scholarly journals Perceptions from Athletic Training Students Involved in an Intentional Peer-Assisted Learning Pedagogy

2016 ◽  
Vol 11 (4) ◽  
pp. 181-188 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Educational Experiences ◽  
Structured Interview ◽  
Athletic Training Students ◽  
Peer Tutors ◽  
Focus Group Interviews ◽  
Peer Assisted Learning ◽  
Peer Tutor ◽  
Group Interviews

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students' perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study, the peer-tutors had training prior to implementation. Objective: To explore athletic training students' perceptions of an intentional PAL pedagogy. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with professional undergraduate athletic training students. Patients or Other Participants: Eleven athletic training students from 1 accredited athletic training program volunteered for this study. Five students (4 females, 1 male) serving as peer-tutors and 6 (5 females, 1 male) peer-students participated in focus group interviews in spring term 2015. The peer-tutors completed training prior to tutoring the peer-students. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. The peer-student and peer-tutor groups were asked separate questions. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that both peer-students and peer-tutors perceived that, through PAL, they collaborated, built relationships, gained confidence, were exposed to varied techniques, and the PAL pedagogy served as a way to review and practice, which changed their clinical educational experiences. Peer-tutors developed skills in leadership and teaching through their PAL experience. Conclusions: Evidence demonstrated that PAL created a learning environment in the student's clinical educational experiences that involved collaboration, relationships, confidence building, and more time for review and practice.

scholarly journals Flipped Classroom in an Orthopaedic Assessment Course: Students' Perspective

2018 ◽  
Vol 13 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Physical Exam ◽  
Pedagogical Practice ◽  
Focus Group Interviews ◽  
Group Interviews

Context:The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach.Objective:To explore students' perceptions of a flipped orthopaedic assessment course.Design:Qualitative study using a phenomenological approach.Setting:Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course.Patients or Other Participants:Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016.Main Outcome Measure(s):Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation.Results:Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced.Conclusions:Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.

scholarly journals Complementing or conflicting? How pharmacists and physicians position the community pharmacist

2020 ◽  
Vol 18 (3) ◽  
pp. 2078
Author(s):  
Hilde Rakvaag ◽  
Gunn E. Søreide ◽  
Eivind Meland ◽  
Reidun L. Kjome
Keyword(s):  
Focus Group ◽  
General Practitioners ◽  
Interprofessional Collaboration ◽  
Community Pharmacists ◽  
Active Role ◽  
Structured Interview ◽  
Study Data ◽  
Positioning Theory ◽  
Focus Group Interviews ◽  
Group Interviews

Background: Interprofessional collaboration between pharmacists and physicians in primary care has been linked to improved patient outcomes. How professionals position themselves and each other can shed light upon their relationship, and positioning theory can be used as a tool to better understand intergroup relations. Objectives: 1) To identify how community pharmacists position themselves, and how they are positioned by general practitioners. 2) To assess how well these positions correspond, how the positions align with a proactive position for the pharmacists, and discuss how the positions could potentially impact collaboration. Methods: In this qualitative study, data were collected through six focus group interviews held between June and October 2019, three with pharmacists and three with physicians. The focus group interviews were conducted using a semi-structured interview guide. Data were audio recorded, transcribed verbatim, and analyzed using the Systematic text condensation method. Positioning theory was used as a theoretical framework to identify the positions assigned to community pharmacists by the pharmacists themselves and by the physicians. Results: Twelve pharmacists and ten physicians participated. The pharmacists positioned themselves as the “last line of defense”, “bridge-builders”, “outsiders” – with responsibility, but with a lack of information and authority – and “practical problem solvers”. The physicians positioned pharmacists as “a useful checkpoint”, “non-clinicians” and “unknown”. Conclusions: The study revealed both commonalities and disagreements in how community pharmacists position themselves and are positioned by general practitioners. Few of the positions assigned to pharmacists by the physicians support an active role for the pharmacists, while the pharmacists´ positioning of themselves is more diverse. The physicians´ positioning of pharmacists as an unknown group represents a major challenge for collaboration. Increasing the two professions´ knowledge of each other may help produce new positions that are more coordinated, and thus more supportive towards collaboration.

scholarly journals Recently Certified Athletic Trainers' Undergraduate Educational Preparation in Psychosocial Intervention and Referral

