scholarly journals Choosing a Career in Athletic Training: Exploring the Perceptions of Potential Recruits

2008 ◽  
Vol 43 (1) ◽  
pp. 70-79 ◽  
Author(s):  
James Mensch ◽  
Murray Mitchell
Keyword(s):  
High School ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Education Program ◽  
Athletic Training Education ◽  
Academic Program ◽  
Recruitment Strategy ◽  
School Level ◽  
Theory Approach ◽  
Initial Exposure

Abstract Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. Therefore, understanding potential recruits' perceptions of athletic training is important. Objective: To (1) gain insight regarding undergraduate students' decisions to enter or not enter an athletic training education program (ATEP), and (2) examine potential athletic training recruits' perceptions of the roles and responsibilities of certified athletic trainers. Design: We used a descriptive study employing a grounded theory approach to explore perceptions of the athletic training profession by college students with various levels of interest in athletic training. Setting: Athletic training education program from a National Collegiate Athletic Association Division I research-intensive university. Patients or Other Participants: Forty-six undergraduate students (23 interested in applying to an ATEP and 23 who were aware of but not interested in applying to an ATEP). Main Outcome Measure(s): Data from in-depth, semi-structured interviews were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer-debriefing techniques were used to ensure trustworthiness of the study. Results: Three contributing factors appeared to influence the recruitment of students to a career in athletic training: (1) a strong affiliation to a sports/team model, (2) initial exposure at the high school level, and (3) an incomplete understanding of athletic training. Conclusions: Awareness of how students are recruited into ATEPs is important information for our profession. Educators and administrators must create a comprehensive recruitment strategy using factors that influence potential recruits' decisions to enter the athletic training profession, specifically their association with sports and their experiences during high school.

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 Factors of Persistence Among Graduates of Athletic Training Education Programs

2011 ◽  
Vol 46 (6) ◽  
pp. 665-671 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Training Education ◽  
Positive Interactions ◽  
Theory Approach ◽  
Education Programs ◽  
Entry Level ◽  
Athletic Training Educators ◽  
National Athletic Trainers Association ◽  
Member Checks

Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Design: Qualitative study. Setting: Postprofessional education program accredited by the NATA. Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. Data Collection and Analysis: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

scholarly journals Perceptions of Participants Involved in Peer Assisted Learning in a Professional Athletic Training Education Program

2010 ◽  
Vol 5 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Theresa Mackey ◽  
Cindra Kamphoff ◽  
Joseph Armstrong
Keyword(s):  
Grounded Theory ◽  
Athletic Training ◽  
Education Program ◽  
Clinical Setting ◽  
Athletic Training Education ◽  
Research Approach ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Structured Interviews ◽  
Peer Assisted Learning

Objective: The objective of this study was to examine the perceptions, values, and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program. Design and Setting: A qualitative research approach borrowing from grounded theory was used. Subjects: 15 participants, consisting of 9 athletic training students (ATS) and 6 Approved Clinical Instructors (ACIs), participated in this study. Measurements: Semi-structured interviews were recorded and transcribed verbatim for analysis. The interview data was analyzed inductively, borrowing from the grounded theory approach, utilizing both open and axial coding. Furthermore, a peer review, member checks by the participants, and the use of multiple data sources were used to establish trustworthiness. Results: Six main themes emerged from the analysis: 1) Defining PAL; 2) Role recognition; 3) Preference for active informal learning; 4) Value of PAL; 5) Peer Limitations; and 6) Recommendations related to PAL. Conclusions: Overall, this study provides an in-depth understanding of athletic training students' and ACIs' perceptions of PAL, and supports the conclusion that athletic training students in this program prefer to experience active and informal educational exchanges that occur naturally in the clinical setting rather than more formal learning experiences. These results suggest that PAL is beneficial and worthwhile.

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.

