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

2014 ◽  
Vol 9 (3) ◽  
pp. 113-126 ◽  
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.

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

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

2015 ◽  
Vol 10 (1) ◽  
pp. 25-31 ◽  
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.

scholarly journals The Professional Values of Program Directors and Head Athletic Trainers: The Impact of the Hidden Curriculum

2011 ◽  
Vol 6 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Kimberly S. Peer ◽  
Gretchen A. Schlabach
Keyword(s):  
Athletic Training ◽  
Hidden Curriculum ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Program Directors ◽  
Program Director ◽  
Professional Values ◽  
Athletic Trainer ◽  
Significant Difference ◽  
The Impact

Context: Athletic training education programs (ATEPs) promote the development of foundational behaviors of professional practice. Situated in the context of professional values, ATEPs are challenged to identify outcome measures for these behaviors. These values are tacitly reflected as part of the hidden curriculum. Objective: To ascertain the importance of professional values as perceived by program directors and head athletic trainers at professional ATEPs located in the Great Lakes Athletic Trainers' Association (GLATA) district. Design: Cross-sectional survey design. Setting: 77 ATEPs in GLATA and accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Participants: We surveyed a convenience sample of program directors and head athletic trainers from CAATE-accredited ATEPs in GLATA. We partitioned the 146 participants by their professional role: program director (PDs), head athletic trainer (HATs), and program director/head athletic trainer (PD/HATs). Main Outcome Measure(s): We measured differences among PDs, HATs, PD/HATs relative to their unfamiliar values, important values, top three ranked values, and perceived importance with articulating professional values. Results: Altruism and aesthetics were identified as the 2 most frequently unfamiliar values among PDs and HATs, whereas PD/HATs identified 1 value, altruism. Truth/honesty and integrity were the most frequently selected values by PDs and HATs. Truth/honesty and respect were the most frequently selected values by PD/HATs. Truth/honesty was ranked the most important value by HATs and PD/HATs. Truth/honesty and integrity were tied as the number one ranked value by PDs. There was a significant difference in ranking between PD and PD/HAT in regard to the professional values of truth/honesty and integrity. Conclusion: Truth/honesty, integrity, respect, accountability, and caring are important professional values of ATEP PDs, HATs, PD/HATs in GLATA. It is important for the NATA to explicitly articulate professional core values.

What Do They Want From My Life? Parent-Child Relationships as Perceived by Druze Adolescents in Israel

2018 ◽  
Vol 34 (3) ◽  
pp. 261-281
Author(s):  
Randa Abbas ◽  
Sherri P. Pataki ◽  
Vered Vaknin-Nusbaum ◽  
Salman Ilaiyan
Keyword(s):  
Family Relationships ◽  
Intergenerational Conflict ◽  
Modern Society ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
The Past ◽  
Supportive Family ◽  
The Impact ◽  
Parent Child Relationships ◽  
Parent Child

This research examined Druze adolescents’ perception of their relationships with parents in Israel. Israeli Druze is a small group accounting for only 2% of Israel’s population. The Druze society is patriarchal; it demands absolute loyalty to the values of religion, family, and clan. Our goal was to explore the impact of increasing intercultural contact with modern Israeli society and the outside world on parent-child relationships in a traditional society that demands absolute loyalty and obedience to elders. The researchers used the phenomenological approach to understand parent-child relationships from the perspective of the adolescents themselves. Twelve Druze adolescents, six females and six males ranging in age from 16 to 18, completed a semi-structured interview in which they were asked to describe their relationships with parents. Participants were prompted to describe a recent conflict, if any, and the way in which the conflict was resolved, as well as a positive and a negative interaction with parents in the past year. Thematic analyses revealed intergenerational conflict related to perceived acculturation gaps. Other consistent themes portrayed supportive parent-child relationships and the adolescents’ commitment to Druze heritage. Overall, findings suggest that although increasing exposure to modern society may lead to intergenerational conflict, Druze adolescents remained grounded in supportive family relationships and their religious heritage.

scholarly journals An Assessment of Burnout in Undergraduate Athletic Training Education Program Directors

2009 ◽  
Vol 44 (2) ◽  
pp. 190-196 ◽  
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.

scholarly journals Flipped Classroom in an Orthopaedic Assessment Course: Students' Perspective

2018 ◽  
Vol 13 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Physical Exam ◽  
Pedagogical Practice ◽  
Focus Group Interviews ◽  
Group Interviews

Context:The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach.Objective:To explore students' perceptions of a flipped orthopaedic assessment course.Design:Qualitative study using a phenomenological approach.Setting:Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course.Patients or Other Participants:Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016.Main Outcome Measure(s):Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation.Results:Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced.Conclusions:Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.

