Characteristics and Program Decisions of Master's-Level Professional Athletic Training Students

2014 ◽  
Vol 9 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Jennifer Lynn Ostrowski ◽  
Cheree M. Iadevaia
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Geographical Area ◽  
Bachelor's Degree ◽  
Athletic Trainer ◽  
Master's Level ◽  
Contributing Factors ◽  
Cross Sectional ◽  
Sports Science ◽  
Certified Athletic Trainer

Context The number of master's-level professional athletic training programs (MLPATPs) has grown by over 400% in the past 10 years; however, little is known about the characteristics of the students who enroll in these programs or why they select this route to certification. Objective To describe, by exploring the characteristics of MLPATP students, the profile of students who enroll in MLPATPs, and to aid in recruitment of students by developing a greater understanding of why students select the MLPATP route to athletic training certification. Design Cross-sectional design involving online survey research. MLPATP directors were asked to forward the survey link to students enrolled in their programs. Participants Seventy-nine students enrolled in MLPATPs accredited by the Commission on Accreditation of Athletic Training (CAATE). Data Collection and Analysis Survey data were collected by Formstack.com. Open-ended questions were categorized based on common themes and then coded. Descriptive statistics and nonparametric correlations were calculated. Results MLPATP students were, on average, 24.7 years old; 68% were women, 85% were Caucasian. Forty-two percent earned their bachelor's degree in exercise/sports science. Nearly 80% of students decided they wanted to be an athletic trainer either prior to or during their undergraduate studies, and students enrolled in their MLPATP an average of 1.2 years after completing their bachelor's degree. The geographical area and an institution's reputation were the primary contributing factors in choosing an MLPATP. Following graduation, 93.5% plan to seek employment using their certified athletic trainer credential. Conclusions Understanding the characteristics of MLPATP students can help in the recruitment of students for MLPATPs as well as develop a greater understanding of the needs of these students. Additional lines of research would contribute to discussions regarding the future of athletic training education.

scholarly journals Athletic Training Services in Japan: A Comparison of the United States and Japan Based on Educational Background

2019 ◽  
Vol 14 (4) ◽  
pp. 305-314
Author(s):  
Hideyuki “E” Izumi ◽  
Yuri Hosokawa
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Athletic Trainers ◽  
Medical Practitioner ◽  
The United States ◽  
Educational Background ◽  
Median Income ◽  
Cross Sectional ◽  
Training Professionals ◽  
Training Services

Context Each country has a unique history in the development of its athletic training professionals and education and credentialing systems. In Japan, the majority of athletic trainers hold a domestic credential (JSPO-AT) obtained from the Japan Sport Association (JSPO) or a US-based credential from the Board of Certification (BOC-AT). Objective To determine whether differences in demographic, professional, and educational characteristics exist between Japanese BOC-ATs and JSPO-ATs who currently practice athletic training services in Japan. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Eight hundred twenty-nine Japanese athletic trainers in Japan (BOC-AT, n = 64; JSPO-AT, n = 765). Main Outcome Measure(s) Pearson's χ2 test and Fisher's exact test were used to determine differences in demographic, professional, and educational characteristics between BOC-ATs and JSPO-ATs. Results The proportion of female respondents was greater for BOC-ATs (29.7%) than for JSPO-ATs (18.7%; χ2 [1] = 4.5, P = .03). A greater proportion of BOC-ATs reported having master's degrees or higher (χ2 [3] = 81.6, P < .01). The percentage of respondents with at least 1 therapist or medical practitioner license in Japan was greater for JSPO-ATs (73.1%) than for BOC-ATs (20.3%; P < .01). The percentage of respondents with at least 1 credential in exercise, nutrition, or teaching was greater for BOC-ATs (62.5%) than for JSPO-ATs (45.2%; P < .01). A large difference was observed in the proportion of individuals who identified as therapists (JSPO-ATs = 29.8%, BOC-ATs = 6.3%; χ2 [5] = 18.9, P < .01). The median income for BOC-ATs was 401–600 million yen (US$36 500–$54 500), whereas the median income for JSPO-ATs was 0–200 million yen (US$0–$18 200). Conclusions BOC-ATs in Japan were more established than JSPO-ATs as athletic training professionals with higher educational backgrounds, while more JSPO-ATs tended to be therapists. Findings from the current study may serve as benchmark data for the athletic training profession and service characteristics in Japan.

