Educational Histories and Formal Leadership Experiences of Program Directors in CAATE Accredited Athletic Training Programs

Elizabeth Walters; Matthew Kutz

doi:10.25035/jsmahs.02.01.08

Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

Athletic Training Education Journal ◽

10.4085/100157 ◽

2015 ◽

Vol 10 (1) ◽

pp. 57-64 ◽

Cited By ~ 6

Author(s):

Thomas G. Bowman ◽

William A. Pitney ◽

Stephanie M. Mazerolle ◽

Thomas M. Dodge

Keyword(s):

Student Retention ◽

Athletic Training ◽

Interpersonal Relationships ◽

Clinical Education ◽

Online Survey ◽

Training Programs ◽

Program Directors ◽

Athletic Training Students ◽

Telephone Interviews

Context Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective Explore program directors' perceptions of the reasons athletic training students persist and depart from PM ATPs. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants We asked directors from all PM ATPs nationwide to complete an online survey. We obtained responses from 60.0% (15 out of 25) of the population. We also completed follow-up telephone interviews with directors from 8 PM ATPs. Main Outcome Measure(s) Directors of PM ATPs completed an online survey asking for reasons for student persistence and departure. We also conducted follow-up telephone interviews with randomly selected participants. During the telephone interviews, we asked participants for additional detail regarding the enrollment decisions of students. Results PM ATP directors stated that students persist due to their commitment to the profession and the interpersonal relationships they build with the program stakeholders. Conversely, students depart PM ATPs due to the rigor associated with completion, a change in career aspirations, and financial concerns. Conclusions Athletic training educators should strive to keep commitment and motivation levels high while fostering positive interpersonal relationships by providing a welcoming atmosphere and engaging clinical education experiences. Finally, mentors should be available to assist students with program completion, and students should have options available for defraying the cost associated with completing the PM ATP.

Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student

Athletic Training Education Journal ◽

10.4085/090280 ◽

2014 ◽

Vol 9 (2) ◽

pp. 80-86 ◽

Cited By ~ 17

Author(s):

Stephanie M. Mazerolle ◽

Thomas G. Bowman ◽

Thomas M. Dodge

Keyword(s):

Athletic Training ◽

Training Programs ◽

Professional Socialization ◽

Program Directors ◽

Telephone Interviews ◽

Athletic Training Student ◽

Student Socialization ◽

Member Checks ◽

Undergraduate Programs ◽

Social Engagements

Context Professional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has primarily focused on the undergraduate level. Objective Gain insights from the program director at professional master's (PM) athletic training programs on methods used to socialize students into programs and the profession. Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants A total of 8 PM program directors volunteered for our study. The Table provides information on the institutions represented by these participants. Our program directors had 8 ± 6 years of experience in their current roles and were 41± 4 years old. Data Collection and Analysis We conducted 1-on-1 phone interviews and transcribed the interviews verbatim. We performed a general inductive analysis of the data. We also completed member checks, multiple analyst triangulation, and peer reviews to establish data and methodological credibility. Results Our findings indicated that PM programs utilize a combination of formal and informal processes to orient the student, which is comparable to those processes used by undergraduate programs to socialize their students. The formal processes included orientation sessions and introductory courses. Social gatherings and program outings along with peer mentoring were also methods employed by PM programs to assist in socializing the student, but these methods were informal in nature. Conclusions Program autonomy allows for athletic training programs to personalize their tactics to socialize the student, but it does appear that the use of orientation sessions and introduction courses allows PM programs to formally introduce the profession and program. Less structured socialization strategies include peer-driven mentoring and social engagements that promote interaction and stress-relief. Programs are encouraged to evaluate their current socialization tactics and take advantage of the benefits of peer support and times to directly communicate with their students.

Retention Initiatives Used by Professional Master's Athletic Training Program Directors

Athletic Training Education Journal ◽

10.4085/1003205 ◽

2015 ◽

Vol 10 (3) ◽

pp. 205-211

Author(s):

Thomas G. Bowman ◽

Thomas M. Dodge ◽

Stephanie M. Mazerolle

Keyword(s):

Training Program ◽

Athletic Training ◽

Online Survey ◽

Training Programs ◽

Program Directors ◽

The United States ◽

Retention Rates ◽

Application Process ◽

Telephone Interviews ◽

Athletic Training Program Directors

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

Recruiting and Retaining Racially Minoritized Students into Professional Postbaccalaureate Athletic Training Programs

Athletic Training Education Journal ◽

10.4085/1947-380x-20-29 ◽

2021 ◽

Vol 16 (2) ◽

pp. 120-131

Author(s):

Kimberly Ann White ◽

Zachary K. Winkelmann ◽

Jessica R. Edler Nye ◽

Lindsey E. Eberman

Keyword(s):

