WWW.BOCATC.ORG EFFECTIVE JANUARY 2016 Certainty for the

Transcription

BOC APPROVED PROVIDER HANDBOOK
Certainty for the
B O C Approved Provider
W W W. B O C AT C . O R G
E F F EC T I V E J A N U A R Y 2 0 1 6
Congratulations!
You have been approved as a Board of Certification
(BOC) Approved Provider. You are now qualified to
offer Level I continuing education (CE) activities to
BOC Certified Athletic Trainers (ATs). Please display
the certificate that identifies you as a BOC Approved
Provider where ATs may recognize your elite status.
The BOC approves individuals, companies and
organizations to provide CE activities to ATs. The
provider status is a blanket approval, which is granted
annually and covers all Category A live events and
home study programs offered by the provider that
meet the Standards for BOC Approved Providers and
comply with the BOC Approved Provider Handbook.
Evidence Based Practice (EBP) Category programs
are approved on an individual basis under a separate
application.
In this handbook, you will find all the information you
need to offer CE activities for ATs. It includes the roles
and responsibilities of the BOC Approved Provider;
Standards for BOC Approved Providers;
Non-Compliance Guidelines and Procedures;
checklists for what to do before, during and after an
event; guidance on assigning continuing education
units (CEUs); and much more. Please review the table
of contents on the next page and study each section.
The BOC appreciates your time, cooperation and
efforts as a CE provider.
Benefits & Services
Participating in the BOC Approved Provider Program allows you to be knowledgeable, visible, connected and re
sourceful. The success of your education programs is important to the BOC. Below are some benefits and services
offered exclusively to you, as a BOC Approved Provider.
Be Knowledgeable
You will be provided with useful information to help you understand the roles and responsibilities of BOC Approved
Providers as well as assistance with program development and promotion.
Be Visible
The BOC Approved Provider logo was created to help BOC Approved Providers promote their programs to ATs. You are encouraged to include the logo on marketing materials and websites to let ATs know you’re the one to meet their
continuing education needs.
The BOC Approved Provider Directory is an online listing of all current and expired BOC Approved Providers. ATs reference the directory to identify organizations that provide eligible CE programs. Your contact information is included
to help connect ATs directly to you. Through an online system, you will manage and promote all of your CE programs
on the BOC website.
Be Connected
Coming soon, the Approved Provider Network will be an online forum that will allow you to connect with other BOC Approved Providers to discuss current trends, issues and best practices in providing continuing education programs.
All BOC Approved Providers will be invited to participate in the forum.
The AP Update is a semi-annual publication for BOC Approved Providers. This newsletter contains the latest
information about CE, news from the BOC and trends in athletic training.
The BOC helps to promote CE programs and services with a variety of print and electronic opportunities to reach
ATs and grow your audience. Opportunities include mailing lists and e-blast services, web space on the BOC website,
print advertising and sponsorship opportunities. Be Certain.™ to connect with the BOC through social media and
reach thousands of ATs.
Be Resourceful
The BOC works to support you through developing and providing numerous resources. These are easily accessible and can be found on the BOC website. Some of the resources include templates and examples for all BOC
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requirements, as well as “how-to” videos.
Your Approved Provider Information
BOC Contact Information
BOC Approved Provider Name:
BOC Approved Provider Number:
BOC CentralTM Username:
BOC CentralTM Password:
Board of Certification
Approved Provider Program
1415 Harney St Ste 200
Omaha NE 68102
Voice: (402) 559-0091
Toll free: (877) 262-3926
(877-BOC-EXAM)
Fax (402) 561-0598
Email: [email protected]
Website: www.bocatc.org
Table of Contents
What is an Athletic Trainer?
4
Continuing Education Requirements
4
BOC Approved Provider Roles and Responsibilities
5
Provide Continuing Education to ATs
5
Develop Programs in Accordance with the Standards for BOC Approved Providers
5
Annual Renewal of BOC Approved Provider Status
5
Guidelines for Administration and Business Practices
6
Administration Guidelines
6
Business Practices Guidelines
6
Continuing Education Program Development
8
Determine CE Category
8
Determine Program Type
9
Determine Audience
9
Determine Topic and Content
9
Identify and Secure Qualified Instructors
9
Develop Measurable Learning Objectives
10
Determine Level of Difficulty
11
Create Participant Assessments
11
Create Program Evaluations
11
Continuing Education Program Logistics
12
Prior to the Event
12
During the Event
15
After the Event
15
Non-Compliance Guidelines and Procedures
16
Frequently Asked Questions
18
Appendices and Resources
19
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What is an Athletic Trainer?
Athletic Trainers (ATs) are healthcare professionals who collaborate with physicians. The services provided by ATs
comprise prevention, emergency care, clinical diagnosis, therapeutic intervention and rehabilitation of injuries and
medical conditions. Athletic training is recognized by the American Medical Association (AMA) as a healthcare
profession.
Athletic Training Practice
The practice of athletic training is covered through 5 practice domains identified in the Role Delineation
Study/Practice Analysis, Sixth Edition (RD/PA6). The RD/PA identifies essential knowledge and skills for the athletic training profession and is updated every 5-6 years. The 5 domains are identified below. Additional details regarding each domain can be found in Appendices and Resources.
• Injury/Illness Prevention and Wellness Protection - Educating participants and managing risks for safe performance
and function.
• Clinical Evaluation and Diagnosis - Implementing standard evaluation techniques and formulating a clinical
impression for the determination of a course of action.
• Immediate and Emergency Care - Employing standard care procedures and communicating outcomes for efficient
and appropriate care of the injured.
• Treatment and Rehabilitation - Reconditioning participants for optimal performance and function.
• Organizational and Professional Health and Well-being - Understanding and adhering to approved organizational
and professional practices and guidelines to ensure individual and organizational well-being.
Continuing Education Requirements
ATs must complete a predetermined number of continuing education units (CEUs) within a given time period. ATs have a variety of methods and eligible activities to complete the requirements, including completion of CE programs with BOC Approved Providers.
Athletic Trainers are required to complete a minimum number of BOC Approved EBP continuing education (CEUs)
units during the certification maintenance period.
• ATs certified in 2015 or before must complete a total of 50 CEUs, including 10 EBP CEUs due December 31, 2017
• ATs certified in 2016 must complete a total of 25 CEUs, including 5 EBP CEUs
Category A: Programs in this category are offered by BOC Approved Providers.
EBP Category: Programs in this category are offered by BOC Approved Providers and are pre-approved programs
(live events or home studies) that meet basic EBP principles.
All CE requirements can be achieved through completion of EBP and Category A programs.
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BOC Approved Provider Roles and Responsibilities
A. Provide Continuing Education to ATs
BOC Approved Providers are responsible for providing CE programs and complying with the Standards for BOC
Approved Providers and the BOC Approved Provider Handbook.
The purpose of CE is to promote continued competence, develop current knowledge and skills and enhance
professional skills and judgment. CE activities must be intended for healthcare providers and focus on increasing knowledge, skills and abilities related to the practice of athletic training.
CE is meant to ensure ATs continue to:
• Stay on the cutting edge in the field of athletic training
• Obtain current professional development information
• Explore new knowledge in specific content areas
• Master new athletic training related skills and techniques
• Expand approaches to effective athletic training
• Further develop professional judgment
• Conduct professional practice in an ethical and appropriate manner
• Improve patient outcomes
B. Develop Programs in Accordance with the Standards for BOC Approved Providers
BOC Approved Providers and CE programs must align with the Standards for BOC Approved Providers. The
Standards are divided into 6 functional sections. The Standards can be found in their entirety in
Appendices and Resources.
• Administration
• Business Practices
• Content
• Development and Instruction
• Assessment
• Review and Evaluation
C. Annual Renewal of BOC Approved Provider Status
Providers must renew annually to maintain their elite BOC Approved Provider status and continue to provide
Category A or EBP programs to ATs. Renewal consists of an Annual Renewal Fee and Annual Report. Providers who
do not complete both components of the renewal will lose their BOC Approved Provider status.
The purpose of the report is to highlight important aspects of CE programs and to review their performance. The
Annual Report will reflect on CE programs offered to Athletic Trainers during the previous year. The report will include program outcomes, participants’ perception of enhanced professional effectiveness and improvements for future
CE programs.
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Guidelines for Administration and Business Practices
Administration Guidelines
As a BOC Approved Provider, you will engage in a variety of administrative duties during the development, execution and maintenance of CE programs. A complete list of administrative requirements is in Section 1 of the Standards for
BOC Approved Providers.
As a BOC Approved Provider, you must:
• Comply with BOC guidelines
• Identify 1 individual as a contact person who will be responsible for communicating with the BOC and disseminating
information to anyone who will provide instruction to ATs
• Respond to all BOC staff inquiries and customer complaints
• Notify the BOC of any organizational changes
• Not assign or transfer your provider number to another individual or organization. Agreements clearly defining the
working relationship between parties must be developed for co-sponsorship opportunities
Business Practices Guidelines
BOC Approved Providers adhere to the Code of Ethics outlined in Section 2 of the Standards for BOC Approved Providers and employ the business practices below.
Appropriate Language
Respect for your organization, administrators, instructors and participants is important. Be sure to use language that does not show personal or professional bias or cultural insensitivity. Also, be sure your terminology is correct.
