Exploring Athletic Training Educators' Development as Teachers

Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide professional development. Objective: To gain a better understanding of how athletic trainers develop as educators and how their experiences as an educator influence their teaching. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: We interviewed 11 doctorally trained athletic trainers teaching in undergraduate professional athletic training programs. Main Outcome Measure(s): Data were collected through in-depth interviews, and additional artifacts (curricula vitae, syllabi, videotaped teaching lessons) were used to triangulate data collected during the interviews. We used a phenomenological approach to analyze the data and maintained trustworthiness through member checking, data-source triangulation, multiple-analyst triangulation, and peer review. Results: Two main themes emerged from the data: (1) role induction through role continuance and (2) teaching for student learning. Participants discussed how their teaching evolved over the course of their careers, how they valued their clinical practice, how they promoted student learning, and how they aimed to challenge students to transfer knowledge learned into clinical practice. Conclusions: From the data, we are able to understand that athletic training educators develop their teaching practices through engaging in their role as a teacher. This was an informal, continual process of learning how to be an educator.

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Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 2: Attitudes, Beliefs, Accessibility, and Barriers

Journal of Athletic Training ◽

10.4085/1062-6050-48.2.19 ◽

2013 ◽

Vol 48 (3) ◽

pp. 405-415 ◽

Cited By ~ 21

Author(s):

Cailee W. McCarty ◽

Dorice A. Hankemeier ◽

Jessica M. Walter ◽

Eric J. Newton ◽

Bonnie L. Van Lunen

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Evidence Based Practice ◽

Athletic Trainers ◽

Perceived Barriers ◽

Successful Implementation ◽

Evidence Based ◽

Attitudes And Beliefs ◽

Athletic Training Educators ◽

Personal Skills

Context: Successful implementation of evidence-based practice (EBP) within athletic training is contingent upon understanding the attitudes and beliefs and perceived barriers toward EBP as well as the accessibility to EBP resources of athletic training educators, clinicians, and students. Objective: To assess the attitudes, beliefs, and perceived barriers toward EBP and accessibility to EBP resources among athletic training educators, clinicians, and students. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: A total of 1209 athletic trainers participated: professional athletic training education program directors (n = 132), clinical preceptors (n = 266), clinicians (n = 716), postprofessional athletic training educators (n = 24) and postprofessional students (n = 71). Main Outcome Measure(s): Likert-scale items (1 = strongly disagree, 4 = strongly agree) assessed attitudes and beliefs and perceived barriers, whereas multipart questions assessed accessibility to resources. Kruskal-Wallis H tests (P ≤ .05) and Mann-Whitney U tests with a Bonferroni adjustment (P ≤ .01) were used to determine differences among groups. Results: Athletic trainers agreed (3.27 ± 0.39 out of 4.0) that EBP has various benefits to clinical practice and disagreed (2.23 ± 0.42 out of 4.0) that negative perceptions are associated with EBP. Benefits to practice scores (P = .002) and negative perception scores (P < .001) differed among groups. With respect to perceived barriers, athletic trainers disagreed that personal skills and attributes (2.29 ± 0.52 out of 4.0) as well as support and accessibility to resources (2.40 ± 0.40 out of 4.0) were barriers to EBP implementation. Differences were found among groups for personal skills and attributes scores (P < .001) and support and accessibility to resources scores (P < .001). Time (76.6%) and availability of EBP mentors (69.6%) were the 2 most prevalent barriers reported. Of the resources assessed, participants were most unfamiliar with clinical prediction rules (37.6%) and Cochrane databases (52.5%); direct access to these 2 resources varied among participants. Conclusions: Athletic trainers had positive attitudes toward the implementation of EBP within didactic education and clinical practice. However, accessibility and resource use remained low for some EBP-related resources. Although the perceived barriers to implementation are minimal, effective integration of EBP within athletic training will present challenges until these barriers dissolve.

