scholarly journals Athletic Training Educators' Pedagogical Strategies for Preparing Students to Address Sudden Death in Sport

2013 ◽  
Vol 8 (4) ◽  
pp. 85-96 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Kelly D. Pagnotta ◽  
Anthony C. Salvatore ◽  
Douglas J. Casa
Keyword(s):  
Sudden Death ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Heat Stroke ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Educational Training ◽  
Telephone Interviews ◽  
Hands On Learning

ContextEducational training programs both impart knowledge and allow students to practice skills to gain clinical competence.ObjectiveUnderstand the educational training provided to athletic training students regarding sudden death in sport beyond exertional heat stroke.DesignAn exploratory, qualitative study using telephone interviews and a quantitative survey instrument.SettingAthletic training programs (ATPs) accredited by the Commission on Accreditation of Athletic Training Education.Patients or Other ParticipantsTwelve ATP faculty members (7 men, 5 women) currently teaching content related to sudden death in sport participated.Data Collection and AnalysisOne-on-one semistructured telephone interviews were analyzed inductively using a grounded theory approach and open coding. Multiple analyst triangulation and peer review established data credibility.ResultsFour major themes emerged from the data to describe the educational experiences provided to athletic training students regarding sudden death: (1) current trends, (2) regional bias, (3) clinician experience, and (4) instructional methods. The first 3 themes were an illustration of which sudden death conditions were covered in the curriculum, as well as the depth to which each of the concepts was covered. The final theme was a reflection of methods used to deliver the information determined by the first 3 themes.ConclusionsSimilar to previous literature, our participants were guided by the NATA position statements to deliver educational material, used time spent in clinical education to gain hands-on learning, and discourse to facilitate preparedness.

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

2015 ◽  
Vol 10 (1) ◽  
pp. 57-64 ◽  
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.

scholarly journals Self-Perceived Educational Preparedness of Entry-Level Athletic Trainers Regarding Preventing Sudden Death in Sport

2013 ◽  
Vol 8 (3) ◽  
pp. 48-57 ◽  
Author(s):  
Kelly D. Pagnotta ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Yabor ◽  
Anthony C. Salvatore ◽  
Douglas J. Casa
Keyword(s):  
Sudden Death ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Educational Training ◽  
Knowledge And Skills ◽  
Entry Level ◽  
Hands On ◽  
Cognitive Knowledge

ContextAs the first medical professionals on scene when emergency situations arise in sport, athletic trainers (ATs) need to be proficient in recognizing and managing these conditions. Recent evidence regarding exertional heatstroke indicates a lack of educational training as a factor preventing implementation of best practices, yet other causes of sudden death exist, and little is known about the educational training provided to the AT.ObjectiveTo gain insight into the entry-level AT and athletic training students' (ATSs') perceptions of education received in the area of emergency care techniques.DesignMixed methods study.SettingAthletic training programs (ATPs) and practice settings.Patients or Other ParticipantsThirteen first-year ATs (n = 7) or recent ATS graduates before employment (n = 6).Data Collection and AnalysisOne-on-one phone interviews were conducted and transcribed verbatim. Data were analyzed inductively using a grounded theory approach and open coding. Close-ended questions were analyzed by calculating frequencies, means, and standard deviations. Multiple analyst triangulation and peer review were used to establish data credibility.ResultsOne main theme emerged: participants revealed they perceived their education to be compartmentalized. Compartmentalization comprised 3 subthemes: cognitive knowledge, skill implementation, and clinical integration. Participants received the cognitive knowledge through traditional teaching methods but had minimal hands-on laboratory practice in the area of basic emergent and immediate care skills. Instructors placed greater focus on situations or cases that educators had encountered versus on the broader scope of conditions. Contrived, discussion-based instructional methods rather than real-life integration were used to evaluate the ATSs' ability to apply the knowledge and skills.ConclusionsBeyond providing ATSs with the necessary didactic knowledge and hands-on practice through structured laboratory sessions, educators must also provide the opportunity for clinical application of knowledge and skills. Athletic training students must be provided opportunities to apply emergent care skills in order to demonstrate competency and critical thinking.