Commonly confused terms include the following:
AT and ATC
An AT is a person, while ATC is a credential. AT refers to the person (e.g., Jane Doe is an AT).
ATC appears only after a Certified Athletic Trainer’s name (e.g., Jane Doe, ATC)
Athletic Trainer
and trainer
Always write Athletic Trainer or BOC Certified Athletic Trainer. By itself, “trainer” does not
distinguish between Athletic Trainers and other professionals
BOC and NATA
The BOC is the credentialing agency that certifies ATs and approves organizations to offer
continuing education. The National Athletic Trainers’ Association (NATA) is the professional
membership association for Certified Athletic Trainers and others who support the athletic
training profession. You are a BOC Approved Provider
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Non-Discriminatory Practices
No individual should be denied participation in CE programs offered by BOC Approved Providers on the basis of race, color, national origin, religion, sex, disability, military status, sexual orientation or age.
To prevent discrimination from occurring, BOC Approved Providers must:
• Promote equality and diversity at all times
• Recognize and respond to the needs and requirements of the participants who attend CE programs
• Ensure presenters are aware of the requirements and avoid discrimination during the administration of
programs and activities
• Allow ATs to participate in CE programs as sole credential holders
Examples of discrimination include but are not limited to:
• Rejecting registrants because of their ethnic background
• Making inappropriate statements about a patient’s sexual orientation during a presentation
• Treating people the same way when 1 person has special needs that need to be considered. For example, disabled individuals may need access to a building; however, treating them the same as able-bodied people
could prevent them from accessing the same facilities
• Requiring ATs to be credentialed as a physician assistant/physical therapist/chiropractor etc. to attend
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CE programs
Copyright
BOC Approved Providers must ensure copyright permission of materials used by program developers, instructors or others are identified on all program materials. Audio-visual and program related materials should not be excluded.
Information may be obtained through a Speaker Release Form, leasing agreement or other documentation to identify the permission of use for protected program materials.
Logos
The BOC Approved Provider logo may not be used on or in conjunction with resale items, products or clothing. The BOC corporate logos (below) and the BOC name may NOT be used in conjunction with marketing materials, resale items, products or clothing.
Conflict of Interest
BOC Approved Providers shall make public potential and actual conflicts of interest and financial gain associated with any programs, providers, instructors or sponsors. Conflicting interest or a conflict of interest is a situation in which
social, professional or financial considerations have the potential to compromise or bias objectivity. An apparent
conflict of interest is one in which a reasonable person would think the provider’s objectivity is likely to be
compromised.
An effective and responsible conflict of interest policy should clearly specify the relationships and activities that are
acceptable, those that are prohibited and provide clear guidelines on how to make certain all such arrangements are transparent. BOC Approved Providers should create a transparent system where conflicts of interest for providers,
instructors or sponsors can be declared.
BOC Approved Provider Conflicts
BOC Approved Providers must
adhere to the Standards and declare
conflicts of interests
BOC Approved Providers must
disclose financial gain, commercial
support and confirm the purpose of
the program is not to promote goods
or services to participants
Ensure commercial support does not
interfere with the CE program
The purpose of the program cannot
be promotion of goods or services to
the participants
Content determined as sales
oriented must be excluded from CE
credit
Product specific narrative should be
eliminated from programs
Instructor Conflicts
Instructors must adhere to the
Standards for declaring conflicts of
interest
Instructors must make public potential
and actual conflicts of interest and
financial gain associated with any
programs
Whenever an instructor has a conflict
of interest, he or she shall declare
the conflict with the BOC Approved
Provider and at the beginning of the
program
Each instructor shall disclose any
personal interest he or she may have
in any business that would be in
conflict with the goals or objectives
of the BOC Approved Provider or
program
Sponsor Conflicts
Disclosure of potential conflict for
program sponsors must also be
addressed
At a minimum, identify any and all
sponsors in printed program materials
In addition to print materials,
providers may choose to publish
program sponsors online or through
presentation slides
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Cancellation/Refund Policy
Programs that require a registration fee must also include a cancellation/refund policy. The BOC does not
regulate the content of the cancellation policy; however, the policy shall be clearly indicated to potential
participants on promotional and registration materials. Programs that are free of charge should be identified as
such. Free programs are not required to supply a cancellation/refund policy.
Continuing Education Program Development
Determine CE Category
As a BOC Approved Provider, you are authorized to offer Category A CE programs to ATs through live events
and home study programs. Programs with the Evidence Based Practice Category designation are reviewed on
an individual basis under a separate application process.
A. Category A: BOC Approved Provider Programs
As a BOC Approved Provider, you are authorized to offer CE programs to ATs for Category A CEUs. The
BOC does not approve individual Category A programs. Once BOC Approved Provider status is obtained, the
provider status is a blanket approval for all Category A CE programs the BOC Approved Provider may offer,
as long as the programs comply with all facets of the BOC Approved Provider Handbook. Program types may
include live events and home study programs. ATs may complete the majority of their CE requirements through
programs with BOC Approved Providers.
B. Evidence Based Practice Category: BOC Approved Provider Programs
The Evidence Based Practice (EBP) category requires all ATs to complete a minimum number of BOC Approved
EBP programs each certification maintenance period. All EBP category programs, including live events and
home study programs, will undergo review for BOC pre-approval.
Types of EBP Programs
• Foundations of EBP programs enhance a clinician’s ability to understand EBP methodology, find and
evaluate evidence, and apply it to clinical practice
• Clinical EBP programs are organized around a clinically appraised topic – such as evaluation, treatment
and rehabilitation – following the 5-step EBP process below
EBP programs are created using 5 steps:
1. Ask a searchable clinical question
2. Find the best evidence to answer the question
3. Appraise the evidence
4. Apply the evidence with clinical expertise, taking the patient’s wants/needs into consideration
5. Evaluate the effectiveness and efficiency of the process
All CE programs wishing to use the label “BOC Approved EBP Programs” must be pre-approved through an
application process. Approved Clinical EBP programs expire after 2 years unless the provider discontinues the
program prior to expiration. Approved Foundations of EBP programs expire after 5 years unless the provider
discontinues the program prior to expiration. Course expiration is always on December 31st. BOC Approved
Providers must notify the BOC of additional dates and locations where approved EBP programs are presented.
Diversity among topics is encouraged in order to provide appropriate content for all clinicians relative to their
level of expertise with EBP. The BOC will post all BOC Approved EBP courses on the website as a resource
for ATs.
The number of CEUs that can be offered for each course will be determined by the BOC based on the
application content. Please allow extra time for processing.
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Determine Program Type
A. Live Events
Live events are programs that involve interaction between the instructor and participant in real time. Programs
may be in person or online. Conferences, conventions, grand rounds, labs, symposiums, webinars and
workshops are acceptable methods of instruction for live events.
B. Home Study Programs
“Home study” is defined as an individually-completed program whose content is contained in written,
computerized or videotaped media. Home study programs do not have a live facilitator or presenter, but may
have an instructor via video, CD or web recording. Home study programs must meet the same standards as any
other CE program. BOC Approved Providers must use specific criteria when determining the number of CEUs
for recorded and text-based or non-timed courses. More information is provided on page 12.
Determine Audience
The target audience must include ATs. Programs must be intended for the credentialed healthcare and/or
wellness provider. Programs with other credentialed healthcare participants are acceptable to create common
knowledge across disciplines and promote multidisciplinary education. Programs targeted at non-credentialed
fitness or wellness professionals and lay persons - such as patients, parents, coaches, administrators or
educators - would not meet BOC Standards.
Determine Topic and Content
During program development, ensure the program content aligns with the Role Delineation Study. The study
defines the current knowledge, skills and abilities required for practice in the athletic training profession. As
mentioned previously, the Role Delineation Study includes domains and task statements. Match the content of
the program description and educational objectives to at least 1 of the task statements. BOC staff are available
to assist in making this determination.
CE programs must focus on increasing knowledge, skills and abilities related to the practice of athletic training
and be delivered at or above entry-level knowledge and skill for ATs.
Utilize educational methods appropriate for the stated program objectives, skill level of the intended audience
and facilities and communication platform used for the program. Structure the transfer of knowledge,
application and/or practice needs of the AT. Content must be based on evidence that is generally accepted by
healthcare professionals. Participation programs should have limited group size to ensure adequate interaction
with instructors.
Identify and Secure Qualified Instructors
Program developers should identify potential instructors of educational programs who demonstrate documented
experience, education and/or training to allow attendees to meet the learning objectives. Instructors should be
selected based upon their knowledge of the subject matter, experience and teaching ability, and ability to meet
the educational needs of the AT.
Instructors must provide a curriculum vitae or résumé identifying their qualifications to the BOC Approved
Provider.
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Develop Measurable Learning Objectives
Development of Measurable Learning Objectives creates an educational skeleton for the program and defines
the knowledge and/or skills the participants are expected to acquire through the completion of the program.
Bloom’s Taxonomy is a classification of learning objectives. It contains 6 levels of interaction, each building on
the previous (see pyramid below). By creating learning objectives with verbs that show measurement, you can
use appropriate program assessments to measure participant learning. Avoid using the following terms for
objective construction: appreciate, comprehend, experience, know, learn or understand.
