Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

2015 ◽  
Vol 10 (2) ◽  
pp. 138-145 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Professional Commitment ◽  
Professional Behaviors ◽  
Athletic Training Student ◽  
Education Experience ◽  
Member Checks

Context Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession. Objective Investigating the role clinical education experiences play on the development of passion for athletic training. Design Exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen students (8 males, 9 females) volunteered. Students represented both junior (13) and senior (4) levels, were engaged in 23 ± 5 hours per week of clinical education, and were 20 ± 2 years old. Main Outcome Measure(s) One-on-one, in-person interviews following a semistructured format. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results A positive clinical education experience as described by this cohort of students was inclusive of strong mentorship, realism, professional commitment of the preceptor, and clinical skill integration. In combination, these attributes appear to help students develop their professional commitment for athletic training. Preceptors who provided mentorship by modeling appropriate professional behaviors, providing a realistic perspective to their role, and showing enthusiasm allowed the students in this study to gain an accurate understanding of the profession. Opportunities to develop clinical skills with feedback for improvement demonstrated the preceptors' commitment to the profession and the student and was valued as contributing to the overall experience. Conclusions The development of the athletic training student's commitment to the profession is directly related to a positive clinical education experience facilitated by a preceptor who is also passionate about the job. Preceptors are encouraged to provide the athletic training student with a realistic impression of the clinical setting in which they are gaining experiences in order for them to fully understand their future role and responsibilities. Maintaining an optimistic but pragmatic attitude is also valued by the athletic training student.

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' 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.

Entry-Level Athletic Trainers' Self-Confidence in Clinical Skill Preparedness for Treating Athletic and Emergent Settings Populations

2014 ◽  
Vol 9 (4) ◽  
pp. 166-173 ◽  
Author(s):  
Gary E. Morin ◽  
Sharon Misasi ◽  
Charles Davis ◽  
Corey Hannah ◽  
Matthew Rothbard
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Body Region ◽  
Clinical Experiences ◽  
Professional Skills ◽  
Confidence Levels

Context Clinical education is an important component of athletic training education. Concern exists regarding whether clinical experience adequately prepares students to perform professional skills after graduation, particularly with patients in emerging settings. Objective To determine the confidence levels of athletic training graduates in performing professional skills, providing care to patients in emergent settings, and to suggest improvements in clinical education. Design and Setting A descriptive design involving an online survey. The survey was administered via email 2 weeks after the closing of the April 2011 Board of Certification (BOC) examination window. Patients or Other Participants All 832 first-time candidates from undergraduate and graduate Commission on Accreditation of Athletic Training Education–accredited programs sitting for the BOC examination during the April 2011 testing window were surveyed. Eighteen percent (n = 166) elected to participate. Main Outcome Measure(s) Responses were acquired regarding levels of confidence in performing athletic training skills and caring for multiple patient populations. Participants were permitted to suggest improvements in clinical education. A multivariate analysis of variance was used to determine if educational setting played a role in confidence levels. Cluster analysis was used to develop high, moderate, and low confidence groups. Participants' comments were thematically separated into specific categories. Results Participant confidence levels were strong in performing athletic training skills on traditional patient populations, although body region was a factor. Lower confidence levels were reported for caring for elderly and special needs individuals, with insufficient clinical experiences stated as the primary cause. Confidence levels for recognizing nonorthopaedic concerns were lower than for recognizing musculoskeletal injury issues. Conclusions Participants felt confident in performing athletic training skills, particularly for athletic populations. Confidence scores were lower for other populations, and it is apparent that clinical experience with different patient populations is essential. Participants felt that greater clinical experiences are necessary, with further opportunities in clinical decision making and program administration decisions.

scholarly journals Peer Assessment of Clinical Skills and Professional Behaviors Among Undergraduate Athletic Training Students

2016 ◽  
Vol 11 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Jeanine M. Engelmann
Keyword(s):  
Medical Education ◽  
Athletic Training ◽  
Compression Test ◽  
Clinical Skills ◽  
Peer Assessment ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Professional Behaviors ◽  
Senior Student ◽  
Lachman Test

