scholarly journals A Time for Reflection: Should We Reconsider the Direct Supervision Standard in Clinical Education?

2017 ◽  
Vol 12 (2) ◽  
pp. 106-112 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Health Care ◽  
Educational Reform ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Critical Role ◽  
Independent Practice ◽  
Direct Supervision ◽  
Health Care Professions ◽  
Student Safety

Context: Educational reform is occurring again in athletic training. The profession, at this time, should reflect on the structure of clinical education, particularly with direct supervision. Clinical education plays a critical role in the development of future practitioners and should provide students with a chance to gain autonomous experience, with appropriate feedback and discourse. Objective: In this commentary, we discuss direct supervision and present an alternative model for supervision (graduated supervision) in athletic training. Background: Currently, there are concerns regarding the readiness of students to transition to independent practice. These trepidations are centered on the policies related to direct supervision and chances for students to gain autonomous experiences needed to prepare them to make clinical decisions. Synthesis: Graduated supervision may provide an alternative lens for athletic training to regulate clinical education, while facilitating experiences that can assist in student development and preparedness to transition into independent, credentialed patient care. Results: Athletic training supervision policies do not align with other health care professions, yet a major impetus for educational reform was founded on the premise that we should model our degree level more comparably. Recommendation(s): Programs should allow for supervision that encompasses a trusting relationship between preceptors and students. Supervision can be modified (more versus less constant interactions) based upon the students' performance, knowledge, and skills. Shifting the way supervision is implemented can still allow for ensuring patient and student safety, but also allow for students to become critical thinkers. Conclusion(s): Direct supervision policies should be updated to allow students to develop confidence, competence, and critical thinking abilities as well as to better align the athletic training profession with other health care programs.

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 Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

2016 ◽  
Vol 11 (1) ◽  
pp. 10-17
Author(s):  
Renae Ellen Bomar ◽  
Thalia Mulvihill
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Health Care Providers ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Ncaa Division Ii ◽  
Care Providers ◽  
Preceptor Training ◽  
Division Ii

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Education (CAATE) policies. It is meant to lay the foundation for further research in preceptor development by providing a description of training and development practices. This case study can be used as a guide to other ATPs and compared to other institutions to identify the best practices for preceptor development. Because the policies are new and little research has been done on preceptor development, this is the first step in creating effective evidence-based practices. Design: Ethnographic case study. Setting: One-on-one, in-person, semistructured interviews were conducted, audio recorded, and transcribed verbatim. A review of relevant (eg, training manuals) preceptor training documents was completed. Member checks were done as necessary for accuracy. Participants: One male, veteran off-campus preceptor, 1 female, novice on-campus preceptor, and the ATP clinical education coordinator participated. Participants were part of an NCAA Division II ATP located in Indiana. Results and Conclusions: The findings suggested that this program's preceptor training used various pedagogical designs and provided strong support to those involved.

Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines

2016 ◽  
Vol 11 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Lisa S. Jutte ◽  
Fredrick R. Browne ◽  
Marie Reynolds
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Basic Knowledge ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Future Health ◽  
Health Care Professions

Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

scholarly journals Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

Supervised Autonomy

2009 ◽  
Vol 4 (1) ◽  
pp. 14-18 ◽  
Author(s):  
Patrick Sexton ◽  
Linda S. Levy ◽  
K. Sean Willeford ◽  
Mary G. Barnum ◽  
Greg Gardner ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Primary Objective ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Direct Supervision ◽  
Athletic Training Educators ◽  
Secondary Objective ◽  
Definition Of

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.

scholarly journals Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs

2020 ◽  
Vol 15 (3) ◽  
pp. 168-176
Author(s):  
Sarah A. Manspeaker ◽  
Sharon D. Feld ◽  
Dorice A. Hankemeier ◽  
Jessica L. Kirby
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Interprofessional Education ◽  
Training Programs ◽  
Learning Activities ◽  
Health Care Students ◽  
Time Space ◽  
Data Saturation ◽  
Didactic Curriculum

Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation, a consensual qualitative analysis approach was employed to determine themes. Data trustworthiness was achieved through triangulation, member checking, and use of an external auditor. Results More than half of the programs represented in this study (11 of 17) report that IPE activities are a required component of their didactic curriculum. Themes for integration of IPE include delivery methods, educational content and objectives, assessment, and logistics. Sample IPE activities include case-based discussions, dedicated IPE courses, online modules, and simulation. Conclusions Integration of IPE into the curriculum requires logistical considerations such as determining which health care disciplines to include, resources available (time, space, personnel), as well as overall institutional support. Program faculty in our study described varied methods to deliver IPE learning activities that meet content goals and objectives. Prior to integrating IPE into an athletic training curriculum, program faculty should determine the method of delivery and what content will work to achieve the goals of relevant stakeholders. Consideration of these components for didactic integration should work to create cohesive and meaningful learning experiences.

scholarly journals High Reliability: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 251-258 ◽  
Author(s):  
Christine Noller ◽  
David C. Berry
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Care Delivery ◽  
High Reliability ◽  
Athletic Trainers ◽  
Lean Six Sigma ◽  
Future Health ◽  
Athletic Training Educators ◽  
Potential Problems

Context Health care organizations are integrating employee training and educational programs to designate themselves as high-reliability organizations (HROs). HROs continually strive to evaluate and create an environment in which potential problems are anticipated, detected early, and virtually always responded to early enough to prevent catastrophic consequences. Objective This primer document introduces the concept of high reliability in health care (from a historical and foundational perspective) and establishes a framework for athletic training educators to introduce the concepts at the professional, postprofessional, or residency educational program level. Background While the theory of high reliability is new to athletic training, its quality and origins in health care are established. HROs use systems thinking to evaluate and design for safety and continuous improvement to create an environment where potential problems are anticipated, detected early, and responded to early enough to prevent tragic consequences. Synthesis The HRO focuses attention on emergent problems and deploys strategies to address those problems. HROs behave in ways that seem counterintuitive—they do not hide failures; instead, HROs celebrate them. HROs seek out problems and avoid focusing on just 1 aspect of work to see how all the parts fit together. They expect unexpected events and develop capabilities to manage them, deferring decisions to empowered experts. However, high reliability is only achieved through robust process improvement, which is only achieved with a complementary approach to Lean Six Sigma and change management. Recommendation(s) Given the complexity of patient care in athletic training, the potential for medical error(s), and the need for quality improvement, HROs hold promise for athletic training. Conclusion(s) As future health care leaders, athletic trainers should be educated to foster innovation and improve health care delivery to diverse patient populations. Athletic trainers should want to embrace the principles of HROs. Achieving high reliability can be accomplished with adequate exposure to and training within the classroom and during clinical education opportunities.

scholarly journals Powerful Lessons from Cuban Medical Education Programs: Fostering the Social Contract in Athletic Training Programs

2019 ◽  
Vol 14 (4) ◽  
pp. 275-282
Author(s):  
Kimberly S. Peer ◽  
Chelsea L. Jacoby
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Patient Care ◽  
Educational Reform ◽  
Athletic Training ◽  
Training Programs ◽  
Health Care Systems ◽  
The United States ◽  
Education And Health ◽  
Care Systems

