Master of Athletic Training

• General Information
• DRS Policies, Procedures, & Student Responsibilities
• Accreditation & Program Overview
• Post-Admission Requirements
• Program Progression, Retention & Academic Requirements
• Clinical Education
• Health & Safety
• Program Policies & General Information

MAT Program

General Information

Review information that pertains to all students within the School of Health Professions (SHP) that is located at the beginning of the School of Health Professions  section of this Student Handbook. 

Department of Rehabilitation Sciences Policies, Procedures, and Student Responsibilities

Review information that pertains to all students within the Department of Rehabilitation Sciences (DRS) that is located in the Rehabilitation Sciences  section of this Student Handbook.

This section of the Student Handbook describes academic policies and procedures that are specific to the TTUHSC Master of Athletic Training (MAT) program. Student policies that are common to the School of Health Professions are provided at the following website address: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx.

Accreditation and Program Overview 

Accreditation

Commission on Accreditation of Athletic Training Education (CAATE)
2001 K Street NW, 3rd Floor
North Washington, DC 20006

Website: https://caate.net/
P: (512) 733-9700
Toll-Free: (844) GO-CAATE/(844) 462-2283

The Master of Athletic Training program obtained intiial accreditation through the CAATE on January 31, 2004, as one of the first professional graduate programs in the country. The program received a ten-year reaccreditation in 2019, and will undergo its next Peer Review during the 2028-2029 academic year.

Credentialing Requirements

Graduates of the MAT program will be eligible to sit for the national certification examination for athletic trainers administered by the Board for Certification, Inc. (BOC). State credentialing requirements for practicing athletic training vary from state to state according to athletic training practice acts and state regulations that govern athletic training. A misdemeanor and/or felony conviction may affect a graduate’s ability to sit for the certification and licensure examinations and ultimately attain athletic training credentials. Students are encouraged to check with the BOC and specific state credentialing boards for more information regarding any prior convictions as they relate to obtaining athletic training credentials.

MAT Mission

Our mission is to prepare confident, competent and collaborative leaders in healthcare, who incorporate evidence-based knowledge and critical thinking skills to positively impact the patients and the communities they serve.

MAT Vision

TTUHSC MAT program will be leaders in athletic training education through robust and innovative clinical experiences, interprofessional education and a cutting-edge curriculum.

MAT Values

Excellence, Resilience, Professionalism, Intellectual Inquiry, and Advocacy.

The Master of Athletic Training values stem from more than two decades of success in establishing our program as a leader in the preparation of certified and licensed athletic trainers and the development of versatile, holistic citizens of high character. 

Excellence

Exceed expectations and strive to maximize potential.

1. Consistently exceed expectations and strive to reach full professional and personal potential.
2. Set and uphold the highest standards for academic performance and professional practice.
3. Relentlessly pursue personal and professional growth through reflection, feedback, and development.
4. Demonstrate accountability by meeting or surpassing established benchmarks and expectations.
5. Recognize, celebrate, and model exceptional effort and achievement in self and others.

Professionalism

Exude integrity, competence, confidence, and skill at all times.

1. Demonstrate unwavering integrity, clinical competence, and confidence in all interactions.
2. Uphold all ethical, legal, and professional standards of athletic training practice.
3. Maintain active engagement in relevant professional organizations to support ongoing professional growth.
4. Communicate with empathy, respect, and emotional intelligence across all interactions.
5. Represent and advocate for the athletic training profession through leadership and collaboration.
6. Serve as an ambassador and advocate for the profession through leadership and interprofessional collaboration.

Resilience

Develop the emotional intelligence, maturity, and healthy coping skills necessary to successfully navigate a variety of personal and professional challenges.

1. Develop the self-awareness, maturity, and emotional intelligence needed to manage adversity effectively.
2. Persevere with purpose and composure, even in the face of setbacks or constructive criticism.
3. Practice consistent self-care to support sustained mental, emotional, and physical well-being.
4. Strengthen communication and conflict resolution skills to build healthy, productive relationships.
5. Listen actively and empathetically, seeking first to understand the perspectives of others.

Intellectual Inquiry

Embrace curiosity, critical thinking, and a desire to explore new knowledge, ideas, and technologies.

1. Apply evidence-based reasoning to clinical decision-making, research interpretation, and lifelong learning.
2. Challenge assumptions through critical analysis and thoughtful reflection.
3. Collaborate with peers and mentors to drive innovation and interprofessional excellence.
4. Reflect regularly on personal learning and professional growth to adapt and evolve as a clinician-scholar.

Advocacy

Advocate for self, patients, peers, and the profession

1. Champion the health, safety, and well-being of patients, peers, and the athletic training profession.
2. Understanding and advocating for one’s own value, contributions, and potential within the profession.
3. Promote access to equitable and patient-centered care across diverse populations and settings.
4. Actively engage in service and outreach that elevates and supports the profession of athletic training.
5. Empower others through mentorship, education, and informed guidance.
6. Uphold and defend ethical principles, legal rights, and professional responsibilities.

Goals and Objectives

1. The TTUHSC MAT Program will deliver a comprehensive and contemporary didactic education. 

a. Students will demonstrate the knowledge expected of a competent Athletic Training Clinician.
b. Students will demonstrate the clinical skills necessary to perform as an effective athletic training clinician
c. Students will demonstrate the ability to perform administrative functions of healthcare management.
d. Students will demonstrate the ability to synthesize and critically analyze information presented while utilizing effective problem solving and clinical decision-making skills.

2. The TTUHSC MAT program will provide students with individually tailored and diverse clinical education experiences that are designed to develop cognitive, psychomotor, and affective skills required to practice as an athletic trainer in dynamic healthcare environments. 

a. Students will demonstrate the ability to perform a clinical evaluation, determine an athletic training diagnosis, and develop an appropriate care plan for orthopedic and non-orthopedic conditions
b. Students will complete clinical education experiences with a variety of patient populations while demonstrating adaptability and competence across the clinical environments. 
c. Students will recognize the various cultural and socioeconomical factors which may affect local, regional, and global healthcare. 

3. The TTUHSC MAT Program will prepare students to practice collaboratively as a member of an interprofessional healthcare team while providing high quality patient centered care.  

a. Students will interact and collaborate with a variety of healthcare team members demonstrating professional and ethical behaviors while providing patient centered care.
b. Students will demonstrate the verbal and written communication skills to effectively communicate with appropriate stakeholders. 

4. The TTUHSC MAT Program will develop students who are professionally engaged and practice with the highest professional, ethical, and moral standards.  

a. Students will demonstrate the understanding of professional discipline and service organizations that exist at the local, regional, and global levels.
b. Students will demonstrate professional, ethical and moral standards in their clinical practice
c. Students will be advocates for the profession of athletic training.

5. The TTUHSC MAT Program will develop lifelong learners with the ability to critically evaluate the literature and apply the research to clinical practice in an ever-changing healthcare environment. 

a. Students will be able to locate, access, evaluate, and interpret pertinent research to answer clinical questions that guide professional practice.
b. Students will apply the available evidence in accordance with the client’s goals and values to implement safe and effective healthcare.

6. The TTUHSC MAT Program will be a distinguished program in Athletic Training, known for its excellence in education, clinical preparation, and professional impact, that is proudly selected by students and strongly endorsed by stakeholders.

a. The Program will provide faculty and preceptor development to produce graduates who are future leaders and outstanding clinicians
b. The Program will contribute to the athletic training profession through scholarship, service, and/or leadership.
c. The Program will recruit students with exceptional potential to become athletic trainers who will contribute to local, regional, and global healthcare teams as clinicians and professional leaders. 
d. The Program will provide resources and opportunities for the clinicians in West Texas to professionally develop their preceptorship and clinical practice
e. The Program will develop and continue to foster collaborative relationships with local, regional, and global partners.

Standards of Professional Practice

The Board of Certification (BOC) has developed “Standards of Professional Practice.” These Standards include two sections: Practice Standards and the Code of Professional Responsibility. All athletic trainers, athletic training students, and applicants for the BOC examination must agree to comply with the Practice Standards at all times. The current Practice Standards and the Code of Professional Responsibility can be found on the Board of Certification website at www.BOCatc.org. Failure to comply with the Standards of Professional Practice may result in Disciplinary Action through the MAT Program.

Athletic Training Code of Ethics

The National Athletic Trainers’ Association (NATA) Code of Ethics states the principles of ethical behavior that should be followed in the practice of athletic training. It is intended to establish and maintain high standards and professionalism for the athletic training profession. The principles do not cover every situation encountered by the practicing athletic trainer but are representative of the spirit with which athletic trainers should make decisions. The principles are written generally; the circumstances of a situation will determine the interpretation and application of a given principle and of the Code as a whole. When a conflict exists between the Code and the law, the law prevails. (Reprinted from the National Athletic Trainers’ Association, September 28, 2005, Revised 2016)

The entire NATA Code of Ethics may be found on the NATA website: https://www.nata.org/membership/about-membership/member-resources/code-of-ethics.