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

2017 ◽  
Vol 12 (2) ◽  
pp. 146-151 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Transition To Practice ◽  
Athletic Training Students ◽  
Online Questionnaire ◽  
Socialization Process ◽  
Master's Students ◽  
Major Facilitator

Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking. Objective: To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians. Design: Qualitative study. Setting: Professional master's athletic training programs. Patients or Other Participants: Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs. Main Outcome Measure(s): An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review. Results: We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences. Conclusions: Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

scholarly journals Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View

2015 ◽  
Vol 50 (10) ◽  
pp. 1042-1053 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Stacy E. Walker ◽  
Ashley Brooke Thrasher
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Time Management ◽  
Training Programs ◽  
Graduate Degree ◽  
Transition To Practice ◽  
Graduate Degree Programs ◽  
Telephone Interviews ◽  
Orientation Session ◽  
Ongoing Support

Context  Some newly credentialed athletic trainers (ATs) pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. It is unknown how those postprofessional programs assist in their transition to practice. Objective  To gain an understanding of initiatives used by postprofessional athletic training programs to facilitate role transition from student to professional during their graduate degree programs. Design  Qualitative study. Setting  Semistructured telephone interviews. Patients or Other Participants  A total of 19 program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education-accredited and 6 unaccredited postprofessional athletic training programs. Data Collection and Analysis  Telephone interviews were recorded digitally and transcribed verbatim. For data analysis, we used the principles of general inductive approach. Credibility was maintained using peer review, member checks, and researcher triangulation. Results  Three facilitators of transition to practice emerged: orientation sessions, mentoring, and assistantship. Participants used orientation sessions ranging from a few hours to more than 1 week to provide and discuss program polices and expectations and to outline roles and responsibilities. Faculty, preceptors, and mentors were integrated into the orientation for the academic and clinical portions of the program. All participants described a mentoring process in which students were assigned by the program or informally developed. Mentors included the assigned preceptor, a staff AT, or peer students in the program. The clinical assistantship provided exposure to the daily aspects of being an AT. Barriers to transition to practice included previous educational experiences and time management. Participants reported that students with more diverse didactic and clinical education experiences had easier transitions. The ability to manage time also emerged as a challenge. Conclusions  Postprofessional athletic training programs used a formal orientation session as an initial means to help the newly credentialed AT transition into the role. Mentoring provided both more informal and ongoing support during the transition.

scholarly journals Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

2014 ◽  
Vol 49 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Scott Heinerichs ◽  
Neil Curtis ◽  
Alison Gardiner-Shires
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Training Programs ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Athletic Training Student ◽  
Education Experience

Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design:  Cross-sectional study with a survey instrument. Setting:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

scholarly journals Athletic Training Students' and Preceptors' Perceptions of Active Learning Time and Bug-In-Ear Technology During Clinical Education Experiences

2017 ◽  
Vol 12 (4) ◽  
pp. 216-224 ◽  
Author(s):  
Sara L. Nottingham ◽  
Tricia M. Kasamatsu ◽  
Melissa M. Montgomery
Keyword(s):  
Active Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Task Completion ◽  
Athletic Training Students ◽  
Student Activities ◽  
Learning Time

Context: Engaging clinical experiences that allow extensive active learning and patient care interactions are important for the professional development of athletic training students. Understanding students' use of clinical time is important when attempting to improve these experiences. Objective: To gain participants' perspectives on active learning during clinical education both with and without the use of bug-in-ear technology. Design: Qualitative. Setting: Three high schools, 2 rehabilitation clinics, 1 university, and 1 community college clinical sites within 3 Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants: Thirteen athletic training students (11 female, 2 male; 22 ± 2 years old, 2 ± 1 years enrolled in the current accredited athletic training program) and 8 preceptors (5 female, 3 male; 35 ± 10 years old, 3 ± 3 years of experience as a preceptor) volunteered for this study. Main Outcome Measure(s): After observation of the participants' clinical education experiences, individual in-person interviews were audiorecorded and transcribed verbatim. We used an inductive process of open, axial, and selective coding to identify themes. Trustworthiness was established with member checking, multiple-analyst triangulation, and data source triangulation. Results: Three themes emerged from the data. Participants recognize that students spend much of their clinical time interacting with patients, completing administrative tasks, and doing custodial work. Participants noted their awareness of student activities increased after using the active learning assessment instrument. Lastly, participants perceived that bug-in-ear technology improved the efficiency of task completion but not the actual tasks completed. Conclusions: Since several factors influence the amount of active learning time spent during students' clinical education, athletic training programs may benefit from looking at their own students' time spent during clinical education. Asking students and preceptors to assess active learning time may help them and clinical education coordinators identify ways to increase active learning and decrease unengaged and managerial time.

