163 College curricula valued by equine-assisted activity and therapy centers

Abstract

s / Journal of Equine Veterinary Science 35 (2015) 446e458 453 163 College curricula valued by equine-assisted activity and therapy centers S.V. Burk*, and C.E. Gramlich 2 Otterbein University, Westerville, OH, USA; 2 Slippery Rock University, Slippery Rock, PA, USA With recent growth in the equine-assisted activities and therapies (EAAT) field, an increasing number of colleges and universities are considering the addition of EAAT curriculum. However, there is a paucity of information available on knowledge and skills valued by those making hiring decisions at EAAT centers. The objective of this study was to determine which topics Professional Association for Therapeutic Horsemanship (PATH) International centers value within higher education curricula. A survey was emailed to 801 centers within the United States. Staff members involved in center hiring procedures were encouraged to complete the survey. Surveys were obtained from 133 centers, for a response rate of 16.6%, although complete data for analyses were available from 109 centers. Respondents were asked to rate 37 topics or skills based on importance for inclusion in bachelor’s level EAAT curriculum. Topics were rated on a 4-point scale from unimportant (0 points), neutral (1 point), important (2 points), to very important (3 points). Chi-squared tests of independence or Fisher’s exact tests (SAS v. 9.3) were conducted to compare topic ratings from accredited and non-accredited PATH International centers. The most highly rated items (median 1⁄4 3) included equine behavior, safety, selection, training, conformation, anatomy, physiology, health, stable management, grooming/tacking, and basic English and western riding skills. Other topics that were rated equally high (median 1⁄4 3) included adaptive tack/equipment, lesson planning, teaching methods, disabilities, human anatomy and physiology, PATH International standards, therapeutic riding methods, equine-assisted psychotherapy methods, leadership, and internship experience. Centers rated businessrelated topics lower (median 1⁄4 2). These included accounting, non-profit management, general business management, marketing, and grant writing. The lowest rated item (median 1⁄4 1) was intermediate hunt seat skill. Accredited centers were more likely to rate knowledge of PATH International standards (P 1⁄4 0.010), human anatomy and physiology (P 1⁄4 0.015), liability and insurance (P 1⁄4 0.039), and non-profit management (P 1⁄4 0.017) as “very important” when compared with non-accredited centers. An open-ended question about the biggest challenges faced by centers when hiring new employees indicated that 51% of respondents experienced financial difficulties or had trouble attracting high quality employees due to low wages. Although centers appear to place the most emphasis on equine, disability, and teaching knowledge, a focus on business-related topics may help address financial issues at centers.