Characteristics of Athletic Training Students That Preceptors Find Desirable

2016 ◽  
Vol 11 (1) ◽  
pp. 27-31 ◽  
Author(s):  
W. David Carr ◽  
Spencer Thomas ◽  
Jenica Paulsen ◽  
Jennifer Chiu
Keyword(s):  
Athletic Training ◽  
Communication Skills ◽  
Online Survey ◽  
Outcome Measure ◽  
Rank Order ◽  
Athletic Trainers ◽  
Descriptive Statistics ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Athletic Training Student

Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286 certified athletic trainers (128 male, 158 female; average years experience 10.58 ± 8.48). Participants were required to be current preceptors and have 1 or more years of preceptor experience. Main Outcome Measure(s): An instrument of 21 questions, including 7 demographics, 13 Likert-scale (1 = not important; 10 = strongly important), and 1 rank order item was developed. Validity of the instrument was established by a review of experts. An analysis of internal consistency revealed an α of .834. Data was analyzed with SPSS (version 20.0; IBM Inc, Chicago, IL). Basic descriptive statistics were calculated, and an analysis of variance was conducted to determine differences. Results: Top 3 characteristics seen amongst all settings were initiative (mean = 9.091 ± 1.166), communication skills (mean = 8.769 ± 1.241), and intelligence (mean = 8.723 ± 1.247). Gender differences were observed in 4 of the 13 characteristics. Conclusions: Findings demonstrated initiative, communication skills, and intelligence to be perceived as the most important athletic training student characteristics. These findings differ with previous literature and the preliminary focus group findings, where emotional intelligence and communication skills were reported to be of greater importance.

Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Bonnie J. Siple ◽  
Rodney K. Hopson ◽  
Helen C. Sobehart ◽  
Paula S. Turocy
Keyword(s):  
Black Women ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Race And Gender ◽  
Perceived Effects ◽  
And Gender ◽  
Member Checks ◽  
Constant Comparative Analysis

Context Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective The purpose of our qualitative study was to examine the perceived effects of mentoring on the retention and credentialing of black women athletic trainers. Design Qualitative. Setting Clinical settings. Patients or Other Participants Ten certified athletic trainers who self-designate as black women. Main Outcome Measure(s) We conducted one-on-one phone interviews and follow-up on personal case study interviews, which were transcribed verbatim. We performed constant comparative analysis of the data and established trustworthiness via member checks and peer review. Results (1) Mentoring promotes matriculation and successful college completion and credentialing of black women athletic training students, and (2) although shared race and gender are favorable mentor characteristics, accessibility and approachability are more essential traits of mentors. Conclusions These findings offer athletic training educators potential insight into ways to improve the athletic training educational success of black women enrolled in athletic training education programs that may lead to their increased participation/advancement in the athletic training profession.

scholarly journals Development of a Measure of Rehabilitation Adherence for Athletic Training

2010 ◽  
Vol 19 (3) ◽  
pp. 249-267 ◽  
Author(s):  
Megan D. Granquist ◽  
Diane L. Gill ◽  
Renee N. Appaneal
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Outcome Measure ◽  
Athletic Trainers ◽  
Certified Athletic Trainers ◽  
Main Outcome Measure ◽  
Optimal Outcomes ◽  
Training Facility ◽  
Rehabilitation Adherence ◽  
Good Internal Consistency

Context:Rehabilitation adherence is accepted as a critical component for attaining optimal outcomes. Poor adherence is recognized as a problem in the athletic training setting. Measurement has been inconsistent, and no measure has been developed for athletic training settings.Objective:To identify indicators of sportinjury rehabilitation adherence relevant to athletic training and develop a Rehabilitation Adherence Measure for Athletic Training (RAdMAT) based on these indicators.Design:Mixed methods, 3 steps.Setting:College athletic training facility.Participants:Practicing certified athletic trainers (ATCs; n = 7) generated items, experts (n = 12) reviewed them, and practicing ATCs (n = 164) completed the RAdMAT for their most, average, and least adherent athlete.Main Outcome Measure:RAdMAT.Results:The RAdMAT is 16 items with 3 subscales. Subscales and total have good internal consistency and clearly discriminate among adherence levels.Conclusions:The RAdMAT is based on scholarly literature and clinical practice, making it particularly appropriate for use in athletic training clinical practice or for research purposes.

scholarly journals Educational Preparation and Experiences in the Clinical Setting: Entry-Level Clinical Athletic Trainers' Perspectives

2011 ◽  
Vol 6 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Jim Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Communication Skills ◽  
Clinical Setting ◽  
Athletic Trainers ◽  
Online Questionnaire ◽  
Certified Athletic Trainers ◽  
Educational Preparation ◽  
Entry Level ◽  
Analysis Strategy