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Athletic Trainers' Perceptions of Advanced Clinical Practice: Characteristics of Advanced Practice Athletic Trainers

Athletic Training Education Journal ◽

10.4085/150118043 ◽

2020 ◽

Vol 15 (1) ◽

pp. 35-40

Author(s):

Barton E. Anderson ◽

Cailee E. Welch Bacon ◽

Eric L. Sauers

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Training Programs ◽

Core Competencies ◽

Athletic Trainers ◽

Research Approach ◽

Advanced Practice ◽

Specific Knowledge ◽

Knowledge And Skills ◽

Intrapersonal Skills

Context The “Strategic Priorities for Athletic Training Education” promote the development of clinical specialists and advanced practice leaders; however, little is known about the characteristics of advanced practice athletic trainers. Peer health professions have formal education and training programs and specialized credentials to denote advanced practice clinicians; however, such mechanisms are only now emerging in athletic training. As training and credentialing programs advance, it is important to understand the perceived characteristics of clinicians engaged in advanced clinical practice. Objective To explore how athletic trainers perceive the characteristics of clinicians advanced practice clinicians. Design Cross-sectional. Setting Self-reported online survey. Participants Of 1992 athletic trainers invited to participate, 350 accessed the survey (17.6% access rate); 321 respondents completed at least 1 open-ended question, and 196 completed the entire survey (61.1% completion rate). Main Outcome Measures Consensual qualitative research approach consisting of a 3-person team was used to analyze the open-ended responses. Members individually coded the initial set of responses and then met to develop a consensus codebook. Remaining responses were coded by 2 team members and were confirmed by the third member. Data were organized into themes and categories, and frequency counts were used for each category. Results Four categories of characteristics associated with advanced practice clinicians emerged: (1) intrapersonal skills, (2) interpersonal skills, (3) discipline specific knowledge and skills, and (4) experience. Conclusions Intrapersonal skills including lifelong learning, critical thinking, and willingness to mentor others were identified, in addition to strong communication and leadership skills. Discipline-specific knowledge and skills were also associated with advanced clinical practice, including specialized skills and advanced integration of the core competencies. Accredited Athletic Training Residency programs and Doctor of Athletic Training programs should strive to foster these characteristics within their students to facilitate the development of advanced practice athletic trainers.

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A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

Athletic Training Education Journal ◽

10.4085/1947-380x-20-97 ◽

2021 ◽

Vol 16 (2) ◽

pp. 159-168

Author(s):

Emily E Hildebrand ◽

Rich Patterson ◽

Nunzia Esposito ◽

Maura Gaffney

Keyword(s):

Clinical Practice ◽

Patient Care ◽

Athletic Training ◽

Outcome Measures ◽

Athletic Trainers ◽

Training Curriculum ◽

Transfer Of Knowledge ◽

Tiered Approach ◽

Patient Reported ◽

Athletic Training Educators

Context Knowledge and understanding of effective practices for integration of patient-reported outcome measures (PROMs) within athletic training curricula are necessary to bridge the gaps between didactic application, content assessment, and clinical implementation. Objective To provide athletic training educators with a tiered approach to implement content and assessments related to PROMs in the athletic training curriculum. Background An emphasis in the athletic training community is the need to incorporate patient-oriented evidence that matters into clinical practice. One way of achieving this transfer of knowledge is incorporating PROMs into athletic training curriculum. The 2020 Commission on Accreditation of Athletic Training Education (CAATE) Standards include PROMs and strategies to evaluate them for use in clinical practice to improve patient care. Thus, stakeholders responsible for students' education must have the knowledge and ability to properly address these standards in order for students to utilize these skills as future athletic trainers. Description This article offers an approach for educators to teach and assess PROMs within their athletic training curriculum. Clinical Advantages By utilizing an effective teaching approach for the implementation of PROMs, educators, preceptors, and students may collectively integrate these validated tools accurately into patient care to provide a more holistic practice. In addition, using a tiered approach will increase understanding and confidence for athletic trainers who have identified barriers and may not have prior clinical experience in the implementation of PROMs with patient care. Conclusions The knowledge and use of PROMs are expected of students in CAATE-accredited athletic training programs. In order to ensure and enhance the transfer of knowledge from the didactic setting to clinical practice, the use of a tiered approach may benefit athletic training educators as they integrate this content into coursework. In turn, perhaps future clinicians may be more apt to value the benefits of PROMs.