Post-Admission Requirements

Technical Standards

The Athletic Training Program at Texas Tech University Health Sciences Center is a rigorous and intense program that places specific professional, intellectual, physical, and social requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program’s accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]).

The following abilities and expectations must be met by all students admitted to the Athletic Training Program. In the event a student is unable to fulfill these technical standards with or without reasonable accommodation, the student will not be admitted into the program. 

Compliance with the program’s technical standards does not guarantee a student’s eligibility for the Board of Certification, Inc. (BOC) certification exam (see www.bocatc.org for exam eligibility).

Students in the TTUHSC Master of Athletic Training Program must demonstrate:

1. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solves to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm. 
2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately safely, and efficiently use equipment and materials during the assessment and treatment of patients.
3. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice.
4. The ability to record the physical examination results and a treatment plan clearly and accurately.
5. The capacity to maintain composure and continue to function well during periods of high stress.
6. The perseverance, diligence, and commitment to complete the athletic training program as outlined and sequenced.
7. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations.
8. Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care.
9. The ability, at all times, to conduct themselves in a professional manner with a wide variety of individuals, including but not limited to, faculty, clinical instructors, colleagues, coaches, athletes, and students.
10. Professional attitudes and behaviors: perform in an ethical manner in dealings with others in adherence to TTUHSC and Athletic Training profession guidelines, and personal integrity and hygiene consistent with the Athletic Training profession.

To ensure patient safety for laboratory classes and the clinical experience portion of the MAT program, students must display the following:

1. Mobility: have the physical stamina to stand and walk for 12+ hours in a clinical or field setting; be able to stand, move about freely and maneuver in small spaces and across uneven terrain; be able to tolerate being exposed to extremes in the environment including variable aspects of weather, hazardous fumes, and noise.
2. Flexibility: be able to bend the body downward, forward, and to the side by bending at the spine and waist; be able to flex and extend all joints freely. 
3. Strength: be able to raise objects (25+ lbs) from a lower to a higher position or move objects horizontally from position to position frequently and greater weights occasionally; possess mobility, coordination, and strength to push, pull or transfer heavy objects weighing 150 lbs. frequently and greater weights occasionally. 
4. Motor Skills: (These skills require coordination of both gross and fine muscular moment and equilibrium) possess manual dexterity, mobility, and stamina to perform CPR for extended periods of time; be able to seize, hold, grasp, turn, apply pressure, and otherwise work with their hands; be able to make skillful, controlled manipulations of small objects in order to use medical equipment; be able to differentiate between normal and abnormal findings in human physical conditions by using visual, auditory, olfactory and tactile observations; be able to elicit information from the patient examination, using palpation, muscle strength assessment, joint range of motion measurement, and other evaluative maneuvers; be the first responder in a potentially catastrophic injury (e.g., in-line stabilization of cervical spine, rescue breathing, obstructed airway management, and cardiopulmonary resuscitation); be able to execute movements required to provide therapeutic care, such as performing mobilization and wound care techniques. 
5. Observation: (Observation requires the functional use of vision, hearing, and somatic sensations): be able to participate in laboratory demonstrations; be able to observe and palpate a patient accurately to determine variations from normal and observe output readings to determine a patient’s condition and the status of treatment. 
6. Auditory Ability & Visual Acuity: possess sufficient hearing to assess patient’s needs, make fine discriminations in sound, follow instructions, and communicate with other health care workers; possess the visual acuity to read, write and assess the patient and the environment. 
7. Communication: possess verbal/nonverbal and written communication skills adequate to exchange ideas, detailed information, and instructions accurately; be able to read, comprehend, write legibly, and communicate effectively (both orally and written); be able to communicate effectively and sensitively with patients to elicit information regarding mood, activities, and health complaints, as well as perceive nonverbal communications; be able to communicate effectively and efficiently with other members of the health care and athletic community to convey information essential for safe and effective care; be able to read, communicate in writing, and demonstrate computer literacy to complete assignments; be able to communicate with accuracy, clarity, efficiency, and sensitivity. 
8. Interpersonal Skills: be able to interact purposefully and effectively with others; be able to convey sensitivity, respect, tact, and a mentally healthy attitude; be oriented to time, person, place, and not mentally impaired to make decisions that would immediately impact the health of others by prescription or nonprescription mind-altering substances; possess sufficient emotional stability to be able to perform duties in life or death situations and in potentially dangerous social situations, including caring for injured individuals in hostile environments; be able to handle stress and work well as part of a team. 
9. Intellectual Abilities: be able to comprehend three-dimensional relationships and understand spatial relationships of structures; be able to measure, calculate, reason, analyze, integrate, and synthesize information in a timely fashion; be able to synthesize knowledge and integrate the relevant aspects of a patient’s history and examination findings to develop an effective treatment program. 
10. Behavioral & Social Attributes: possess the psychological ability required to exercise good judgment; possess the psychological ability required to promptly complete all responsibilities inherent to the assessment and care of patients; possess the psychological ability required to develop mature, sensitive, and effective relationships with patients; be able to tolerate physically and mentally taxing workloads; be able to adapt and display flexibility (e.g. changing environment, practice schedule, travel); be able to function in the face of uncertainties inherent in the clinical problems of patients; be able to demonstrate ethical behavior, both in laboratory classes and during their clinical experience; be able to respond with precise, quick and appropriate action in emergency situations including, but not limited to Cardiopulmonary Resuscitation (CPR); possess the ability to function safely, effectively, and make and execute quick, appropriate and accurate decisions under stress.

Adapted from the University of Indianapolis Technical Standards (https://uindy.edu/documents/ADA_Acc._Form_Technical_Standards_Final_.pdf ), Manchester University Technical Standards for Admission (https://www.manchester.edu/docs/default-source/academics/mat/mattechnicalstandardsdocument_000.pdf?sfvrsn=2), and James Madison University Guidelines for Technical Standards for Entry-Level Athletic Training Education (https://healthprof.jmu.edu/at/mat_technicalstandards.html).

Accepted applicants to the MAT program are required to verify that they understand and meet these essential functions, or that they believe that with certain accommodations they can meet the standards. 

Any student with a disability who is accepted to the MAT program must contact Student Disability Services (SDS) in the TTUHSC Office of Student Affairs as soon as possible. SDS Staff will determine whether the stated condition qualifies as a disability under applicable laws and work with the program faculty to determine reasonable accommodations, taking into account whether accommodations would jeopardize clinician/patient safety or the educational process of the student or the institution, including all course work, clinical educational experiences and internships deemed essential to graduation. Students are required to read and sign the MAT program technical standards form and to update their responses on this form if their health status changes. Students who require accommodation to meet the technical standards must obtain verification by the authorized institutional office (see above) as defined by the sponsoring institution policy that proper accommodation has been provided for the student to meet the standard.

Emergency Cardiac Care (ECC)

Prior to matriculating into the Athletic Training Program, all students must show proof of current CPR certification through the American Heart Association. Due to clinical requirements, Basic Life Support (CPR for Healthcare Providers) through the American Heart Association is the only acceptable course. Students must maintain this credential throughout the duration of enrollment in the program. Upon graduation, certified athletic trainers are required to maintain their Emergency Cardiac Care credential and must submit verification of this certification to the Board of Certification.

Membership in Athletic Training Organizations

Students are required to join the National Athletic Trainers’ Association (NATA) which automatically gives membership to the appropriate District and State Associations. Students are encouraged to join the NATA with their Texas address to enable them eligible for Southwest Athletic Trainers’ Association (SWATA) and Texas State Athletic Trainers’ Association (TSATA) scholarships. Students are also highly encouraged to join the West Texas Sports Medicine Society (WTSMS). Membership is part of the socialization into the profession and will assist students in maximizing their professional potential. Student members receive access to the members-only section of the NATA website, the NATA News, Journal of Athletic Training, and various other benefits. Membership applications are available online at www.nata.org and https://www.wtsms.org/. Students are responsible for any and all fees and costs associated with membership in those organizations. Membership verification must be submitted prior to August 15^th of each year.

National Provider Identifier (NPI) Number

MAT Students are required to register for an NPI number prior to matriculation into the Program. The NPI number is the National Provider Identifier and is used by healthcare providers. This number will be the same number you use once you are credentialed. To obtain an NPI number, please go to: https://nppes.cms.hhs.gov. Follow the directions for Individual providers to create a login. When asked, you will submit 2 taxonomy codes:  390200000X and 2255A2300X. These are a student code and an AT code. When you complete this form, since you don’t have a business address, use your own address. There is no charge to obtain your NPI Number.

Program Progression, Retention, & Academic Requirements

Course Grades

Grades for courses will be assigned as either a pass/fail (clinical experience courses) or as a letter grade, consistent with the School of Health Professions Grading Policy, SHP OP ST.08 Grading Criteria.

Examination Policy

The following examination policies have been implemented to limit academic dishonesty, to assure exam integrity, and maintain a fair testing environment for all students enrolled in the Athletic Training Program. Students who require testing accommodation(s) should meet with the course professor prior to the test administration date to discuss how accommodations will be honored without jeopardizing exam integrity. All accommodation requests must be made through Student Disability Services.

