Learning Over Time: A Literature Review and Case Study

• Published in: Athletic therapy today 2007-09, Vol.12 (5), p.20-25
• Main Authors: Martin, Malissa, Carr, W. David, Ploeger, Robin L., Drummond, Jan
• Format: Article
• Language: English
• ISSN: 1078-7895; 1933-2068
• DOI: 10.1123/att.12.5.20

The concept of Learning Over Time (LOT) has been in the lexicon of athletic training education for several years. To date, there is considerable confusion over the definition of the term and the manner in which the concept should be incorporated into an Athletic Training Education Program (ATEP). The purpose of this report is to (a) review the current peer-reviewed literature and definitions supported by the National Athletic Trainers' Association Education Council and the Commission on Accreditation of Athletic Training Education (CAATE) for a definition of LOT, and (b) present a case study of an approach to documentation of LOT, including an explanation of the manner in which the concept has been incorporated into an ATEP. LOT must be documented to comply with CAATE standards. Many ATEP directors have misinterpreted this requirement to mean that every competency must be repeatedly evaluated throughout a student's progression through the program. Often, the same evaluation form used to initially assess a skill is the same form is used to evaluate LOT. In our opinion, this is not the intent of the LOT requirement. We have developed a systematic plan for documenting LOT that avoids repetitive evaluations of the same competencies. Our intent is to allow the student to demonstrate acquisition of general skills that incorporate many competencies, which establishes an overall holistic proficiency. A competency is a discrete cognitive or psychomotor skill, whereas proficiency represents a combination of those discrete skills. An example of a competency in knee evaluation might be the use of a goniometer to measure flexion angle, whereas proficiency combines the goniometer measurement with a more complete evaluation.