Preceptors' Influence on Athletic Training Students' Development of Excitement and Commitment to the Field of Athletic Training

2015 ◽  
Vol 10 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Athletic Training ◽  
Professional Practice ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Analysis Data ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Dynamic Nature ◽  
Experience Teaching ◽  
Positive Attribute

Context Athletic training students (ATS) who are excited about their chosen profession are likely to persist to graduation. Preceptors exert significant influence on ATS; however, little is known about the methods that preceptors use to help ATS develop their own professional commitments. Objective To investigate the methods used by preceptors to facilitate the development of excitement and professional commitment to athletic training among ATS. Design An exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen preceptors (3 males, 14 females) volunteered for our study. The participants had an average of 6 ± 2 years of experience as a preceptor and were engaged in clinical education an average of 20 ± 3 hours each week. Main Outcome Measure(s) One-on-one interviews followed a semistructured format. Interviews were transcribed and shared with participants before analysis. Data were analyzed with a grounded theory approach consisting of open, axial, and selective coding. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results Mentoring, the central emerging theme, was characterized by modeling excitement for athletic training, accurate representation of professional practice, strong preceptor/ATS communication, and providing ATS with hands-on experience. Teaching and learning was identified as a positive attribute associated with being a preceptor. Preceptors indicated that their excitement for athletic training often stemmed from a desire to help others and the dynamic nature of the field. Conclusions Preceptors mentor ATS by displaying excitement for their profession and providing them with realistic learning experiences that are aimed at accurately representing the profession. The dynamic nature of athletic training appears to be an attractor to the profession, but it is a responsibility of the preceptor to help ATS develop an appreciation for that dynamic nature if they are to persist to graduation and eventual professional practice.

scholarly journals Athletic Training Student Active Learning Time With and Without the Use of Bug-in-Ear Technology

2017 ◽  
Vol 12 (4) ◽  
pp. 225-233 ◽  
Author(s):  
Sara L. Nottingham ◽  
Melissa M. Montgomery ◽  
Tricia M. Kasamatsu
Keyword(s):  
Active Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
New Technology ◽  
Principal Investigator ◽  
Athletic Training Students ◽  
Student Interactions ◽  
Cross Sectional ◽  
Learning Time

Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic training students' active learning time with and without the use of bug-in-ear technology. Design: Cross-sectional. Setting: High school, rehabilitation clinic, and college/university clinical sites affiliated with 3 Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants: Thirteen athletic training students (11 females, 2 males; 22.0 ± 1.8 years old, 1.8 ± 0.9 years enrolled in the current athletic training program) and 8 preceptors (5 females, 3 males; 35.4 ± 10.4 years old, 3.5 ± 2.9 years of experience as a preceptor) volunteered for this study. Intervention(s): The principal investigator observed preceptor-student interactions on 2 control days and 2 days using bug-in-ear technology. Participants and the principal investigator assessed students' active learning time at each observation period using the Athletic Training Clinical Education Time Framework. Main Outcome Measure(s): Minutes spent on instructional, clinical, managerial, engaged waiting, and down time as recorded on the Athletic Training Clinical Education Time Framework. Parametric (analysis of variance) and nonparametric (Wilcoxon signed-rank and Kruskal-Wallis) tests compared the perceived amount of time spent in each category between technologies and roles. Results: Bug-in-ear technology resulted in less time on managerial tasks (8.2% ± 5.1% versus 14.6% ± 9.8%; P < .01) and instruction (10.7% versus 12.7%, P < .01). The researcher observed significantly more unengaged waiting time than both the students and preceptors (both P < .01) perceived. Conclusions: Bug-in-ear technology may decrease managerial time and spoken instruction during clinical experiences. Preceptors and students significantly underestimate the amount of unengaged time spent during clinical education, which is of concern. Athletic training programs may also benefit from assessing and improving students' time spent actively learning during clinical education.