Qualitative Research ◽

Athletic Training ◽

Enrollment Management ◽

Training Programs ◽

Management Strategies ◽

Program Directors ◽

Consensual Qualitative Research ◽

Retention Strategies ◽

Recruitment And Retention ◽

Professional Resources

Context Racially diverse individuals are underrepresented in the field of athletic training. Previous research identified multiple factors that may contribute to diversity concerns including a lack of access to higher education, underrepresentation, financial instability, lack of programming, and mentoring for minoritized students through matriculation in health care education programs. Objective To identify current recruitment and retention strategies aimed at racially minoritized students in athletic training programs. Design Consensual qualitative research. Setting Individual interviews. Patients or Other Participants A total of 14 professional athletic training program directors (age = 47 ± 7 years; years credentialed = 25 ± 7 years; years in role = 13 ± 7 years). Main Outcome Measures This qualitative study used consensual qualitative research methodology with the incorporation of multianalyst triangulation and member checking to establish trustworthiness. The interview protocol consisted of questions regarding current recruitment and retention strategies used by directors of professional master's programs. Results Four domains emerged from the study: (1) benefits of diversity, (2) marketing, (3) individualized support, and (4) enrollment management strategies. Participants expressed that diversity could lead to a more inclusive and positive learning environment and could improve patient care through establishing race concordance on the program Web site, social media, and other print materials. Program directors demonstrated a lack of awareness relative to available professional resources and the difference between creating equal versus equitable resources. Participants demonstrated variability in their awareness of enrollment management strategies, specific to admissions resources and professional resources. Conclusions Program directors appreciate the benefits of racial diversity and are actively engaged in marketing strategies to recruit minoritized students. They are also working to retain minoritized students but may be providing equal, rather than equitable, resources. Professional athletic training programs must continue to develop and promote effective strategies for admissions, support matriculation, and increase identifiable and equitable resources to better serve minoritized students.

Program Directors' Perception of the Importance of Soft Skills in Athletic Training

Athletic Training Education Journal ◽

10.4085/1947-380x-20-42 ◽

2021 ◽

Vol 16 (1) ◽

pp. 53-58

Author(s):

Matthew R. Kutz ◽

Sara Stiltner

Keyword(s):

Athletic Training ◽

Training Programs ◽

Soft Skills ◽

Athletic Training Education ◽

Program Directors ◽

Assessment Instrument ◽

Soft Skill ◽

Paired Samples ◽

Perceived Importance ◽

National Athletic Trainers Association

Context Soft skills have been reported to be a necessary aspect of athletic training education and clinical practice. However, almost no empirical research has explored the level of importance of soft skills or the frequency with which they are evaluated within athletic training education. Objective To delineate the perceived importance of soft skills within athletic training education and describe the frequency with which those soft skills are evaluated within athletic training programs. Patients or Other Participants Four hundred eight program directors (PDs) of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were invited to patriciate; 122 responded and 108 of those responses (88.5%) were usable (64% PDs of baccalaureate programs, 28% PDs of professional masters, 8% did not disclose), yielding a 26.5% response rate. All 10 National Athletic Trainers' Association districts were represented, with the highest representation (26%) from District 4. A majority of respondents were female (57%). Most respondents (79%) had 11 or more years of experience (33% of those ≥21 years) as an athletic training educator, and 98% of respondents identified as white/non-Hispanic. Main Outcome Measure(s) Importance and frequency of soft-skill evaluation were measured using the Athletic Training Soft-Skills Assessment Instrument (ATSSAI). Data of perceived importance and frequency of evaluation were organized by various demographic variables and between scale dimensions. Results The ATSSAI psychometric analysis yielded satisfactory internal consistency and validity (α = .84 to .93). Paired-samples t test indicated significant differences between the ATSSAI Perceived Importance and Frequency of Evaluation scales (mean = 1.65 ± .47 versus mean = 3.29 ± 1.17, P = .000; Cohen d = 1.83). Pearson r correlation showed a positive relationship between perceived importance and frequency of evaluation, r = 0.81. Independent-samples t tests revealed female PDs perceived 2 soft skills (18%; observant and exact and prepared and adaptable) as more important (t99 = 2.12 and 2.18, P = .31 and .37) than did male PDs and evaluated 3 (27%; decisive and confident, prepared and adaptable, and observant and exact) more frequently (t99 = 2.35–2.50, P = .14–.21) than did male PDs. Conclusions All soft skills identified as necessary for inclusion in athletic training education were perceived to be very or extremely important by PDs. However, those same soft skills were not evaluated as often as their importance might suggest. Dependability and responsibility was the most important and most frequently evaluated soft skill (mean = 1.31 ± .51 and 2.21 ± 1.30, respectively). Female PDs generally perceived soft skills as more important and reported evaluating them more frequently. Soft-skill development is a tacit-based phenomenon that contributes to leadership effectiveness and clinical preparedness.

