Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs. Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics. Design: Cross-sectional. Setting: Online survey platform Qualtrics. Patients or Other Participants: Seventy-nine preceptors (31.66 ± 8.63 years, male = 32, female = 47, years certified = 9.46 ± 8.27, years as preceptor = 6.08 ± 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4. Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 = not helpful, 2 = somewhat helpful, 3 = very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with χ2 analysis. Statistical significance was set a priori at P ≤ .05. Results: Topics in evaluating students (2.39 ± 0.47) and teaching and learning in the clinical setting (2.38 ± 0.41) were rated most helpful and concepts in mentorship (2.13 ± 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P > 0.05). Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

Download Full-text

Athletic Training Services in Japan: A Comparison of the United States and Japan Based on Educational Background

Athletic Training Education Journal ◽

10.4085/1404305 ◽

2019 ◽

Vol 14 (4) ◽

pp. 305-314

Author(s):

Hideyuki “E” Izumi ◽

Yuri Hosokawa

Keyword(s):

Athletic Training ◽

Online Survey ◽

Athletic Trainers ◽

Medical Practitioner ◽

The United States ◽

Educational Background ◽

Median Income ◽

Cross Sectional ◽

Training Professionals ◽

Training Services

Context Each country has a unique history in the development of its athletic training professionals and education and credentialing systems. In Japan, the majority of athletic trainers hold a domestic credential (JSPO-AT) obtained from the Japan Sport Association (JSPO) or a US-based credential from the Board of Certification (BOC-AT). Objective To determine whether differences in demographic, professional, and educational characteristics exist between Japanese BOC-ATs and JSPO-ATs who currently practice athletic training services in Japan. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Eight hundred twenty-nine Japanese athletic trainers in Japan (BOC-AT, n = 64; JSPO-AT, n = 765). Main Outcome Measure(s) Pearson's χ2 test and Fisher's exact test were used to determine differences in demographic, professional, and educational characteristics between BOC-ATs and JSPO-ATs. Results The proportion of female respondents was greater for BOC-ATs (29.7%) than for JSPO-ATs (18.7%; χ2 [1] = 4.5, P = .03). A greater proportion of BOC-ATs reported having master's degrees or higher (χ2 [3] = 81.6, P < .01). The percentage of respondents with at least 1 therapist or medical practitioner license in Japan was greater for JSPO-ATs (73.1%) than for BOC-ATs (20.3%; P < .01). The percentage of respondents with at least 1 credential in exercise, nutrition, or teaching was greater for BOC-ATs (62.5%) than for JSPO-ATs (45.2%; P < .01). A large difference was observed in the proportion of individuals who identified as therapists (JSPO-ATs = 29.8%, BOC-ATs = 6.3%; χ2 [5] = 18.9, P < .01). The median income for BOC-ATs was 401–600 million yen (US$36 500–$54 500), whereas the median income for JSPO-ATs was 0–200 million yen (US$0–$18 200). Conclusions BOC-ATs in Japan were more established than JSPO-ATs as athletic training professionals with higher educational backgrounds, while more JSPO-ATs tended to be therapists. Findings from the current study may serve as benchmark data for the athletic training profession and service characteristics in Japan.

Download Full-text

Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

Athletic Training Education Journal ◽

10.4085/100157 ◽

2015 ◽

Vol 10 (1) ◽

pp. 57-64 ◽

Cited By ~ 6

Author(s):

Thomas G. Bowman ◽

William A. Pitney ◽

Stephanie M. Mazerolle ◽

Thomas M. Dodge

Keyword(s):