1. No examination make-ups will be allowed without prior approval of the course professor. In the case an emergency has arisen, the student must contact the course professor as soon as feasibly possible.
2. Students who will be missing an examination and have discussed this with the course professor in advance of the testing date and time must arrange an individually scheduled examination. In most cases, the examination must be completed prior to the missing exam administration. In all cases, the examination must be completed within one week of the original date and time.
3. Students will not be allowed to enter the classroom, laboratory, or computer lab where the exam is being administered once examination materials have been distributed.  In the case an emergency has arisen prior to the examination, the student must contact the course professor as soon as feasibly possible.
4. Students will not be allowed to leave the testing area until his or her examination has been submitted. Therefore, students are expected to attend to personal needs prior to beginning the examination.
5. Only completely plain water bottles will be allowed in the testing area. No other food or drinks are permitted in the area where the exam is being administered.
6. Electronic devices (including, but not limited to, cell phones, smart glasses, AirPods, cameras, and calculators) are not permitted in the sight of students in the classroom. All electronics, including smart watches and smart glasses, must be placed in the student’s bag or in a designated area of the room. If an electronic device is required for the examination, students will be notified prior to the beginning of the examination. In the case that an examination is conducted online, students must have all windows closed, and no “notes” of any kind should be accessible on the computer. 
7. No hats are to be worn during examinations.
8. Students may be asked by the test administrators to empty their pockets. 
9. If necessary, the professor or examination proctor will supply students with blank scratch paper. At the conclusion of the examination, all notes taken by the student during testing will be turned in to the exam administrator. 
10. Faculty have the right to assign seats during any examination, as they see appropriate.
11. At the conclusion of the examination, all exam materials (including test booklets, exams, scratch paper, answer sheets, etc.) will be returned to the course professor or examination proctor. Under no circumstances may any examination materials be removed from the classroom, laboratory, or computer lab where the exam is being administered unless authorized by the course professor.

Violation of any of the examination policies will be considered an academic integrity violation and may be grounds for dismissal from the examination site, failure of the examination, failure of the course, or dismissal from the Athletic Training Program. 

Students who complete an examination with a score of less than 70% are required to undergo remediation. Remediation may include an examination retake, a written assignment, or other means tailored to the students’ individual weaknesses. Remediation requirements will be given to the student in writing and will include completion requirements. In the case of an examination retake, only the original score will be included in the student’s course grade.

Practical Examination Policy

For courses containing Practical Examination(s), passing the Practical Examination(s) is a mandatory requirement for successful course completion.  Students who earn below a 70% on the first attempt of a practical examination will be required to remediate. Remediation will include a practical examination retake or skills assessment. In the case a practical examination is not successfully passed after the second attempt, students will remediate one additional time. On the third attempt, the practical examination and/or skills assessment will be evaluated by two athletic training faculty members under video recording. Students who do not achieve a passing score after the third attempt will automatically receive a grade of “F” for the course, regardless of their performance in other required areas.

Academic Integrity (including Plagiarism)

Students in Health Professions programs are expected to practice their professions with a commitment to high standards and integrity. This commitment to high standards and integrity is also expected during each student’s course of academic and clinical study. Academic misconduct is considered to be any act that is contrary to academic and professional ethics and includes, but is not limited to: cheating, plagiarism, falsification of records, intimidation, and any and all other actions that may distort evaluation of a student’s academic performance or achievement, assisting others in such acts, or attempting to engage in such acts.

All students are responsible for familiarizing themselves with the Code of Professional Conduct (“Student Code”)  regulations in this Student Handbook.  According to the Handbook, students must perform all academic work without cheating, plagiarism, falsification, or misrepresentation of facts. Penalties for academic misconduct are severe. Ignorance is not an acceptable defense. The Complete Academic Integrity Policy for TTUHSC can be found at: Code of Professional Conduct (“Student Code”) .

A student who witnesses academic misconduct or who is approached with an offer to gain an unfair advantage or commit academic misconduct is obligated to report that violation to the appropriate authority (See Part II.D of the TTUHSC Academic Integrity Policy found in the TTUHSC Handbook). Failure to do so may result in disciplinary action. Faculty and staff are likewise responsible for reporting academic misconduct in accordance with Part II. D.

All acts of academic integrity violations will be reported to TTUHSC Student Affairs. Any act of academic/non-academic misconduct may result in assignment of a failing grade on the assignment, failure of the course, or dismissal from the MAT program.

Practical Examination Academic Integrity Violation Example: After I take a practical examination that requires me to evaluate a knee, a classmate asks me what was on the exam (This alone is an academic integrity issue). I answer their question and share the contents of the practical examination I just completed. In this case, both the other student and I would be in violation of the academic integrity policy and subject to disciplinary action. 

Remote Testing

Please be advised that during some courses throughout program, you may be required to take examinations remotely with the assistance of proctoring tools used to preserve academic integrity and fairness during remote exams. Such proctoring tools used during remote exams may include, but are not limited to, the utilization of video and/or audio capabilities to examine, scan, evaluate, and/or monitor you, your work station, associated areas, and surroundings (“Exam Conditions”). By continuing to remain in these courses, you consent to these Exam Conditions. If you do not consent or wish to withdraw your consent, please contact the Office of Student Affairs, and other arrangements may be made, such as onsite testing.

Academic Probation

A student will be placed on Academic Probation for failure to maintain a cumulative grade point average (GPA) of 2.700 or higher. Cumulative GPA is calculated at the end of each semester. Students placed on Academic Probation must raise his or her GPA to at least a 2.700 by the end of the following semester in order to return to good standing and be removed from Academic Probation. A student whose cumulative GPA is less than 2.700 in consecutive semesters (i.e., fails to come off Academic Probation) is subject to dismissal (Refer to “Dismissal from the MAT Program” section below).

A student who has been on Academic Probation twice and subsequently meets any of the criteria for Academic Probation a third time is subject to dismissal on grounds of academic deficiency (refer to “Dismissal from the MAT Program” section below).

Recycling

Recycling in the MAT program is the re­taking of an entire course in which the student received a course grade of “D” or “F” (didactic or Clinical Experience course). A student enrolled in the MAT program is allowed to recycle only one course, and that course can only be recycled one time. For a course to be successfully recycled, a passing course grade of “C” or better for academic and Clinical Experience courses with a standard grading format and a course grade of “P” (Pass) for pass/fail graded courses must be obtained the next time the course is offered in the student’s curriculum.

The MAT curriculum is designed for coursework to be taken in sequence. Therefore, a student is not permitted to advance academically in the MAT curriculum until the student has successfully recycled the course in which he or she was found to be academically and/or clinically deficient. This requires the student to not be enrolled in the curriculum for one full academic year until the course that needs to be recycled is taught again.

As described below, a recycling student is also required to audit courses (will not impact GPA) or repeat (in an attempt to improve GPA) all courses completed during the preceding year of the MAT program.  A student who refuses to recycle a course in which he or she received a grade of “D” or “F,” or refuses to audit or retake the preceding year’s curriculum, must withdraw from the program or be subject to dismissal on grounds of academic deficiency. (Note: TTUHSC does NOT replace grades for repeated coursework. Therefore, in the case of a repeated course, both grades will be used in GPA calculations.) Any exceptions to this auditing and repeat policy will be determined by the Athletic Training Faculty.

Recycling Requirements Document

Criteria that constitute successful recycling of academic and/or clinical deficiencies will be specified in a “Recycling Requirements Document” that will be written by the Program Director.

Recycling students must:

1. re­take and earn a passing grade in the course for which the student received a grade of “D” or “F”;
2. earn a cumulative GPA of 2.700 or higher by the completion of the recycle period specified in their “Recycling Requirements Document”;
3. audit or retake the preceding year’s MAT curriculum in total.

The recycling student must actively participate in all audited courses. Active participation is defined as attending all class sessions and completing all assignments and examinations as specified in the course syllabus.

A recycling student who fails to meet all requirements identified in the Recycling Requirements Document, or fails to earn a passing grade (“P”, “C”, or higher) for any of the recycled or repeated, and audited courses will be subject to dismissal on grounds of academic deficiency (refer to “Dismissal from the MAT Program” section below).

Other Considerations with Respect to Recycling

After successfully recycling, a student is subject to dismissal on grounds of academic deficiency if there are any instances of subsequent academic and/or clinical deficiency, including a cumulative GPA below 2.700 or receiving a course grade of “D” or “F” in any course (refer to “Dismissal from the MAT Program” section below).

It is the student’s responsibility to obtain financial information and pay for additional expenses that will be incurred as a result of recycling.