Context The Cuban medical education and health care systems provide powerful lessons to athletic training educators, clinicians, and researchers to guide educational reform initiatives and professional growth. Objective The purpose of this paper is to provide a brief overview of the Cuban medical education system to create parallels for comparison and growth strategies to implement within athletic training in the United States. Background Cubans have experienced tremendous limitations in resources for decades yet have substantive success in medical education and health care programs. As a guiding practice, Cubans focus on whole-patient care and have established far-reaching research networks to help substantiate their work. Synthesis Cuban medical education programs emphasize prevention, whole-patient care, and public health in a unique approach that reflects disablement models recently promoted in athletic training in the United States. Comprehensive access and data collection provide meaningful information for quality improvement of education and health care processes. Active community engagement, education, and interventions are tailored to meet the biopsychosocial needs of individuals and communities. Results Cuban medical education and health care systems provide valuable lessons for athletic training programs to consider in light of current educational reform initiatives. Strong collaborations and rich integration of disablement models in educational programs and clinical practice may provide meaningful outcomes for athletic training programs. Educational reform should be considered an opportunity to expand the athletic training profession by embracing the evolving role of the athletic trainer in the competitive health care arena. Recommendation(s) Through careful consideration of Cuban medical education and health care initiatives, athletic training programs can better meet the contract with society as health care professionals by integrating the Accreditation Council for Graduate Medical Education's core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice now promoted in the Commission on Accreditation of Athletic Training Education's 2020 Standards for Accreditation of Professional Athletic Training Programs. Conclusion(s) Educational and health care outcomes drive change. Quality improvement efforts transcend both education and health care. Athletic training can learn valuable lessons from the Cubans about innovation, preventative medicine, patient-centered community outreach, underserved populations, research initiatives, and globalization. Not unlike Cuba, athletic training has a unique opportunity to embrace the challenges associated with change to create a better future for athletic training students and professionals.

scholarly journals Examining Initial Perceptions of Transition to Clinical Practice from the Perspective of Professional Master's Students

2019 ◽  
Vol 14 (3) ◽  
pp. 167-173
Author(s):  
Thomas G. Bowman ◽  
Stephanie Mazerolle Singe ◽  
Brianne F. Kilbourne ◽  
Jessica L. Barrett
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Athletic Training ◽  
Clinical Education ◽  
Role Models ◽  
Independent Practice ◽  
Semistructured Interview ◽  
Master's Students ◽  
Master's Programs ◽  
Program Administrators

Context Newly credentialed athletic trainers are expected to be independent practitioners capable of making their own clinical decisions. Transition to practice can be stressful and present challenges for graduates who are not accustomed to practicing independently. Objective Explore the perceptions of professional master's students as they prepare to experience role transition from students to autonomous clinical practitioners. Design Qualitative study. Setting Nine higher education institutions. Patients or Other Participants Fourteen athletic training students (7 male, 7 female, age = 25.6 ± 3.7 years) participated. Main Outcome Measure(s) Participants completed a semistructured interview over the phone which focused on the perception of preparedness to enter clinical practice. All transcribed interviews were analyzed using a general inductive approach. Multiple-analyst triangulation and peer review were used to ensure trustworthiness. Results We found themes for facilitators and challenges to transition to autonomous clinical practice. Students felt prepared for independent practice due to (1) mentoring networks they had developed, (2) exposure to the breadth of clinical practice, and (3) autonomy allotted during clinical education. Potential challenges included (1) apprehension with decision making and (2) a lack of confidence. Conclusions Our findings suggest graduates from professional master's programs, although ready for clinical practice, may require more time and exposure to autonomous practice to build confidence. Professional master's program administrators should work to provide clinical education experiences that expose students to a wide variety of clinical situations (patients, settings, preceptors) with appropriate professional role models while providing decision making autonomy within accreditation standards.

scholarly journals Model for Clinical Education in Athletic Training

2003 ◽  
Author(s):  
Jeff Seegmiller
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Educational Process ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Allied Health Education ◽  
Care Environment

Clinical education is an intrinsic part of most allied health educational programs. However, conceptual models differ as to what constitutes quality for clinical experiences. As a relatively new allied health care field, athletic training education is adapting in order to meet the needs of a changing health care environment. Recent initiatives for clinical education mark the change from a quantitative (hours of exposure) approach, to one emphasizing quality (mastery over time). However, in this transition from field-based to curriculum emphasis, the coherence between different aspects of the educational process have weakened. This paper presents a background of clinical education in athletic training and presents a model for allied health education that offers distinct didactic, clinical, and field experience components.

Sign in / Sign up

Export Citation Format

Share Document