Program Directors' Perceptions of Professional Bachelor's Athletic Training Student Decisions to Persist and Depart

2016 ◽  
Vol 11 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Thomas G. Bowman ◽  
Jay Hertel ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Heather D. Wathington
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Online Survey ◽  
Program Directors ◽  
The United States ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Using Data

Context: Recent literature has focused on reasons for athletic training student persistence and departure. However, accredited professional bachelor's athletic training program (ATP) directors' opinions regarding student retention have yet to be studied, to our knowledge. Objective: To determine reasons for athletic training student persistence and departure from professional bachelor's ATPs across the United States from the program directors' (PDs') perspective. Design: Two-part qualitative study. Setting: Commission on Accreditation of Athletic Training Education professional bachelor's ATPs. Patients or Other Participants: For Part 1 of this study, we asked PDs of all 343 ATPs to complete an online survey, gathering responses from 177 (51.6%). Using data saturation as a guide, Part 2 included performing follow-up telephone interviews to gain further understanding, clarity, and triangulation with 16 randomly selected PDs. Main Outcome Measure(s): During Part 1, participants chronicled responses to open-ended questions as part of the online survey. For the second part of the study, the telephone interviews followed a semistructured format and were recorded to facilitate transcription. We analyzed data using grounded theory and secured trustworthiness by using multiple-analyst triangulation, member checks, and a peer review. Results: Program directors reported athletic training students persist due to their career goals, the personal relationships they create, and because they enjoy and are dedicated to athletic training. The respondents stated that athletic training students leave ATPs because of the academic rigor, the program not meeting expectations, a loss of interest, career considerations, and financial reasons. Conclusions: Program directors should educate prospective athletic training students about athletic training by providing a realistic explanation of the roles and responsibilities of the profession. Selecting clinical education sites with preceptors who enjoy their career choice and good working conditions may help solidify athletic training student commitment to the ATP and the athletic training profession.

scholarly journals Factors that Impede and Promote the Persistence of Black Women in Athletic Training Programs

2018 ◽  
Vol 13 (2) ◽  
pp. 131-147
Author(s):  
Bonnie J. Siple ◽  
Rodney K. Hopson ◽  
Helen C. Sobehart ◽  
Paula Sammarone Turocy
Keyword(s):  
Black Women ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Ethnically Diverse ◽  
Academic Persistence ◽  
Personal Characteristics ◽  
Athletic Training Students ◽  
Factors Affecting ◽  
Board Of Certification

Context: Black women are dramatically underrepresented in the health care profession of athletic training. The research identifies impeding barriers such as racism, sexism, lack of support, and unpreparedness to the successful college completion of ethnically diverse students. However, there are black women who have successfully overcome those impeding barriers to become athletic trainers (ATs). Mentoring is one factor that has been identified as supportive to the retention of ethnically diverse college students. Objective: The purpose of this qualitative study was to identify impeding barriers and promoting factors affecting the retention and credentialing of black women ATs. Design: Qualitative. Setting: Education. Patients or Other Participants: Ten certified ATs who self-identify as black women and matriculated through athletic training programs over the last 4 decades. Main Outcome Measure(s): The perceived factors that impede or promote successful college retention and attainment of the Board of Certification credential of black women athletic training students. Results: There are barriers that impede and factors that promote the successful matriculation of black women athletic training students. Impeding barriers include a lack of support, sexism, and racism. Factors that promote include personal characteristics; experience with white culture; faculty, preceptor, and peer support; and the clinical education experience. Conclusions: Recognizing the factors that impede or promote the academic persistence of black women in athletic training programs allows athletic training educators and preceptors to improve the experiences of black women enrolled in those programs and potentially increase their participation and advancement in the athletic training profession.

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