Dismissal from the MAT Program

A student enrolled in the MAT program is subject to dismissal for any of the following reasons:

1. Failure to maintain the academic standard of a cumulative GPA of 2.700 or higher for more than two semesters.
2. After receiving a course grade of “D” or “F”, refusal to sign a “Recycling Requirements Document,” or refusal to recycle/audit courses specified in “Recycling Requirements Document” (see section on “Recycling”).
3. Failure to meet all requirements specified in the “Recycling Requirements Document.”
4. Receiving a course grade of “D” or “F” in any course after successfully recycling.
5. Earning a course grade of “D” or “F” in a second course.
6. Failure to maintain the academic standard of a cumulative GPA of 2.700 or higher in any subsequent semester after successfully recycling.
7. Receiving a course grade of “D” or “F” in a Clinical Experience course due to unsafe practices and/or unprofessional behavior as documented by the Preceptor/Clinical supervisor.
8. Unsafe practices, unprofessional behavior, and/or illegal activity related to patient contact as documented by the Preceptor/Clinical supervisor and/or program.
9. Based upon a complaint of misconduct as set forth in the TTUHSC Student Handbook.
10. Disciplinary action for a failure to follow Program policies and procedures.
11. Failure to meet academic requirements as per the examination policies, practical examination policies, comprehensive examination policies, or Professional Development Unit (PDU) Policies as set forth by the Program.

Dismissal procedures will occur in compliance with the dismissal policy established by the School of Health Professions. Refer to the School of Health Professions policy entitled “Academic Dismissal”, available at the following website: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx 

Professional Development Units

Students are required to earn professional development units (PDU) during program progression. The purpose of Professional Development Units (PDU) is to:

1. Make students more marketable for jobs or in post-professional studies;
2. Encourage students to pursue current and future professional development activities;
3. Ensure students become involved and engaged in a variety of professional development experiences;
4. Allow students to become accustomed to seeking out professional development activities.

PDU’s are set up similar to continuing education units that certified athletic trainers need to earn after graduation and successful completion of the Board of Certification Examination where the amount of PDU’s earned per activity is based upon the number of hours that the student will actually participate in the activity/event.

PDU’s can be earned through professional memberships (other than the NATA), attending continuing education, research involvement, completing clinical experiences and service outside of their clinical education responsibilities, and leadership activities.

Students must complete all PDU expectations by the specified deadlines in order to continue the program in good standing. PDU’s can be accumulated each year from the last day of the spring semester until final course grades are submitted the following spring semester. PDU’s are a requirement for the respective clinical education course. Failure to complete the PDU’s in the specified semester will result in failure of the respective clinical education experience.

1. Students must complete at least 20 PDUs per year
2. Events associated with class or program requirements cannot earn PDU’s

Students should clear all PDU opportunities not specifically identified in the PDU document with the Program Director BEFORE engaging in the activity to ensure it counts towards a given category.

Student Misconduct

The following procedures have been established to ensure the smooth operation of the Texas Tech University Health Sciences Center Master of Athletic Training Program. Offenses of the rules and regulations of the Master of Athletic Training Program shall be deemed as either “minor offenses” or “disciplinary offenses”. The compilation of three minor offenses shall be the equivalent of one disciplinary offense. Disciplinary offenses will result in a report being filed with TTUHSC Student Affairs and the Student Conduct Board. Students should be aware that legal or ethical violations may result in an inability to complete clinical education experiences, obtain their state athletic training credential, or obtain their national certification through the Board of Certification.  

Minor Offenses 

Minor offenses could include, but are not limited to, dress code violations, tardiness to assigned clinical education experiences, the first missed clinical experience, or failure to complete required documentation.  

Two “minor offenses” by the student will result in a meeting with the Program Director and other AT Faculty as appropriate. This meeting will serve as an opportunity to discuss the minor offenses, engage in shared problem solving, and discuss potential future disciplinary consequences should further offenses continue. A third “minor offense” will result in a report being filed with TTUHSC Student Affairs.

Disciplinary Offenses 

Disciplinary offenses include, but are not limited to: failure to complete athletic training tasks as assigned by the clinical supervisor, failure to attend assigned clinical education experiences (the second or subsequent violations), insubordination, failure to perform duties in a professional manner, failure to act in a manner consistent with the standards of the Athletic Training Program, the BOC Standards of Professional Practice, the National Athletic Trainers’ Association Code of Ethics, or any misconduct identified in the TTUHSC Code of Professional Conduct .

Step 1: The initial “disciplinary offense” shall result in a student / AT faculty formal meeting. This meeting will have written documentation for verification of the required meeting. In addition to the meeting minutes, any written response by the athletic training student or the ATP faculty, and any disciplinary action taken by the ATP faculty will be included in the athletic training student’s permanent file.

Step 2:  The AT Faculty member or Program Director will submit an official report with Student Affairs. Students should refer to the TTUHSC Student Handbook and TTUHSC Student Code of Conduct  for the policies and procedures once a disciplinary report has been filed with Student Affairs.

Student misconduct can lead to dismissal with no opportunity to remediate or recycle.

Clinical Education

Clinical Education and Practice Philosophy

Athletic Training (AT) is a dynamic health care profession, and central to the student’s preparation is clinical education and practice. The MAT curriculum’s integrative nature allows for immediate acquisition and practice of the knowledge and skills necessary for the AT’s practice. MAT students experience classroom and laboratory activities in preparation for clinical placement early in their professional education. The TTUHSC-MAT Clinical AT network is the vehicle that enables our students to begin practicing AT knowledge and skills under the direction of qualified preceptors/clinical supervisors. Education within the clinical setting is responsive to the individual student’s academic preparation level and professional clinical practice readiness. The early integration of clinical practice in the professional program allows students to continuously integrate clinical skills alongside didactic work.

Clinical Practice Plan

The Clinical Practice plan consists of four Clinical Practice courses. These courses prepare students to implement clinical and professional skills in various practice settings within the scope of practice of Athletic Training. The clinical practice plan spans the two years of the MAT program. 

MAT Students completing clinical practice courses will abide by the following guidelines:

1. Clinical Practice I (HPAT 5209): 17-27 hours per week. Contact hours may vary by clinical placement (Primary experiences in college/university, secondary School, and Emergent-Urgent Care)
2. Clinical Practice II (HPAT 5212): 12 - 24 hours per week. Contact hours may vary by clinical placement. (Primary experiences in settings such as rehabilitation and physician practice settings)
3. Clinical Practice III (HPAT 5600): 35 - 70 (hours per week. Contact hours may vary by clinical placement. (Immersion experience in student influenced setting)
4. Clinical Practice IV (HPAT 5328): 17 - 27 (traditional); 35 - 70 (immersive) hours per week. Contact hours may vary by clinical placement. (8 weeks traditional clinical experience, 8 weeks immersive experience. Immersive experience in student influenced setting)

These courses involve a directed and supervised athletic training clinical experience including both traditional and immersive experiences which closely align with the student’s professional goals.

Additionally, student clinical experience hours are closely monitored to ensure overall health and well-being as well as effective care rendered by MAT students.

The TTUHSC-MAT Clinical AT Network

The TTUHSC-MAT Clinical AT network is a group of clinical sites located in two main geographic areas; In-Region Sites (within a 50-mile radius of TTUHSC) and Out-of-Region Sites (>50-mile of TTUHSC, in- and out-of-state). Out-of-Region sites are used during the MAT Year-2 (MAT-2) immersion placements. All clinical sites must complete an annual certification/re-certification process before students are placed with a preceptor/clinical supervisor.

Clinical Placement Sequence

MAT Year 1

MAT1 students are placed within a clinical site that is in-region during the fall semester. The Director of Clinical Education will work with the faculty to place students at clinical sites that they believe will provide the student with a beneficial clinical experience. These clinical placements are determined entirely by faculty. Student career goals and objectives may be considered during these rotations, along with student educational needs, student and preceptor/clinical supervisor compatibility, and accreditation requirements. Clinical placements will occur within a 50-mile radius of Lubbock and include secondary schools, colleges / universities, and emergency medical experiences.

During the spring semester, students will complete multiple short-term rotations. Typical rotations may include, but are not limited to, primary care medicine, orthopedic surgery, rehabilitation, and emergency medicine.

MAT Year 2

Clinical education assignments for immersive experiences will be determined by the Director of Clinical Education in consultation with the athletic training faculty. All requests must be submitted following the directions provided by the Program. It is encouraged that students meet individually with members of the faculty prior to the due date to discuss clinical sites that may be appropriate for them. Students MUST NOT contact potential clinical education sites or preceptors/clinical supervisors prior to approval by the Director of Clinical Education.

Clinical assignments for immersive experiences will be made as follows:

1. Students must submit their top 5 choices on the Clinical Education Request Document (CERD) as instructed. The document must be submitted to the Director of Clinical Education by November 1^st of the MAT 1 year.
2. Prior to considering the students’ requests, the faculty will meet to create the student ranking for each class.
3. Class ranking will be based upon the following criteria:
   1. Grade Point Average (20%)
   2. Reliability/Dependability/Maturity/Professionalism (20%)
   3. Clinical Skills (20%)
   4. Work Ethic/Attention to Detail (20%)
   5. Interpersonal Skills (20%)

4. The student selected as “1” will be assigned their top clinical education site unless it is unavailable for selection or vetoed by at least 50% of the program faculty. If the first clinical site is unavailable, the site selected as number 2 (by the student) will be considered. This process will continue until clinical placement has occurred.
5. Once student #1 has been formally assigned an available site (site has been contacted and is agreeable), student number 2 will be assigned their clinical site in the same process as the first student.  
   1. Sites are considered unavailable if they have met their student capacity, have not agreed to have a student during this time period, or declined the student requesting the clinical placement. This process will continue until all students have been assigned.