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 Reducing Objectification Could Tackle Stigma in the COVID-19 Pandemic: Evidence From China

2021 ◽  
Vol 12 ◽  
Author(s):  
Youli Chen ◽  
Jiahui Jin ◽  
Xiangyang Zhang ◽  
Qi Zhang ◽  
Weizhen Dong ◽  
...  
Keyword(s):  
Healthcare Workers ◽  
Online Survey ◽  
Well Being ◽  
Contributing Factors ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Social Motives ◽  
Complex Issue ◽  
Categorization Theory ◽  
Related Stigma

Stigmatization associated with the coronavirus disease 2019 (COVID-19) is expected to be a complex issue and to extend into the later phases of the pandemic, which impairs social cohesion and relevant individuals' well-being. Identifying contributing factors and learning their roles in the stigmatization process may help tackle the problem. This study quantitatively assessed the severity of stigmatization against three different groups of people: people from major COVID-19 outbreak sites, those who had been quarantined, and healthcare workers; explored the factors associated with stigmatization within the frameworks of self-categorization theory and core social motives; and proposed solutions to resolve stigma. The cross-sectional online survey was carried out between April 21 and May 7, 2020, using a convenience sample, which yielded 1,388 valid responses. Employing data analysis methods like multivariate linear regression and moderation analysis, this study yields some main findings: (1) those from major COVID-19 outbreak sites received the highest level of stigma; (2) factors most closely associated with stigmatization, in descending order, are objectification and epidemic proximity in an autonomic aspect and fear of contracting COVID-19 in a controllable aspect; and (3) superordinate categorization is a buffering moderator in objectification–stigmatization relationship. These findings are important for further understanding COVID-19-related stigma, and they can be utilized to develop strategies to fight against relevant discrimination and bias. Specifically, reinforcing superordinate categorization by cultivating common in-group identity, such as volunteering and donating for containment of the pandemic, could reduce objectification and, thus, alleviate stigma.

Knowledge and Attitude Toward Lumbar Puncture Among Medina Population

2021 ◽  
pp. 29
Author(s):  
Asma Alshanqiti
Keyword(s):  
Lumbar Puncture ◽  
Online Survey ◽  
Scale Up ◽  
Cross Sectional Study ◽  
Bachelor's Degree ◽  
Cross Sectional ◽  
Level Of Knowledge ◽  
Different Populations ◽  
Knowledge And Attitude ◽  
Promotion Campaigns

Introduction: Lumbar puncture (LP) is one of the invasive procedures performed to obtain information about cerebrospinal fluid. It has diagnostic and therapeutic purposes for various neurological cases. Previous studies among different populations have indicated that there is a lack of research focusing on individuals’ knowledge and attitude toward LP. Patient who refuse LP may be exposed to unneeded hospital admission, or unnecessary empirical antibiotic treatment. A literature search found a lack of studies regarding LP knowledge and perception among Al-Medina residents. To address that gap, this study aimed at assessing the knowledge and attitude toward LP among the Al-Medina population. Methodology: A cross-sectional study was conducted among adults 18 years of age residing in Medina, Saudi Arabia. An online survey using a self-administrated questionnaire that included demographic characteristics, knowledge, and attitude questions was randomly distributed from January 2020 to August 2020. The questionnaire was pretested and validated (Cronbach’s alpha = 0.701). Result: A total of 512 participants were included: 51.3% of the participants were aged between 18 and 25 years; 85.5% were female; and 68.6% had a bachelor’s degree. Most participants (65.6%) showed a poor knowledge of LP. Of the total participants, 29.7% had a poor attitude toward LP, while 69.7% had a good attitude. A significant positive correlation was found between knowledge and attitude toward lumbar procedures (r = 0.186, p < 0.001). Respondents who received their information from a healthcare worker had the highest level of knowledge (p < 0.001). A positive significant correlation was found between attitude and age; younger participants had a better attitude (p < 0.001). Conclusion: This study assessed the knowledge and attitude toward LP, and the relation between them which leads to a great impact on diagnosis and treatment. The study demonstrated that few participants had a previous experience with LP. There is a crucial need to know how these personal LP experiences affect the decisions and attitude toward LP in the future. The study also showed that the level of knowledge about LP is relatively poor among the public. The level of awareness should be raised to improve patient’s understanding toward LP. Interventions are needed to scale up the level of knowledge about LP. Some potential interventions include: intensifying health promotion campaigns, increasing involvement of physicians in patients’ education to improve knowledge, as well as maintaining the quality and reliability of information provided concerning LP and carrying out further research to evaluate the effect of intervention programs on the knowledge and attitude.