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Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique

Athletic Training Education Journal ◽

10.4085/1947-380x-20-82 ◽

2021 ◽

Vol 16 (4) ◽

pp. 300-306

Author(s):

Sarah A. Manspeaker ◽

Alison N. Wix

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Learning Theory ◽

Disease Transmission ◽

Clinical Decision Making ◽

Athletic Trainers ◽

Cognitive Learning ◽

Theory Approach ◽

Cognitive Learning Theory ◽

Educational Technique

Context Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels. Background Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process. Description Within an evaluation course for nonorthopaedic conditions, a 3–class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training. Clinical Advantage(s) Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice. Conclusion(s) Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice.

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Change Management and Athletic Training: A Primer for Athletic Training Educators

Athletic Training Education Journal ◽

10.4085/1947-380x-19-89 ◽

2020 ◽

Vol 15 (4) ◽

pp. 269-277

Author(s):

David C. Berry ◽

Christine Noller

Keyword(s):

New York ◽

Change Management ◽

Athletic Training ◽

Process Improvement ◽

Driving Forces ◽

Resistance To Change ◽

High Reliability ◽

Athletic Trainers ◽

Leadership Role ◽

Athletic Training Educators

Context Change management is a discipline guiding how organizations prepare, equip, and support people to adopt a change to drive organizational success and outcomes successfully. Objective To introduce the concept of change management and create a primer document for athletic training educators to use in the classroom. Background While Lean and Six Sigma methodologies are essential for achieving a high-reliability organization, human resistance to change is inevitable. Change management provides a structured approach via different theoretical methods, specific principles, and tools to guide organizations through growth and development and serves an essential role during process improvement initiatives. Synthesis There are several theories or models of change management, 3 of which are specifically relevant in health care. Kotter and Rathgeber believe change has both an emotional and situational component and use an 8-step approach: increase urgency, guide teams, have the right vision, communicate for buy-in, enable action, create short-term wins, and make-it-stick [Kotter J., Rathgeber H. Our Iceberg is Melting: Changing and Succeeding Under Any Circumstances. New York, NY: St. Martin's Press, 2006]. Bridges' Transitional Model focuses on the premise that change does not influence project success; instead, a transition does [Bridges W. Managing Transitions: Making the Most of Change. Reading, MA: Addison-Wesley Publishing, 1991]. Lewin's model suggests that restraining forces influence organizations and that driving forces cause change to happen [Lewin K. Problems of research in social psychology. In: Cartwright D, ed. Field Theory in Social Science: Selected Theoretical Papers. New York, NY: Harpers; 1951]. Recommendation(s) Whether athletic trainers approach change management in a leadership role or as a stakeholder, newly transitioning professionals and those seeking leadership roles should value and appreciate change management theories and tools. Moreover, while no best practice statement exists relative to the incorporation of change management into a curriculum, addressing the subject early may allow immersive-experience students an opportunity to use change management during a process improvement initiative, facilitating a greater appreciation of the content. Conclusion(s) Athletic training curriculums should consider including change management course content, whether separately or in combination with other process-improvement content, thereby familiarizing athletic trainers with a common language for organizational and professional change.

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Description of Professional Master's Athletic Training Programs

Athletic Training Education Journal ◽

10.4085/100139 ◽

2015 ◽

Vol 10 (1) ◽

pp. 39-46 ◽

Cited By ~ 7

Author(s):

Thomas G. Bowman ◽

William A. Pitney ◽

Stephanie M. Mazerolle ◽

Thomas M. Dodge

Keyword(s):

Student Learning ◽

Athletic Training ◽

Clinical Education ◽

Training Programs ◽

Retention Rate ◽

Retention Rates ◽

Athletic Training Student ◽

Career Placement ◽

Data Saturation ◽

Using Data

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

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Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

Athletic Training Education Journal ◽

10.4085/090254 ◽

2014 ◽

Vol 9 (2) ◽

pp. 54-58 ◽

Cited By ~ 8

Author(s):

Stephanie M. Mazerolle ◽

Thomas Dodge

Keyword(s):

