STARTING FROM SCRATCH! BEGINNING AN ATHLETIC TRAINING PROGRAM

1986 ◽  
Vol 18 (supplement) ◽  
pp. S93
Author(s):  
P. J. Concialdi ◽  
C. Purdue
Keyword(s):  
Training Program ◽  
Athletic Training

Strategies for Facilitating Ongoing Communication Between Clinical Education Coordinators and Preceptors

2016 ◽  
Vol 21 (3) ◽  
pp. 12-18
Author(s):  
Sara Nottingham
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Phone Calls

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.

scholarly journals The Professional Socialization of the Graduate Assistant Athletic Trainer

2015 ◽  
Vol 50 (5) ◽  
pp. 532-541 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines ◽  
William A. Pitney
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Data Saturation ◽  
Academic Tracks ◽  
Orientation Session ◽  
Board Of Certification

Context The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective To understand the socialization process for graduate assistant ATs during their graduate experience. Design Qualitative study. Setting We conducted phone interviews with all participants. Patients or Other Participants A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

scholarly journals Factors Affecting Student Persistence into Athletic Training Programs

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.

The Faculty Athletic Training Program: A Model

1982 ◽  
Vol 10 (4) ◽  
pp. 85-89
Author(s):  
Marianne Porter ◽  
H. Bates Noble ◽  
David C. Bachman ◽  
Richard L. Hoover
Keyword(s):  
Training Program ◽  
Athletic Training

scholarly journals Career Commitment of Postprofessional Athletic Training Program Graduates

2015 ◽  
Vol 50 (4) ◽  
pp. 426-431 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Career Commitment ◽  
Advanced Degree ◽  
Primary Role ◽  
Online Questionnaire ◽  
Online Data ◽  
Member Checks

Context Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. Objective To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Design Qualitative study. Setting Online data collection. Patients or Other Participants Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Data Collection and Analysis Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Conclusions Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

Athletic Training Program Commitment: Four-Year Longitudinal Analysis of Behavioral Outcomes

2016 ◽  
Vol 11 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Windee M. Weiss ◽  
Peter J. Neibert
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Repeated Measures ◽  
Behavioral Outcomes ◽  
Athletic Training Education ◽  
Social Constraints ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Board Of Certification

Context: Changes in commitment and the predictors of commitment to an athletic training program (ATP) across the academic 4-year program is important for facilitating students' continued success in ATPs and on the Board of Certification (BOC) exam. Objective: The purpose of this study was 2-fold: (1) examine changes in 1 cohort's perceptions of commitment across 4 academic years, and (2) to determine if commitment constructs could predict BOC scores. Design: Longitudinal and cross-sectional survey. Setting: Commission on Accrediting Athletic Training Education accredited ATP at a midsize Division I University. Patients or Other Participants: For purpose (1), 24 ATP students (male = 12, female = 12) participated, and ranged in age from 21–23 years (mean = 21.50 ± 0.59). For purpose (2), a total of 75 male and female senior ATP students participated. Main Outcome Measure(s): Repeated measures analyses of variance were conducted on each predictor of commitment and ATP commitment to determine significant changes in scores from 1 year to the next. A multiple regression analysis was conducted to determine if commitment constructs could predict BOC scores. Lastly, a multivariate analysis of variance compared successful and unsuccessful first attempt BOC candidates on the commitment constructs. Results: Commitment, enjoyment, and benefits decreased significantly from the first year in the ATP to the second year in the program. Attractive alternatives and investments significantly increased during this same timeframe. No significant changes occurred in students' perceptions of perceived social constraints or support from professors, parents, peers, or best friends. Lastly, commitment constructs failed to predict who would pass the BOC exam, and no differences emerged for commitment constructs between students who passed the BOC exam on the first attempt and those who did not. Conclusions: Athletic Training Program students' commitment, enjoyment, investments, attractive alternatives, and perceived benefits fluctuate throughout their time enrolled in an ATP.

scholarly journals Design and Evaluation of an Athletic Training Educational Escape Room

2021 ◽  
Vol 16 (4) ◽  
pp. 241-249
Author(s):  
Christina Davlin-Pater
Keyword(s):  
Training Program ◽  
Student Perceptions ◽  
Athletic Training ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Master's Level ◽  
Convenience Sample ◽  
Innovative Teaching ◽  
Paired Samples ◽  
Quasi Experimental

