Description of Professional Master's Athletic Training Programs

2015 ◽  
Vol 10 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Thomas G. Bowman ◽  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Retention Rate ◽  
Retention Rates ◽  
Athletic Training Student ◽  
Career Placement ◽  
Data Saturation ◽  
Using Data

Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.

scholarly journals Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs

2015 ◽  
Vol 50 (9) ◽  
pp. 952-957 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney ◽  
Thomas M. Dodge ◽  
Jay Hertel
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Master's Degree ◽  
Retention Rate ◽  
Bachelor's Degree ◽  
Retention Rates ◽  
Web Based ◽  
Professional Programs ◽  
Career Placement ◽  
Master’S Degree

Context  The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective  To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design  Cross-sectional study. Setting  Web-based survey. Patients or Other Participants  A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s)  The PDs completed a Web-based survey. Main Outcome Measure(s)  We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results  We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions  Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

scholarly journals Program Directors' Perceptions of Undergraduate Athletic Training Student Retention

2015 ◽  
Vol 50 (2) ◽  
pp. 178-184 ◽  
Author(s):  
Thomas G. Bowman ◽  
Jay Hertel ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Heather D. Wathington
Keyword(s):  
Athletic Training ◽  
Retention Rate ◽  
Program Directors ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Data Saturation ◽  
Personal Use ◽  
Using Data ◽  
Survey Responses ◽  
Admissions Process

Context: The average retention rate for students enrolled in undergraduate athletic training programs (ATPs) nationwide has been reported to be 81%, and slightly more than half of program directors (PDs) have indicated that retention of athletic training students (ATSs) is a problem. However, why PDs do or do not believe ATS retention is problematic is unknown. Objective: To determine why PDs do or do not believe ATS retention is problematic. Design: Qualitative study. Setting: Undergraduate ATPs. Patients or Other Participants: We obtained responses from 177 of the 343 PDs (51.6%). Using data saturation as a guide, we randomly selected 16 PDs from the survey responses to participate in follow-up telephone interviews; 8 believed retention was a problem and 8 did not. Data Collection and Analysis: During audio-recorded telephone interviews, we asked PDs why they thought retention was or was not a problem for athletic training education. Following verbatim transcription, we used grounded theory to analyze the interview data and maintained trustworthiness by using intercoder agreement, member checks, and peer review. Results: Program directors believed that retaining ATSs was a problem because students lack information regarding athletic training and the rigor of the ATP. Program directors were consistent in their perception that ATPs do not have a retention challenge because of the use of a secondary admissions process. This finding was likely based on personal use of a secondary admissions process in the ATPs these PDs lead. Conclusions: Program directors who lead ATPs that struggle to retain ATSs should consider using a secondary admissions process. During the preprofessional phase of the ATP, faculty and staff should work to socialize students to the demands of the ATP and the professional lives of athletic trainers.

scholarly journals Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs

2020 ◽  
Vol 15 (3) ◽  
pp. 168-176
Author(s):  
Sarah A. Manspeaker ◽  
Sharon D. Feld ◽  
Dorice A. Hankemeier ◽  
Jessica L. Kirby
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Interprofessional Education ◽  
Training Programs ◽  
Learning Activities ◽  
Health Care Students ◽  
Time Space ◽  
Data Saturation ◽  
Didactic Curriculum

Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation, a consensual qualitative analysis approach was employed to determine themes. Data trustworthiness was achieved through triangulation, member checking, and use of an external auditor. Results More than half of the programs represented in this study (11 of 17) report that IPE activities are a required component of their didactic curriculum. Themes for integration of IPE include delivery methods, educational content and objectives, assessment, and logistics. Sample IPE activities include case-based discussions, dedicated IPE courses, online modules, and simulation. Conclusions Integration of IPE into the curriculum requires logistical considerations such as determining which health care disciplines to include, resources available (time, space, personnel), as well as overall institutional support. Program faculty in our study described varied methods to deliver IPE learning activities that meet content goals and objectives. Prior to integrating IPE into an athletic training curriculum, program faculty should determine the method of delivery and what content will work to achieve the goals of relevant stakeholders. Consideration of these components for didactic integration should work to create cohesive and meaningful learning experiences.

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.

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 Is Direct Supervision in Clinical Education for Athletic Training Students Always Necessary to Enhance Student Learning?

2009 ◽  
Vol 4 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Kent Scriber ◽  
Cindy Trowbridge
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Action Plan ◽  
Athletic Training Students ◽  
Direct Supervision ◽  
Clinical Supervisors ◽  
Athletic Training Student ◽  
Present Information

Objective: To present an alternative model of supervision within clinical education experiences. Background: Several years ago direct supervision was defined more clearly in the accreditation standards for athletic training education programs (ATEPs). Currently, athletic training students may not gain any clinical experience without their clinical supervisors being physically present so that the supervisors may intervene at any point if necessary. Although we do not disagree with the spirit of this requirement, we present information regarding the changing generation of students and the importance of developing strong professionals who will represent our field in the ever-changing allied health care arena. Clinical Advantages: We believe student learning may take place without direct supervision and that a system of guided autonomy with meaningful and dynamic reflection may better prepare the student for the future. W e feel that limited aspects of an athletic training student's clinical experience may not always need direct supervision. If students are performing skills that are not in violation of any professional practice acts, their interest and learning may increase with a guided autonomy model, as opposed to direct supervision. For example, once an athletic training student has mastered skills like taping, stretching, and initiating an emergency action plan, they should be able to effectively and safely perform these aspects without direct supervision. We suggest that students may continue to learn, and benefit from an educational standpoint, while gaining a limited portion of their experiential learning requirement without direct supervision.

Strategies for Facilitating Ongoing Communication Between Clinical Education Coordinators and Preceptors

2016 ◽  
Vol 21 (3) ◽  
pp. 12-18
Author(s):  
Sara Nottingham
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Phone Calls

Communication between athletic training programs and preceptors is not only an accreditation requirement, but also a mechanism to foster effective clinical education experiences. Communicating regularly with preceptors can provide them with feedback and help demonstrate their value to the athletic training program. Improved communication between academic and clinical education has been identified as a need in athletic training. Ongoing communication can be facilitated in a variety of formal and informal ways, including preceptor newsletters, site visits, questionnaires, meetings, and phone calls. Clinical education coordinators should select methods of communication that meet the needs of their program and preceptors.

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

scholarly journals Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

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.

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