6. Some clinical education sites require students to follow a formal selection process. In the case the chosen site requires this process, and the process does not occur in a timely manner, the student may be advised that placement will continue and ultimately may affect their secondary choices if the first option is not approved.
7. If at any point during the assignment selection process a student’s submitted requests are unavailable, they will be asked to submit at least 3 additional options for consideration.
8. No student shall be assigned a clinical education site until the clinical site of the student before them has been secured (clinical site is available and agrees to take the student), except in the case of number 6. For new clinical education sites, once a verbal agreement and an affiliation agreement has been started the process can continue. If during the process of establishing a new clinical site the affiliation agreement falls through or is not completed at least 2 months before the starting date, the student will be assigned a site that is established and still available.
9. If after formal assignment a student refuses to complete their clinical education experience at the selected site, they will be allowed to choose their clinical site only from the remaining established sites and after all other students have been assigned.
10. In the case a student has requested a new clinical site to be developed, the student requesting that site will be assigned, if available, and not vetoed by the faculty, regardless of their assigned order. If more than one student submits a request for development of the same clinical site, the students will be assigned based upon the above process, however only the students who requested the site to be developed will be under consideration. Request for a new clinical education site must be submitted at least 1 month prior to the submission of clinical site requests on the CERD.

Clinical Site Applications

Once students have been assigned their clinical education experience location, they must formally “apply” to their clinical rotation. Formal application requires submission of a cover letter and an updated resume to the potential preceptor/clinical supervisor and/or other identified individual. Once the application has been reviewed by the clinical education site, students will be required to undergo an interview. The format of the interview will be determined by the preceptor/clinical supervisor and/or clinical education site. Although there will be some sites that will require an application and interview earlier in the process, all students are required to formally apply to their clinical rotation no later than 2 months prior to the start of the clinical experience.

Clinical Practice Notes

1. All MAT Students are responsible for all costs associated with clinical practice courses, including, but not limited, to tuition and fees, transportation, housing, meals, uniforms, criminal background checks, drug screenings, and other incidental expenses.
2. All MAT students must pass a criminal background check before placement at a clinical site. 
3. Several clinical sites (both in- and out-of-region) may require additional onboarding or background checks specific to the site which students must complete at their expense.
4. Students are expected to follow safety procedures of the clinical site. 
5. Behaviors and skills observed during the professional curriculum are taken to be a measure of a student’s readiness for Clinical Practice courses.
6. Students must be supervised at all times during any clinical education or supplemental clinical experience.

Clinical Reassignment Policy

Though clinical education assignments will be provided to students prior to the start of a clinical course, the Program Administration (Program Director and Director of Clinical Education) reserve the right to re-assign students prior to and during a course as needed to maintain the integrity of a clinical experience and/or to protect the health and welfare of the student.

In the instance where a clinical assignment must be altered prior to the start of the semester, the Director of Clinical Education will notify the student as quickly as possible, and the student must contact the preceptor/clinical supervisor and make the necessary arrangements. If a clinical site needs to be re-assigned once a clinical course has started, the student will be immediately notified and provided ample time to make the necessary arrangements. In some instances, alternate methods of instruction that fall within accreditation and institutional guidelines may need to be utilized to allow students to meet the course requirements and learning objectives.

When it is necessary, in the best interest of the student, and doesn’t conflict with accreditation or University guidelines, the program administration also reserve the right to change the clinical hour requirements for clinical courses. If program administration alters clinical requirements in these instances, students will be notified of the specific plan to ensure students have the opportunity to learn and demonstrate the skills required to meet course learning objectives and accreditation standards.

Case Logging

To ensure that all students interact with, and treat, a variety of patients and conditions, students will be required to record patient interactions in a Case Log found in the electronic clinical tracking system. These case logs will also allow students to critique and evaluate their patient care. Each semester the Director of Clinical Education will evaluate the completed case logs for each student. If a student is not on-track to obtain the required patient populations or conditions, a modification to the clinical education plan may occur, or clinical simulations may be conducted.

Students are expected to document all clinical cases seen during clinical experiences, simulations, and practical examinations. All information requested during the clinical cases needs to be submitted. In the case an appropriate ICD or CPT code is not available, students should notify the course professor, Director of Clinical Education, or Program Director so the appropriate code can be added.  

Clinical Simulations

In the case clinical experiences are restricted due to a circumstance outside the control of the student, clinical simulations may be used in place of clinical hours. No more than 15 percent of any clinical experience or required patient interactions can be completed virtually or via clinical simulation. When calculating virtual clinicals, or clinical simulations, time equivalents, 1 hour of clinical simulations will equal 3 hours of clinical experiences. 

Clinical Education During Vacation Periods

Athletic Training Students may be required to return for a clinical education experience during official University breaks, prior to the beginning of an official semester, or after the official conclusion of a semester. Clinical Education Schedules will be posted a minimum of one semester prior and will be based upon the Program and University Calendars. Requested absences from required events and clinicals will be evaluated by the faculty and approved or denied on a case-by-case basis. In general, athletic training students should be prepared to be with their respective clinical assignments during the entire specified clinical time period.

Attendance During Inclement Weather

In the case that the Texas Tech University Health Sciences Center is closed or delayed due to inclement weather, athletic training students assigned to clinical education sites in the immediate area are not required to attend their clinical education assignment. In the case of inclement weather at a distant clinical education site (>30 miles from campus), if the host institution is closed, students are not required to attend any scheduled activities. Ultimately, students should use their best judgment in determining if travel to the University or a clinical education site is safe. In the event the student determines that it is unsafe to travel to the clinical education site, they should contact the preceptor/clinical supervisor, the course professor, and the Director of Clinical Education. No student should risk his or her safety to attend an athletic training meeting, clinical experience, class, or event.

Travel Policy

Travel to away contests at the students’ clinical education sites is highly encouraged, however, is at the discretion of the preceptor or clinical supervisor. The expectations and feasibility of student travel will be discussed between the Director of Clinical Education or designated faculty member and the preceptor/clinical supervisor prior to the student beginning their clinical experience. Travel experiences, although highly encouraged, are not guaranteed and are frequently dependent upon budget constraints. At no time will TTUHSC athletic training students travel to away sites without the direct supervision of their designated preceptor or clinical supervisor. Students who are granted the opportunity to travel during the clinical experience are expected to go as part of their clinical education requirements.

Transportation To and From Clinical Experiences

Students are expected to assume responsibility for their own transportation, and associated costs, for all clinical experiences. The student has the ultimate responsibility to make sure they arrive to the clinical site on time. Whenever possible, carpooling is encouraged and recommended, however students cannot use this as an excuse for being late or unable to attend a clinical site should something happen to the individual or vehicle availability for carpooling.

Clinical Site Orientation

Prior to, or at the beginning of each clinical education rotation, students are required to become oriented to the clinical education site. Student clinical orientation must minimally include:

1. Tour of the facility
2. Review of venue-specific training expectations
3. Review of venue-specific critical incident response procedures (emergency action plans)
4. Identification of the role of the student in an emergency situation
5. Review of the venue-specific blood borne pathogen exposure control plan
6. Review of venue-specific communicable and infectious disease policies
7. Review of patient privacy and confidentiality guidelines
8. Identification of the expectations of the clinical supervisor
9. Discussion of the goals and expectations of the student
10. Review of the clinical Site “chain of command”

Clinical education sites should have an appropriate emergency action plan / critical incident response plan specific to each venue. Whenever possible, emergency action plans and other clinical site information will be available for students to review prior to beginning the clinical rotation.

In the case a student has experienced or witnessed a traumatic event, the student and/or clinical site supervisor should contact the Director of Clinical Education and Program Director to ensure appropriate care and debriefing for the student occurs.

Attentiveness During Clinical Education Experiences

Students are to be actively engaged in the educational process while completing clinical education experiences. In the case of an athletic event or practice, if athletes are actively engaged, students should not be sitting while watching. Students should be paying attention to the activity and “look” involved, interact with healthcare professionals, coaches, athletes, and patients during the experience. Students should seek out learning opportunities by actively engaging preceptors/clinical supervisors, peers, or other valuable resources.

Attendance at Clinical Education Experiences

Students are to arrive on-time at all clinical experiences and must complete the entire clinical experience. No unexcused absences are allowed. Any planned absence must be discussed and approved by the preceptor/clinical supervisor, course professor, and Director of Clinical Education as early in the semester as possible and at least one week in advance of the requested date. Requests to miss a clinical session must be submitted by email. All requested absences will be heavily scrutinized. The faculty are aware that emergencies do arise. If a student is unable to attend a clinical session due to an emergent situation or sudden illness, they are to contact the clinical supervisor and Director of Clinical Education as soon as reasonably possible. Unexcused absences are subject to disciplinary action. Excessive absences may result in an incomplete or “PR” in the course. This may result in an additional clinical experience. Students that are not attending a clinical session because of a situation at the clinical site, e.g., team traveling, or school cancelled, must notify the course professor and Director of Clinical Education.