Assessing theories; Comparison of ideas;
Evaluating outcomes; Solving; Judging;
Recommending; Rating
Evaluation
Using old concepts to create new ideas;
Design and invention; Composing; Imagining;
Inferring; Modifying; Predicting; Combining
Synthesis
Identifying and analyzing patterns;
Organizing ideas;
Recognizing trends
Analysis
Using and applying knowledge;
Using problem solving methods;
Manipulating; Designing;
Experimenting
Application
Understanding; Translating;
Summarizing;
Demonstrating; Discussing
Comprehension
Recall of information;
Discovery; Observation;
Listing; Locating;
Naming
Knowledge
To promote student thinking at various levels of Bloom’s Taxonomy, use the diagram below to structure questions
and assessments. Use the inner ring to identify the level of thinking you want to teach. These levels, also
shown in the pyramid diagram, are Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.
After choosing a level, select a verb from the middle ring. Finally, combine the verb from the middle level with a
product in the outer right to construct questions and assessments.
Diagram
Graph
Own statement
Speech
Photograph
Diagram
Graph
Model
Conclusion
Implication based
on idea
Causal relationships
Summary
Analogy
Outline
Map
Compare
Events
Project
Match
Defend
People
Forecast
Restate
Distinguish
Recordings
Diagram
Paraphrase Summarize
Newspapers
Illustration
Rewrite
Interrelate
Magazine articles
Paper that follows an Give example Interpret
Television shows
Organize
outline
Recognize
Express
Extend
Radio
Generalize
Solution
Identify
Explain
Illustrate
Text readings
Dramatize
Question
Locale
Films/videos
Prepare
List
Recite
Plays
Produce Choose
Select
Project
Comprehension
State
Film strips
Sketch
List
Drama
Label
Use
Name
Painting
Apply
Define
Sculpture
Knowledge
Application
Solve
Describe
Show
Memorize
Drama
Skit
Cartoon
Story
Tape recording
Speech
Photography
2
1
3
Judge
Relate
Evaluation
Analysis
Weigh
Criticize
Support Evaluate
Conclusion
Synthesis
Self-evaluation
Consider
Recommendation
Critique
Valuing
Recommend
Compose
Construct
Court trial
Summarize
Originate
Produce
Survey
Appraise
Hypothesize Plan
Evaluation
Develop
Create
Standard compared
Design
Invent
Standard established
Combine
Organize
Group discussion
Role play
6
4
5
Article
Invention
Report
Set of rules
Set of standards
Game
Machine
Experiment
Play
Book
Alternative
course of
action
Subdivide
Infer
Survey
Questionnaire
Compare Select
Argument
Analyze
Parts
of propaganda
Classify
Word defined
Point out
Statement identified
Distinguish
Conclusion checked
Categorize
Syllogism broken down
Report
Survey
Graph
Question
Song
Formulation of hypothesis
Image concept courtesy of
The Electric Educator,
http://electriceducator.blogspot.ca
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Determine Level of Difficulty
NATA’s Professional Development Committee (PDC) has developed a system of education levels for
programming. The PDC has developed 3 education levels: Essential, Advanced and Mastery. The knowledge
and skill content of each level builds upon previously-learned theory, concepts and applications.
Mastery
Includes the highest level of theory, concepts and
applications of knowledge of technique within a
specific area
Advanced
Includes in-depth theory, concepts and
applications of information and/or techniques that
are presented beyond the Essential Level
Essential
Includes core theory, concepts and applications
The definitions of levels have already been introduced to ATs. By indicating these education levels, the PDC
hopes ATs will optimize their CE experiences. The BOC and the PDC encourage all BOC Approved Providers
to use the 3 levels of education in program descriptions and marketing materials. Please use the following
statement when referring to education levels: “According to the education levels described by the PDC, the
following continuing education course is considered to be Essential/Advanced/Mastery Level.”
Create Participant Assessments
BOC Approved Providers create participant assessments to measure participants’ mastery of the program
content. The assessment allows participants to explain how they plan to incorporate the new skill and/or
knowledge into their clinical practice to improve patient outcomes. Assessments must reflect the educational
methods, measure the learning objectives of the program and provide participant feedback. Informal and formal
techniques may be utilized to assess participant learning. Examples include pre- and post-tests, scoring rubrics
and surveys, to name a few. Use Example Assessment Methods for Programs to develop appropriate participant
assessments and review Standard 5 for a complete list of assessment requirements.
Create Program Evaluations
BOC Approved Providers gather information for future program improvements through program evaluations.
A program evaluation is an appraisal tool that allows participants to provide feedback on the program’s
effectiveness and/or administration. A sample Program Evaluation form can be found on the BOC website.
Completed evaluations are reviewed and feedback is summarized for future program improvements. Standard 6
outlines all of the required components that must be addressed in program evaluations.
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Continuing Education Program Logistics
A. Prior to the Event
Create Program Schedule and Assign CEUs
The BOC uses the term “continuing education units” (CEUs) to define program credits. CEUs are based on
contact hours. A contact hour is the time actually spent in the educational portion of the program. One contact
hour equals 1 CEU. ATs must obtain 50 CEUs during each 2-year certification maintenance period. The
number of CEUs that can be offered for each Category A program will be determined by the BOC Approved
Provider using the guidelines below.
Live Events:
When calculating contact hours, credit may not be given for time spent in registration, breaks, exhibits, business
meetings and social activities. Meal functions must also be deducted except for the actual time of a content
speaker. Content determined as sales orientated must be excluded from CE credit. Portions of a full hour must
be rounded to the nearest quarter hour. See the example below.
Continuing Education Course Schedule
Contact Hours
CEUs Awarded
0
0
8:30-10:00 Lecture
1.5
1.5
10:00-10:15 Break
0
0
2.25
2.25
12:15-1:00 Lunch
0
0
1:00-2:00 Exhibits
0
0
2:00-5:00 Lecture
3.0
3.0
6.75 hours
6.75 hours
8:00-8:30 Registration
10:15-12:30 Lecture
Total
Home Study Programs:
BOC Approved Providers must use the following criteria when determining the number of CEUs for home study
programs:
• Recorded video, audio, CD-ROM, DVD and web presentations are based on time (1 hour = 1 CEU
and time will be rounded to the nearest quarter hour)
• Text-based and non-timed courses will be based on word count, level of difficulty and the number of
assessment questions; will be inserted into the following Mergener formula; and will be rounded to the
nearest quarter hour
• The Mergener formula provides an a priori method for assigning credit, based on estimated minutes
required to complete the home study materials. The formula is:
.9 x [- 22.3 + (0.00209 x word count) + (2.78 x number of questions) + (15.5 x level of difficulty^)]
Use this online calculator for easy determination: MERGENER FORMULA - TOUCHCALC
^Level of difficulty will use the following rating scale:
2-Essential Level
3-Advanced Level
4-Mastery Level
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Market Your Event
Program Directory
BOC Approved Providers are required to enter all CE programs offered to ATs through the Program Directory.
Programs should include all live events, webinars and home study programs that meet the Standards and CE
eligibility requirements for ATs. Providers offering employee-only events will be able to identify the program as
such. Program information must be provided through your online BOC Approved Provider Profile a minimum of
10 business days prior to the event start date. Late or no program submission will result in ineligible programs
for Category A CEUs, and the provider must notify course participants of the result.
Promotional Materials
Promotional material must be developed for each educational program. Materials for each program must clearly
indicate:
• Learning objectives
• Target audience
• Schedule and format
• Fee(s)
• Cancellation/refund policy
• Credentials of the instructor(s)
• Number of contact hours/CEUs that will be available
• Sponsors
• When advertising your BOC Approved Provider status, use the BOC Approved Provider logo, which can be found on the BOC website with guidelines for use, in addition to the following statement:
Company Name is recognized by the Board of Certification, Inc. to offer
continuing education for Certified Athletic Trainers.
Provider Directory
The BOC provides a resource chart to assist ATs with identifying BOC Approved Providers. The dynamic chart
is located on the BOC website. Ensure your contact information is current so participants can contact you
when interested in joining your program.
List Services
BOC lists are easy and convenient ways to reach an athletic training audience. Using a BOC mailing list and/or
email blast service will connect you with the right ATs for your program. Please see the List Order Form on the
BOC website for details.
Mailing List Rentals and Email Blast Service
• Use the largest and cleanest list of ATs in the United States and internationally
• Order targeted lists to reach the desired audience by specifying criteria such as professional setting, state, postal code, county, any-mile radius and more
• Use the BOC’s e-blast service for sending an e-blast on your behalf and tracking click/open rates
• Rent a list to be supplied to the mail house of your choice
Website Advertising
Choose from 9 areas of prime space on the BOC website, which averages more than 180,000 monthly hits.
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Cert Update Advertising
Advertise in the BOC’s semiannual publication, which is distributed to athletic training students, educators and
more than 45,000 ATs.
Sponsorship Opportunities
Sponsors of the BOC’s biennial Athletic Trainer Regulatory Conference will reach leaders and representatives of
the athletic training and regulatory industries from all 50 states.
See the BOC media kit or visit the website for more information. Contact Mindy Lindquist, Sales and Marketing
Manager, to assist with any marketing and advertising needs at (402) 559-0091 ext. 119 or
[email protected].
Create Attendance Roster
BOC Approved Providers must maintain a roster of participants for each CE activity. A sample
Attendance Roster can be found on the BOC website.