scholarly journals Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 1: Perceived Importance, Knowledge, and Confidence

2013 ◽  
Vol 48 (3) ◽  
pp. 394-404 ◽  
Author(s):  
Dorice A. Hankemeier ◽  
Jessica M. Walter ◽  
Cailee W. McCarty ◽  
Eric J. Newton ◽  
Stacy E. Walker ◽  
...  
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Cross Sectional Study ◽  
Evidence Based ◽  
Cross Sectional ◽  
Master's Degrees ◽  
Athletic Training Educators ◽  
Perceived Importance

Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown. Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%. Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables. Results: Athletic trainers demonstrated low knowledge scores (64.2% ± 1.29%) and mild to moderate confidence (2.71 ± 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 ± 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P = .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P &lt; .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 ± 0.91), whereas clinicians demonstrated the lowest scores (3.62 ± 1.35). Individuals with terminal degrees had higher (P &lt; .001) total knowledge scores (4.31 ± 1.24) than those with bachelor's (3.78 ± 1.2) or master's degrees (3.76 ± 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 ± 0.40 out of 4.0) than did those in all other athletic training roles (P &lt; .001). Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession.

scholarly journals The Relationships of Age and Years of Experience to Professional Development for Athletic Trainers Employed in the Collegiate Setting

2020 ◽  
Vol 15 (3) ◽  
pp. 194-200
Author(s):  
Christianne M. Eason ◽  
Jessica L. Barrett ◽  
Stephanie H. Clines
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Athletic Training ◽  
Online Survey ◽  
Athletic Trainers ◽  
Years Of Experience ◽  
Demographic Information ◽  
Cross Sectional ◽  
Web Based ◽  
Pearson Correlations

Context Professional identity is a process in which individuals forms a self-concept in the context of their profession, and includes an ability to articulate a professional philosophy. Professional identity relates to many aspects of a profession, including practices, ethics, and the requirements for success. Professional development is a component of professional identity and represents the growth of professionals as they acquire skills and confidence in autonomous practice. Currently, little is known in regard to the role age and years of experience play in the professional development of athletic trainers (ATs). Objective To determine the relationships of age and years of experience to professional development. Design Cross-sectional online survey. Setting Collegiate athletic training clinical setting. Patients or Other Participants Four hundred twenty-three (193 men, 230 women) ATs. Intervention(s) Data were collected via a Web-based survey instrument consisting of demographic and Likert-scale questions relating to professional development. Main Outcome Measure(s) Likert responses were summed, and demographic information was analyzed for frequency and distribution. Pearson correlations were run to evaluate the relationships between variables and linear regression was used to determine if age or years of experience could predict professional development scores. Results A positive relationship exists between professional development scores and both age and years of experience. Both age (R2 = 0.066) and years of experience (R2 = 0.075) were statistically significant predictors of variance in overall professional development scores. Conclusions Although age and years of experiences were both positively correlated with, and predicted variance in, overall professional development scores, the predicted variance of both variables was relatively small. Although we can say that both age and years of experience are prognostic in the professional development of collegiate ATs, their impact is statistically minimal.

scholarly journals High School Athletes' Parents' Perceptions and Knowledge of the Skills and Job Requirements of the Certified Athletic Trainer