In general:

1. All supplemental clinical experiences (clinicals completed with a supervisor who is not an athletic trainer or physician) will be made up on a 1:1 schedule for any absences.
2. Students with excused or unexcused absences who miss more than 15 percent of a clinical experience will be required to make up clinical time.
3. Students who miss more than 25% of a clinical education experience may be required to administratively withdraw from the course.
4. Students will be allowed to miss no more than two days of a clinical experience per semester to attend a continuing education activity, when prior approval has been granted.

General Clinical Experience Policies

The following policies will be further discussed during the first summer semester and re-visited at the beginning of each Clinical Experience course.

1. Criminal Background Check: per TTUHSC policy, all students are required to pass a criminal background check prior to matriculating in the institution and going on their first clinical experience. The cost of a Criminal Background Check is the responsibility of the student. Failure to pass a criminal background check may impact your ability to complete the MAT program and obtain certification and licensure. Policy specifics and signature pages are available under HSC OP 10.20 on the following website: https://www.ttuhsc.edu/administration/documents/ops/op10/op1020.pdf
2. Some clinical education sites may require additional criminal background checks prior to the start of the clinical rotation. If a clinical site requires an additional background check, students will be notified in advance of this clinical. Students are responsible for any additional costs of these background checks. In the case a clinical background check is required by a clinical site, the site has final authority to determine eligibility for placement.
3. Student Consent and Authorization to Release Information for Student Clinical Experience or Fieldwork: per School of Health Professions policy, in compliance with FERPA each student must provide written authorization for the MAT program to communicate with clinicians where the student is assigned for their clinical experience.
4. Clinical Supervision Policy: The Athletic Training Student (ATS) must follow the supervision guidelines set forth in the CAATE Standards for accreditation. Detailed information will be discussed by the Director of Clinical Education prior to the first clinical experience.
5. Drug Testing: Some clinical sites may require a health care professional drug screening. This screen is completed at the student’s expense. Based upon the results of this screening, the clinical site will determine if the student is eligible to complete their rotation at the facility.

Summer Internships and Camps

Students are not required to complete an internship or work summer camp for the MAT program; however, we understand that many students may want to explore these opportunities. It is the responsibility of MAT students to know the athletic training practice acts in the states where they may conduct clinical internships and/or summer camps. There are state practice acts that define “athletic training student” as those acting as part of an accredited educational program and thus those individuals who meet this definition are protected by statute. If clinical internships and/or summer camps are not a formal part of the CAATE accredited program (which they are not for the MAT program), and students are not currently enrolled in a clinical course then they are NOT by state statute considered to be an athletic training student protected by state statute and are therefore practicing without a credential. It is also important to note that students are not covered under the TTUHSC professional liability policy during this experience. It is important that students not practice athletic training without an appropriate state credential. For those opportunities where students would violate the practice act, a student needs to consider the alternative optional summer practicum course. Violation of state practice acts could result in an inability to become certified by the Board of Certification or credentialed by state licensing and accrediting boards.

Students are encouraged to discuss with program faculty their interest in internship and/or summer camp opportunities well in advance to avoid placing themselves in violation of state practice acts and subject to professional sanctions for unregulated practice; this could impact a student’s ability to sit for the BOC exam.

Optional Summer Practicum Scheduling Policy

Any student wishing to complete the optional HPAT 5098 Practicum in Athletic Training course at a clinical site that does not have a current affiliation agreement with the TTUHSC MAT program is required to discuss his or her plans and intentions with the designated MAT Program faculty as early as possible during the Spring semester preceding the intended experience. Sites that do not have a current affiliation agreement in place with the MAT program may still be considered as potential options for experience; however, it will be necessary to have a signed affiliation agreement in effect on or before May 20th in order for that potential site to be used. It is the student’s responsibility to make sure that the necessary information to develop an affiliation agreement is provided to the designated MAT faculty member. Affiliation agreements require legal review that may introduce delays, so planning ahead is imperative.

In the event that an affiliation agreement cannot be established between the proposed site and the TTUHSC MAT program by the proposed start date, the student will have the option of either dropping the Practicum course or being reassigned to a site with which the TTUHSC MAT program already has a current affiliation agreement in place. Although the MAT program will make every attempt to assist the student in these instances, such re-assignment cannot be guaranteed and will be made on an as-available basis.

Health and Safety

The Athletic Training Faculty and Preceptors/Clinical Supervisors have the health and safety of the Athletic Training students as a top priority. The following health and safety requirements are in place to protect the students, peers, and patients. The Athletic Training Program (ATP) Medical Director oversees the final ruling regarding Athletic Training student participation when the health and safety of the student, peers, or patients might be in question. Medical or behavioral conditions could affect the ability of the Athletic Training student to meet the Technical Standards for the Athletic Training Program on a temporary or permanent basis. Therefore, the Athletic Training student’s ability to adhere to the Technical Standards might need to be re-evaluated upon any change in the Athletic Training student’s medical status. For the following requirements, the term “Student” applies to students enrolled in the graduate programs in Athletic Training.

Students are expected to comply with all requirements identified by the Office of Institutional Health and Wellness (www.ttuhsc.edu/institutional-health/) and the Blood Borne Pathogen Infection Policy for School of Health Professions Students (SHP OP ST.20)

Illness / Communicable Diseases

A communicable disease is one that can be transmitted from one person to another. There are four main types of transmission, including direct physical contact, air (e.g., cough / sneeze), a vehicle (e.g., ingestion or injection), and a vector (e.g., animal or insect).

Examples of communicable diseases:

Blood borne pathogens, conjunctivitis, cytomegalovirus infections, diarrheal diseases, diphtheria, enteroviral infections, hepatitis viruses, herpes simplex, human immunodeficiency virus (HIV), measles, mumps, rubella, tuberculosis, meningococcal infections, pertussis, streptococcal infections, viral respiratory infections, varicella zoster, scabies, pediculosis.

1. Students should not be performing patient care of any kind when they have active signs or symptoms of a communicable disease.
2. Students with a medical or psychological condition affecting any didactic or clinical requirement must contact the Director of Clinical Education, Course Professor, and Preceptor or Clinical Supervisor immediately. If appropriate, the student will be referred to the TTUHSC Health Clinic, AT Program Medical Director, or comparable facility at an affiliate clinical education site, who will determine the necessary course of action for the student.
3. Students who have been diagnosed with a potentially transmittable disease will not be permitted to complete clinical education experiences until cleared by the Medical Director, TTUHSC Health Clinic, or appropriate physician (TTUHSC ATP Medical Director has final clearance).
4. If a student has been excused from clinical experiences by a physician, it is the student’s responsibility to contact the Preceptor/Clinical Supervisor, Director of Clinical Education, and the Course Professor immediately.
5. If a student reporting to the clinical education site is ill, it is the discretion of the Preceptor or Clinical Supervisor as to whether or not to send the student home for the day.
6. In the case a student has been restricted by a physician, official documentation must be submitted to the Director of Clinical Education. In this case, official medical clearance must also be submitted to the Director of Clinical Education.

Blood Borne Pathogens and Exposure Control Plan

Students are expected to comply with all requirements identified by the Office of Institutional Health and Wellness (www.ttuhsc.edu/institutional-health/) and the Blood Borne Pathogen Infection Policy for School of Health Professions Students (SHP OP ST.20). In the case the student is at a distant clinical education site at the time of potential exposure, in addition to following the SHP policy, students will be referred to the appropriate medical professional, based upon the clinical site BBP policy.

Radiation Exposure

Clinical sites and learning centers used by the Athletic Training Program that house devices that emit radiation are required to have radiation exposure policies. These policies are to ensure protection of the student. Students are expected to comply with all safety regulations and applicable radiation exposure policies established by their learning facility.

Calibration and Equipment Safety Checks

All equipment used by Athletic Training Students will undergo equipment calibration and electrical safety checks as recommended by the manufacturer. All equipment safety checks will be paid for by the organization owning such equipment.

Program Policies and General Information

Attendance Policy

In order to maintain the integrity of each student’s academic experience, attendance and punctuality at all class and laboratory sessions are required throughout the professional curriculum. Due to the importance of the content and the amount of material that will be covered, unexcused absences will result in a 5% deduction of the overall course grade per class session missed. Students requesting to miss a class session must contact all professors affected and carbon copy the Program Director as early in the semester as possible, prior to the class meeting time. Contact may be via face-to-face, email, phone, or text message, however an official request must be made via email. Students requesting to miss a class or laboratory session due to travel for a clinical experience must notify all professors and the Program Director, with the request as soon as the student is aware of the conflict. Travel for a clinical experience is not automatic and must be approved by the course professor and Program Director. Missing a class for a practice session will not be authorized. The faculty are aware that emergencies do arise. If a student is unable to attend a class session due to an emergent situation or sudden illness, they are to contact the professor as soon as reasonably possible. Unexcused absences are subject to disciplinary action. Any modifications to course deductions will be made on a case-by-case basis at the Professor’s discretion. In the case of absence, the student is responsible for all announcements, material presented, and assignments. Additionally, students are required to submit any and all materials due that day in advance. Students who arrive more than 10 minutes late to any class or laboratory session will be considered absent for the day.