Create Statement of Credit
Each participant must receive documentation to verify participation in and completion of an activity. The
Statement of Credit should be provided at the conclusion of the event. A sample Statement of Credit can be
found on the BOC website.
The following must appear on the documentation:
• Title of the activity
• Date of event
• Participant’s name
• Number of contact hours/CEUs
• Signature of individual verifying attendance
• BOC Approved Provider name
• BOC Approved Provider logo
• BOC Approved Provider continuing education statement:
Category A: BOC Approved Provider Programs:
Company Name (BOC AP#: PXXXX) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers. This program is eligible for a maximum of # Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
BOC Approved EBP Programs:
Company Name (BOC AP#: PXXXX) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers. This program is eligible for a maximum
of # Evidence Based Practice Category hours/CEUs. ATs should claim only those
hours actually spent in the educational program.
Collect Instructor Documentation
BOC Approved Providers must document qualification of instructors. Collect a curriculum vitae, résumé or
biography for each program instructor and a completed Speaker Release Form identifying copyright and conflict
of interest information.
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B. During the Event
Provide Attendance Roster
Participant attendance must be documented for each CE activity. Live events should require each participant
to sign in at the beginning of the CE activity. Home study programs should retain registration and program
completion data.
Declare Conflicts of Interest
BOC Approved Providers, instructors and sponsors must declare any and all potential or actual conflicts of
interest.
Provide Participant Assessments
Provide assessments to each participant for completion. Collect, score and provide participants feedback in an
appropriate, timely and constructive manner.
Distribute Program Evaluations
Attendees should complete a program evaluation form after each event. Evaluations may be paper or electronic.
C. After the Event
Distribute Statements of Credit
Each attendee who signed in, completed the program, passed the participant assessment and completed a
program evaluation must receive a statement of credit after the conclusion of the event.
Review Program Evaluations
Program organizers must review feedback provided on program evaluation forms. The data collected should
be thoroughly evaluated and synthesized. Providers should use the summary of program feedback to make
improvements for future programs.
Provide Feedback to Instructors
Share feedback from the completed participant evaluation forms with program instructors. Instructors must be
informed of feedback to help improve their teaching and learning methods, as well as to determine quality and
effectiveness of presentations.
Conduct Internal Program Review
BOC Approved Providers conduct an independent or internal review no less than annually to determine the
effectiveness of a program. Standard 6 identifies the components that must be discussed by the organization to
identify and implement future program improvements.
Retain Records
You must keep the attendance record forms for 5 years following the program date. The information must be
made readily available to the BOC upon request when it is necessary to verify an AT’s participation in an activity
or to provide a replacement statement of credit to attendees.
Process Complaints
Any concerns or complaints raised by ATs should be addressed by the BOC Approved Provider. Complaints
received by the BOC will be investigated. The BOC will notify the BOC Approved Provider of the complaint
and follow the BOC Approved Provider Non-Compliance Guidelines and Procedures.
15
Non-Compliance Guidelines and Procedures
Introduction
The BOC Approved Provider Non-Compliance Guidelines and Procedures are intended to inform BOC
Approved Providers and BOC Certified Athletic Trainers of the guidelines and procedures used to manage
non-compliance matters by BOC Approved Providers.
All participants of the BOC Approved Provider Program are required to comply with the BOC Approved
Provider Program Handbook (Handbook) during the development, planning and execution of all continuing
education programs produced for Athletic Trainers. Providers who are non-compliant with the Handbook will
engage in the procedures below.
Complaints and Concerns
The BOC may initiate an official program review in the event it receives or discovers information indicating that a
participant of the BOC Approved Provider Program may not be complying with the Handbook.
Athletic Trainers may also submit a complaint or concern. Potential violations of the Handbook shall be in a
written and signed statement addressed to the BOC. This statement shall identify the provider alleged to be
involved and the facts concerning the alleged conduct in as much detail as possible and should include any
available documentation.
Procedures
• All complaints and concerns will be reviewed by the BOC
• The BOC shall notify providers of an official program review in writing and will require a response within
15 business days from the date notification is sent. The BOC may extend this period up to an additional 15
business days upon request
o The notification shall provide instruction on the materials needed from the provider to conduct the
official program review
• The BOC shall review all materials and providers shall be notified in writing of the outcome within
30 days of receipt
o Providers who are found to be non-compliant with the Handbook, shall be placed on probation and
have 30 days to make program corrections to become compliant
• Providers who do not achieve compliance within 30 days shall no longer be recognized as a
participant of the BOC Approved Provider Program
Failure to submit programs to the BOC Program Directory
As outlined in the Handbook, providers who offer BOC approved programs are required to submit program
information to the Program Directory. The purpose of the directory is to list all recognized continuing education
programs available to Athletic Trainers, including both live events and home study programs, and to promote the
provider.
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Procedures
• A completed electronic event form must be submitted to the BOC at least 10 business days prior to the
program start date
• The electronic form is available within the BOC Approved Provider Profile
• Providers shall list all continuing education programs available to Athletic Trainers, including both live or home
study, private or open registration to the directory
• Programs that are not posted to the directory 10 business days prior to the program date shall not be eligible for Category A continuing education
• Providers who offer programs not listed on the directory must contact participants to advise program
ineligibility
Failure to submit Annual Renewal and/or Annual Report
As outlined in the Handbook, BOC Approved Providers are required to complete an Annual Report. The purpose
of the report is to highlight important aspects of the program and review its performance.
Procedures
• The annual renewal fee is due to be received by end of business December 31 for the following year
• A completed annual report and all exhibits offered the previous year are due to be received annually by end of
business March 31st
• The annual report form is available within the BOC Approved Provider Profile
• Providers who do not submit an annual report, and do not make arrangements to submit an annual report
within 90 days of the due date shall have their provider status expire
Non-compliance with the Handbook may result in one or more of actions listed below.
Probation
The BOC may place a provider on probation. Probation may include the setting of conditions that must
be met in a specific period of time. A provider on probation is required to demonstrate compliance with
the Handbook and submit an annual report. Failure to comply may result in elimination of participation of
the BOC Approved Provider Program.
Expiration
The BOC may cease approval of a provider.
Using BOC provider status while NOT Approved
Providers that are no longer a participant of the BOC Approved Provider Program may not represent
themselves as a BOC Approved Provider, use the provider logo, unique provider ID or offer EBP Category or
Category A continuing education units to Athletic Trainers.
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Frequently Asked Questions
Q. How do I assign CEUs?
A. Review the section “Create Program Schedule and Assign CEUs.”
Q. Do I have to send BOC attendance records after each program?
A. No, BOC Approved Providers do not have to submit materials to the BOC immediately after each event.
However, please retain them for your records for 5 years. Use them to verify attendance should an AT request a
replacement certificate and complete the Annual Report.
Q. Do I have to seek approval for each program after I become a BOC Approved Provider?
A. The BOC approves providers of CE activities. Approval is granted annually for Category A programs and
covers courses offered by the provider that comply with all components of the Standards for BOC Approved
Providers and BOC Approved Provider Handbook. Providers must list all programs, live or home study, private
or open registration, on the Program Directory a minimum of 10 business days prior to the start date. Programs
not listed on the directory are not eligible for Category A CEUs. EBP Category programs are individually
reviewed through a separate application process.
Q. How do I know if program content falls within the domains of athletic training?
A. Review the Role Delineation Study. If necessary, contact the BOC for assistance in determining if an event is
applicable to the athletic training profession.
Q. Is there a difference between an event host and the provider?
A. The host of the event is considered the organization that provides the venue. The provider of the program is
the organization that supplies marketing materials, tracks registration, collects fees, distributes CE certificates
and maintains documentation. The provider of the program must be a current BOC Approved Provider in order
to provide Category A CEUs to ATs.
Q: How do I obtain the Evidence Based Practice designation for my continuing education program?
All CE programs wishing to use the label “BOC Approved EBP Programs” must be pre-approved through a
separate application process. EBP applications and resources are available on the BOC website.
Q: How do we renew our BOC Approved Provider status?
BOC Approved Providers wishing to participate in the BOC Approved Provider Program will renew annually.
The renewal will consist of an Annual Renewal Fee, due by December 31st of each year, and submission of an
Annual Report, due by March 31st of the following year. The Annual Report will consist of program outcomes
offered to Athletic Trainers during the previous year. Providers who do not complete both components of the
renewal will lose their BOC Approved Provider status.
