmatic investments into development of faculty and the evaluation of the clinical immersive experience may help programs increase their first-time BOC pass rate.

Do I Need Institutional Review Board Approval? Applying the 2018 Institutional Review Board Revised Common Rule to Athletic Training Educational Research

“…Another educational technique article looking at implementation of a class project, which published student quantitative and qualitative feedback, was not considered research by a different IRB. 11 The study of Rippon et al 12 examining programmatic factors and Board of Certification pass rates using deidentified data was also not considered research, therefore not requiring IRB review. These publications demonstrate that what may have previously required IRB review may no longer be considered research by the RCR.…”