2009 ◽  
Vol 44 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Jennifer Lynn Stiller-Ostrowski ◽  
John A. Ostrowski
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Psychosocial Intervention ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Skills Training ◽  
The United States ◽  
Content Area ◽  
Focus Group Interviews ◽  
Group Interviews

Abstract Context: “Psychosocial Intervention and Referral” is one of the 12 content areas established by the National Athletic Trainers' Association Education Council and is required to be taught in athletic training education programs (ATEPs). The perceived preparation of athletic trainers (ATs) in this content area has not been evaluated. Objective: To explore the preparation level of recently certified ATs within the content area of “Psychosocial Intervention and Referral.” Design: Qualitative design involving semistructured, in-depth, focus group interviews. Setting: Interviews were conducted at 2 National Collegiate Athletic Association Division I institutions in 2 regions of the United States. Patients or Other Participants: A total of 11 recently certified ATs who met predetermined criteria were recruited. The ATs represented a range of undergraduate ATEPs and current employment settings. Data Collection and Analysis: Focus group interviews were transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. Results: The ATEPs are doing an adequate job of preparing ATs for many common communication and interpersonal issues, but ATs report being underprepared to deal with athlete-related issues in the areas of motivation and adherence, counseling and social support, mental skills training, and psychosocial referral. Conclusions: Limitations of undergraduate ATEPs regarding preparation of athletic training students within the “Psychosocial Intervention and Referral” content area were identified, with the goal of improving athletic training education. The more we know about the issues that entry-level ATs face, the more effectively we can structure athletic training education.

scholarly journals Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development

2021 ◽  
Vol 16 (3) ◽  
pp. 208-218
Author(s):  
Julie M. Cavallario ◽  
Gary W. Cohen ◽  
Heather B. M. Wathen ◽  
Emily Lynn Nelson ◽  
Cailee E. Welch Bacon
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Student Development ◽  
Effective Communication ◽  
Study Data ◽  
Role Development ◽  
Focus Group Interviews ◽  
Athletic Training Student ◽  
Group Interviews ◽  
Past Experiences

Context Health care professions use a unique learning pattern in which education occurs both didactically and clinically. Previous research has focused on preceptor selection and training, but there has been limited emphasis on the perceived roles of didactic and clinical educators. Identifying potential discrepancies in perceived roles in student development may help improve athletic training student education through a shared understanding of role delineation. Objective To understand the perceived roles of faculty and preceptors in athletic training student development. Design Consensual qualitative research. Setting Videoconference focus group interviews. Patients or Other Participants Eight faculty, 7 preceptors, and 7 dual-role faculty/preceptors representing professional athletic training programs participated in this study. Data saturation guided the number of focus groups conducted. Data Collection and Analysis Semistructured focus group interviews were conducted and transcribed verbatim. Four researchers used a consensus process to analyze data, identify emergent themes, and create a codebook independently. We created a consensual codebook using identified themes and subgroups. Trustworthiness was established with the use of multiple researchers and an external auditor. Results Three themes emerged from the data: (1) contributors to role achievement, (2) challenges to role achievement, and (3) perceived improvements. Factors contributing to role achievement included positive relationships, effective communication, role development, student development, and socialization. Challenges to role achievement included preparation for the role, student commitment, role strain, ineffective communication, authenticity of learning, and preceptor willingness. Suggestions for perceived improvements included concept integration and application, programmatic leadership, and culture. Conclusions Some participants identified ineffective communication as a challenge to role development. Others noted effective communication as a contributor to role development. Limited formal training exists for faculty and preceptors relative to their respective roles in student development, and many draw from their own past experiences to better fulfill those roles.

scholarly journals Employer and Employee Opinions of Thematic Deficiencies in New Athletic Training Graduates

2012 ◽  
Vol 7 (2) ◽  
pp. 53-59 ◽  
Author(s):  
W. David Carr ◽  
Jennifer Volberding
Keyword(s):  
Focus Group ◽  
Interpersonal Communication ◽  
Athletic Training ◽  
Work Force ◽  
Focus Group Interviews ◽  
Work Settings ◽  
New Graduates ◽  
National Athletic Trainers Association ◽  
Group Interviews ◽  
Job Orientation

