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

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

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

Description of Professional Master's Athletic Training Programs

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

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

scholarly journals Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

2017 ◽  
Vol 12 (1) ◽  
pp. 18-25
Author(s):  
Dana K. Bates ◽  
Jill A. Sikkema ◽  
Suzette M. Nynas ◽  
Clinton Culp
Keyword(s):  
Critical Thinking ◽  
Athletic Training ◽  
Master's Degree ◽  
Thinking Skills ◽  
Bachelor's Degree ◽  
Critical Thinking Skills ◽  
First Year ◽  
Athletic Training Students ◽  
Professional Degree ◽  
Master’S Degree

Context:The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students.Objective:Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor's- and master's-degree programs.Design:Quantitative study.Setting:District 10 athletic training programs.Patients or Other Participants:Students (N = 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master's-degree students (8 female, 4 male) and 28 bachelor's-degree students (18 female, 10 male) completed the CCTST (age = 20.73 ± 3.09 years).Main Outcome Measure(s):Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master's- and bachelor's-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level.Results:There were no statistically significant differences in critical-thinking skills between bachelor's- and master's-degree athletic training students enrolled in a professional athletic training program (P = .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P = .156), age (P = .410), or parental education level (P = .156).Conclusions:The results suggest master's students do not have greater critical-thinking skills than professional bachelor's students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers.

scholarly journals THE INFLUENCE OF THE TRAINING STAGE ON THE MANIFESTATION OF EVALUATIVE ANXIETY AND RESPONSIBILITY IN STUDENTS OF THE UNIVERSITY OF PHYSICAL CULTURE

2021 ◽  
pp. 59-64
Author(s):  
Юлия Михайловна Босенко ◽  
Анна Сергеевна Распопова ◽  
Елена Игоревна Берилова
Keyword(s):  
Correlation Analysis ◽  
Analysis Of Variance ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Physical Culture ◽  
Learning Stage ◽  
Training Stage ◽  
Master’S Degree ◽  
The University

Рассмотрены особенности проявления оценочной тревожности, конструктивных и деструктивных компонентов ответственности у обучающихся вуза физической культуры. Представлены результаты дисперсионного анализа, свидетельствующие о влиянии этапа обучения на проявление оценочной тревожности и ответственности. Проведён корреляционный анализ показателей обучающихся 1-го и 4-го курса бакалавриата и 2-го курса магистратуры разного пола для определения взаимосвязей между показателями тревожности и ответственности. The features of the manifestation of evaluative anxiety, constructive and destructive components of responsibility in students of the university of physical culture are considered. The results of the analysis of variance are presented, indicating the influence of the learning stage on the manifestation of evaluative anxiety and responsibility. A correlation analysis of the indicators of students of the 1st, 4th year of bachelor's degree and 2nd year of master's degree of different genders was carried out to determine the relationships between the indicators of anxiety and responsibility.

On the Occasion of his Seventieth Year

1970 ◽  
Vol 10 (1) ◽  
pp. 253-255
Author(s):  
Roman Darowski
Keyword(s):  
Master's Degree ◽  
Church History ◽  
Bachelor's Degree ◽  
College Faculty ◽  
Ignatian Spirituality ◽  
History Of ◽  
Master’S Degree ◽  
One Year ◽  
Jesuit College ◽  
Jesuit Order

Roman Darowski was born on August 12, 1935, in Szczepanowice, near Tarnow. He entered the Jesuit Order on July 31, 1951, and underwent a two year novitiate in Stara Wieś, near Krosno. He was ordained priest on July 31, 1961, in Warsaw. He studied philosophy at the Jesuit College (Faculty of Philosophy) in Cracow (1955-1958). He obtained a Master's Degree (MA) after presenting his thesis, Basic Foundations of Marxist Ethics [Podstawowe założenia etyki marksistowkiej], written under the direction of Tadeusz Ślipko, S. J . He studied theology at the Jesuit College (Faculty of Theology: Bobolanum) in Warsaw (1958-1962). After presenting his thesis Church History of Szczepanowice [Dzieje kościelne Szczepanowic], directed by Włodzimierz Kamńhski, S. J., he obtained a Bachelor's Degree in Theology (at that time equal to an MA). In the following year (1962/1963), he completed the so-called „third probation" in Paray-le-Monial, France, (a one year study of the Constitutions of the order and of Ignatian spirituality).

scholarly journals Ways and Means of Overcoming Lexical and Grammatical Difficulties in Passing the Test on RFL (Level B2)

2020 ◽  
Vol 2020 (1) ◽  
pp. 182-189
Author(s):  
Kholisakhon E. Ismailova ◽  
Olga V. Bondareva
Keyword(s):  
Foreign Language ◽  
Graduate School ◽  
Foreign Students ◽  
Master's Degree ◽  
Natural Sciences ◽  
Bachelor's Degree ◽  
Master’S Degree ◽  
Communicative Abilities

The article deals with the preparation of foreign students for RFL level B2 in order to form their communicative abilities in all spheres of communication. Attention to this issue is justified by the need to increase the productivity of studying Russian as a foreign language for bachelor’s degree, master’s degree, and even for admission to graduate school in the Humanities, engineering and natural sciences.

scholarly journals A standardized educational system for radiology programs worldwide: An opinion

