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 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.

Engagement Theory in Action: An Investigation of Athletic Training Program Directors

2007 ◽  
Vol 2 (2) ◽  
pp. 49-55
Author(s):  
Kimberly S. Peer
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Education Program ◽  
Good Practice ◽  
Athletic Training Education ◽  
Program Directors ◽  
Education Programs ◽  
Engagement Theory ◽  
Terminal Degree ◽  
Athletic Training Program Directors

Objective: To examine the use of good practice indicators by athletic training program directors and to provide a theoretical framework using engagement theory, a learner-centered process focusing on program improvement through continuous planning and evaluation, as a foundation for implementing good practices in athletic training education programs. Design and Setting: Athletic training education program directors completed the study's instrument. Responses were analyzed using correlations and regression models following return of the instruments via United States mail. Subjects: Seventy-three undergraduate athletic training education program directors for CAAHEP (now CAATE)-accredited, entry-level programs completed the instrument for this study. Measurements: Subjects completed a demographic sheet indicating Carnegie classification (research and doctoral or comprehensive and baccalaureate), appointment type (administrative/academic or academic/athletic), and degree type (education or non-education). The participants also completed a faculty inventory based on the “Seven Principles for Good Practice in Undergraduate Education.” Data were analyzed using SPSS (Version 10.0). The independent variables were institution type, program director appointment type, and terminal degree type. The dependent variables were the collective and individual subscale scores on the inventory. Results: There were no differences in self reported principles of good practice between program directors of different institution, appointment or terminal degree types. It was clear however, that athletic training program directors across the country report use of quality practices in their teaching. Conclusions/Recommendations: Engagement theory provides a strong foundation for implementing quality indicators in both didactic and clinical instruction in athletic training education programs. The faculty inventory used in this study provides athletic training educators an instrument to use to reflect upon current practices to determine whether they reflect the quality indicators that promote engagement.

scholarly journals Descriptive Qualities Of Athletic Training Education Program Directors

2008 ◽  
Vol 3 (2) ◽  
pp. 43-49 ◽  
Author(s):  
James E. Leone ◽  
Michael R. Judd ◽  
Robert M. Colandreo
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Curriculum And Instruction ◽  
Critical Role ◽  
Athletic Training Education ◽  
Program Directors ◽  
Professional Preparation ◽  
Doctoral Degrees ◽  
Years Of Experience ◽  
And Gender

Context: Limited literature explores professional preparation of program directors (PD) to lead an athletic training education program (ATEP). Objective: To explore challenges, effectiveness, leadership, and PD role selection. Design: Descriptive and qualitative exploratory email survey. Setting: Educational. Participants: Emails were sent to 345 PDs from a Commission on Accreditation of Athletic Training Education (CAATE) listing. Main Outcome Measure(s): Measures of central tendency were used to observe years of experience, role selection (applied versus appointed), education level, and gender. Program Director effectiveness, leadership, and challenges were grouped according to common themes. Results: Most PDs (82.5%; n = 99) reported having one to ten years of experience. Mean years of experience was 7.46 (±6.36) years. A majority, 61.7% (n = 74), reported having applied for their position. Educationally, 54.2% (n = 65) held doctoral degrees compared to 45.8% (n = 55) whose highest degree was a masters degree. Six themes emerged for PD effectiveness and challenges. Lastly, seven themes regarding leadership were described. Conclusions: Program Directors should approach their role with savvy, caring, and humanistic attitudes, developed by professional preparation. Firm in their convictions and vision, PDs also are viewed as empathetic advocates for students. Program Directors play a critical role in the advocacy of the profession within institutions of higher education through professional preparation of students. Several themes pertaining to professional preparation of PDs may positively impact the profession. Future PD's should seek educational programs that prepare them for these challenges of the position, such as professional preparation in education and higher administration or curriculum and instruction.

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.

Teachers’ Perceived Disruption at School and Related Variables from Teachers and School Functioning

2017 ◽  
Vol 20 ◽  
Author(s):  
María Belén Martínez Fernández ◽  
José C. Chacón Gómez ◽  
Javier Martín Babarro ◽  
María José Díaz-Aguado Jalón ◽  
Rosario Martínez Arias
Keyword(s):  
Hierarchical Linear Modeling ◽  
Emotional Exhaustion ◽  
School Context ◽  
Negative Relationship ◽  
Personal Accomplishment ◽  
Climate Data ◽  
Linear Modeling ◽  
Significant Negative Relationship ◽  
School Rules

AbstractThis study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

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

scholarly journals Tenure Track Athletic Training Educators: Are they being set up to fail?

2009 ◽  
Vol 4 (4) ◽  
pp. 144-149 ◽  
Author(s):  
Lori Dewald ◽  
Katie Walsh
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Athletic Training Education ◽  
Future Research ◽  
Tenure Track ◽  
Education Programs ◽  
Allied Health Professions ◽  
Future Developments ◽  
Athletic Training Educators ◽  
Set Up

Issues faced by tenure track AT education faculty are addressed and suggestions for those who are considering appointments as AT faculty are given. Literature and research from other allied health professions are provided as insights to AT faculty. We also suggest future research ideas related to AT educators. Finally, we consider future developments in the movement of athletic training education programs (ATEPs) into departments/schools of allied health and its impact on tenured AT faculty.

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