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Appendices and Resources
Role Delineation Study/Practice Analysis, Sixth Edition (RD/PA6)
Standards for BOC Approved Providers
Attendance Record Form
Statement of Credit
Speaker Release Form
Measurable Learning Objectives
Example Assessment Methods
Participant Assessment Template
Program Evaluation Template
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Role Delineation Study/Practice Analysis, Sixth Edition Content Outline Domain Descriptions and Task Statements Domain Title Description Injury/Illness Prevention and Wellness Educating participants and managing risk for safe Protection performance and function. A key aspect of the athletic trainer’s (AT) education and training is in the area of prevention and risk management. The AT is the front‐line professional charged with this duty. Many individuals come to activity in less than ideal condition. They may suffer from disorders such as sickle‐cell trait, diabetes or have other conditions predisposing them to injury or illness. Pre‐participation screenings are critical to identifying risks and putting prevention plans into action. Additional prevention and risk management strategies undertaken by the AT range from on‐site reviews for hazards, monitoring environmental conditions and educating participants on nutrition and performance enhancing drugs to monitoring for overtraining, maintenance of clinical and treatment areas, and development of emergency action plans. 1 Task 0101 0102 0103 0104 0105 0106 0107 Description Minimize risk of injury and illness of individuals and groups impacted by or involved in a specific activity through awareness, education, and intervention. Interpret individual and group pre‐participation and other relevant screening information (e.g., verbal, observed, written) in accordance with accepted and applicable guidelines to minimize the risk of injury and illness. Identify and educate individual(s) and groups through appropriate communication methods (e.g., verbal, written) about the appropriate use of personal equipment (e.g., clothing, shoes, protective gear, and braces) by following accepted procedures and guidelines. Maintain physical activity, clinical treatment, and rehabilitation areas by complying with regulatory standards to minimize the risk of injury and illness. Monitor environmental conditions (e.g., weather, surfaces, client work‐setting) using appropriate methods and guidelines to facilitate individual and group safety. Maintain or improve physical conditioning for the individual or group by designing and implementing programs (e.g., strength, flexibility, CV fitness) to minimize the risk of injury and illness. Promote healthy lifestyle behaviors using appropriate education and communication strategies to enhance wellness and minimize the risk of injury and illness. 20
Domain Title Description Implementing standard evaluation techniques and formulating a clinical impression for the determination of a course of action. An AT may be asked to perform in one or more distinct evaluation areas: 1) the pre‐participation examination which assists in determining the readiness of an individual to participate in physical activities, 2) an on‐field evaluation for acute conditions that had occurred during activity using the primary and secondary survey models, 3) a clinical evaluation , often occurring in a clinical or athletic training facility and 4) the ongoing evaluation of progress of an injury or illness assisting the AT in advancing or modifying current care and making return to play decisions. Through the use of a sequential evaluation process and with the understanding of the injury pathology and any co‐
morbidities of the affected individual the AT provides a clinical diagnosis, determine appropriate immediate care, and establish short and long term goals for the affected individual. Task Description Obtain an individual’s history through observation, interview, and/or review of relevant records to 0201 assess current or potential injury, illness, or health‐related condition. Examine by appropriate visual and palpation techniques the involved area(s) of an individual’s body to 0202 determine the type and extent of the injury, illness, or health related condition. Examine by appropriate and specific tests (e.g., ROM, special tests, neurological tests) the involved 0203 area(s) of an individual’s body to determine the type and extent of the injury, illness, or health‐related condition. Formulate a clinical diagnosis by interpreting the signs, symptoms, and predisposing factors of the 0204 injury, illness, or health‐related condition to determine the appropriate course of action. Educate the appropriate individual(s) about the clinical evaluation by communicating information 0205 about the current or potential injury, illness, or health‐related condition to encourage compliance with recommended care. 2 Clinical Evaluation and Diagnosis 21
Domain Title Description Employing standard care procedures and communicating outcomes for efficient and appropriate care of the injured. The profession of athletic training is unique in that the athletic trainer may be present at the time of an injury or emergency. This requires the clinician be prepared and proficient in all aspects of emergency care. Preparation includes writing, rehearsing and executing emergency action plans for every venue for which the AT is responsible. The AT must demonstrate excellent communication skills, both verbal and/or written, in order to transfer vital assessment information to the healthcare provider, parent, supervisors and others that are involved in the healthcare of the individual. The recognition of signs and symptoms of life‐threatening conditions is the cornerstone of effective management of emergencies. ATs have a vast knowledge of medical conditions that can quickly become emergencies and because the AT is often on‐site, they are the primary healthcare professional able to intervene. There are times that injuries require care that warrant referrals. It is the ATs who recognizes these conditions and selects the most effective and safest method to transport the individual to the appropriate healthcare professional. Task Description Coordinate care of individual(s) through appropriate communication (e.g., verbal, written, 0301 demonstrative) of assessment findings to pertinent individual(s). Apply the appropriate immediate and emergency care procedures to prevent the exacerbation of 0302 non‐life‐threatening and life‐threatening health conditions to reduce the risk factors for morbidity and mortality. Implement appropriate referral strategies, which stabilize and/or prevent exacerbation of the 0303 condition(s), to facilitate the timely transfer of care for conditions beyond the scope of practice of the Athletic Trainer. Demonstrate how to implement and direct immediate care strategies (e.g., first aid, Emergency Action 0304 Plan) using established communication and administrative practices to provide effective care. 3 Immediate and Emergency Care 22
Domain Title Description Reconditioning participants for optimal performance and function. Following injury, the AT serves as the clinician who designs, administers and executes a plan of care. Included within this plan of care is the implementation of appropriate techniques, procedures, practices and methods that are designed to provide the patient with optimal outcomes. Acting under the direction of a physician and within the scope of practice acts and/or BOC Standards of Professional Practice, the athletic trainer provides a plan of care that is realized through the evaluation of the patient. Protection from additional insult and appropriate steps toward optimal recovery are included in the ATs plan and execution of care. Effective and clear communication to the patient and appropriate individuals concerned with the patient’s care is critical to achieving full return to activity. Treatment objectives are outlined using short and long‐term goals. These goals are achieved using appropriate treatment/rehabilitation methods available to the AT. Selection of various treatment/rehabilitation modes is based on sound rationale, appropriate standards of health care, reliable clinical judgment and when available, evidence based medicine. Task Description Administer therapeutic and conditioning exercise(s) using appropriate techniques and procedures in 0401 order to aid recovery and restoration of function. Administer therapeutic modalities (e.g., electromagnetic, manual, mechanical) using appropriate 0402 techniques and procedures based on the individual’s phase of recovery to restore functioning. Apply braces, splints, or other assistive devices according to appropriate practices in order to facilitate 0403 injury protection to achieve optimal functioning for the individual. Administer treatment for injury, illness, and/or health‐related conditions using appropriate methods to 0404 facilitate injury protection, recovery, and/or optimal functioning for individual(s). Reassess the status of injuries, illnesses, and/or conditions using appropriate techniques and 0405 documentation strategies to determine appropriate treatment, rehabilitation, and/or reconditioning and to evaluate readiness to return to a desired level of activity. Provide guidance and/or referral to specialist for individual(s) and groups through appropriate 0406 communication strategies (e.g., oral and education materials) to restore an individual(s) optimal functioning. 4 Treatment and Rehabilitation 23
Domain Title Description Understanding and adhering to approved organizational and professional practices and 5 guidelines to ensure individual and organizational well‐being. ATs are charged with many responsibilities including: (1) injury/illness prevention and wellness protection, (2) clinical evaluation and diagnosis, (3) immediate and emergency are, and (4) treatment and rehabilitation. However, in order to properly implement any type of comprehensive athletic training services, an organization must demonstrate and support an appropriate level of organizational and professional health and well‐being. Together, organizational and professional health and well‐being is defined as an organization’s or professional association’s ability to function effectively, to cope adequately, to change appropriately, and to grow from within. It is also the process by which the AT empowers patients and employees in the improvement of their health‐related physical, mental and social well‐
being as well has physical and professional well‐being of the institution and/or organization. Organizational and Professional Health and Well‐being Whether covering a youth soccer tournament, working in one of several hospital satellite clinics, or running a collegiate athletic training program, the AT relies on these practices, standards, and guidelines. Maintenance of records and accurate documentation is mandatory for communication, reimbursement, risk management, and determining best practices. Emergency action plans with consideration for staffing, coordination of resources, liability, and equipment reduce the risk to the individual and organization. When organizing a health care team or making referrals related to injuries, illness and unhealthy lifestyle behaviors, the AT must be knowledgeable of their scope of practice and the state statutes that regulate their profession and the health professionals with whom they work. Additionally the AT engages in ongoing professional education to ensure the care provided by the organization and healthcare professionals adheres to best practices .For organizations and professions to maintain financial health, the AT must demonstrate the ability to utilize basic internal business skills including, strategic planning, human resource management, budgeting, and facility design. They must be able to apply external business skills, such as marketing and public relations to support organizational sustainability, growth, and development. Task Description Apply basic internal business functions (e.g., business planning, financial operations, staffing) to 0501 support individual and organizational growth and development. Apply basic external business functions (e.g., marketing and public relations) to support organizational 0502 sustainability, growth, and development. Maintain records and documentation that comply with organizational, association, and regulatory 0503 standards to provide quality of care and to enable internal surveillance for program validation and evidence‐based interventions. Demonstrate appropriate planning for coordination of resources (e.g., personnel, equipment, liability, 0504 scope of service) in event medical management and emergency action plans. Demonstrate an understanding of statutory and regulatory provisions and professional standards of 0505 the practice of Athletic Training in order to provide for the safety and welfare of individual(s) and groups. 0506 Develop a support/referral process for interventions to address unhealthy lifestyle behaviors. Copyright © 2010 Board of Certification (BOC) All rights reserved. The BOC logo and “Be Certain” are registered trademarks of the BOC and this document may not be used, reproduced, or disseminated to any third party without written permission from the BOC. Non‐profit education programs have permission to use or reproduce all or parts of this document for educational purposes only. Use or reproduction of this document for commercial or for‐profit use is strictly prohibited. Any authorized reproduction of this document shall display the notice: “Copyright by the Board of Certification, Inc. All rights reserved.” Or, if a portion of the document is reproduced or incorporated in other materials, such written materials shall include the following credit: “Portions copyrighted by the Board of Certification, Inc. All rights reserved.” Address inquiries in writing to Board of Certification, 1415 Harney St. Suite 200, Omaha, NE 68102. Suggested Citation: Board of Certification. (2010). The 2009 Athletic Trainer Role Delineation Study. Omaha, NE: Stephen B. Johnson. 24
Standards for BOC Approved Providers
Continuing education and professional development providers (“providers”) and their
activities/courses/programs (“ programs”) must align with the Standards for BOC Approved Providers
(“Standards”). The Standards are dividied into six functional sections. Each section contains Standards
that define the required responsibilities of BOC Approved Providers.