Context: The clinical job setting: (Outpatient/Ambulatory/Rehabilitation Clinic) should no longer be referred to as a nontraditional setting as it employs the greatest percentage of certified members. Understanding the experiences, knowledge, and skills necessary to be successful in the clinical setting as entry-level certified athletic trainers (ATs) is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain an understanding of the general experiences encountered and perceived educational preparation necessary for entry-level ATs in the clinical setting. Design: Online questionnaire. Setting: Clinical. Participants: 15 entry-level clinical ATs. Main Outcome Measures: Experiences and educational preparation in the clinical setting as perceived by clinical ATs using an inductive content analysis strategy. Results: Most subjects entered the clinical setting upon graduation and were attracted by fewer hours and higher salaries. The most positive experience once hired was learning from colleagues and the greatest job satisfaction occurred when helping people. The participants also suggested that future graduates should feel confident when entering this setting. While the participants felt ill-prepared regarding insurance issues and communication skills, they felt well-prepared in injury evaluation and treatment. Overall, they found insurance restrictions limiting the scope of care they could give the most challenging. Conclusion: Athletic training graduates are attracted to the higher salary and shorter work hours associated with the clinical setting, but still associate helping people as primary to their job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the clinical setting, weakness in the areas of insurance issues and communication skills were identified.

scholarly journals Survey of International Experience Opportunities for Athletic Training Students and Faculty

2020 ◽  
Vol 15 (3) ◽  
pp. 186-193
Author(s):  
Cynthia J. Wright ◽  
Eva M. Frank
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
International Experience ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
International Experiences ◽  
Athletic Training Faculty ◽  
Level Institution ◽  
Future Work ◽  
Training Faculty

Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P > .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.

Applying the Sport Commitment Model to Sport Injury Rehabilitation

2020 ◽  
pp. 1-6 ◽  
Author(s):  
Windee M. Weiss
Keyword(s):  
Athletic Training ◽  
Health Care Professionals ◽  
Sport Injury ◽  
Female Athletes ◽  
Athletic Trainers ◽  
Social Constraints ◽  
Athletic Training Students ◽  
Injury Rehabilitation ◽  
Certified Athletic Trainers ◽  
Sport Commitment

Context: Sustaining effort and persistence throughout injury rehabilitation are common goals for sport health care professionals. Considerable research in the sport domain has explored the issue of commitment to sport, as well as what predicts or influences an athlete’s continued desire and resolve to continue participation. Scanlan and colleagues developed the sport commitment model (SCM) that places enjoyment as central construct influencing athletes’ commitment. According to the model, perceptions of enjoyment, personal investments, involvement opportunities, attractive alternatives, social constraints, and social support should predict an athlete’s level of sport commitment. One could argue the same may be true for commitment to sport injury rehabilitation. By applying the SCM to sport injury rehabilitation, practitioners may be able to enhance an athlete’s commitment to their rehabilitation, prolong adherence, and increase other positive outcomes, such as increased enjoyment, motivation, and successful return to competition. Objective: The purpose of this pilot study was to explore the applicability of the SCM to the injury rehabilitation setting. Design: Correlational design was used. Setting: Division I, intercollegiate athletic training room. Participants: 51 injured intercollegiate male and female athletes, 5 certified athletic trainers, and 8 senior, athletic training students. Intervention: At the approximate midpoint of each athlete’s injury rehabilitation, participants completed SCM measures. Certified athletic trainers and senior athletic training students independently assessed each injured athlete on effort, energy, and intensity during rehabilitation sessions. Main Outcome Measures: Rehabilitation commitment, enjoyment, investments, attractive alternatives, social constraints, perceived costs, and rehabilitation behaviors. Results: Higher perceptions of investments predicted rehabilitation commitment. However, none of the SCM determinants predicted athletic trainer–rated rehabilitation behaviors. Conclusions: Future research should continue to explore commitment constructs in relation to rehabilitation motivation.

Program Directors' Perceptions of Professional Bachelor's Athletic Training Student Decisions to Persist and Depart

2016 ◽  
Vol 11 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Thomas G. Bowman ◽  
Jay Hertel ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Heather D. Wathington
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Online Survey ◽  
Program Directors ◽  
The United States ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Using Data

Context: Recent literature has focused on reasons for athletic training student persistence and departure. However, accredited professional bachelor's athletic training program (ATP) directors' opinions regarding student retention have yet to be studied, to our knowledge. Objective: To determine reasons for athletic training student persistence and departure from professional bachelor's ATPs across the United States from the program directors' (PDs') perspective. Design: Two-part qualitative study. Setting: Commission on Accreditation of Athletic Training Education professional bachelor's ATPs. Patients or Other Participants: For Part 1 of this study, we asked PDs of all 343 ATPs to complete an online survey, gathering responses from 177 (51.6%). Using data saturation as a guide, Part 2 included performing follow-up telephone interviews to gain further understanding, clarity, and triangulation with 16 randomly selected PDs. Main Outcome Measure(s): During Part 1, participants chronicled responses to open-ended questions as part of the online survey. For the second part of the study, the telephone interviews followed a semistructured format and were recorded to facilitate transcription. We analyzed data using grounded theory and secured trustworthiness by using multiple-analyst triangulation, member checks, and a peer review. Results: Program directors reported athletic training students persist due to their career goals, the personal relationships they create, and because they enjoy and are dedicated to athletic training. The respondents stated that athletic training students leave ATPs because of the academic rigor, the program not meeting expectations, a loss of interest, career considerations, and financial reasons. Conclusions: Program directors should educate prospective athletic training students about athletic training by providing a realistic explanation of the roles and responsibilities of the profession. Selecting clinical education sites with preceptors who enjoy their career choice and good working conditions may help solidify athletic training student commitment to the ATP and the athletic training profession.