Master's Level Professional Athletic Training Programs: Program Characteristics, Graduation Requirements, and Outcome Measures

Athletic Training Education Journal ◽

10.4085/100125 ◽

2015 ◽

Vol 10 (1) ◽

pp. 25-31 ◽

Cited By ~ 1

Author(s):

Jennifer Lynn Ostrowski ◽

Brent Marshall

Keyword(s):

Athletic Training ◽

Outcome Measures ◽

Training Programs ◽

Athletic Training Education ◽

Program Directors ◽

Pass Rate ◽

Graduation Requirements ◽

Master's Level ◽

The Future ◽

First Time

Context While currently there are 2 curriculum route options leading to athletic training certification, the future of athletic training education is being heavily debated. While master's-level professional (MLP) athletic training programs account for less than 8% of all accredited programs, these programs have seen tremendous growth in the past decade. Little is known about the characteristics of these MLP programs or the graduates they produce. Objective To perform exploratory analysis of MLP program history, cohort characteristics, program and graduation requirements, and outcome measures. Design Cross-sectional design involving online survey research. Patients or Other Participants Eleven MLP program directors. Main Outcome Measure(s) Survey data were collected via Formstack.com. Open-ended questions were categorized based on common themes and were coded. Descriptive statistics and correlations were calculated. Results Accreditation of MLP programs was pursued for a variety of reasons. Programs admit an average of 13.5 students per year, and, on average, MLPs have 22 students. Ninety-one percent of students are retained into the second year, and 91% of students graduate. Ninety-one percent of MLP programs require either a thesis or structured research project; 45% require a comprehensive examination. The average 3-year aggregate first-time Board of Certification (BOC) examination pass rate was 91.7%. Pass rate was significantly correlated with thesis/structured research requirements. Ninety-three percent of graduates pursue employment using their Athletic Trainer Certified (ATC) credential. Ninety-one percent of program directors believe that MLP programs better prepare students to pass the BOC exam and better prepare them to practice as athletic trainers and believe the undergraduate route to certification should be eliminated. Conclusions High retention, graduation, first-time BOC pass rates, and employment using the ATC credential of MLP students make a strong case for MLP programs as the future of athletic training education.

Perceptions from Graduates of Professional Athletic Training Programs Involved in Peer-Assisted Learning

Athletic Training Education Journal ◽

10.4085/0903113 ◽

2014 ◽

Vol 9 (3) ◽

pp. 113-126 ◽

Cited By ~ 2

Author(s):

Dana Karlene Bates

Keyword(s):

Athletic Training ◽

Training Programs ◽

Geographic Location ◽

Athletic Training Education ◽

Phenomenological Approach ◽

Program Directors ◽

Structured Interview ◽

Peer Assisted Learning ◽

Board Of Certification ◽

The Impact

Context Research has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates. Objective To investigate professional graduates' perceptions of PAL pedagogy in their athletic training education and the impact of that experience on their first job. Design Qualitative study using a phenomenological approach. Setting One-on-one phone interviews with athletic training graduates. Patients or Other Participants Participants were from 8 accredited athletic training programs that varied in terms of the size of their institution, geographic location, number of graduates, and program directors' willingness to promote the study. Thirteen (7 female, 6 male) 2010 (n = 5) or 2011 (n = 8) graduates volunteered for this study. Ten of the participants were from undergraduate baccalaureate athletic training programs, while 3 were from professional postbaccalaureate athletic training programs. Main Outcome Measure(s) One-on-one phone interviews were conducted with a structured interview protocol. Each participant was asked the same questions and allowed to clarify when needed. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then by summarizing them into codes, and finally by interpreting them. Credibility was secured through a pilot study, member checking, triangulation, and peer debriefing. Results Data were analyzed through a qualitative process; themes indicated graduates who have experienced PAL believe it led to improved communication and confidence, enhanced teaching skills, better clinical reasoning, improved socialization, and a deeper understanding that contributed to success on the Board of Certification examination. Conclusions These findings are significant to the field of athletic training education as program directors investigate pedagogies that can assist students to think clinically as graduates. Evidence demonstrated that PAL does impact the students after graduation.

Strategies for Facilitating Ongoing Communication Between Clinical Education Coordinators and Preceptors

International Journal of Athletic Therapy & Training ◽

10.1123/ijatt.2015-0075 ◽

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.

