A Model for Learning Over Time: The Big Picture.
Article
Amato, Herbert K, Konin, Jeff G, Brader, Holly. (2002). A Model for Learning Over Time: The Big Picture.
. JOURNAL OF ATHLETIC TRAINING, 37(4 Suppl), S236-S240.
Amato, Herbert K, Konin, Jeff G, Brader, Holly. (2002). A Model for Learning Over Time: The Big Picture.
. JOURNAL OF ATHLETIC TRAINING, 37(4 Suppl), S236-S240.
OBJECTIVE: To present a method of describing the concept of "learning over time" with respect to its implementation into an athletic training education program curriculum. BACKGROUND: The formal process of learning over time has recently been introduced as a required way for athletic training educational competencies and clinical proficiencies to be delivered and mastered. Learning over time incorporates the documented cognitive, psychomotor, and affective skills associated with the acquisition, progression, and reflection of information. This method of academic preparation represents a move away from a quantitative-based learning module toward a proficiency-based mastery of learning. Little research or documentation can be found demonstrating either the specificity of this concept or suggestions for its application. DESCRIPTION: We present a model for learning over time that encompasses multiple indicators for assessment in a successive format. Based on a continuum approach, cognitive, psychomotor, and affective characteristics are assessed at different levels in classroom and clinical environments. Clinical proficiencies are a common set of entry-level skills that need to be integrated into the athletic training educational domains. Objective documentation is presented, including the skill breakdown of a task and a matrix to identify a timeline of competency and proficiency delivery. CLINICAL ADVANTAGES: The advantages of learning over time pertain to the integration of cognitive knowledge into clinical skill acquisition. Given the fact that learning over time has been implemented as a required concept for athletic training education programs, this model may serve to assist those program faculty who have not yet developed, or are in the process of developing, a method of administering this approach to learning.
