Using a Behavior-Analysis Tool in Athletic Training Clinical Education

Communication between athletic training programs and preceptors is not only an accreditation requirement, but also a mechanism to foster effective clinical education experiences. Communicating regularly with preceptors can provide them with feedback and help demonstrate their value to the athletic training program. Improved communication between academic and clinical education has been identified as a need in athletic training. Ongoing communication can be facilitated in a variety of formal and informal ways, including preceptor newsletters, site visits, questionnaires, meetings, and phone calls. Clinical education coordinators should select methods of communication that meet the needs of their program and preceptors.

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A Systematic Approach to Programmatic Assessment

Athletic Training Education Journal ◽

10.4085/1103161 ◽

2016 ◽

Vol 11 (3) ◽

pp. 161-167

Author(s):

Dani M. Moffit ◽

Jamie L. Mansell ◽

Anne C. Russ

Keyword(s):

Athletic Training ◽

Clinical Education ◽

Systematic Approach ◽

Program Review ◽

Athletic Training Students ◽

Programmatic Assessment ◽

Systematic Assessment ◽

Assessment Plans ◽

Education Needs ◽

Goals And Objectives

Context: Accrediting bodies and universities increasingly require evidence of student learning within courses and programs. Within athletic training, programmatic assessment has been a source of angst for program directors. While there are many ways to assess educational programs, this article introduces 1 systematic approach. Objective: This article describes the steps necessary to create an assessment plan that meets the needs of the accrediting body, the program, and the athletic training students. Background: Assessment helps determine if the program's goals and objectives are meeting the athletic training students' needs. Program review cannot be accomplished in a manner that is helpful unless the assessment plan is systematic, planned, and ongoing. Recommendation(s): Effective and systematic assessment plans provide a framework for program evaluation, modification, and improvement. Conclusion(s): Assessment should be an ongoing process which creates opportunities for active learning. Clinical education needs to be included in the overall programmatic assessment, as those courses provide application of didactic learning.

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Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

Athletic Training Education Journal ◽

10.4085/100132 ◽

2015 ◽

Vol 10 (1) ◽

pp. 32-38 ◽

Cited By ~ 3

Author(s):

Stephanie M. Mazerolle ◽

Thomas G. Bowman ◽

Sarah S. Benes

Keyword(s):

Athletic Training ◽

Student Development ◽

Clinical Education ◽

Observational Learning ◽

Visual Learning ◽

Learning Experiences ◽

Learning Preferences ◽

Athletic Training Students ◽

Athletic Training Student ◽

National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

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Factors Affecting Student Persistence into Athletic Training Programs

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2019.1663 ◽

2019 ◽

Author(s):

Heather Hudson ◽

Valerie Herzog

Keyword(s):

Training Program ◽

Athletic Training ◽

Clinical Education ◽

Student Persistence ◽

Athletic Trainers ◽

Athletic Training Students ◽

Clinical Integration ◽

Factors Affecting ◽

Introductory Course ◽

Athletic Training Program Directors

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

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When Direct Pressure Is Not Enough: An Educational Technique for Teaching Wound Packing in Athletic Training Education

Athletic Training Education Journal ◽

10.4085/1947-380x-20-085 ◽

2021 ◽

Vol 16 (4) ◽

pp. 278-286

Author(s):

Ashley B. Thrasher ◽

Edward J. Strapp

Keyword(s):

Athletic Training ◽

Clinical Education ◽

Wound Care ◽

Athletic Trainers ◽

Mass Casualty ◽

Laboratory Activity ◽

Civilian Casualty ◽

Mass Casualty Events ◽

Direct Pressure ◽

Educational Technique

Context Uncontrolled hemorrhage is a major cause of preventable death. Wound care and managing external hemorrhage are important skills for athletic trainers. Objective Describe a laboratory activity used to allow students to practice managing uncontrolled external hemorrhage and wound packing. Background The prevalence of active shooter and other mass casualty events has grown, and a trend to move military-based emergency skills into civilian casualty care has emerged. Athletic trainers are uniquely positioned to respond to catastrophic events at the time of injury. Controlling hemorrhage and rapidly applying a tourniquet or administering wound packing have a great effect in preventing death due to severe hemorrhage. Description An educational technique using a pork shoulder was implemented to provide students with experience in wound packing. Clinical Advantage(s) Students describe this activity as a beneficial way to gain experience on an important skill not often seen in the clinical education setting. Conclusion(s) Faculty may consider implementing wound packing using a pork shoulder as a laboratory activity when teaching wound care and external hemorrhage management.

