Relationship Between Approved Clinical Instructors' Assessment of Athletic Training Student Clinical Performance and Their Clinical Grade

2012 ◽  
Vol 7 (4) ◽  
pp. 152-156 ◽  
Author(s):  
Jatin P. Ambegaonkar ◽  
Shane Caswell ◽  
Amanda Caswell
Keyword(s):  
Student Performance ◽  
Athletic Training ◽  
Clinical Experience ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Assessment Tools ◽  
Clinical Grade ◽  
Clinical Instructors ◽  
Approved Clinical Instructors

Context: Approved Clinical Instructors (ACIs) are integral to athletic training students' professional development. ACIs evaluate student clinical performance using assessment tools provided by educational programs. How ACI ratings of a student's clinical performance relate to their clinical grade remains unclear. Objective: To examine relationships between ACI evaluations of student clinical performance using an athletic training-specific inventory (Athletic Training Clinical Performance Inventory; ATCPI) and the student's clinical grade (CG) over a clinical experience. Design: Correlational. Setting: Large metropolitan university. Participants: 48 ACIs (M=20; F=28; Certified for 7.5+3.2yrs; ACIs for 3.2+1.5yrs) evaluating 62 undergraduate students (M=20; F=42). Interventions: ACIs completed the ATCPI twice (mid-semester, and end-of semester) during their student's clinical experience. The ATCPI is a 21-item instrument: Items 1–20 assess the student's clinical performance based on specific constructs (Specific) and item 21 is a rating of the student's overall clinical performance (Overall). ACIs also assigned students a clinical grade (CG). Pearson product-moment correlations examined relationships between Specific, Overall, and CG, with separate paired t-tests examining differences (p<.05). Main Outcome Measures: The ATCPI used a 4-point Likert-type scale anchored by 1 (Rarely) and 4 (Consistently), and CG (A=4, B=3, C=2 D =1, 0=F). Results: Two-hundred and sixty-six ATCPI instruments were completed over 4 academic years. The ATCPI demonstrated acceptable reliability (Cronbach's alpha=.88). All three measures were positively correlated (Specific and Overall, r(264)=.65, P <.001; Specific and CG r(264)=.63, P <.001; Overall and CG r(264)=.55, P<.001). No differences existed between Specific (3.5±0.4) and CG (3.5±0.7; t=.60, P =.55). However, Overall (3.6±0.7) was significantly higher than both Specific (t=−3.45, P<.000) and CG (t=2.05, P =.04). Conclusions: ACIs reliably assessed students' specific clinical performance and provided a relatively accurate grade. However, since the overall scores were higher than specific item scores, ACIs overestimated students' overall clinical performance. Additional research is necessary to examine the ATCPI as an assessment tool across multiple institutions and to determine how other variables affect ACI assessments of student performance.

scholarly journals Athletic Training Approved Clinical Instructors' Reports of Real-Time Opportunities for Evaluating Clinical Proficiencies

2009 ◽  
Vol 44 (6) ◽  
pp. 630-638 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Thomas G. Weidner ◽  
Stacy E. Walker
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Experience ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Demographic Characteristics ◽  
Clinical Instructors ◽  
Content Areas ◽  
Entry Level ◽  
Approved Clinical Instructors