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 Evaluation of Athletic Training Students' Clinical Proficiencies

2008 ◽  
Vol 43 (4) ◽  
pp. 386-395 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner ◽  
Kirk J. Armstrong
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Experience ◽  
Education Program ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Education Programs ◽  
Content Areas ◽  
Entry Level ◽  
Program Characteristics

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n  =  337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n  =  191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189  =  2.866, P  =  .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were barriers to real-time evaluation. One-way analyses of variance revealed no difference between athletic training education program characteristics and the opportunities for and barriers to real-time evaluations among the various clinical experience settings. Conclusions: No one primary barrier hindered real-time clinical proficiency evaluation. To determine athletic training students' clinical proficiency for entry-level employment, athletic training education programs must incorporate standardized patients or take a disciplined approach to using simulation for instruction and evaluation.

scholarly journals High School Athletic Trainer Services for Knee Injuries

2018 ◽  
Vol 53 (10) ◽  
pp. 956-964 ◽  
Author(s):  
Dustin R. Grooms ◽  
Janet E. Simon ◽  
Sara L. Dalton ◽  
Thomas P. Dompier ◽  
Zachary Y. Kerr
Keyword(s):  
High School ◽  
Athletic Training ◽  
Knee Injury ◽  
Knee Injuries ◽  
School Level ◽  
Limited Information ◽  
Time Loss ◽  
High School Level ◽  
Training Facility ◽  
Therapeutic Activities

ContextParticipation in high school athletics carries a substantial risk of musculoskeletal injury, particularly to the knee. However, limited information is available on the care being provided by athletic trainers (ATs) for athletes with these injuries.DesignDescriptive epidemiology study.SettingData on athletic training facility visits and AT services were collected from 147 high schools in 26 states.Patients or Other ParticipantsHigh school student-athletes who participated in 13 boys' sports and 14 girls' sports and sustained a diagnosed knee injury during the 2011–2012 through 2013–2014 academic years. The ATs documented 6797 knee injuries, with 4242 sustained in boys' sports and 2555 sustained in girls' sports.Main Outcome Measure(s)The number of athletic training facility visits and individual AT services as well as the average, median, and interquartile range of athletic training facility visits (per injury) and AT services (per injury) were calculated by sport and for time-loss (TL; participation restricted for ≥24 hours) and non–time-loss (NTL; participation restricted for <24 hours) injuries.ResultsIn total, 28 788 athletic training facility visits were reported, with an overall average of 4 athletic training facility visits per knee injury over the 3-year period. Most athletic training facility visits (72.6%) were associated with NTL injuries, but the majority of AT services (68.6%) were associated with TL injuries. A total of 81 245 AT services were provided for all knee injuries. Therapeutic activities or exercise were the most common type of AT service (52.5%). Overall, an average of 12 AT services were reported per knee injury. Compared with NTL injuries, TL injuries had a larger average number of AT services per injury (34 versus 9; P < .001).ConclusionsKnee injuries at the high school level are a considerable health care burden. This report demonstrates a high proportion of AT attention to the evaluation and treatment of these injuries. This study confirms the recommended management of knee injuries, with neuromuscular and therapeutic activities being the primary services after knee injury.

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 Potensi dan Kendala Program Wajib Belajar Sembilan Tahun di Pesantren : Kasus di Kabupaten Bangkalan

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Titik Handayani
Keyword(s):  
High School ◽  
Policy Implementation ◽  
Education Program ◽  
Basic Education ◽  
Boarding School ◽  
Senior High School ◽  
School Level ◽  
High School Level

This article will expose the potency and constraint faced by pesantren (Islamic boarding school) in policy implementation of Program Wajar Dikdas Sembilan Tahun (Nine Years Basic Education Program) in regency of Bangkalan, East Java, considering that the education in Bangkalan, Madura generally either quantitatively is still pertained “low” if compared with education in East Java in general. Though, administratively Bangkalan, Madura Island included into east Java Province and geographically Bangkalan abuts with the second metropolitan town that is Surabaya. Even, East Java Province will specify the policy of twelve years basic education program untul senior high school level.

scholarly journals Managing Risk in an Athletic Training Education Program

2006 ◽  
Vol 11 (1) ◽  
pp. 17-21 ◽  
Author(s):  
Elizabeth Swann ◽  
W. David Carr
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Training Education ◽  
Managing Risk
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