SECTION 1: ADMINISTRATION
1.1 Establish processes for developing, administering and documenting programs.
1.1.1 Maintain compliance with the standards outlined in this document. It is the responsibility
of the provider to demonstrate knowledge of and compliance with the Standards through
written documentation.
1.1.2 Incorporate programs that promote the use of current, valid and/or evidence based
practices.
1.1.3 Identify and provide a supportive learning environment with the physical, technical and
educational materials necessary to support the program.
1.1.4 Maintain documentation of the processes used to develop, administer, deliver, conduct
and assess the program and participants.
1.1.5 Maintain cumulative records with appropriate security for a period of five years.
1.2 Develop cosponsor agreements that clearly define the working relationship between parties. This
includes documentation of the completion and provision of various tasks, ensuring that the
programs of both parties are in compliance with the Standards.
1.3 Ensure that commercial support does not interfere with the independence and objectivity of
instructors.
1.3.1 Providers and presenters must adhere to the standards for declaring conflicts of interest as
defined in Section 2.5 of these Standards.
1.3.2 The purpose of a program cannot be the promotion of goods and services to the
participants.
1.3.3 Content determined as sales oriented (i.e., designed to “sell” services or products or
“product-specific narrative”) shall be excluded in the determination of contact
minutes/hours.
1.4 Document ownership of the copyright, license or permission for the use of any protected materials
used within a program.
1.5 Document changes in administrator/primary contact for programming and ensure that the new
administrator/primary contact understands and is in compliance with the Standards.
1.6 Provide sufficient information to allow prospective participants to judge the value and
appropriateness of the program (e.g., abstract, learning objectives, intended level of audience (i.e.,
essential, advanced, mastery).
1.7 Provide each learner, in a timely fashion, with a statement of credit upon successful completion of
the program.
1.8 Provide evidence (e.g. curriculum vitae, bio) that instructors chosen to lead programs are qualified
by education and/or experience to provide instruction in the relevant subject matter as defined in
Section 4.
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1.9 Ensure that financial resources are available to sustain the programs undertaken. For example,
resources should be available for continued program improvement and for secure maintenance of
program records.
SECTION 2: BUSINESS PRACTICES
2.1 Code of Ethics
Providers are guided by the following principles of professional conduct as they interact with Athletic
Trainers (ATs). Providers will:
2.1.1 Adhere to all standards and guidelines as described by the BOC.
2.1.2 Maintain the integrity and copyright of all proprietary BOC documents and materials.
2.1.3 Be truthful in statements to the BOC, ATs and the public.
2.1.4 Comply with all applicable business, employment and copyright laws.
2.1.5 Provide equal and fair treatment to all program participants.
2.1.6 Comply with the BOC audit system.
2.1.7 Uphold and enhance public appreciation and trust for the profession of athletic training.
2.1.8 Maintain the confidentiality of all participant information.
2.2 Appropriate Language
Use language that does not show personal or professional bias or cultural insensitivity.
2.3 Non-Discriminatory Practices
Ensure that programs are available and accessible to all appropriate participants. Further, providers
shall ensure no unlawful discrimination is associated with programming or related programs.
2.4 Copyright
Ensure that copyright permission of materials used by program developers, presenters or others are
identified on all program materials, including audio-visual and program related materials.
2.5 Conflict of Interest
Make public potential and actual conflicts of interest and financial gain associated with any programs,
presenters or providers. Disclosure of potential conflict for program sponsors must also be addressed.
This includes, at a minimum, identifying any and all sponsors in printed program materials.
2.6 Cancelation/Refund Policy
If a fee is charged for programs, a policy must address cancellations and refunds. This policy shall be
clearly indicated to potential participants.
SECTION 3: CONTENT
3.1 Utilize educational methods that are appropriate to the:
3.1.1 Stated objectives for the program
3.1.2 Characteristics or composition (especially skill level) of the intended audience
3.1.3 Facilities and instructional medium (e.g., video, lecture) used for the program
3.2 For participation programs (beyond 30% of program time) group size must be limited to ensure
adequate interaction with instructors/evaluators.
3.3 Structure each program for the transfer of knowledge, application and/or practice based needs of
the AT. Content must be based on evidence that is generally accepted by healthcare professionals.
Examples of types of program structures may include any of the following:
3.3.1 Knowledge based : Participants gain factual knowledge
3.3.2 Activity based : Participants apply information learned in the time frame allotted
3.3.3 Practice based : Participants systematically acquire specific knowledge, skills, attitudes and
performance behaviors that expand or enhance practice competencies
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3.4 Develop program outcomes, as well as learning objectives that define the knowledge and/or skills
the AT is expected to acquire through the completion of the program.
SECTION 4: DEVELOPMENT and INSTRUCTION
4.1 Program Developers must:
4.1.1 Be knowledgeable of the domains of athletic training. Credit shall not be awarded for
educational programs that 1) do not fall into one of these domains or 2) are presented
below the level of an entry-level certified athletic trainer.
4.1.2 Provider must ensure that the facilities are appropriate for proposed educational programs
and that the proposed educational programs meet the learning objectives of the program.
4.1.3 Obtain a curriculum vitae that highlights pertinent information on an instructor’s education
and professional training, as well as work, publication and presentation history. This record
must be produced for any audit conducted by or on behalf of the BOC.
4.1.4 Offer educational materials for each program that will enhance participant understanding
of the content and foster application to clinical practice.
4.1.5 Notify potential enrollees of any required materials and equipment, and provide specific
descriptions of each.
4.1.6 Develop clearly-defined policies on honoraria and expense reimbursement for
instructors/authors.
4.2 Instructor Qualifications
4.2.1 Instructors of educational programs must have documented experience, education and/or
training to allow attendees to meet the learning objectives.
4.2.2 Instructors should be selected based upon their knowledge of the subject matter;
experience and teaching ability; and ability to meet the educational needs of the AT.
SECTION 5: ASSESSMENT
5.1 Each learning objective (see Section 3) must have an appropriate, corresponding strategy for
assessment of learning.
5.1.1 The strategy must be content-oriented and must provide feedback to participants so that
they can assess their mastery of the material.
5.2 The provider must develop and use assessment strategies that:
5.2.1 Are appropriate to the chosen objectives and educational methods.
5.2.2 Measure the extent to which program objectives have been accomplished.
5.3 The provider may select formal and informal techniques for assessment of learning.
5.3.1 Informal techniques typically involve participant discussions.
5.3.2 Formal techniques, such as tests and quizzes, are typically individualized, written and
graded.
5.4 The provider shall give feedback about the assessment to the participant in an appropriate, timely
and constructive manner.
SECTION 6: REVIEW and EVALUATION
6.1 Evaluation
6.1.1 Providers must develop and conduct evaluations of each program.
6.1.2 Feedback from participants should be provided on the following areas:
6.1.2.1 Applicability of program to meet educational needs
6.1.2.1.1 Program content was practically useful, comprehensive, appropriate
and adequately in-depth
6.1.2.2 Achievement of stated objectives
6.1.2.3 Effectiveness of teaching and learning methods
6.1.2.4 Quality and effectiveness of faculty
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6.1.2.5
6.1.2.6
6.1.2.7
6.2 Review
6.2.1
6.2.2
6.2.3
Usefulness of educational materials
Appropriateness of learning assessment programs
Perception of bias or commercialism
Data collected is thoroughly evaluated and used to make improvements in future
presentations.
Presenters are informed of feedback to help improve teaching and learning methods as
well as quality and effectiveness of presentations.
An independent or internal review shall be conducted no less than annually to determine
the effectiveness of the program. The review should evaluate:
6.2.3.1 Achievement of the overall goals of the program
6.2.3.2 The extent to which the evaluation effectively and appropriately assesses:
6.2.3.2.1 Educational objectives
6.2.3.2.2 Quality of the instruction process
6.2.3.2.3 Participants’ perception of enhanced professional effectiveness
6.2.3.3 Appropriateness of evaluation methods and consistency with the scope of the
program
GLOSSARY
Assessment (learning) – A tool that allows the participant to demonstrate or confirm his or her learning
relative to stated program objectives. In addition, assessment allows participants to explain how they
plan to incorporate the new skill and/or knowledge into their clinical practice to improve patient
outcomes.
Conflict of Interest - A situation in which social, professional, or financial considerations have the
potential to compromise or bias objectivity. An apparent conflict of interest is one in which a reasonable
person would think that the provider's objectivity is likely to be compromised. A conflict of interest
exists whether or not decisions are affected by a personal interest; a conflict of interest implies only the
potential for bias, not a likelihood.