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential to ensuring entry-level competence in athletic training. Objective: To identify the methods Approved Clinical Instructors (ACIs) use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions in National Athletic Trainers' Association (NATA) District 4. Patients or Other Participants: Approved Clinical Instructors from accredited athletic training education programs in the Great Lakes Athletic Trainers' Association, which is NATA District 4 (N  =  135). Data Collection and Analysis: Participants completed a previously validated survey instrument, Methods of Clinical Proficiency Evaluation in Athletic Training, that consisted of 15 items, including demographic characteristics of the respondents and Likert-scale items (1  =  strongly disagree to 5  =  strongly agree) regarding methods of clinical proficiency evaluation, barriers, educational content areas, and clinical experience settings. We used analyses of variance and 2-tailed, independent-samples t tests to assess differences among ACI demographic characteristics and the methods, barriers, educational content areas, settings, and opportunities for feedback regarding clinical proficiency evaluation. Qualitative analysis of respondents' comments was completed. Results: The ACIs (n  =  106 of 133 respondents, 79.7%) most often used simulations to evaluate clinical proficiencies. Only 59 (55.1%) of the 107 ACIs responding to a follow-up question reported that they feel students engage in a sufficient number of real-time evaluations to prepare them for entry-level practice. An independent-samples t test revealed that no particular clinical experience setting provided more opportunities than another for real-time evaluations (t119 range, −0.909 to 1.796, P ≥ .05). The occurrence of injuries not coinciding with the clinical proficiency evaluation timetable (4.00 ± 0.832) was a barrier to real-time evaluations. Respondents' comments indicated much interest in opportunities and barriers regarding real-time clinical proficiency evaluations. Conclusions: Most clinical proficiencies are evaluated via simulations. The ACIs should maximize real-time situations to evaluate students' clinical proficiencies whenever feasible. Athletic training education program administrators should develop alternative methods of clinical proficiency evaluations.

scholarly journals The Effects of Gaming on University Student Quiz Performance

2019 ◽  
Vol 2 (1) ◽  
pp. 109-119
Author(s):  
Corinne M Gist ◽  
Natalie Andzik ◽  
Elle E Smith ◽  
Menglin Xu ◽  
Nancy A Neef
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Electronic Device ◽  
Classroom Engagement ◽  
Electric Device ◽  
Significant Difference ◽  
Competitive Games ◽  
Education Courses ◽  
Quiz Scores

The use of competitive games to increase classroom engagement has become common practice among many teachers. However, it is unclear if using games as an assessment tool is a viable way to increase student performance. This study examined the effects of administering quizzes through a game-based system, Kahoot!,versusprivately on an electronic device. The quiz scores of 56 undergraduate students, enrolled in one of two special education courses, were evaluated. A linear regression was used to compare student scores across the two conditions, as well as performance over the course of a 15-week semester. No significant difference in quiz scores was found between the two conditions, and quiz scores in both conditions improved similarly over time. Sixty-eight percent of the students reported preferring to take the quiz privately on an electric device as opposed to on Kahoot!. Limitations and recommendations for practitioners are discussed.

scholarly journals Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

2014 ◽  
Vol 49 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Sara Nottingham ◽  
Jolene Henning
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
National Collegiate Athletic Association ◽  
Athletic Training Education ◽  
Comparative Approach ◽  
Outpatient Rehabilitation ◽  
Clinical Instructors ◽  
Entry Level ◽  
Extensive Field ◽  
Approved Clinical Instructors

Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

scholarly journals Assessing competence of undergraduate paramedic student practice: a preliminary evaluation of the Australasian Paramedic Competency Assessment Tool

2020 ◽  
Vol 17 ◽  
Author(s):  
Anthony Clement Smith ◽  
Ann Framp ◽  
Patrea Andersen
Keyword(s):  
Student Performance ◽  
Assessment Tool ◽  
Descriptive Statistics ◽  
Assessment Tools ◽  
Competency Assessment ◽  
Preliminary Evaluation ◽  
Resource Manual ◽  
Professional Opinion ◽  
Student Practice ◽  
User Friendly

Introduction With the recent introduction of registration for paramedics, and an absence of assessment tools that align undergraduate paramedic student practice to competency standards, this pilot study undertook to develop and evaluate a competency assessment tool designed to provide a standardised approach to student competency assessment. This paper reports the first part of a two-part enquiry evaluating the efficacy of the Australasian Paramedic Competency Assessment Tool (APCAT) to assess the practice competency of undergraduate paramedic students. Methods With a focus on gathering professional opinion to evaluate the usability of the tool and inform its development, a mixed methods methodology including a survey and open-ended questions were used to gather data from paramedic educators and on-road assessors in Australia and New Zealand. Data were analysed using descriptive statistics and content analysis. Results The outcome of the evaluation was positive, indicating that 81% agreed or strongly agreed that the tool was user-friendly; 71% believed that expectations of student performance and the grading system was clear; 70% found year level descriptors reflected practice expectations; and 66% believed that the resource manual provided adequate guidance. Conclusion The APCAT is simple and aligns student practice expectations with competency standards. Results indicate the support for a consistent approach for assessment of undergraduate paramedic student competence. Further research will be undertaken to determine the efficacy of using this tool to assess students in the clinical setting.