2015 ◽  
Vol 50 (12) ◽  
pp. 1286-1291 ◽  
Author(s):  
Rachel L. Weitzel ◽  
Michael G. Miller ◽  
Erin R. Giannotta ◽  
Catherine J. Newman
Keyword(s):  
High School ◽  
Secondary School ◽  
Athletic Trainers ◽  
Cross Sectional Study ◽  
Athletic Trainer ◽  
High School Athletes ◽  
Cross Sectional ◽  
Certified Athletic Trainers ◽  
Job Requirements ◽  
Certified Athletic Trainer

Context Parents play a crucial role in determining medical services for their children, and it is important they understand the scope of practice and skills of the athletic trainer (AT). Objective To understand parents' perceptions and knowledge of the skills and job requirements of the secondary school AT. Design Cross-sectional study. Setting Sport meetings and banquets at 5 high schools in southwest Michigan during the fall, winter, and spring seasons. Patients or Other Participants A total of 539 parents whose children competed in at least 1 high school sport participated. Data Collection and Analysis A Parents' Perceptions and Knowledge of Certified Athletic Trainers Survey consisting of 32 questions, divided into 3 sections (demographics, perceptions, and knowledge), was developed and given to parents of high school athletes. One-way analyses of variance were used to determine significance among 3 categories of experience and perception and knowledge of ATs. Results Of the 539 parents who responded, 28% responded yes, and 72% responded no to having experience with an AT for their own injuries. When asked if they had experience with an AT due to their child's injuries, 60% responded yes. We found a difference among the 3 categories of experience for perception scores (P = .002) and knowledge scores (P &lt; .001). Conclusions In the absence of past experience with an AT, parents' perceptions and knowledge of the skills and job requirements of the secondary school AT are limited. Athletic trainers should educate parents on their professional roles, which may enhance their ability to provide better health care.

scholarly journals Professional Baseball Athletic Trainers' Perceptions of Preparation for Job-Specific Duties

2012 ◽  
Vol 47 (6) ◽  
pp. 704-713 ◽  
Author(s):  
Alison Gardiner-Shires ◽  
Scott C. Marley ◽  
John C. Barnes ◽  
Mark E. Shires
Keyword(s):  
Athletic Training ◽  
Work Experience ◽  
Repeated Measures ◽  
Online Survey ◽  
Athletic Trainers ◽  
Professional Baseball ◽  
Organization And Administration ◽  
Shoulder Injuries ◽  
Socialization Process ◽  
Cross Sectional

Context The extent to which individuals are prepared completely for work in a particular athletic training setting (eg, professional sports, college, high school) is unknown. This issue is critical today, and findings in this area have implications for athletic training education policy and employers. Objective To determine the perceptions of preparation for work-specific tasks by professional baseball athletic trainers (PBATs). We also wanted to determine whether various preparation experiences interact with perceived skills. Design Cross-sectional study. Setting Online survey administered via SurveyMonkey. Patients or Other Participants Two hundred seventy-five PBATs. Intervention(s) The PBATs reported their levels of preparation before employment in their positions and their current skills in each of the 8 work task domains: evaluation of elbow injuries; evaluation of shoulder injuries; evaluation of general injuries; acute care; injury prevention; treatment, rehabilitation, and reconditioning; organization and administration; and non–athletic-training tasks. Main Outcome Measure(s) Nine repeated-measures analyses of covariance were performed with each perception of preparation (retrospective, current) as a within-subject factor. Preparation experiences were included as between-subjects factors, and number of years working in baseball was the covariate. Results Subscale reliabilities were calculated and found to be between 0.79 and 0.97. A total of 180 PBATs (65%) completed the survey. The backgrounds and routes by which PBATs gained employment in the professional baseball setting varied. Individuals who completed professional baseball internships, had previous work experience, and immediately entered the professional baseball setting after graduation had noted differences in their perceptions of preparation for work tasks. The PBATs indicated they were substantially underprepared for tasks in the organization and administration and non–athletic-training task domains. Conclusions The organizational socialization process is complex, and no 1 experience appears to completely prepare an individual for work in the professional baseball setting.

scholarly journals Defining Athletic Training in the Military Setting: A Survey Investigation Into Professional Characteristics, Preparation, and Barriers in Clinical Practice