2021 ◽  
pp. 53-54
Keyword(s):  
High School ◽  
Medical Imaging ◽  
Educational System ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Educational Systems ◽  
Bachelor Degree ◽  
Post Graduate ◽  
American System ◽  
Master’S Degree

The educational system in radiology programs worldwide is different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) in some colleges then a diploma (Dip) after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and rarely in America due to the shortage of Ph.D. programs a doctorate of philosophy in radiology. The British system in radiology programs is more advanced than the American system which offers a bachelor’s degree (B.Sc.) then a post graduate certificate (PGCert) or post graduate diploma (PGDip) or a master’s degree (M.Sc.) and eventually a Ph.D. There are other countries with different educational systems in radiology which can vary from the previous two examples. All of these system does not standardize a one educational system that can work for everyone. The aim of this paper is to propose an educational system that is easy and effective. First of all, standardize the name of all the radiology programs. Radiology is a good name which will prevent confusion with other fields. For example, radiation science can be confused with physics. Medical imaging is a broad name that include any imaging as a picture of human skin with pathology or a picture of a microscopic slide of a human specimen can be included in medical imaging. Radiologic technology or biomedical imaging is confused with IT and engineering. Radiology is a perfect name that no one will be confused with. When someone says biology no one will think it means mathematics. Second, no degrees below bachelor degree except high school−level a.k.a a secondary education. The admission requirement is general educational diploma or high school certificate. The bachelor degree in radiology must be a 4-year long program that teaches all of the modalities (i.e., X-ray, Fluoroscopy, Computed Tomography (CT), Magnetic Resonance Imaging (MRI), Nuclear Medicine (NM), Ultrasound (US), Doppler, Catheterization lab and Angiography, etc.). This will prevent the track system which makes issues in the work market by over saturating one track. Third, a master’s degree in radiology that offer a sub-specialty in one modality. Like a master’s degree in CT alone, ultrasound alone, radiation protection alone, or Picture Archiving and Communication system (PACs) alone. The master’s program can be 1 or 2 years. Fourth, the Ph.D. program should focus on one system of the human body or a category of imaging like: PhD in neuroimaging, gynecology and obstetrics ultrasound, forensic imaging, pediatric imaging, or cardiovascular imaging, etc. The PhD program is more subspecialized program in a very small area. The Ph.D. program can be from 3 to 5 years long. This is a very simple system and applicable which will allow more consistence in the radiology educational systems worldwide.

Catholicism in Maryland in the Seventeenth Century

2009 ◽  
Vol 29 (3) ◽  
pp. 355-366
Author(s):  
Carol N. Abromaitis
Keyword(s):  
Seventeenth Century ◽  
New World ◽  
Master's Degree ◽  
Trinity College ◽  
Bachelor's Degree ◽  
Grand Tour ◽  
Close Relationship ◽  
Master’S Degree ◽  
Cattle Farmer ◽  
Established Church

One can reasonably argue that the founding of Maryland, one of the original thirteen colonies in the New World, was the result of the close relationship between the Calvert family and the Stuarts. George Calvert (c. 1580–1632) was the son of Leonard, a prosperous but obscure cattle farmer, and his wife Alicia (née Crossland), ‘living in the little Yorkshire village of Kiplin in the valley of the Swale’. Whether he was born Catholic is a matter of some dispute. He matriculated, however, as a commoner at Trinity College, Oxford when he was thirteen or fourteen, and all who matriculated had to accept the thirty-nine articles of the Established Church. He received his bachelor’s degree in 1597, following which he travelled to Europe as part of ‘the grand tour’ typical of English educated gentlemen. The MA Oxford degree was granted in 1605 ‘on the occasion of the first visit of the new king… The master’s degree was conferred upon forty-three candidates, including many members of the nobility.’

Organizational Justices and Employees' Demography: Empirical Evidence form Nepalese Employees

2020 ◽  
Vol 4 (2) ◽  
pp. 59-76
Author(s):  
Ganesh Bhattarai
Keyword(s):  
Organizational Justice ◽  
Empirical Evidence ◽  
Commercial Banks ◽  
Master's Degree ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Cross Sectional ◽  
Demographic Groups ◽  
Master’S Degree ◽  
The Impact

In the context of controversial empirical evidences regarding the effect of demographic variables on organizational justices, this study was carried out to measure the (a) employees' perceived organizational justice within the different demographic groups, and (b) the impact of demographic aspects (i.e., sex, tenure, and education) on organizational justices.  Five hundred forty-six employees working in Nepalese commercial banks were taken as the sample.  Perceptual cross-sectional data were analyzed quantitatively using both descriptive and inferential statistics. This study revealed that the average level of perceived justices was more than fifty percentages on five-point Likert-type scales, indicating they did not feel injustice.  Females than males, temporary than permanent, and master's degree holders than bachelor's degree holders perceive less distributive justice.  Likewise, female than male, permanent than temporary, master's degree holders than higher or lesser degree holders perceive less procedural justice.  Similarly, regarding interactive justice, male than female, temporary than permanent, and master's degree holders than bachelor's degree holders feel comparatively less honesty, courtesy, respect, and politeness in their working relationship.  Some empirical and theoretical implications are suggested.

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