Context: Peer assessment is widely used in medical education as a formative evaluation and preparatory tool for students. Athletic training students learn similar knowledge, skills, and affective traits as medical students. Peer assessment has been widely studied with beneficial results in medical education, yet athletic training education has thus far produced only 2 studies that address the use of peer assessment with athletic training students. Objective: To identify whether undergraduate athletic training students accurately and reliably assess their peers on clinical skills and professional behaviors. Design: Quasi-experimental between-groups and within-group. Setting: Medical exam office. Patients or Other Participants: Junior and senior athletic training students, classroom faculty and clinical preceptors (instructors) from the same Commission on Accreditation of Athletic Training Education athletic training program. Intervention(s): One instructor and 2 students concurrently performed an assessment in real-time of 5 clinical skills performed by a junior or senior student. Clinical skills demonstrated were the Biceps Femoris Manual Muscle Test (BFMMT), Lachman Test, Kleiger Test, Noble's Compression Test, and Thompson Test. Main Outcome Measure(s): Each student group's scores were compared with instructor group scores to determine the accuracy of the assessment. Each student group's scores were compared within-group to determine reliability of student scores. Accuracy and reliability of clinical skills were measured using the Cohen κ coefficient. A weighted Cohen κ coefficient was used for professional behavior measures. Results: Senior students were accurate (P < .05) for all clinical skills and professional behaviors and reliable (P < .05) for the BFMMT, Thompson Test, and professional behaviors. Junior students were accurate (P < .05) for all clinical skills except the Lachman Test and reliable (P < .05) for the BFMMT and Noble's Compression Test. Conclusions: Students are able to assess the clinical skills of their peers with the same consistency as instructors during a live skills demonstration. Year in school may affect ability to assess professional behaviors.

Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs

2012 ◽  
Vol 7 (3) ◽  
pp. 103-114 ◽  
Author(s):  
Kelvin Phan ◽  
Cailee W. McCarty ◽  
Jessica M Mutchler ◽  
Bonnie Van Lunen
Keyword(s):  
Decision Making ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Education Programs ◽  
Professional Students ◽  
Guided Practice ◽  
Telephone Interviews

Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to assess the pedagogical principles for clinical education at this level or what factors are necessary to enhance the clinical skills and decision-making abilities of post-professional students. Therefore, exploring the perspectives of clinical preceptors involved in post-professional education will help educators understand what strategies are necessary to improve post-professional athletic training education programs (PPATEPs). Objective: To qualitatively investigate clinical preceptors' perspectives and experiences regarding clinical education within PPATEPs. Design: Consensual qualitative research (CQR) with an emergent design. Setting: Telephone interviews were conducted with all participants. Patients or Other Participants: Eleven collegiate post-professional clinical preceptors (7 males, 4 females; average age = 38±7.3 years; average years as an athletic trainer = 15±6.6 years) who were affiliated with a PPATEP were interviewed, representing 11 out of 16 PPATEPs. Data Collection and Analysis: Interview transcripts were coded for themes and categories. Triangulation included a consensus process by the research team and member checking to verify the data. Results: Data analysis yielded four themes relating to clinical education in PPATEPs: importance of clinical education, clinical preceptor responsibilities, clinical preceptor qualities, and barriers to clinical education. Participants indicated that clinical education was important for students to develop clinical skills and give them opportunities to make patient care decisions, and that several fundamental responsibilities and qualities contribute to being an effective clinical preceptor at the post-professional level. Conclusions: Post-professional clinical preceptors recognized that an appropriate balance between autonomy and guided practice in clinical experiences fostered an effective learning environment which allowed post-professional students to improve their clinical and decision-making skills beyond their entry-level skill set. Preceptors should also demonstrate attributes of a clinician, educator, and communicator to be an effective mentor.

scholarly journals Frustrations Among Graduates of Athletic Training Education Programs

2013 ◽  
Vol 48 (1) ◽  
pp. 79-86 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Education Program ◽  
Athletic Training Education ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Education Programs ◽  
Student Stress ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design Qualitative study. Setting National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

scholarly journals Evaluating Perceptions of Culminating Clinical Education Experiences of Senior Athletic Training Students

