Accreditation and continuous quality improvement in athletic training education.
OBJECTIVE
To apply the continuous quality improvement model commonly associated with the business sector to entrylevel athletic training education program accreditation.


METHODS
We applied athletic training educational program accreditation as a tool for ensuring quality in the entrylevel athletic training education programs accredited by the Commission on the Accreditation of Allied Health Education Programs. Literature from the business, education, and athletic training fields is integrated to support this paradigm shift in athletic training education.


RESULTS
The advent of mandated entry-level athletic training educational program accreditation has forced institutions to evaluate their educational programs. Accreditation will promote continuous quality improvement in athletic training education through mechanisms such as control measures and process improvement.


CONCLUSIONS
Although accreditation of entry-level athletic training education programs has created some dissonance among athletic training professionals, it will strengthen the profession as a whole. Athletic training educators must capture the synergy generated from this change to ensure quality educational experiences for all our students as we move forward to secure a strong position in the allied health care market.
Peer
K S
KS
Kent State University, Kent, OH.
Rakich
J S
JS