Copyright - Copyright is a form of protection provided by the laws of the United States (title 17, U. S.
Code) to the authors of “original works of authorship,” including literary, dramatic, musical, artistic, and
certain other intellectual works. This protection is available to both published and unpublished works.
Visit www.copyright.gov for more information.
Domains of Athletic Training - There are five domains of athletic training. The content of each program
must fall within at least one of these content areas:
1. Injury/Illness Prevention and Wellness
2. Clinical Evaluation and Diagnosis
3. Immediate and Emergency Care
4. Treatment and Rehabilitation
5. Organization and Professional Health and Well-Being
Evaluation (program) – An appraisal tool that allows the participant to provide program feedback to
help the provider determine the effectiveness of a program and/or the administration of a program.
Evidence Based Practice - The most common definition of EBP is taken from Dr. David Sackett, a pioneer
in evidence based practice. EBP is "the conscientious, explicit and judicious use of current best evidence
in making decisions about the care of the individual patient. It means integrating individual clinical
expertise with the best available external clinical evidence from systematic research." EBP is the
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integration of clinical expertise, patient values, and the best research evidence into the decision making
process for patient care.
Participation Programs – A program that requires active participation by the attendee, such as a handson workshop or a learning lab.
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BOC APPROVED PROVIDER
ATTENDANCE RECORD FORM
Organization
Provider Number
Title of Program
Instructor Name
Total Number of CEUs
Date of Activity
Please Print Clearly
BOC Certification
Number
Name
Address
City
State
ZIP
Phone
30
This resource is intended to assist BOC Approved Providers in
ensuring that presenters disclose all actual and potential
conflicts of interest. The purpose of a program cannot be the
promotion of goods and services to participants.
Standard: Section 1.3.2
The purpose of a program cannot be the promotion of goods and services to the participants.
Standard: Section 2.5
Make public potential and actual conflicts of interest and financial gain associated with any programs, presenters or
providers. Disclosure of potential conflict for program sponsors must also be addressed. This includes, at a minimum,
identifying any and all sponsors in printed program materials.
Purpose
The purpose of this resource is to ensure that BOC Approved Providers and their presenters disclose all actual and
potential conflicts of interest. It is important for participants at educational activities to be aware of any and all conflicts.
Whenever a presenter has a conflict of interest, he or she shall declare the conflict with the BOC Approved Provider and
at the beginning of the presentation. Disclosure of potential conflict for program sponsors must also be addressed. The
purpose of a program cannot be the promotion of goods and services to participants. Continuing education providers
must disclose financial gain, commercial support and confirm the purpose of the program is not to promote goods or
services to participants.
Conflict of Interest Definition
Conflicting interest or a conflict of interest occurs when a person’s personal interest can influence his or her duties. A
conflict of interest is defined as any social, professional or economic relationship with individuals or a matter at hand that
could affect judgment and result in an outcome.
Conflicts of interest can have negative consequences for tasks which require objectivity and fairness from those involved.
Due to conflict, professional judgment may suffer, including conducting or reporting research. A conflict of interest exists
even if no unethical or improper act results from it. A conflict of interest can undermine confidence in the presenter or
profession. The failure of fiduciary responsibility is a key concept in defining conflict of interest situations.
Conflicts of interest include, but are not limited to, financial interests and nonofficial relationships that may impact
personal benefit.
Examples of Conflict
• Healthcare providers and medical organizations may compromise their professional responsibilities by pursuing
private financial gain
• Pharmaceutical companies have paid physicians to promote off-label uses of their products through a number of
different avenues
• A volunteer who has the authority to award a grant to an organization for which he/she sits on the board and he/she
can gain financially from the award
• An employee chooses a supplier, and one of the candidates is a family member
• An employee who receives gifts, personal payments or services from suppliers or customers is in a position of
conflicting interest
• A researcher or family member participating in research owned by a business in which the faculty member holds a
financial interest
• A researcher participating in research developed by that researcher
• A researcher who wishes to recruit a subject who is also a student, an employee, a colleague or a subordinate of the
researcher
31
Directions
An effective and responsible conflict of interest policy should clearly specify the relationships and activities that are
acceptable, those that are prohibited and provide clear guidelines on how to make certain all such arrangements are
transparent.
Create a transparent system where conflicts of interest for speakers, providers or sponsors can be declared. Each speaker
shall disclose any personal interest which he/she may have in any business which would be in conflict to the goals or
objectives of the BOC Approved Provider or presentation. This should enable your speakers to announce a conflict of
interest, allowing them to provide assurances about their truthful and objective conduct. This system could be as simple
as filling out a speaker form and supplying it to the BOC Approved Provider as well as declaring conflict at the beginning
of their presentation. Declaring conflicting interest for sponsors may be disclosed by identifying any and all sponsors in
printed program materials.
Example Slides
32
This certificate is presented to
Participant Name
for attending the
Title of the Activity
BOC Approved Provider Name
Event Date
_____________________________
BOC Approved Provider Representative’s Signature
Company XYZ (BOC AP#: PXXXX) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers. This program is eligible for a maximum
of # Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
33
ensuring that:
• Programs are available and accessible to all appropriate
participants
• No unlawful discrimination is associated with programming
or related programs.
Ensure that programs are available and accessible to all appropriate participants. Further, providers shall ensure no unlawful discrimination is associated with programming or related programs.
Purpose
The purpose of this standard is to ensure that no individual is denied participation in continuing education programs
offered by BOC Approved Provider on the basis of race, color, national origin, religion, sex, disability, military status,
sexual orientation or age. Providers are also required to allow sole credentialed Athletic Trainers to attend programs. To prevent discrimination from occurring, non-discriminatory practices must be followed by BOC Approved Providers.
Providers must:
• Promote equality and diversity at all times
• Recognize and respond to the needs and requirements of the participants who attend continuing education programs
• Ensure that presenters are aware of the requirements and avoid discrimination during the administration of programs and activities
Examples of discrimination:
• Rejecting registrants because of their ethnic background.
• Making inappropriate statements about a patient’s sexual orientation during a presentation.
• Treating persons the same way, but one person has special needs that need to be considered. For example a disabled
person may need access to a building however treating them in the same as able bodied people could prevent them
from accessing the same facilities.
The statement below is provided for inclusion in education program materials, including but not limited to mailings,
brochures and web sites.
34
Speaker Release Form
Provider Name makes program title presentations available to participants through audio, video and print. We request
your permission to duplicate, distribute and/or perform the presentation which you deliver at the upcoming session in
any and all media now existing or hereafter developed. We further request the nonexclusive rights to reproduce and
distribute any audio, visual or written material submitted in connection with your presentation, in whole or in part, in
any media, as part of a course book or any other publication which may be published under the auspices of the Provider
Name.
As an invited speaker, please complete the agreement below and return to Provider Name.
Speaker Contact Information
Name:
Title:
Institution:
Address:
Email:
Telephone:
Presentation Information
Presentation title:
Program title:
Date(s):
Location:

I agree to participate as a speaker in the [program title] in [location] on [date].

I grant [Provider Name] the right to use my name, voice and presentation content, if [Provider Name] chooses.

I warrant that my presentation and any material(s) I submit do not infringe on the rights of others.

I agree to obtain such permission(s) from the copyright owner(s) should my presentation or the material(s) I use
during or in connection with my presentation require permission for use.

I agree to inform any material co-authors of this presentation and obtain such permissions as needed.

I grant [Provider Name] permission to distribute or sell these recordings, videos or resources as they see fit.

I understand that execution of this Agreement does not obligate [Provider Name] to publish my presentation or
the materials used therein.

I verify that I am the author of this presentation, I have authority to enter into this agreement and that I will be
bound by its terms.
Speaker name (print):
Speaker name (sign):
Date:
35
Developing Measurable Learning Objectives
meeting requirements for:
• Evidence Based Practice Programs
• 2016 BOC Approved Provider Standards
Develop program outcomes, as well as learning objectives that define the knowledge and/or skills the Athletic
Trainer is expected to acquire through the completion of the program.
Bloom’s Taxonomy is a classification of learning objectives. It contains 6 levels of interaction, each building
on the previous (see pyramid below). By creating learning objectives with verbs that show measurement, the
provider can match appropriate program assessments to demonstrate participant learning. Avoid using the
following terms for objective construction: appreciate, comprehend, experience, know, learn and
understand.
Examples of Learning Objectives
At the conclusion of the presentation, the participant should be able to:
• List the problems and strengths of research used to support bracing versus taping. (Knowledge)
• Differentiate between types of ankle braces and their purpose. (Analysis)
• Develop effective treatment and preventative strategies for muscle strengthening and neuromuscular
control for ankle stability. (Synthesis)
• Recommend a return to play rehabilitation protocol for patients with ankle injuries. (Evaluation)
Figure 1: Bloom’s Taxonomy
Evaluation
Using old concepts to create new ideas;
Design and invention; Composing; Imagining;
Inferring; Modifying; Predicting; Combining
Synthesis
Analysis
Using and applying knowledge;
Using problem solving methods;
Manipulating; Designing;
Experimenting
Identifying and analyzing patterns;
Organizing ideas;
Recognizing trends
Application
Comprehension
Recall of information;
Discovery; Observation;
Listing; Locating;
Naming
Assessing theories; Comparison of ideas;
Evaluating outcomes; Solving; Judging;
Recommending; Rating
Understanding; Translating;
Summarizing; Demonstrating;
Discussing
Knowledge
36
Teaching for Thinking
To promote student thinking at various levels of Bloom’s Taxonomy, use the diagram below (Figure 2) to
structure questions and assignments. Use the inner ring to identify the level of thinking you want to teach.