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

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

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

scholarly journals Strategies for Highly Effective Athletic Training Education Program Directors: A Practical Approach to Interdependence

2007 ◽  
Vol 2 (1) ◽  
pp. 21-25
Author(s):  
James E. Leone ◽  
Kimberly A. Gray
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Literary Work ◽  
Program Directors ◽  
Professional Preparation ◽  
Certified Athletic Trainers ◽  
Effective Strategies ◽  
Highly Effective

Objective: Following Seven Habits of Highly Effective People by Stephen Covey, this article seeks to communicate effective strategies for athletic training education Program Directors (PDs) to follow. Commentary of Covey's work and practical strategies to integrate them into PD practice and responsibilities are provided. Background: Due to a lack of professional preparation, Program Directors often relate to what they know best–working long hours to get the job accomplished. It is not uncommon for PDs to mirror the work schedules of clinically practicing certified athletic trainers. With this in mind, we propose approaching the role of PD using Stephen Covey's wisdom from his literary work, Seven Habits of Highly Effective People. Practical strategies for integrating Covey's work into a PD's daily responsibilities, as well as remaining compliant with CAATE Standard expectations, are discussed.

scholarly journals Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

2011 ◽  
Vol 6 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Structured Interview ◽  
Educational Preparation ◽  
Entry Level ◽  
Data Collection And Analysis ◽  
Occupational Setting ◽  
Textual Data

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.

scholarly journals Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings

2012 ◽  
Vol 47 (2) ◽  
pp. 212-220 ◽  
Author(s):  
Jolene M. Henning ◽  
Thomas G. Weidner ◽  
Melissa Snyder ◽  
William N. Dudley
Keyword(s):  
Athletic Training ◽  
Skill Acquisition ◽  
Peer Mentoring ◽  
Peer Assessment ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Clinical Settings ◽  
Peer Assisted Learning ◽  
Cross Sectional ◽  
Peer Modeling

Context: Peer-assisted learning (PAL) has been recommended as an educational strategy to improve students' skill acquisition and supplement the role of the clinical instructor (CI). How frequently students actually engage in PAL in different settings is unknown. Objective: To determine the perceived frequency of planned and unplanned PAL (peer modeling, peer feedback and assessment, peer mentoring) in different settings. Design: Cross-sectional study. Setting: Laboratory and collegiate clinical settings. Patients or Other Participants: A total of 933 students, 84 administrators, and 208 CIs representing 52 (15%) accredited athletic training education programs. Intervention(s): Three versions (student, CI, administrator) of the Athletic Training Peer Assisted Learning Survey (AT-PALS) were administered. Cronbach α values ranged from .80 to .90. Main Outcome Measure(s): Administrators' and CIs' perceived frequency of 3 PAL categories under 2 conditions (planned, unplanned) and in 2 settings (instructional laboratory, collegiate clinical). Self-reported frequency of students' engagement in 3 categories of PAL in 2 settings. Results: Administrators and CIs perceived that unplanned PAL (0.39 ± 0.22) occurred more frequently than planned PAL (0.29 ± 0.19) regardless of category or setting (F1,282 = 83.48, P < .001). They perceived that PAL occurred more frequently in the collegiate clinical (0.46 ± 0.22) than laboratory (0.21 ± 0.24) setting regardless of condition or category (F1,282 = 217.17, P < .001). Students reported engaging in PAL more frequently in the collegiate clinical (3.31 ± 0.56) than laboratory (3.26 ± 0.62) setting regardless of category (F1,860 = 13.40, P < .001). We found a main effect for category (F2,859 = 1318.02, P < .001), with students reporting they engaged in peer modeling (4.01 ± 0.60) more frequently than peer mentoring (2.99 ± 0.88) (P < .001) and peer assessment and feedback (2.86 ± 0.64) (P < .001). Conclusions: Participants perceived that students engage in unplanned PAL in the collegiate clinical setting with a stronger inclination toward engagement in peer modeling. Educators should develop planned PAL activities to capitalize on the inherent desire of the students to collaborate with their peers.

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