scholarly journals Employability in Academe for Athletic Trainers With the Doctor of Athletic Training Degree

2021 ◽  
Author(s):  
Bonnie L. Van Lunen ◽  
Stephanie H. Clines ◽  
Tyler Reems ◽  
Lindsey E. Eberman ◽  
Dorice A. Hankemeier ◽  
...  
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Training Programs ◽  
Department Chairs ◽  
Athletic Trainers ◽  
Doctoral Degree ◽  
Survey Instrument ◽  
Student Enrollment ◽  
Advanced Practice

Context The doctor of athletic training (DAT) degree has recently been introduced into academe. Limited literature exists regarding how individuals with this degree can become part of an athletic training faculty. Objective To identify department chairs' perceptions of the DAT degree and determine whether they viewed the degree as viable when hiring new faculty within a postbaccalaureate professional athletic training program. Design Cross-sectional study. Setting Online survey instrument. Patients or Other Participants A total of 376 department chairs who had oversight of Commission on Accreditation of Athletic Training Education athletic training programs were invited to participate. Of these, 190 individuals (50.5%) accessed the survey, and 151 of the 190 department chairs (79.5%) completed all parts of the survey. Main Outcome Measure(s) A Web-based survey instrument consisted of several demographic questions and 4-point Likert-scale items related to perceptions of the DAT degree. Independent variables were degree qualifications, advanced degree requirements, institutional control, student enrollment, current faculty with a clinical doctorate, and institutional degree-granting classification. The dependent variables were the department chairs' responses to the survey items. Results More than 80% of department chairs were moderately or extremely familiar with the concept of an advanced practice doctoral degree, and 64% believed it would be extremely to moderately beneficial to hire someone with this degree in the athletic training program. Furthermore, 67% of department chairs were very likely or likely to hire someone with a DAT degree and expected they would do so in the next 5 years. Characteristics associated with higher perception scores were higher institutional student enrollment, having more current faculty with an advanced practice doctoral degree, and a higher institutional degree-granting classification. Conclusions Department chairs recognized the DAT degree as a viable degree qualification for teaching in professional athletic training programs. Future researchers should examine the need for athletic trainers with the DAT degree in clinical practice settings.

Employability of the Doctor of Athletic Training Degree within Academe

2020 ◽  
Author(s):  
Bonnie L Van Lunen ◽  
Stephanie H Clines ◽  
Tyler Reems ◽  
Lindsey E Eberman ◽  
Dorice Ann Hankemeier ◽  
...  
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Department Chairs ◽  
Doctoral Degree ◽  
Survey Instrument ◽  
Future Research ◽  
Student Enrollment ◽  
Advanced Degree ◽  
Advanced Practice ◽  
Cross Sectional Survey

Abstract Context: The Doctor of Athletic Training (DAT) degree has recently been introduced into academe. Limited literature exists regarding how individuals with this degree can be utilized as athletic training faculty. Objective: To identify department chairs' perceptions of the DAT degree and determine whether they view the degree as viable when hiring new faculty within a post-baccalaureate professional AT program. Design: Cross-sectional survey design Setting: Online survey instrument Patients or Other Participants: 376 department chairs who had oversight of Commission on Accreditation of Athletic Training Education athletic training programs were invited to participate. 190 individuals (50.5%) accessed the survey and 151 of the 190 department chairs completed (79.5%) all parts of the survey. Intervention(s): A web-based survey instrument, which included several demographic questions and 4-point Likert-scale items related to perceptions of the DAT degree, was completed. Main Outcome Measures: Independent variables included institutional control, student enrollment, degree granting classification, faculty with a clinical doctorate, and advanced degree requirements. The dependent variables were the department chairs' responses to the survey items. Results: More than 80% of department chairs were moderately or extremely familiar with the concept of an advanced practice doctoral degree and 64% reported it would be extremely to moderately beneficial to hire someone with this degree within the AT program. Furthermore, 67% of department chairs reported they were very likely or likely to hire someone with a DAT degree, and believed they would do so in the next 5 years. Characteristics associated with higher perception scores included higher institutional student enrollment, having more current faculty with an advanced practice doctoral degree, and increased level of institutional degree granting classification. Conclusion(s): Department chairs recognize the DAT degree as a viable degree qualification to teach within professional AT programs. Future research should examine the need for the DAT degree within clinical practice settings.