Student Retention ◽

Athletic Training ◽

Interpersonal Relationships ◽

Clinical Education ◽

Online Survey ◽

Training Programs ◽

Program Directors ◽

Athletic Training Students ◽

Telephone Interviews

Context Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective Explore program directors' perceptions of the reasons athletic training students persist and depart from PM ATPs. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants We asked directors from all PM ATPs nationwide to complete an online survey. We obtained responses from 60.0% (15 out of 25) of the population. We also completed follow-up telephone interviews with directors from 8 PM ATPs. Main Outcome Measure(s) Directors of PM ATPs completed an online survey asking for reasons for student persistence and departure. We also conducted follow-up telephone interviews with randomly selected participants. During the telephone interviews, we asked participants for additional detail regarding the enrollment decisions of students. Results PM ATP directors stated that students persist due to their commitment to the profession and the interpersonal relationships they build with the program stakeholders. Conversely, students depart PM ATPs due to the rigor associated with completion, a change in career aspirations, and financial concerns. Conclusions Athletic training educators should strive to keep commitment and motivation levels high while fostering positive interpersonal relationships by providing a welcoming atmosphere and engaging clinical education experiences. Finally, mentors should be available to assist students with program completion, and students should have options available for defraying the cost associated with completing the PM ATP.

Download Full-text

Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve

Academic Pathology ◽

10.1177/2374289521994240 ◽

2021 ◽

Vol 8 ◽

pp. 237428952199424

Author(s):

Lewis A. Hassell ◽

JoElle Peterson ◽

Liron Pantanowitz

Keyword(s):

Learning Curve ◽

Teaching And Learning ◽

Online Survey ◽

New Technologies ◽

Training Programs ◽

Digital Pathology ◽

Program Directors ◽

Digital Learning ◽

The Impact ◽

Pathology Training

Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.

Download Full-text

The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context

10.26686/wgtn.17007766.v1 ◽

2021 ◽

Author(s):

◽

Margaret Emily Hesketh

Keyword(s):

Professional Development ◽

New Zealand ◽

Primary Schools ◽

Teaching And Learning ◽

Online Survey ◽

Learning Needs ◽

Job Descriptions ◽

Senior Leaders ◽

Leadership Responsibilities ◽

Middle Leaders

<p>Middle and senior leaders in primary schools have an important role with significant accountability and responsibility. They are teaching practitioners who have a large influence on the quality of learning that takes place within a school. Middle and senior leaders carry out the majority of the significant conversations about teaching and learning within a school with the teachers they lead. In 2012 the New Zealand Ministry of Education produced a publication reiterating the importance of middle and senior leaders within schools. As part of that publication they identified the need for ongoing professional development and learning for middle and senior leaders to strengthen their effectiveness as leaders. However no suggestions were made in this document as to what this may look like. The purposes of this multiple case study were to explore what professional development and learning were provided to senior and middle leaders primary schools within the greater Wellington area, how effective the principals and senior middle leaders considered the professional development and learning to be, and to identify which factors enabled effective professional development and learning within a school. To answer the research questions data was collected through an online survey, focus groups and individual interviews. The findings indicated that there were two categories of organisation of professional development and learning provided within different schools; unsystematic and systematic. The more effective systematic system involved the identification of the learning needs of the middle and senior leaders through discussion or co-construction of their job descriptions, leading to a mixture of professional development and learning structures that combined sharing, collaboration and reflection to enhance leadership capabilities. In addition regular mentoring allowed for more effective leadership learning. An important factor determining the success of the professional development and learning was the deliberate actions that were carried out by the principal.</p>

Download Full-text

Retention Initiatives Used by Professional Master's Athletic Training Program Directors

Athletic Training Education Journal ◽

10.4085/1003205 ◽

2015 ◽

Vol 10 (3) ◽

pp. 205-211

Author(s):

Thomas G. Bowman ◽

Thomas M. Dodge ◽

Stephanie M. Mazerolle

Keyword(s):

Training Program ◽

Athletic Training ◽

Online Survey ◽

Training Programs ◽

Program Directors ◽

The United States ◽

Retention Rates ◽

Application Process ◽

Telephone Interviews ◽

Athletic Training Program Directors

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

Download Full-text

Employability in Academe for Athletic Trainers With the Doctor of Athletic Training Degree

Journal of Athletic Training ◽

10.4085/1062-6050-0253.20 ◽

2021 ◽

Author(s):

Bonnie L. Van Lunen ◽

Stephanie H. Clines ◽

Tyler Reems ◽

Lindsey E. Eberman ◽

Dorice A. Hankemeier ◽

...