2020 ◽  
Vol 55 (5) ◽  
pp. 522-531 ◽  
Author(s):  
Kara N. Radzak ◽  
Edward J. Sedory ◽  
Michael Hooper ◽  
Tricia M. Kasamatsu
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Online Survey ◽  
Military Culture ◽  
Cross Sectional Study ◽  
Unique Contribution ◽  
Full Time ◽  
Cross Sectional ◽  
Skill Sets ◽  
The Military

Context The skill sets of athletic trainers (ATs) provide a unique contribution to the US military's optimization of physical readiness, and these positions are becoming more prevalent. However, knowledge regarding the job characteristics of, and ATs' preparation for, employment in a military setting is limited. Objective To assess the position and clinician characteristics of ATs working with military members and document their perceptions of working in the military setting. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 53 ATs who currently or formerly worked in the military setting. Data Collection and Analysis A Web-based survey with closed- and open-ended questions was distributed via e-mail and social media. Closed-ended data were analyzed via descriptive statistics, and open-ended questions were evaluated for common themes using thematic analysis. Results Respondents were primarily males (n = 31, 58.5%), had a master's degree (n = 42, 79.2%), and were not current or former service members (n = 46, 86.8%). Positions were primarily full time (n = 50, 94.3%), contracted with an independent company (n = 27, 50.9%), and within the Army (n = 24, 45.3%). The ATs were highly satisfied with their workload and ability to apply their skill set. Qualitative analysis revealed 3 themes: (1) the context of clinical practice in the military (eg, rewarding, job scope, military environment), (2) the importance of clinical and interpersonal skills, and (3) the existence of multiple barriers (eg, hiring, military culture, lack of recognition). Conclusions Overall, ATs working in the military setting were well-qualified practitioners who were very satisfied with their current positions, yet they also reported barriers, such as working within the military culture and lack of recognition of their skill set. Although ATs indicated a neutral belief that professional degree preparation was sufficient for this clinical practice setting, the qualitative themes provided additional career-preparation advice for individuals interested in this setting.

scholarly journals Exploring Predictors of Moral Disengagement in Collegiate Athletic Trainers

2020 ◽  
Vol 55 (1) ◽  
pp. 96-104
Author(s):  
Ross Budziszewski ◽  
Scott A. Graupensperger ◽  
Matthew Vierimaa
Keyword(s):  
Social Identity ◽  
Athletic Training ◽  
Moral Disengagement ◽  
Student Athletes ◽  
Online Survey ◽  
Athletic Trainers ◽  
Return To Play ◽  
Outcome Variable ◽  
Cluster Solution ◽  
Cross Sectional

Context Considering recent high-profile reports of malpractice and negligence by National Collegiate Athletic Association (NCAA) athletic trainers (ATs), it is prudent to investigate the psychological mechanisms that may influence ATs' ability to justify unethical behaviors. When treating injured student-athletes, ATs may undergo a cognitive process known as moral disengagement, which involves convincing oneself that ethical standards do not apply in a particular context. Objective To explore the psychological factors and traits among ATs that may predict moral disengagement pertaining to allowing athletes to play through injuries. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 187 Division I, II, and III ATs from 100 NCAA universities. Main Outcome Measure(s) In addition to the primary outcome variable of moral disengagement, the survey captured the AT's demographic background, sport and athletic training histories, and measures of sport ethic, contesting orientations, commitment, and social identity. Results Cluster analysis was used to identify homogeneous subgroups of participants based on these variables. A 2-cluster solution emerged, with cluster 1 (n = 94) scoring higher in the sport-ethic and sport-contesting orientations but lower in commitment and social identity compared with cluster 2 (n = 93). An independent-samples t test revealed that moral disengagement was highest (t185 = 19.59, P &lt; .001, d = 0.69) among ATs in cluster 1. Conclusions These findings advance our understanding of the psychological processes that may predict moral disengagement of ATs in allowing student-athletes to play through injury. Although additional research is needed to test whether moral disengagement influences return-to-play decisions, we provide initial evidence that ATs who conform to sport norms (eg, “no pain, no gain”) and who tend to view sport competition with a “war-like” orientation are more likely to morally disengage.

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