Implementation of duty hour standards in otolaryngology-head and neck surgery residency training

Otolaryngology ◽

10.1016/j.otohns.2005.03.004 ◽

2005 ◽

Vol 132 (6) ◽

pp. 819-822 ◽

Cited By ~ 18

Author(s):

Todd A. Kupferman ◽

Tim S. Lian

Keyword(s):

Head And Neck ◽

Residency Training ◽

Training Programs ◽

Neck Surgery ◽

Program Directors ◽

The United States ◽

Head And Neck Surgery ◽

Training Experience ◽

Duty Hours ◽

Resident Duty

OBJECTIVE: To determine what impact, if any, of the recently implemented duty hour standards have had on otolaryngology-head and neck surgery residency programs from the perspective of program directors. We hypothesized that the implementation of resident duty hour limitations have caused changes in otolaryngology training programs in the United States. STUDY DESIGN AND SETTING: Information was collected via survey in a prospective, blinded fashion from program directors of otolaryngology-head and neck residency training programs in the United States. RESULTS: Overall, limitation of resident duty hours is not an improvement in otolaryngology-head and neck residency training according to 77% of the respondents. The limitations on duty hours have caused changes in the resident work schedules in 71% of the programs responding. Approximately half of the residents have a favorable impression of the work hour changes. Thirty-two percent of the respondents indicate that changes to otolaryngology support staff were required, and of those many hired physician assistants. Eighty-four percent of the respondents did not believe that the limitations on resident duty hours improved patient care, and 81% believed that it has negatively impacted resident training experience. Forty-five percent of the program directors felt that otolaryngology-head and neck faculty were forced to increase their work loads to accommodate the decrease in the time that residents were allowed to be involved in clinical activities. Fifty-four percent of the programs changed from in-hospital to home call to accommodate the duty hour restrictions. CONCLUSIONS: According to the majority of otolaryngology-head and neck surgery program directors who responded to the survey, the limitations on resident duty hours imposed by the ACGME are not an improvement in residency training, do not improve patient care, and have decreased the training experience of residents. SIGNIFICANCE: This study demonstrates that multiple changes have been made to otolaryngology-head and neck surgery training programs because of work hour limitations set forth by the ACGME.

An Assessment of Burnout in Undergraduate Athletic Training Education Program Directors

Journal of Athletic Training ◽

10.4085/1062-6050-44.2.190 ◽

2009 ◽

Vol 44 (2) ◽

pp. 190-196 ◽

Cited By ~ 11

Author(s):

Jessica M. Walter ◽

Bonnie L. Van Lunen ◽

Stacy E. Walker ◽

Zahra C. Ismaeli ◽

James A. Oñate

Keyword(s):

Athletic Training ◽

Emotional Exhaustion ◽

Education Program ◽

Negative Relationship ◽

Correlation Coefficients ◽

Athletic Training Education ◽

Program Directors ◽

Personal Accomplishment ◽

Tenure Track ◽

Pearson Product Moment Correlation

Abstract Context: Athletic training education program directors (ATEPDs) often manage their time among students, program administration, and patient care. Objective: To assess the level of burnout in ATEPDs and to determine the relationship between burnout and various demographics of ATEPDs. Design: Cross-sectional study. Setting: Public and private colleges and universities nationwide. Patients or Other Participants: Two hundred forty-nine ATEPDs of undergraduate athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education. Intervention(s): We administered the Maslach Burnout Inventory (MBI) to all participants. Main Outcome Measure(s): The MBI consisted of 21 items assessing 3 characteristics of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Another component of the survey requested demographic information about the ATEPDs. We used univariate, multivariate, and factorial analyses of variance with the α level set a priori at .05. We also calculated Pearson product moment correlation coefficients. Results: Women had greater emotional exhaustion than men (20.67 ± 9.43 and 16.47 ± 9.64, respectively) (P = .001). The difference between tenure-status groups for emotional exhaustion was significant (P = .014), with tenure-track ATEPDs scoring higher on emotional exhaustion than tenured ATEPDs. Pearson product moment correlation coefficients revealed a weak negative relationship among emotional exhaustion and age (r = −0.263, P < .001), years of program director experience (r = −0.157, P = .013), and years at current job (r = −0.162, P = .010), indicating that as ATEPDs aged, gained more experience, and stayed in their current jobs, their emotional exhaustion scores decreased. There was also a weak negative relationship between age and depersonalization (r = −0.171, P = .007). There was a weak positive relationship between years at current job and personal accomplishment (r = 0.197, P = .002). Conclusions: We found that ATEPDs experienced a moderate form of emotional exhaustion burnout and low depersonalization and personal accomplishment burnout, with women experiencing greater emotional exhaustion than males. Additionally, ATEPDs in tenure-track positions experienced greater emotional exhaustion than tenured ATEPDs. The ATEPDs need to obtain healthy coping strategies early within their directorships to manage components related to burnout.