Athletic Training ◽

Training Programs ◽

Athletic Trainers ◽

Athletic Trainer ◽

Positive Interactions ◽

Clinical Experiences ◽

Athletic Training Students ◽

Initial Exposure ◽

Observation Period ◽

Early Socialization

Context Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective Highlight the use of the observation period for preparatory athletic training students as a means to promote retention. Background Many ATPs require a period of observation as part of or as a precursor to application for admission. The experience gives students initial exposure to the profession while allowing the ATP to evaluate the student's potential for admission and success within the program and as a young professional. The roles of an athletic trainer are complex and challenging; therefore, ATPs need to ensure they are preparing their students for professional practice. Synthesis A review of the retention literature was conducted and specific applications suggested based upon the authors' professional experiences. Results Early socialization into the profession is helpful for understanding an athletic trainer's role. Diversity during the observation period can facilitate a student's understanding, plausibly improving persistence. Recommendations Athletic training programs are encouraged to provide the preparatory student with structured, required observations of athletic trainers. Specifically, students should be exposed to diverse clinical employment settings and the different domains of clinical practice for the athletic trainer. This exposure could plausibly facilitate retention. Conclusions It is important to identify strategies to help retain quality students in order to promote and advance the professional stature of athletic training. Focusing on clinical experiences, rather than quantity of hours, may benefit students who are evaluating their futures as athletic trainers.

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Development of a Measure of Rehabilitation Adherence for Athletic Training

Journal of Sport Rehabilitation ◽

10.1123/jsr.19.3.249 ◽

2010 ◽

Vol 19 (3) ◽

pp. 249-267 ◽

Cited By ~ 11

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.

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Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Athletic Training Education Journal ◽

10.4085/1202146 ◽

2017 ◽

Vol 12 (2) ◽

pp. 146-151 ◽

Cited By ~ 4

Author(s):

Thomas G. Bowman ◽

Stephanie M. Mazerolle ◽

Jessica L. Barrett

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Clinical Education ◽

Training Programs ◽

Transition To Practice ◽

Athletic Training Students ◽

Online Questionnaire ◽

Socialization Process ◽

Master's Students ◽

Major Facilitator

Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking. Objective: To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians. Design: Qualitative study. Setting: Professional master's athletic training programs. Patients or Other Participants: Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs. Main Outcome Measure(s): An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review. Results: We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences. Conclusions: Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

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Lean Six Sigma and Athletic Training: A Primer for Athletic Training Educators

Athletic Training Education Journal ◽

10.4085/1947-380x-19-84 ◽

2020 ◽

Vol 15 (4) ◽

pp. 259-268 ◽

Cited By ~ 2

Author(s):

Christine Noller ◽

David C. Berry

Keyword(s):

Health Care ◽

Quality Improvement ◽

Athletic Training ◽

Process Improvement ◽

Six Sigma ◽

Athletic Trainers ◽

Lean Six Sigma ◽

Health Care Facilities ◽

Athletic Training Educators ◽

Robust Process

Context Lean as a quality improvement philosophy is new to athletic training despite widespread use in health care for many years. Objective To introduce the concepts of Lean and Lean Six Sigma and create a primer document for athletic training educators in the classroom. Background Lean requires organizations to exercise effort along with several dimensions simultaneously to improve patient quality and efficiency while controlling costs and reducing waste. When appropriately executed, Lean transforms how an organization and its employees work, creating an avid quest for quality improvement and, ultimately, patient safety. Synthesis Lean is a cultural transformation that changes how an organization operates. It requires new habits, skills, and attitudes throughout the organization, from executives to front-line staff. Lean is a journey, not a destination. The culture of Lean involves the relentless pursuit of continuous quality improvement and is composed of 6 principles and numerous tools. Recommendation(s) Whether athletic trainers approach Lean or Lean Six Sigma in a leadership role, or as a stakeholder in a Kaizen event, all should have a working knowledge of the principles, methods, elements, philosophy, and tools of robust process improvement. Moreover, while no best-practice statement exists about how to incorporate Lean Six Sigma into a curriculum, addressing process improvement early may allow immersive-experience students an opportunity to engage in a process improvement initiative, facilitating a greater appreciation of the content, and offer opportunities to engage professionals from other disciplines. Conclusion(s) Lean is reproducible in sports medicine clinics, orthopedic practices, and outpatient and athletic health care facilities, but only when athletic trainers understand the application. Moreover, for this reason, athletic training programs should strongly consider adding a robust process improvement course/content to their graduate curriculums.

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