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Description of Professional Master's Athletic Training Programs

Athletic Training Education Journal ◽

10.4085/100139 ◽

2015 ◽

Vol 10 (1) ◽

pp. 39-46 ◽

Cited By ~ 7

Author(s):

Thomas G. Bowman ◽

William A. Pitney ◽

Stephanie M. Mazerolle ◽

Thomas M. Dodge

Keyword(s):

Student Learning ◽

Athletic Training ◽

Clinical Education ◽

Training Programs ◽

Retention Rate ◽

Retention Rates ◽

Athletic Training Student ◽

Career Placement ◽

Data Saturation ◽

Using Data

Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.

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Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

Athletic Training Education Journal ◽

10.4085/110110 ◽

2016 ◽

Vol 11 (1) ◽

pp. 10-17

Author(s):

Renae Ellen Bomar ◽

Thalia Mulvihill

Keyword(s):

Health Care ◽

Athletic Training ◽

Health Care Providers ◽

Clinical Education ◽

Athletic Trainers ◽

Ncaa Division Ii ◽

Care Providers ◽

Preceptor Training ◽

Division Ii

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Education (CAATE) policies. It is meant to lay the foundation for further research in preceptor development by providing a description of training and development practices. This case study can be used as a guide to other ATPs and compared to other institutions to identify the best practices for preceptor development. Because the policies are new and little research has been done on preceptor development, this is the first step in creating effective evidence-based practices. Design: Ethnographic case study. Setting: One-on-one, in-person, semistructured interviews were conducted, audio recorded, and transcribed verbatim. A review of relevant (eg, training manuals) preceptor training documents was completed. Member checks were done as necessary for accuracy. Participants: One male, veteran off-campus preceptor, 1 female, novice on-campus preceptor, and the ATP clinical education coordinator participated. Participants were part of an NCAA Division II ATP located in Indiana. Results and Conclusions: The findings suggested that this program's preceptor training used various pedagogical designs and provided strong support to those involved.

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A Time for Reflection: Should We Reconsider the Direct Supervision Standard in Clinical Education?

Athletic Training Education Journal ◽

10.4085/1202106 ◽

2017 ◽

Vol 12 (2) ◽

pp. 106-112 ◽

Cited By ~ 1

Author(s):

Stephanie M. Mazerolle ◽

Thomas G. Bowman

Keyword(s):

Health Care ◽

Educational Reform ◽

Athletic Training ◽

Student Development ◽

Clinical Education ◽

Critical Role ◽

Independent Practice ◽

Direct Supervision ◽

Health Care Professions ◽

Student Safety

Context: Educational reform is occurring again in athletic training. The profession, at this time, should reflect on the structure of clinical education, particularly with direct supervision. Clinical education plays a critical role in the development of future practitioners and should provide students with a chance to gain autonomous experience, with appropriate feedback and discourse. Objective: In this commentary, we discuss direct supervision and present an alternative model for supervision (graduated supervision) in athletic training. Background: Currently, there are concerns regarding the readiness of students to transition to independent practice. These trepidations are centered on the policies related to direct supervision and chances for students to gain autonomous experiences needed to prepare them to make clinical decisions. Synthesis: Graduated supervision may provide an alternative lens for athletic training to regulate clinical education, while facilitating experiences that can assist in student development and preparedness to transition into independent, credentialed patient care. Results: Athletic training supervision policies do not align with other health care professions, yet a major impetus for educational reform was founded on the premise that we should model our degree level more comparably. Recommendation(s): Programs should allow for supervision that encompasses a trusting relationship between preceptors and students. Supervision can be modified (more versus less constant interactions) based upon the students' performance, knowledge, and skills. Shifting the way supervision is implemented can still allow for ensuring patient and student safety, but also allow for students to become critical thinkers. Conclusion(s): Direct supervision policies should be updated to allow students to develop confidence, competence, and critical thinking abilities as well as to better align the athletic training profession with other health care programs.

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