Typical Excused Absences: Death of an immediate family member (parent, grandparent, sibling, child); travel to conferences; travel for clinical experiences; surgical observations; illness

Typical Unexcused Absences:  Practice coverage; social activities; oversleeping; outside employment; transportation issues

Class Schedules and Official MAT Functions

Due to the nature of the cohort program, class schedules may be subject to change. Program meetings, guest speakers, clinical/class trips, continuing education opportunities, and laboratory experiences may require students to meet outside of the typically scheduled class time. If this occurs, students will be notified in advance and will be expected to be present. Absences will be subject to the program attendance policy.

Late Assignment Policy

No late work will be accepted in any HPAT - Master of Athletic Training Program courses unless otherwise agreed upon by the professor of the course. Emergencies do arise, and make-up work MAY be negotiated with the professor (at their discretion). 

Athletic Training Student Association-Lubbock (ATSA-LBB)

Students are encouraged to join the Athletic Training Student Association. The purpose of ATSA is to provide a means of addressing the external interactions and professional development of the entire student body of the athletic training program at the Texas Tech University Health Sciences Center. The ATSA provides leadership in representing the school at the university, local, state, and national levels. Emphasis is placed on establishing a foundation for lifelong professional development through involvement in the NATA, community service activities, and educational programs. The ATSA must abide by the registration of student organizations’ policies listed in the TTUHSC Student Handbook. Students are responsible for any and all fees and costs associated with membership, and participation is voluntary.

Conference Attendance

The MAT program encourages students to attend national, state, and local athletic training conferences. These conferences allow students to become exposed to leaders in the athletic training field. The networking opportunity that students experience will become an invaluable tool in the job hunt. Students are responsible for any and all fees and costs associated with conference attendance, and participation is voluntary.

Academic and Professional Advising

Each student is assigned a MAT faculty advisor when they begin the program (students keep the same faculty advisor throughout the program). Each student will meet with his or her faculty academic advisor periodically, at the initiation of the student, faculty advisor, or Program Director. A student who receives a Mid-Term Academic Warning Letter or an Academic Probation Letter is encouraged to meet with his or her faculty advisor.

Dress Code and Required Professional Appearance

Students in a professional, graduate healthcare program must present themselves to the highest professional standards. Since TTUHSC is a public institution in which patients and visitors are present, standards of dress should reflect good judgment, and modest attire is required. Faculty and staff members have the authority and responsibility to maintain reasonable standards of student dress and grooming within their respective classrooms, laboratories, offices, and other areas of public presentations. The dress code reflects professional integrity and the special needs of individual classes. In order to promote professionalism, the following dress code will be strictly enforced by the AT faculty, preceptors, and clinical supervisors at all times. Dress code and personal appearance requirements are not only to promote professionalism, but also to ensure the safety of the patient and clinician.

The MAT program expects students to dress professionally when representing the MAT program at all times. Casual attire is not appropriate for educational activities that occur off-campus or within other academic units housed within TTUHSC. Additionally, students may be required to follow a specific dress code in the case of guest speakers, professional presentations, and laboratory activities.  The dress code may vary from clinical site to site; however, the athletic training student must minimally follow the dress code guidelines established below during each clinical education experience. Students who do not abide by the required dress code will be dismissed from clinical, class, or Athletic Training Program activity for the day, and disciplinary action will ensue.

Required for all students:

1. As a part of professional dress and in compliance with TTUHSC Operating Policy (76.02), students of the TTUHSC MAT program are required to wear or produce, if requested, their student identification (ID) badge at all times while on TTUHSC campuses.
2. All students are required to wear their TTUHSC Athletic Training Program nametag, identifying them as a student, during clinical experiences and all attire EXCEPT Code Green (Any exceptions will be noted by the faculty).
3. Name badges must be worn at chest height to be seen.
4. All students must be in closed-toe/closed-heel shoes and adhere to all other OSHA guidelines for all clinical activities.
5. All students are required to carry a pen with them during all clinical experiences.
6. All students are highly encouraged to wear a wristwatch, with a second demarcation during all athletic training duties.

Code Green

1. There are no restrictions on the attire the student is wearing, as long as it is appropriate for the situation at hand.
2. Although no specific dress code for laboratory/classroom experiences will be required, it is recommended that students dress professionally and in Code Yellow unless otherwise instructed for laboratory attire.

Code Yellow

Unless otherwise indicted by the Program Director and/or Director of Clinical Education, this is typically the MINIMUM appropriate attire for any clinical education experiences (non-game/contest/event).

1. TTUHSC MAT shirt
   1. This must be a TTUHSC MAT shirt (must be the AT Program). If the student is at a clinical education site, a shirt with a logo from the student’s current clinical site is appropriate.
   2. Sweatshirts/jackets for warmth during clinical experiences, meeting the color and logo requirements, can be worn indoors, however, hoods should not be up.

2. “Khaki” pants or shorts (mid-thigh/5” inseam or longer)
   1. Pants/Shorts must be a neutral color: khaki, black, navy, beige, etc.
   2. Pants/shorts must be functional for movement and appropriate care.
   3. “Short Shorts”, Yoga pants, sweatpants, athletic shorts, fitted sweatpants/ Leggings, joggers, wind pants, tight pants/skinny pants, and/or pants with words on the seat are not permitted
3. All shirts must be tucked in
4. A belt must be worn if shorts/pants have belt loops
5. Tennis shoes and socks, or dress shoes

Code Orange

Games / Contests / Events / Guest Speakers / Practical Examinations (unless Code Red is required)

1. TTUHSC MAT collared shirt (must be the AT Program). If the student is at a clinical education site, a shirt with a logo from the student’s current clinical site is appropriate.
   1. Sweatshirts/jackets for warmth during clinical experiences, meeting the color and logo requirements, can be worn indoors, however, hoods should not be up.
2.  “Khaki” pants or shorts (mid-thigh/5” inseam or longer)
   1. Pants/Shorts must be a neutral color: khaki, black, navy, beige, etc.
   2. Pants/shorts must be functional for movement and appropriate care.
   3. “Short-Shorts”, Yoga pants, sweatpants, athletic shorts, fitted sweatpants/ Leggings, joggers, wind pants, tight pants/skinny pants, and/or pants with words on the seat are not permitted
3. All shirts must be tucked in
4. A belt must be worn if shorts/pants have belt loops
5. Tennis shoes and socks, or dress shoes

Code Red

Professional attire / Conference Attendance / Professional Speaking / Potential Guest Speakers / Clinics / Physicians’ offices / Hospitals.

1. Dress pants or a skirt of a modest design (skirt is not recommended if a clinical experience)
   1. Yoga Pants, sweatpants, athletic shorts, fitted sweatpants/leggings, joggers, wind pants, tight pants/skinny pants, and/or pants with words on the seat are not permitted
2. Shirt/tie, blouse, sweater
   1. Top must provide full coverage of chest, shoulders, back, and abdomen.
3. Possible jacket (if required by clinical site or in the case of a professional presentation)
4. Dress shoes
   1. No open-toed or open-heeled shoes if clinically related
   2. High-heeled shoes are discouraged during a clinical activity (if high-heeled shoes are worn, students must be able to be completely functional, and shoes cannot damage the athletic surface)
   3. No tennis shoes
5. Appropriate socks/stockings/hose/leggings and belt
6. If clinically related, it is important that the athletic training student selects attire that will allow them to assist patients who are injured on the field or court, including rendering life-saving techniques, without compromising themselves professionally or personally. This is particularly important when selecting tops, skirts, and dresses that allow for appropriate mobility and flexibility during on-field assessment, care, and transport.

Grooming for both class and clinical experiences:

1. Students should practice appropriate personal hygiene (bathing).
2. Students should practice appropriate oral hygiene.
3. Nails must be kept clean and at a functional length. If looking at the palmar surface of your hand, your nails should be no longer than the tips of your fingers.
4. Hair (including facial hair) should be professionally groomed at all times.
5. Students should appropriately use deodorant/antiperspirant on a regular basis.

Hats

1. Only TTUHSC hats, hats of the current clinical education site, or plain hats may be worn.
2. Hats must be worn in a traditional manner.
3. Hats are for outdoor use only. They should not be worn in the athletic training facility or during indoor events.

Jewelry and Body Art

Frequently, hospitals and healthcare facilities do not allow for alternative piercings, ear gauging, or tattoos. It is recommended that students heavily weigh the benefits vs. risks prior to obtaining any visible body art.

1. Piercings should be discreet. Large or dangling jewelry is prohibited for hygienic and safety reasons.
2. Athletic Training students should realize that tattoos may be offensive to some individuals and should make an effort to cover these when appropriate.
3. Ring wearing should be limited and carefully considered due to the effects on treatment and glove wearing.
4. Necklaces should be kept to a minimum and should be placed inside the shirt/blouse when possible.

Perfume & Cologne

1. Perfume, Cologne, and other fragrances can be offensive and cause allergic reactions in patients and colleagues. Therefore, such items should be avoided or worn in moderation.