2015 ◽  
Vol 10 (3) ◽  
pp. 219-226 ◽  
Author(s):  
Patricia A. Aronson ◽  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Role Models ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Athletic Training Students ◽  
Education Administrators

Context The perceptions of athletic training students (ATSs) regarding their clinical education experiences are not fully understood. It is important to investigate ATS perceptions of clinical education to allow athletic training educators to provide educational experiences that will maximize learning. Objective To determine what ATSs value during their clinical education experiences. Design Qualitative study. Setting Participants completed an electronic preceptor evaluation. Patients or Other Participants Nineteen (14 female, 5 male; average age = 22 ± 1 years) senior ATSs over 2 years enrolled in a Commission on Accreditation of Athletic Training Education–accredited athletic training program participated in our study. Participants came from 1 Commission on Accreditation of Athletic Training Education–accredited athletic training program in the Mid-Atlantic region. Data Collection and Analysis We asked seniors to evaluate their final clinical education experience by completing an open-ended questionnaire. We analyzed the data following the principles of grounded theory. We negotiated over the coding scheme until we reached full agreement, performed a peer review, and conducted member checks to ensure trustworthiness of the results. Results Three major themes emerged from the data. Athletic training students enjoy interacting with preceptors who act as appropriate professional role models. Our participants also found value in being able to develop their clinical skills with appropriate situational supervision. Finally, ATSs appreciate when preceptors teach them new information by stimulating their critical thinking skills. Conclusions To help provide positive learning environments for senior ATSs, athletic training education administrators should select preceptors who can successfully model professional responsibilities, present ATSs with authentic learning experiences, and promote higher-level thinking. We believe providing ATSs with exposure to preceptors who can meet these criteria may better prepare students for professional practice, alter persistence decisions, and should be a goal of clinical experiences for the benefit of ATSs.

Reciprocal Learning Among Preceptors and Athletic Training Students During Clinical Education, Part II: Facilitators and Barriers

2016 ◽  
Vol 21 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Thomas G. Bowman
Keyword(s):  
Athletic Training ◽  
Outcome Measures ◽  
Clinical Education ◽  
Athletic Training Students ◽  
Education Students ◽  
Reciprocal Learning ◽  
Student Sample ◽  
Athletic Training Student ◽  
Facilitators And Barriers ◽  
Member Checks

Context:Reciprocal learning appears to be occurring in athletic training clinical education. Students and preceptors can learn from one another, particularly if both parties are open to learning from each other.Objective:Examine facilitators and barriers to reciprocal learning in the athletic training clinical education setting.Design:Exploratory qualitative study.Setting:Athletic training programs.Patients or Other Participants:Our recruitment, which was based upon data redundancy, included 10 preceptors and 10 athletic training students. The preceptors had an average of 5 ± 3.5 years of experience supervising students. The athletic training student sample consisted of 8 seniors and 2 juniors.Main Outcome Measures:Participants responded to a series of questions by journaling their thoughts and opinions. Data were collected and stored on QuestionPro, a secure website. Data were analyzed by a general inductive approach. Credibility was established by (1) researcher triangulation, (2) peer review, and (3) member checks.Results:The relationship between the preceptor and the student along with reception to reciprocal learning emerged as facilitators, while a lack of confidence on the students’ behalf and time constraints can limit chances for reciprocal learning.Conclusions:Reciprocal learning has been identified as being mutually beneficial to the student and preceptor. Our findings highlight that for this type of learning to be successful, there has to be a communal interest in learning and that the use of current clinical cases and students’ current coursework provide benchmarks for discussion and learning.

scholarly journals Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

10.4085/09015 ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Clinical Experiences ◽  
Roles And Responsibilities ◽  
Athletic Training Student ◽  
Self Confidence ◽  
Data Collection And Analysis ◽  
Mentorship Relationship ◽  
Training Position ◽  
Member Checks

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

2014 ◽  
Vol 9 (3) ◽  
pp. 104-112 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle
Keyword(s):  
Career Choice ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Public Understanding ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Training Professionals ◽  
Negative Perceptions ◽  
Member Checks

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

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