Context: Anecdotal information has been shared for several years that employers do not feel that new athletic training graduates are ready for the workforce. To date there have been no studies of employers and employees to determine deficiencies in order to confirm or refute this position. Objective: To explore the opinions of employers and employees (recent graduates within the last 3–5 years) about the level of preparation and readiness for the work force of new athletic training graduates. Specifically, the purpose was to examine the themes emerging from interviews with employers and employees about the employee's abilities. Design and Setting: A mixed methods quantitative/qualitative design involving in-depth focus group interviews. Interviews were conducted in a controlled environment during the National Athletic Trainers' Association Annual Symposium in June of 2010. Participants: Eleven employers and five employees were available at scheduled times during the symposium. Extensive networking efforts were conducted to solicit participants from 3 work settings; college/university, high school/clinic/outreach, and emerging practices. Data Collection and Analysis: Focus group interviews were videotaped then transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. Results: Several ‘thematic’ deficiencies, or abilities, that were lacking emerged from our analysis. Both groups cited: 1) interpersonal communication, 2) decision making/independence, 3) initiative, 4) confidence, and 5) humility/ability to learn from mistakes as abilities that were deficient in new graduates. Administrative skills was the only thematic deficiency cited by the employees but not the employers. Conclusion: Limitations of current curriculum education models and employer-driven on-the-job-orientation and experience were identified as areas of concern.

Strategies for Implementing Digital Assignments

2017 ◽  
pp. 371-387
Author(s):  
Paige Normand ◽  
Alexa Senio ◽  
Marlena Luciano
Keyword(s):  
Focus Group ◽  
Digital Communication ◽  
Skill Development ◽  
Peer Tutors ◽  
Focus Group Interviews ◽  
The Past ◽  
Digital Production ◽  
Group Interviews

In chapter, the authors draw from their in-class experiences, one-on-one tutoring sessions, focus-group interviews with students, and discussions with all of the course-embedded peer tutors about their experiences working in digital communication across campus, to discuss some of the “behind the scenes” issues that students face that might be invisible to faculty. The authors' observations and reflections over the past two years have led them to identify common hurdles on their campus and identify solutions for faculty interested in incorporating digital assignments into their curriculum. The chapter addresses the following obstacles faculty might face and offers solutions: (1) students do not understand the value of the digital assignment, (2) students are not confident the faculty will accurately evaluate their digital production, (3) students' skill development is hampered by their anxiety about their aptitude and confusion about their process for digital production, and (4) students do not feel comfortable sharing honest concerns and anxieties about digital composition with their instructor.

“Students Getting Pregnant Are Not Gonna Go Nowhere”: Manifestations of Stigma in Adolescent Mothers’ Educational Environment

2016 ◽  
Vol 50 (3) ◽  
pp. 423-436 ◽  
Author(s):  
Autumn M. Bermea ◽  
Michelle L. Toews ◽  
Leila G. Wood
Keyword(s):  
Focus Group ◽  
Adolescent Mothers ◽  
Educational Experiences ◽  
School Personnel ◽  
Educational Environment ◽  
Focus Group Interviews ◽  
School Policies ◽  
School Year ◽  
Group Interviews

The purpose of this study was to examine adolescent mothers’ perceptions of how individuals within the schools viewed them and how those views shaped their educational experiences. The sample consisted of 83 primarily Hispanic adolescent mothers who participated in one of 19 semi-structured focus group interviews during the 2014-2015 school year. Although we did not specifically explore stigma, the adolescent mothers described feeling stigmatized by school personnel and their non-parenting classmates. They also discussed how school policies were not conducive to parenting. Based on the results, recommendations are provided that will help school personnel effectively meet the needs of this population by creating an atmosphere in which the students feel safe, supported, and are able to learn.

scholarly journals A Peer-Assisted Learning Program and its Effect on Student Skill Demonstration

2011 ◽  
Vol 6 (3) ◽  
pp. 129-135 ◽  
Author(s):  
W. David Carr ◽  
Jennifer Volberding ◽  
Phillip Vardiman
Keyword(s):  
Athletic Training ◽  
Peer Interaction ◽  
Control Group ◽  
Peer Tutors ◽  
Peer Assisted Learning ◽  
Peer Tutor ◽  
Skill Scores ◽  
Significant Difference ◽  
Student Skill ◽  
Review Session

Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old, 19.5±1.2) enrolled in the professional phase of an accredited Athletic Training Education Program. Measurements: Pretest and posttest performance for the peer-tutors and post-peer interaction for the peer-tutees on identified therapeutic modality and orthopedic assessment psychomotor skill sets. Peer-tutors were randomly assigned to one of four groups; PAL only (PAL), PAL and the focused review session (PAL+), focused review session only (REV), and a control group (CON). Peer-tutees were randomly assigned to interact with the peer-tutors from the PAL and PAL+ or no interaction as a control group. Pretest-posttest percentage correct average changes for the peer tutors were analyzed with an ANOVA. Results: The pretest-posttest skill scores were found to be significantly different for the peer-tutors (F3,102 = 4.703; P = .004). Post-hoc means comparison revealed significant differences between the peer-tutor groups PAL versus CON, PAL+ versus CON, and REV versus CON. Analysis of the peer-tutee means revealed no significant differences (PAL; .906 ± .087, PAL+; .918 ± .077, and Control; .881 ± .061). Conclusion: These data suggest that peer interaction can increase student skill performance scores for the peer-tutors. A visual review of the means indicates a trend of increased skill level for the peer-tutees that received peer-tutoring from the PAL+ peer tutors. No significant difference was found with the REV group. It would appear from the peer-tutor perspective that a focused review session has more of an effect on student learning than peer interaction.

Strategies for Implementing Digital Assignments

2017 ◽  
pp. 134-150
Author(s):  
Paige Normand ◽  
Alexa Senio ◽  
Marlena Luciano
Keyword(s):  
Focus Group ◽  
Digital Communication ◽  
Skill Development ◽  
Peer Tutors ◽  
Focus Group Interviews ◽  
The Past ◽  
Digital Production ◽  
Group Interviews

In chapter, the authors draw from their in-class experiences, one-on-one tutoring sessions, focus-group interviews with students, and discussions with all of the course-embedded peer tutors about their experiences working in digital communication across campus, to discuss some of the “behind the scenes” issues that students face that might be invisible to faculty. The authors' observations and reflections over the past two years have led them to identify common hurdles on their campus and identify solutions for faculty interested in incorporating digital assignments into their curriculum. The chapter addresses the following obstacles faculty might face and offers solutions: (1) students do not understand the value of the digital assignment, (2) students are not confident the faculty will accurately evaluate their digital production, (3) students' skill development is hampered by their anxiety about their aptitude and confusion about their process for digital production, and (4) students do not feel comfortable sharing honest concerns and anxieties about digital composition with their instructor.

scholarly journals Athletic Training Student Communication: What They Need to Talk About

2018 ◽  
Vol 13 (2) ◽  
pp. 175-184
Author(s):  
W. David Carr ◽  
Ben Timson ◽  
Jennifer Volberding
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Interpersonal Relationships ◽  
Junior College ◽  
Return To Play ◽  
Focus Group Interviews ◽  
New Employees ◽  
Work Settings ◽  
New Graduates ◽  
Group Interviews

Context: Employers note that new athletic training graduates are not able to effectively communicate. To date no studies have determined what topics new graduates need to be able to communicate. Objective: To explore the opinions of athletic training preceptors as to what topics need to be communicated with a variety of stakeholders. Specifically, we wanted to explore what topics are communicated, what barriers exist to getting students involved in professional communication, and what strategies could be used to overcome those barriers. Design and Setting: A qualitative design involving in-depth focus-group interviews. Interviews were conducted in a controlled environment. Patients or Other Participants: Athletic trainers from 3 work settings were included: high school (3 male and 3 female; average age 32.5 ± 6.1 years), college/university/junior college (5 male and 1 female; average age 34.5 ± 6.8 years), and clinic/emerging practices (1 male and 4 female; average age 27.4 ± 2.8 years). Main Outcome Measure(s): Focus-group interviews were audiotaped and then transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. Results: The most often-cited topics to communicate were related to prognosis of the injury with limitations and return to play. The most often-cited barrier to getting students involved was related to interpersonal relationships, with participants noting that it was their role to lead the communication. The most often-cited strategy for getting students involved was challenging the student to do something he had not done before. Conclusions: It is not realistic to expect new graduates to be proficient at communication if they are not given opportunities while enrolled as students. Preceptors should consider utilizing strategies to overcome barriers and get students more involved. Furthermore, it is important that employers anticipate these deficiencies and mentor new employees appropriately.

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