These levels, as shown in Figure 1, are Knowledge, Comprehension, Application Analysis, Synthesis and
Evaluation. After a choosing a level, select a verb from the middle ring. Finally, combine the verb from the
middle level with a product in the outer ring to construct questions and assignments.
Figure 2: Bloom’s Taxonomy Question and Task Design Wheel
Events
People
Recordings
Newspapers
Magazine articles
Television shows
Radio
Text readings
Films/videos
Plays
Film strips
Select
List
Name
Define
Describe
Memorize
Judge
Relate
Weigh
Criticize
Support
Conclusion
Self-evaluation
Recommendation
Valuing
Court trial
Survey
Evaluation
Standard compared
Standard established
Group discussion
Diagram
Graph
Own statement
Speech
Photograph
Diagram
Graph
Model
Drama
Skit
Cartoon
Story
Tape recording
Speech
Photograph
Recognize
Identify
Locale
Recite
State
Label
Match
Restate
Paraphrase
Rewrite
Give example
Express
Explain
Conclusion
Implication based
on idea
Causal relationships
Summary
Analogy
Outline
Compare
Defend
Distinguish
Summarize
Interrelate
Interpret
Extend
Illustrate
Comprehension
Knowledge
1
6
2
Application
3
4
Evaluation
Analysis
Evaluate
5
Consider
Synthesis
Critique
Recommend
Summarize
Appraise
Compare
Compose
Construct
Originate
Produce
Hypothesize
Plan
Develop
Create
Design
Invent
Combine
Organize
Role play
Article
Invention
Report
Set of rules
Set of standards
Game
Organize
Generalize
Dramatize
Prepare
Produce
Compare
Analyze
Classify
Point out
Distinguish
Categorize
Differentiate
Map
Project
Forecast
Diagram
Illustration
Paper that follows an
outline
Solution
Question
Choose
List
Sketch
Project
Use
Drama
Apply
Painting
Sculpture
Solve
Show
Paint
Subdivide
Infer
Survey
Select
Questionnaire
Argument
Parts of propaganda
Word defined
Statement identified
Conclusion checked
Syllogism broken down
Report
Survey
Graph
Machine
Question
Experiment
Song
Play
Formulation of
Book
hypothesis
Alternative course of
action
Need more resources for building objectives? There’s an app for that!
On an Android, search for “Learning Objectives Generator” or “Bloom’s Revised Taxonomy.” On the iPhone,
search for “Blooms Taxonomy.” Also check out the Arizona State University Instructional Objectives Builder.
37
Example Assessment Methods for CE Programs





The assessment measures competence, performance and/or patient outcome changes as a result of a CE program.
Analysis of the assessment helps providers determine if participants met the learning objectives and/or are going to change
their practice to address the knowledge/performance gaps the CE program was designed to address.
To get at this information, ask “What are you going to do differently?” instead of “Are you going to change your practice?”
You have considerable freedom to craft your assessment to fit your program, and creative outcomes are encouraged.
Ultimately, you need to establish the appropriateness of your assessment tool.
The BOC’s Participant Assessment Template is the minimal form of assessment and should only be used for large conferences.
Type of Learning Objective
Example Assessment Methods
How to Measure Assessment
Remember
Participants will be able to:
 recall
 recognize
Objective Test items that require participants to recall or
recognize information:
 Fill-in-the-blank
 Multiple Choice items with question stems such as, “what
is a …”, or “which of the following is the definition of …”
 Labeling diagrams
 Reciting (oral or written expression)
 Accuracy – correct vs. number of errors
 Item Analysis (At the session/program
Understand
 interpret
 exemplify
 classify
 summarize
 infer
 compare
 explain
Papers, oral/written exam questions, problems, discussions,
concept maps, oral or written “homework” assignments that
require:
 Summarizing readings, videos, lectures, etc.
 Comparing and/or contrasting 2 or more theories, events,
processes, etc.
 Classifying or categorizing cases, elements, events, etc.,
using established criteria
 Paraphrasing documents or lectures
 Finding or identifying examples or illustrations of a
concept or principle
 Rubrics – scored by instructor or
Apply
 execute
 implement
Activities that require participants to use procedures to solve
or complete familiar or unfamiliar tasks; may also require
participants to determine which procedure(s) are most
appropriate for a given task. Activities include problem sets,
skill performance, labs and simulations.
 Accuracy scores
 Check lists
Analyze
 differentiate
 organize
 attribute
Activities that require participants to discriminate or select
relevant from irrelevant parts, determine how elements
function together, or determine bias, values or underlying
intent in presented materials. These might include case
studies, critiques, labs, papers, projects, debates and concept
maps.
Evaluate
 check
 critique
A range of activities that require participants to test, monitor,
judge or critique readings, performances or products against
established criteria or standards. These activities might
include journals, diaries, critiques, problem sets, product
reviews and case studies.
Create
 generate
 plan
 produce
Research projects, protocol development, performances,
essays, business plans, emergency plans, website designs
level, are there items that had higher
error rates? Did some items result in
the same errors?)
designated qualified individual
 Scoring or performance rubrics that
identify critical components of the
work and discriminates between
differing levels of proficiency in
addressing the components
designated qualified individual. Primary
Trait Analysis
Trait Analysis
Trait Analysis
References
http://www.cmu.edu/teaching/assessment/howto/basics/objectives.html
http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp
http://www.accme.org/education-and-support/video/faq/how-should-i-approach-evaluating-effectiveness-cme-activity
Trait Analysis
38
Address
City, State Zip
Phone
Email
Web
Company XYZ
Participant Assessment Template
(minimum assessment to be utilized for large conferences)
Activity Title:
Activity Date:
Speaker/ Presenter 1:
(Select one. 4 = excellent, 1 = poor)
1. How would you rate this educational activity overall?
2. How would you rate your ability/likelihood to (insert KSA)
before this program?
3. How would you rate your ability/likelihood to (insert KSA)
after this program?
4. Please rate the projected impact of this activity on your
competence, performance and patient outcomes:
This activity increased my competence (i.e., ability to apply
knowledge, skills and judgment in practice).
This activity will improve my performance.
This activity will improve my patient outcomes.
Strongly
Agree
4
3
2
1
4
3
2
1
4
3
2
1
Agree
5. Upon completion of the program, are you able to:
<Insert Objective 1>
<Insert Objective 2>
<Insert Objective 3> (add additional lines for additional objectives)
Disagree
Yes
No
Strongly
Disagree
Partially
6. How will you change your practice as a result of this activity?
7. What barriers, besides time and/or money, do you anticipate encountering as you make changes in your
practice?
8. What percentage of information presented in this program will be of use to you?
__________________
9. Do you feel that the information presented was based on the best available evidence?
If no, please explain:
10. Did you feel that there was commercial bias or influence in this activity?
No
Yes
No
Yes If yes, please explain:
11. General Comments:
39
Address
City, State Zip
Phone
Email
Web
Company XYZ
Program Evaluation Template
Activity Title:
Activity Date:
(Select one. 4 = excellent, 1 = poor)
1. How would you rate this educational activity overall?
4
3
2. Please rate the following components of this program:
Registration process
Speakers
Meals
Lodging accommodations
Exhibitors/vendors
Location
Excellent
2
1
Good
3. Were the following speakers knowledgeable, relevant and Knowledgeable
effective regarding the content of their presentation?
Yes
No
<Insert Speaker 1 Name>
<Insert Speaker 2 Name> (add additional lines for additional
speakers/presenters)
If you answered no to any of the 3 categories, please explain:
4. Please rate the following components of this program:
Strongly
Agree
Agree
Fair
Relevant
Yes No
Disagree
Poor
Effective
Yes No
Strongly
Disagree
The presentation met my expectations.
The speaker style was appropriate for the material presented.
The speaker was responsive to questions/comments.
The program met my objectives.
The information received was useful and beneficial.
5. What did you like the most about this program?
6. What did you like the least about this program?
7. Did you feel that there was commercial bias or influence in this activity?
No
Yes If yes, please explain:
8. Identify topics you would like to have presented at future meetings.
9. General Comments:
40
VISION OF THE BOC
The BOC exists so that healthcare professionals
worldwide have access to globally recognized
standards of competence and exceptional
credentialing programs that support them in
the protection of the public and the provision of
excellent patient care.
MISSION OF THE BOC
To provide exceptional credentialing programs
for healthcare professionals to assure protection
of the public.
VALUES OF THE BOC
Integrity, Professionalism, Fairness,
Transparency, Service
B OAR D O F C E R T I F I CAT IO N
1415 Harney Street, Suite 200
O m a h a , N ebra sk a 6 8 1 0 2
O (402) 559-0091
F (402) 561-0598
www.bocatc.org
FOLLOW US:
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®Board of Certification, Inc.
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