Context The educational escape room is an innovative teaching strategy, and the use of this technique is gaining popularity in some health care disciplines. It is believed to promote acquisition of knowledge and skills, increase motivation, and encourage engagement, critical thinking, collaboration, and problem-solving. Objective To describe the use of an innovative educational escape room in a master's-level athletic training course and to examine learning effectiveness and students' perceptions. Design Quasi-experimental. Setting A Commission on Accreditation of Athletic Training Education–accredited master's-level athletic training program. Patients or Other Participants A convenience sample of 14 students enrolled in a master's-level professional athletic training program participated. Intervention(s) Educational escape room. Main Outcome Measures(s) A paired-samples t test was used to determine differences between preactivity and postactivity knowledge-assessment scores. Measures of central tendency were used for survey questions related to student perceptions of the activity. Student perceptions were assessed after the intervention. Results All participants completed the preactivity and postactivity knowledge assessments. The difference in scores was found to be statistically significant (t13 = −4.502, P = .001), with a large effect size (Cohen d = 1.32). Participants thought the escape room was an effective way to improve their knowledge of course materials (mean ± SD = 5.0 ± 0.0) and encouraged them to apply course material in a new way (mean ± SD = 4.9 ± 0.27). Participants reported that they had fun (mean ± SD = 5.0 ± 0.0) and felt that the activity was immersive (mean ± SD = 5.0 ± 0.00). Qualitative elements from the postactivity survey corroborated the data. Conclusions The education escape room described in this study promoted learning while providing a fun and engaging learning experience with positive perceived value.

scholarly journals Factors Influencing a Student's Choice of a Graduate Professional Athletic Training Program

2020 ◽  
Vol 15 (3) ◽  
pp. 177-185
Author(s):  
Alyson Dearie ◽  
Deborah Van Langen ◽  
Julie M. Cavallario ◽  
Sonya A. Comins
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Pass Rate ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Convenience Sample

Context As the professional degree in athletic training transitions to the master's level, a growing concern for programs is enrollment. Understanding the factors that influence a student's choice of a graduate program in athletic training will provide institutions with vital information for marketing and enrollment management. Objective To explore factors that influence a student's choice of a professional graduate athletic training program. Design Cross-sectional. Setting Online survey. Patients or Other Participants A total of 52 participants from a convenience sample of 140 graduate students enrolled in a graduate professional athletic training program completed the survey: 43 females (82.7%) and 9 males (17.3%). Data Collection and Analysis Data collection took place over 4 weeks between April and May 2019. Participants completed an online questionnaire that consisted of 11 demographic items, 6 Likert-scale items about factors that may have influenced school choice, and 2 open-ended questions about career goals and pursuing a doctoral degree. We calculated descriptive statistics, frequency distributions, and percentages. Results Factors ranked as very important in influencing a student's choice fell within the categories of athletic training program and athletic training program faculty. Those ranked as not important were related to ethnicity and gender. Additionally, over half of the participants indicated an intended career path within the college or professional setting. Conclusions Although a variety of factors can influence a student's choice of graduate school, today's consumer seems mostly interested in program factors such as Board of Certification pass rate, accreditation status, and clinical sites. As programs transition to the graduate level, marketing and recruitment strategies should be designed around these factors to ensure enrollment.

scholarly journals Accuracy of Undergraduate Athletic Training Student Performance Factors for Determining Board of Certification Exam First-Time Pass Outcomes

2020 ◽  
Vol 15 (3) ◽  
pp. 212-223
Author(s):  
Zachary Ryan Hobson ◽  
Sayers John Miller ◽  
Danielle Symons Downs ◽  
Giampietro Luciano Vairo
Keyword(s):  
Training Program ◽  
Student Performance ◽  
Athletic Training ◽  
Composite Score ◽  
Current Evidence ◽  
Grade Point ◽  
Performance Factors ◽  
Athletic Training Student ◽  
Board Of Certification ◽  
First Time

Context There is a lack of current evidence to help athletic training programs identify students poised for first-time Board of Certification (BOC) exam success as a means to ensure compliance with contemporary accreditation standards. Various academic variables have been previously identified as predictors of first-time success; however, these investigations reflect prior versions of the credentialing examination based on what are now obsolete editions of the professional practice analysis. Objective To determine the accuracy of undergraduate athletic training student performance factors as indicators of successfully passing the current version of the BOC exam on a first attempt. Design Casual-comparative (ex–post facto) quasi-experimental. Setting An accredited undergraduate athletic training program. Patients or Other Participants A recent sample of athletic training program graduates (n = 43). Intervention(s) Archived data were collected from student academic records and analyzed. Main Outcome Measure(s) Receiver operating characteristic curve analysis computed the area under the curve (AUC), which was used to determine accuracy of variables. Optimal thresholds for passing the BOC exam on a first attempt were computed for each variable by the index of union method. Results The AUC and associated thresholds for factors were as follows: cumulative grade point average (GPA) upon entry to the major (AUC = 0.67, threshold = 3.20); preprofessional-phase course GPA (AUC = 0.81, threshold = 3.48); averaged admission interview score (AUC = 0.49, threshold = 8.46); averaged preceptor evaluation of applicant score (AUC = 0.53, threshold = 93.88%); unique composite score (AUC = 0.80, threshold = 7.34); cumulative GPA upon graduation (AUC = 0.68, threshold = 3.19); combined math and reading SAT score (AUC = 0.90, threshold = 960); clinical education hours (AUC = 0.61, threshold = 1131.08). Conclusions Preprofessional-phase course GPA provided the greatest accuracy of the secondary admissions criteria; however, the combined math and reading SAT score provided the greatest accuracy of all examined variables. Furthermore, the unique composite score may represent an accurate, all-inclusive indicator of success. Program administrators and athletic training educators may use these outcomes to shape their related programmatic operations.

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