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 Retention Initiatives Used by Professional Master's Athletic Training Program Directors

2015 ◽  
Vol 10 (3) ◽  
pp. 205-211
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Training Programs ◽  
Program Directors ◽  
The United States ◽  
Retention Rates ◽  
Application Process ◽  
Telephone Interviews ◽  
Athletic Training Program Directors

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

scholarly journals Athletic Trainers' Perceptions of Advanced Clinical Practice: Characteristics of Advanced Practice Athletic Trainers

2020 ◽  
Vol 15 (1) ◽  
pp. 35-40
Author(s):  
Barton E. Anderson ◽  
Cailee E. Welch Bacon ◽  
Eric L. Sauers
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Training Programs ◽  
Core Competencies ◽  
Athletic Trainers ◽  
Research Approach ◽  
Advanced Practice ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Intrapersonal Skills

Context The “Strategic Priorities for Athletic Training Education” promote the development of clinical specialists and advanced practice leaders; however, little is known about the characteristics of advanced practice athletic trainers. Peer health professions have formal education and training programs and specialized credentials to denote advanced practice clinicians; however, such mechanisms are only now emerging in athletic training. As training and credentialing programs advance, it is important to understand the perceived characteristics of clinicians engaged in advanced clinical practice. Objective To explore how athletic trainers perceive the characteristics of clinicians advanced practice clinicians. Design Cross-sectional. Setting Self-reported online survey. Participants Of 1992 athletic trainers invited to participate, 350 accessed the survey (17.6% access rate); 321 respondents completed at least 1 open-ended question, and 196 completed the entire survey (61.1% completion rate). Main Outcome Measures Consensual qualitative research approach consisting of a 3-person team was used to analyze the open-ended responses. Members individually coded the initial set of responses and then met to develop a consensus codebook. Remaining responses were coded by 2 team members and were confirmed by the third member. Data were organized into themes and categories, and frequency counts were used for each category. Results Four categories of characteristics associated with advanced practice clinicians emerged: (1) intrapersonal skills, (2) interpersonal skills, (3) discipline specific knowledge and skills, and (4) experience. Conclusions Intrapersonal skills including lifelong learning, critical thinking, and willingness to mentor others were identified, in addition to strong communication and leadership skills. Discipline-specific knowledge and skills were also associated with advanced clinical practice, including specialized skills and advanced integration of the core competencies. Accredited Athletic Training Residency programs and Doctor of Athletic Training programs should strive to foster these characteristics within their students to facilitate the development of advanced practice athletic trainers.

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.

scholarly journals Factors Affecting Student Persistence into Athletic Training Programs

2019 ◽  
Author(s):  
Heather Hudson ◽  
Valerie Herzog
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Clinical Integration ◽  
Factors Affecting ◽  
Introductory Course ◽  
Athletic Training Program Directors

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

scholarly journals Career Commitment of Postprofessional Athletic Training Program Graduates

2015 ◽  
Vol 50 (4) ◽  
pp. 426-431 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Career Commitment ◽  
Advanced Degree ◽  
Primary Role ◽  
Online Questionnaire ◽  
Online Data ◽  
Member Checks

Context Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. Objective To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Design Qualitative study. Setting Online data collection. Patients or Other Participants Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Data Collection and Analysis Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Conclusions Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

scholarly journals Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

2017 ◽  
Vol 12 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Dorice A. Hankemeier ◽  
Jessica L. Kirby ◽  
Stacy E. Walker ◽  
Ashley B. Thrasher
Keyword(s):  
Athletic Training ◽  
Clinical Setting ◽  
Teaching And Learning ◽  
Online Survey ◽  
Clinical Decision Making ◽  
Training Programs ◽  
Statistical Significance ◽  
Educational Background ◽  
Learning Needs ◽  
Perceived Learning

Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs. Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics. Design: Cross-sectional. Setting: Online survey platform Qualtrics. Patients or Other Participants: Seventy-nine preceptors (31.66 ± 8.63 years, male = 32, female = 47, years certified = 9.46 ± 8.27, years as preceptor = 6.08 ± 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4. Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 = not helpful, 2 = somewhat helpful, 3 = very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with χ2 analysis. Statistical significance was set a priori at P ≤ .05. Results: Topics in evaluating students (2.39 ± 0.47) and teaching and learning in the clinical setting (2.38 ± 0.41) were rated most helpful and concepts in mentorship (2.13 ± 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P > 0.05). Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

2014 ◽  
Vol 9 (2) ◽  
pp. 54-58 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Athletic Trainers ◽  
Athletic Trainer ◽  
Positive Interactions ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Initial Exposure ◽  
Observation Period ◽  
Early Socialization

Context Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective Highlight the use of the observation period for preparatory athletic training students as a means to promote retention. Background Many ATPs require a period of observation as part of or as a precursor to application for admission. The experience gives students initial exposure to the profession while allowing the ATP to evaluate the student's potential for admission and success within the program and as a young professional. The roles of an athletic trainer are complex and challenging; therefore, ATPs need to ensure they are preparing their students for professional practice. Synthesis A review of the retention literature was conducted and specific applications suggested based upon the authors' professional experiences. Results Early socialization into the profession is helpful for understanding an athletic trainer's role. Diversity during the observation period can facilitate a student's understanding, plausibly improving persistence. Recommendations Athletic training programs are encouraged to provide the preparatory student with structured, required observations of athletic trainers. Specifically, students should be exposed to diverse clinical employment settings and the different domains of clinical practice for the athletic trainer. This exposure could plausibly facilitate retention. Conclusions It is important to identify strategies to help retain quality students in order to promote and advance the professional stature of athletic training. Focusing on clinical experiences, rather than quantity of hours, may benefit students who are evaluating their futures as athletic trainers.

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.

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