Keyword(s):

Training Program ◽

Athletic Training ◽

Online Survey ◽

Training Programs ◽

Department Chairs ◽

Athletic Trainers ◽

Doctoral Degree ◽

Survey Instrument ◽

Student Enrollment ◽

Advanced Practice

Context The doctor of athletic training (DAT) degree has recently been introduced into academe. Limited literature exists regarding how individuals with this degree can become part of an athletic training faculty. Objective To identify department chairs' perceptions of the DAT degree and determine whether they viewed the degree as viable when hiring new faculty within a postbaccalaureate professional athletic training program. Design Cross-sectional study. Setting Online survey instrument. Patients or Other Participants A total of 376 department chairs who had oversight of Commission on Accreditation of Athletic Training Education athletic training programs were invited to participate. Of these, 190 individuals (50.5%) accessed the survey, and 151 of the 190 department chairs (79.5%) completed all parts of the survey. Main Outcome Measure(s) A Web-based survey instrument consisted of several demographic questions and 4-point Likert-scale items related to perceptions of the DAT degree. Independent variables were degree qualifications, advanced degree requirements, institutional control, student enrollment, current faculty with a clinical doctorate, and institutional degree-granting classification. The dependent variables were the department chairs' responses to the survey items. Results More than 80% of department chairs were moderately or extremely familiar with the concept of an advanced practice doctoral degree, and 64% believed it would be extremely to moderately beneficial to hire someone with this degree in the athletic training program. Furthermore, 67% of department chairs were very likely or likely to hire someone with a DAT degree and expected they would do so in the next 5 years. Characteristics associated with higher perception scores were higher institutional student enrollment, having more current faculty with an advanced practice doctoral degree, and a higher institutional degree-granting classification. Conclusions Department chairs recognized the DAT degree as a viable degree qualification for teaching in professional athletic training programs. Future researchers should examine the need for athletic trainers with the DAT degree in clinical practice settings.

Download Full-text

Healthcare Practitioners’ Experience and Perceptions on ICT-Related Training Programs: An Online Survey

The Egyptian Journal of Medical Education ◽

10.33328/ejme.2020.007 ◽

2020 ◽

pp. 1-6

Author(s):

Kanmodi Kehinde

Keyword(s):

Developing Countries ◽

Professional Education ◽

Online Survey ◽

Training Programs ◽

Health Workers ◽

Statistical Significance ◽

Academic Program ◽

P Value ◽

Chi Square ◽

Cross Sectional

Context: The application of Information and Communication Technology (ICT) in healthcare had historically lagged behind when compared to other industries. Despite the benefits of adopting ICT in healthcare, many healthcare practitioners (particularly in developing countries) are yet to incorporate ICT into their practice or engage in ICT training as part of their continuing professional education (CPE). Aims: This study aims to examine healthcare practitioners on their level of exposure to ICT-related course/degree; perceived relevance of digital technologies in healthcare; opinions on the introduction of ICT in CPE programs; and recommendations on the frequency of participation in ICT-oriented training programs by health workers. Settings and Design: This study was a descriptive cross-sectional online survey of healthcare practitioners on social media. Methods and Material: This study surveyed a total of 216 healthcare practitioners using an e-questionnaire. Data collected was analyzed using SPSS version 22 software. The frequency distribution of all variables was determined. Chi square test was used to compare relationships among all variables with a p-value of <0.05 set to determine the level of statistical significance. Results: Majority (90.7%) of the respondents were from developing countries. Only 36.1% of the respondents had ever taken/obtained a course/degree related to ICT; 92.1% were of the opinion that ICT-oriented courses should have CPE points; and 42.1% recommended that healthcare workers should participate in ICT-oriented courses annually. However, there exist statistically significant differences between respondents’ history of engagement in an academic program related to ICT and their opinions about the digital future of healthcare; and enthusiasms toward using and/or promoting digital healthcare strategies (p-values<0.05). Conclusion: There is a need to introduce ICT-related courses into CPE programs of healthcare practitioners, more especially in the developing countries.