scholarly journals Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Tzy-Ling Chen ◽  
Yu-Li Lan
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Large Classes ◽  
Course Content ◽  
College Chemistry ◽  
Effective Use ◽  
Actual Learning

<p>Since the introduction of personal response systems (PRS) (also referred to as "clickers") nearly a decade ago, their use has been extensively adopted on college campuses, and they are particularly popular with lecturers of large classes. Available evidence supports that PRS offers a promising avenue for future developments in pedagogy, although findings on the advantages of its effective use related to improving or enhancing student learning remain inconclusive. This study examines the degree to which students perceive that using PRS in class as an assessment tool effects their understanding of course content, engagement in classroom learning, and test preparation. Multiple, student-performance evaluation data was used to explore correlations between student perceptions of PRS and their actual learning outcomes. This paper presents the learning experiences of 151 undergraduate students taking basic chemistry classes and incorporating PRS as an in-class assessment tool at the National Chung Hsing University in Taiwan. While the research revealed positive student perceived benefits and effectiveness of PRS use, it also indicated the need for further studies to discover what specific contribution PRS can make to certain learning outcomes of a large chemistry class in higher education.</p><br />

scholarly journals Approved Clinical Instructors' Perspectives on Implementation Strategies in Evidence-Based Practice for Athletic Training Students

2011 ◽  
Vol 46 (6) ◽  
pp. 655-664 ◽  
Author(s):  
Dorice A. Hankemeier ◽  
Bonnie L. Van Lunen
Keyword(s):  
Critical Thinking ◽  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Implementation Strategies ◽  
Athletic Training Education ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Approved Clinical Instructors ◽  
Ebp Implementation

Context: Understanding implementation strategies of Approved Clinical Instructors (ACIs) who use evidence-based practice (EBP) in clinical instruction will help promote the use of EBP in clinical practice. Objective: To examine the perspectives and experiences of ACIs using EBP concepts in undergraduate athletic training education programs to determine the importance of using these concepts in clinical practice, clinical EBP implementation strategies for students, and challenges of implementing EBP into clinical practice while mentoring and teaching their students. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as a certified athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.8 ± 3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview transcripts were analyzed and coded for common themes and subthemes regarding implementation strategies. Established themes were triangulated through peer review and member checking to verify the data. Results: The ACIs identified EBP implementation as important for validation of the profession, changing paradigm shift, improving patient care, and improving student educational experiences. They promoted 3 methods of implementing EBP concepts with their students: self-discovery, promoting critical thinking, and sharing information. They assisted students with the steps of EBP and often faced challenges in implementation of the first 3 steps of EBP: defining a clinical question, literature searching, and literature appraisal. Finally, ACIs indicated that modeling the behavior of making clinical decisions based on evidence was the best way to encourage students to continue using EBP. Conclusions: Athletic training education program directors should encourage and recommend specific techniques for EBP implementation in the clinical setting. The ACIs believed that role modeling is a strategy that can be used to promote the use of EBP with students. Training of ACIs should include methods by which to address the steps of the EBP process while still promoting critical thinking.

scholarly journals Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

2014 ◽  
Vol 49 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Sara Nottingham ◽  
Jolene Henning
Keyword(s):  
Student Perceptions ◽  
Athletic Training ◽  
Clinical Education ◽  
Athletic Training Education ◽  
Comparative Approach ◽  
Clinical Instructors ◽  
Entry Level ◽  
Approved Clinical Instructors ◽  
Field Notes ◽  
Current Characteristics

Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

scholarly journals Role Strain in Collegiate Athletic Training Approved Clinical Instructors

2008 ◽  
Vol 43 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Jolene M. Henning ◽  
Thomas G. Weidner
Keyword(s):  
Athletic Training ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
Role Strain ◽  
Division I ◽  
Care Providers ◽  
Clinical Instructors ◽  
Graduate Assistant ◽  
Cross Sectional Survey ◽  
Approved Clinical Instructors