Inclement weather

1. Although the athletic training student must comply with the above dress code, the health and safety of the student are of the highest priority.
2. Jackets, fleeces, and sweatshirts may be worn outside for warmth and protection against the weather.
   1. TTUHSC gear or clinical site colors should be worn whenever possible.
   2. If that is not possible, then a neutral color, plain attire should be worn
3. Outdoor / rain/snow pants may be worn in a neutral color when outdoors in inclement weather
4. Students completing clinical experiences at affiliate sites may wear outerwear of that institution.

Travel Attire

1. Please remember you are representing the Athletic Training Program, the team you are with, and the Texas Tech University Health Sciences Center during all travel opportunities.
2. Minimally, students must dress in Code Orange
3. Students who have been issued team travel gear may wear this with the team in place of Code Orange.
4. Students must minimally abide by the above dress code requirements, however, higher attire standards set by the coach/preceptor/clinical supervisor must be adhered to.

Inappropriate attire at all times

1. Skinny jeans/pants, yoga pants, joggers, leggings, or pants with words on the seat, and “short- shorts” are unacceptable
2. Sweatpants (unless team-issued travel attire - during travel as directed by the team)
3. Rain pants / wind pants (except outdoors in the case of inclement weather)
4. Clothing with fraying, holes, or not of “clean-cut appearance.”
5. Clothing that is “revealing.”
6. “Five-finger shoes.”

Classroom Attire

Required attire for practical examinations is Code Orange. Any additional dress code requirements for this course will be identified by the Professor. Failure to follow dress code requirements will result in a student misconduct violation.

Consensual Relationships

Consensual relationships between a student and a supervisor, patient, or other persons at clinical experience sites constitute (1) conflicts of interest; (2) unprofessional conduct; (3) breach of trust; (4) appearances of impropriety; and (5) questions the validity of consent, any of which impairs the integrity of academic and clinical decisions. Such relationships also have the potential for (1) undermining the atmosphere of trust and objectivity essential to the educational process and clinical experience; (2) exploiting subordinate faculty, staff, employees, or students, and the possible professional or academic disadvantage of third parties; and (3) subjecting both TTUHSC, the clinical sites and the individuals to the risk of liability.

Therefore, the MAT program strictly prohibits any type of such relationship as described above whether consensual or not. Violation of this prohibition may result in dismissal from the program. Should such relationships develop, faculty, staff, Preceptors/Clinical Supervisors, and MAT students who become aware of the relationship have the obligation to disclose the existence of the relationship to the Program Director. Furthermore, a relationship between a MAT student and a high school student or minor at any clinical site with whom the MAT program has a clinical contract is strictly prohibited during the entire time that the MAT student is enrolled in the MAT program. Violation of this prohibition may result in dismissal from the program and may result in legal ramifications.

Adapted from TTUHSC OP 70.55 Consensual Relationships - Faculty, Staff, and Residents.

Artificial Intelligence Policy

Upon faculty approval, students are permitted to use artificial intelligence (AI) tools to assist in

brainstorming ideas, gathering information, and editing student-written content. When approved, faculty will indicate expectations for AI use using the scale below (Artificial Intelligence Assessment Scale, Perkins et al., 2024). In the instance that no approval for AI use has been specified, a student is not permitted to use AI for the assignment.

1. Level 1 = No AI: The assignment is completed entirely without AI assistance. This level ensures that students rely solely on their knowledge, understanding, and skills. AI must not be used at any point during the assignment.
2. Level 2 = AI-Assisted Idea Generation: AI can be used in the assignment for brainstorming, creating structures, and generating ideas for improving work. No AI content is allowed in the final submission.
3. Level 3 = AI-Assisted Editing: AI can be used to make improvements to the clarity or quality of student-created work to improve the final output, but no new content can be created using AI. AI can be used, but your original work with no AI content must be provided in an appendix, and AI use is appropriately cited.
4. Level 4 = AI-Task Completion, Human Evaluation: AI is used to complete certain elements of the task, with students providing discussion or commentary on the AI-generated content. This level requires critical engagement with AI-generated content and evaluating its output. You will use AI to complete specified tasks in your assignment. Any AI-created content must be cited.
5. Level 5 = Full AI: AI should be used as a ‘co-pilot’ in order to meet the requirements of the assignment, allowing for a collaborative approach with AI and enhancing creativity. You may use AI throughout your assignment to support your own work, and you do not have to specify which content is AI-generated.

Course notes and anything posted on the Learning Management System are protected information. Do not upload course notes and information into AI unless specifically approved by the course professor. When AI use is approved, students may not copy and paste information directly from the AI tool and present it as their own work. It is the student’s responsibility to ensure that information (including information generated by AI) does not contain misinformation or unethical content and does not violate intellectual property laws. Additionally, students’ use of AI tools must be properly disclosed, documented, and cited for academic integrity. Students must include a disclosure statement in their assignments that identifies the specific AI tool and its intended use. Examples may include, but are not limited to:

1. “ChatGPT was used to draft about 25 percent of this paper and to provide revision assistance. AI-produced content was edited for accuracy and style.”
2. “Gemini was used for idea generation. Ideas were adapted to meet assignment expectations.”
3. “OpenAI was used to provide revision assistance. See submitted paper prior to AI, with AI, and final paper (OpenAI, 2023; see Appendix A for the full transcript).”

Note: Consult APA Style for additional guidance on appropriate citation (e.g., https://ttuhsc.libguides.com/c.php?g=762186&p=5465281).

All assignments are subject to review by an AI detector when there is reason to believe that the AI expectations were not followed. Failure to abide by AI expectations and procedures will be considered academic misconduct and may result in consequences, including a failing grade for the assignment, course failure, or dismissal from the MAT program.

Social Media and Networking Policy

The athletic training program acknowledges the rights of students to freedom of speech, expression, and association, and recognizes that this may include the use of social media. However, participating in athletic training comes with additional responsibilities and expectations. We expect you to portray yourself, the program, the clinical sites, and the University in a positive light at all times. Your social media presence and posts must comply with federal and state laws, Program, Department, University, and clinical site policies. Additionally, any social media presence must meet the Program guidelines listed below and the TTUHSC guidelines that can be found at https://app4.ttuhsc.edu/StudentHandbook/default/School-of-Health-Professions/Student-Handbook-2024_2025/Texas-Tech-University-Health-Science-Center-Policies and in the HSC OP 67.03 Use of Social Media Policy. The TTUHSC social media policy can be found at https://www.ttuhsc.edu/communications-marketing/campus-guidelines/social-media.aspx.

When using social media applications, it is important to understand that anything you post online is public information. You are responsible for what you post on your site and the sites of others. Be aware of who can see your information and posts. It is recommended that you use high privacy settings on your social media accounts. However, even if you restrict access, no site is ever completely private. Deleted posts can also still be recovered, forwarded, and identified via search engines. Be aware that professional schools and potential employers may view your social networking sites during the evaluation and hiring process. Consider how people may make assumptions or interpret information about you based on pictures, videos, posts, and links.

The TTUHSC Athletic Training Program emphasizes professionalism. With this in mind, athletic training students are prohibited from interacting with current patients or student-athletes and coaches using social networking websites. This policy includes, but is not limited to, TikTok, Facebook, Twitter, Snapchat, Instagram, and Pinterest. Athletic training students should not accept or request any interaction involving social networking websites with any current patient in the facility, regardless of whether the athletic training student is directly responsible for the patient’s care. This includes refraining from social networking with student-athletes from athletic teams with whom the athletic training student has no direct contact and patients being treated by another clinician at the athletic training student’s clinical education site. This policy further prohibits social interaction with the aforementioned individuals by text messaging and electronic mail, unless professionally required. Furthermore, it is unacceptable for athletic training students to interact through social networking websites, text messages, or electronic mail with patients or student-athletes who are minors, even after completion of that clinical rotation.

Acceptable social media interactions may include LinkedIn or other professional sites recommended by the Athletic Training Faculty.

Social Media Guidelines

1. Students should not be taking any pictures or posting anything about patients (even if you think it is de-identified) on any social media.
2. Do NOT share any information regarding patient diagnosis, diagnostic imaging, injury-related information, or suggestions for injury care, etc., to any form of social media. This is unprofessional and is a HIPAA violation.
3. Do NOT post sensitive, personal, or medical information about TTUHSC, TTU, other clinical education sites, students, preceptors/clinical supervisors, faculty, alumni, or other patients.
4. Do NOT post photos, videos, or other materials taken in class or clinical practicums without permission of the subjects.
5. Do NOT post any material of minors from your clinical placements.
6. Do NOT post negative comments regarding the Texas Tech University Health Sciences Center, Texas Tech University Health Sciences Center Athletic Training Program, Texas Tech Athletic Association, TTUHSC faculty or staff, the Athletic Training profession, preceptors/clinical supervisors, institutional officials, student-athletes, or clinical sites on social media. 
7. Failure to follow the Social Media Policy will result in disciplinary action that may include Program dismissal, University disciplinary action, or legal ramifications.