Download Full-text

Implementation of Cultural Competence Education into Athletic Training Programs: A Qualitative Report

Global Research in Higher Education ◽

10.22158/grhe.v4n1p32 ◽

2021 ◽

Vol 4 (1) ◽

pp. p32

Author(s):

Ashley M. Harris ◽

Jennifer L. Volberding ◽

Lawrence Richardson ◽

W. David Carr

Keyword(s):

Cultural Competence ◽

Athletic Training ◽

Professional Practice ◽

Clinical Setting ◽

Training Programs ◽

Culturally Competent ◽

Culturally Competent Care ◽

Clinical Model ◽

Didactic Curriculum ◽

Cultural Competence Education

Cultural competence education is a foundational behavior of professional practice that Athletic Training Programs (ATPs) have been tasked to incorporate into their curriculums. Ten ATP faculty were individually interviewed to determine the current methods used to teach provision of culturally competent care. Four major themes were identified: 1) Barriers to cultural competence education implementation in a didactic setting, 2) Strategies for incorporation into an existing didactic curriculum, 3) Barriers to cultural competence education in a clinical setting, and 4) Strategies to implement cultural competence education into an existing clinical model. Further research is necessary to determine the effectiveness of specific strategies.

Download Full-text

Take a Page from Your Coach's Play Book: Teaching Technical and Tactical Skills in Athletic Training

Athletic Training Education Journal ◽

10.4085/1003224 ◽

2015 ◽

Vol 10 (3) ◽

pp. 244-248

Author(s):

Jeremy R. Hawkins ◽

Elizabeth B. Sharp ◽

Skip M. Williams

Keyword(s):

Decision Making ◽

Athletic Training ◽

Clinical Reasoning ◽

Clinical Decision Making ◽

Training Programs ◽

Teaching Method ◽

Technical Skills ◽

Clinical Decision ◽

Athletic Training Students ◽

Good Decision

Context The ability to demonstrate sound clinical reasoning is needed for a practicing athletic trainer. However, instruction on how to make a correct clinical decision may be deficient in many athletic training programs. Objective To provide an overview of how to teach technical and tactical skills, using both a tradition and a nontraditional approach, and to apply this teaching method to athletic training education. Background The teaching of technical skills involves four steps: (1) introduction, (2) demonstration and explanation, (3) practice, and (4) error correction. The teaching of tactical skills takes technical skills a step further by putting them into action. To teach a tactical skill, coaches (1) identify the decision to be made, (2) determine knowledge needed to make a good decision, (3) identify cues that should or should not be attended to, and help to ensure the cues are interpreted correctly, (4) determine appropriate tactical options, and (5) design an opportunity to practice reading the situation and choosing appropriate tactics. Applying this approach to athletic training, students may be better prepared to make good decisions when placed in a situation to do so. Description This paper discusses how applying a methodology for teaching technical and tactical skills will help athletic training students to become better at clinical decision making. It also provides an application example that can be adapted to other situations aiding in the implementation of this approach. Clinical Advantage(s) This approach can be applied to numerous situations and scenarios, preparing athletic training students to be better clinicians through proper clinical reasoning and decision making. Conclusion(s) The ability to reason clinically is a foundational skill that needs to be taught in athletic training programs. Teaching technical and tactical skills is a viable method to help athletic training students develop this skill.

Download Full-text