Abstract Context: Certified athletic trainers who serve as Approved Clinical Instructors (ACIs) in the collegiate setting are balancing various roles (eg, patient care and related administrative tasks, clinical education). Whether this balancing act is associated with role strain in athletic trainers has not been examined. Objective: To examine the degree of, and contributing factors (eg, socialization experiences, professional and employment demographics, job congruency) to, role strain in collegiate ACIs. Design: Cross-sectional survey design. Setting: Geographically stratified random sample of ACIs affiliated with accredited athletic training education programs at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions. Patients or Other Participants: 118 collegiate ACIs (47 head athletic trainers, 45 assistant athletic trainers, 26 graduate assistant athletic trainers). Main Outcome Measure(s): The Athletic Training ACI Role Strain Inventory, which measures total degree of role strain, 7 subscales of role strain, socialization experiences, professional and employment characteristics, and congruency in job responsibilities. Results: A total of 49% (n  =  58) of the participants experienced a moderate to high degree of role strain. Role Overload was the highest contributing subscale to total role strain. No differences were noted between total role strain and role occupant groups, NCAA division, or sex. Graduate assistant athletic trainers experienced a greater degree of role incompetence than head athletic trainers did (P  =  .001). Division II ACIs reported a greater degree of inter-role conflict than those in Division I (P  =  .02). Female ACIs reported a greater degree of role incompetence than male ACIs (P  =  .01). Those ACIs who stated that the ACI training provided by their institution did not adequately prepare them for the role as an ACI experienced greater role strain (P &lt; .001). Conclusions: The ACIs in the collegiate setting are experiencing role strain in balancing their roles as health care providers, clinical educators, and administrators. Methods to reduce role strain need to be considered.

scholarly journals Perceived Preparedness of Graduate Assistant Approved Clinical Instructors for Supervision of Athletic Training Students in Professional Programs

2010 ◽  
Vol 5 (2) ◽  
pp. 61-70 ◽  
Author(s):  
Christopher M. Pircher ◽  
Michelle A. Sandrey ◽  
Mia Erickson
Keyword(s):  
Athletic Training ◽  
Performance Ratings ◽  
First Year ◽  
Clinical Instructors ◽  
Athletic Training Students ◽  
Graduate Assistant ◽  
Self Assessment ◽  
Professional Programs ◽  
Approved Clinical Instructors ◽  
Perceived Preparedness

Context: Approved clinical instructors (ACIs) are crucial for the development of athletic training students. Graduate students often serve as ACIs and usually do not have extensive clinical experience, and therefore may not feel adequately prepared to supervise students. Objectives: 1) To determine the perceived preparedness of graduate assistant ACIs in the supervision of athletic training students in professional programs; 2) To determine perceptions of ACI training. Design: Prospective, exploratory. Setting: Programs that have been accredited by the Commission on Accreditation of Athletic Training Education (CAATE) for five years or more. Participants: Thirty-three out of 140 graduate assistant ACIs (23.5% response rate) at 27 athletic training programs. Instrumentation: A 47-item Graduate Assistant ACI Perceived Preparedness online questionnaire. Data Analysis: Frequencies and percentages were used to describe the responses for questionnaire items; an ANOVA was used to examine self-assessment ratings among participant groups. Results: Participants felt prepared in learning styles (79%), ACI responsibilities (100%), evaluation and feedback of student performance (79%). They felt most prepared to evaluate and provide feedback in students' clinical skills and least prepared in evaluating and providing feedback for professional behaviors. The greatest challenges faced by participants included time constraints (69.7%), controlling the learning environment (57.6%), and understanding institutional policies and procedures related to clinical education (39.4%). When asked to self-assess their first-year performance supervising students on a scale of 0 (worst performance) to 10 (best performance), the mean [SD] score reported was 6.97 [1.2]. There were no differences in first-year self-assessment performance ratings between participants who thought ACI training was adequate and/or beneficial and those who did not (P=0.05). Conclusion: Most of the participants felt prepared to be an ACI as a graduate assistant and believed the ACI training to be adequate and beneficial. There were no differences in self-reported first-year performance ratings between participants who believed their training to be adequate and beneficial and those who did not.

Sign in / Sign up

Export Citation Format

Share Document