scholarly journals Commentary on International Experience Opportunities for Athletic Training Students: A Perspective from the National Athletic Trainers' Association International Committee

2019 ◽  
Vol 14 (4) ◽  
pp. 255-258 ◽  
Author(s):  
Cynthia J. Wright
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Athletic Trainers ◽  
International Committee ◽  
International Experience ◽  
Future Research ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
International Experiences ◽  
National Athletic Trainers Association

Context International experiences (eg, study abroad, international service projects) have many benefits, including increasing cultural sensitivity, that can enhance athletic training student development. However, international experiences directly related to athletic training may be limited or hard to identify. Objective To outline current and upcoming resources available through the work of the National Athletic Trainers' Association International Committee (IC) related to athletic training international experience opportunities. Background The IC collaborated with the Commission on Accreditation of Athletic Training Education to ask about international experiences available in accredited programs in the 2016–2017 annual report. Synthesis Data were analyzed from all accredited programs (N = 410). Results Data indicated that athletic training–specific international experiences are available at a lower rate (0%–10.6% of programs) than general university-sponsored international experiences (15.4%–84.4% of programs). Information on athletic training student and faculty involvement is limited; at least 1 student participated in 39.5% to 61.5% of programs, and at least 1 faculty member participated in 15.4% to 23.4% of programs. Recommendation(s) Future research should identify and describe current international experience opportunities, as well as identify strengths, challenges, and priorities for developing and expanding international opportunities for athletic training students. Conclusion(s) With the globalization of athletic training, emphasis on providing culturally competent care, and undergraduate opportunities created by the degree transition, it seems an opportune time to encourage international experiences for athletic training students. Current and future IC resources aim to provide guidance to students and faculty interested in international experiences.

Certified Athletic Trainers' Perspectives on Rehabilitation Adherence in Collegiate Athletic Training Settings

2014 ◽  
Vol 23 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Megan D. Granquist ◽  
Leslie Podlog ◽  
Joanna R. Engel ◽  
Aubrey Newland
Keyword(s):  
Athletic Training ◽  
Outcome Measures ◽  
Online Survey ◽  
Injury Severity ◽  
Athletic Trainers ◽  
The United States ◽  
Return To Play ◽  
Certified Athletic Trainers ◽  
Rehabilitation Adherence ◽  
Content Analyses

Context:Adherence to sport-injury rehabilitation protocols may be pivotal in ensuring successful rehabilitation and return-to-play outcomes.Objectives:To investigate athletic trainers' perspectives related to the degree to which rehabilitation adherence is an issue in collegiate athletic training settings, gain insight from certified athletic trainers regarding the factors contributing to rehabilitation nonadherence (underadherence and overadherence), and ascertain views on the most effective means for promoting adherence.Design:Crosssectional, mixed methods.Setting:Collegiate athletic training in the United States.Participants:Certified athletic trainers (n = 479; 234 male, 245 female).Main Outcome Measures:Online survey consisting of 3 questions regarding rehabilitation adherence, each followed by an open-ended comments section. Descriptive statistics were calculated for quantitative items; hierarchical content analyses were conducted for qualitative items.Results:Most (98.3%) participants reported poor rehabilitation adherence to be a problem (1.7% = no problem, 29.2% = minor problem, 49.7% = problem, 19.4% = major problem), while most (98.96%) participants reported that they had athletes who exhibited poor rehabilitation adherence (1% = never, 71.4% = occasionally, 22.5% = often, 5% = always). In addition, the majority (97.91%) of participants reported that overadherence (eg, doing too much, failing to comply with activity restrictions, etc) was at least an occasional occurrence (2.1% = never, 69.3% = occasionally, 26.3% = often, 1.9% = always). Hierarchical content analyses regarding the constructs of poor adherence and overadherence revealed 4 major themes: the motivation to adhere, the development of good athletic trainer–athlete rapport and effective communication, athletic trainers' perception of the coaches' role in fostering adherence, and the influence of injury- or individual- (eg, injury severity, sport type, gender) specific characteristics on rehabilitation adherence.Conclusions:These results suggest that participants believe that underadherence (and to a lesser extent overadherence) is a frequent occurrence in collegiate athletic training settings. Strategies for enhancing rehabilitation adherence rates and preventing overadherence may therefore be important for optimizing rehabilitation outcomes.

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

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.

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