scholarly journals Increasing Cultural Competence: Implementation of Study Away/Abroad in an Athletic Training Program

2018 ◽  
Vol 13 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Sayuri Abe-Hiraishi ◽  
Nicholas E. Grahovec ◽  
Denis Anson ◽  
Leamor Kahanov
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Awareness ◽  
Athletic Training Education ◽  
Training Curriculum ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Curricular Integration ◽  
International Experiences ◽  
Short Term Study

Context:Traditional athletic training programs (ATPs) typically use a cohort model, which may create difficulty in integrating a study away/abroad program or international experiences into the model.Objective:To propose a model of study away/abroad and international opportunities embedded within the current athletic training curriculum.Background:Cultural competence (CC) became a component of the Commission on Accreditation of Athletic Training Education 5 years ago in the fifth edition competencies. The Commission on Accreditation of Athletic Training Education-accredited ATPs, however, struggle to teach this concept effectively to students. The implementation of study away/abroad models in the athletic training curriculum may maximize students' exposure to other cultures.Synthesis:A review of the current study away/abroad programs and international opportunities, as well as educational values of short-term study away/abroad programs in athletic training education.Results:Study away/abroad/international experiences may provide opportunities for athletic training students to increase cultural awareness.Recommendations:Professional ATPs should consider integrating study away/abroad and international experiences into the athletic training curriculum and offer both didactic and clinical experiences internationally.Conclusions:The curricular integration of study away/abroad and international experiences provides athletic training students the opportunity to increase cultural competence with a programmatic and efficient approach.

Cultural Competence in Athletic Training Education Programs: A Critically Appraised Topic

2020 ◽  
pp. 1-6
Author(s):  
Megan N. Sears ◽  
Dani M. Moffit ◽  
Rebecca M. Lopez
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Awareness ◽  
Training Programs ◽  
Athletic Training Education ◽  
Educational Interventions ◽  
Self Awareness ◽  
Athletic Training Students ◽  
Education Programs ◽  
Bottom Line

Clinical Question: Do cultural-competence-based educational interventions improve the cultural competence of athletic training students, based on the constructs of the Campinha-Bacote model? Clinical Bottom Line: Athletic training programs can improve athletic training students’ cultural awareness, knowledge, skill, encounters, and desire by incorporating cultural-competence-based independent readings, lecture presentations, in-class discussions, and self-awareness activities.

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

2014 ◽  
Vol 9 (3) ◽  
pp. 104-112 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle
Keyword(s):  
Career Choice ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Public Understanding ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Training Professionals ◽  
Negative Perceptions ◽  
Member Checks

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

scholarly journals Short-Term Study Abroad: The Students' Perspective on London 2019

2019 ◽  
Vol 14 (4) ◽  
pp. 269-274
Author(s):  
Ellen K. Payne ◽  
Heather Chapman ◽  
April Daly ◽  
Samantha Darby ◽  
Margaret Heft
Keyword(s):  
Study Abroad ◽  
Athletic Training ◽  
Cultural Awareness ◽  
International Travel ◽  
Athletic Training Students ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

Context Many study abroad experiences are difficult for athletic training students to attend because of the prescriptive nature of the athletic training curriculum. Short-term study abroad programs allow students to participate in an international educational experience without the time commitment of semester-long or yearlong programs. Objective To report the students' perspective of a short-term study abroad experience. Background In January 2019 a short-term study abroad program was offered for athletic training students. The program included attendance at a sports medicine conference, networking opportunities, and cultural activities. Synthesis Through a group debriefing session and guided reflection questions, four athletic training students who attended the short-term study abroad program in London reflected on their preparations for the international travel and their experiences while abroad. Recommendation(s) Continued research should be conducted to objectively assess how short-term study abroad programs influence students' cultural awareness and cultural competency upon return. Conclusion(s) Short-term study abroad programs are one way for students to increase cultural awareness while staying on track with their athletic training curriculum. From the students' perspective, once they overcame the perceived barriers to international travel, the experience was positive, and they would recommend it to other athletic training students.

scholarly journals Preceptor Perceptions of the Immersive Clinical Experience in Athletic Training Education

2021 ◽  
Vol 16 (1) ◽  
pp. 42-52
Author(s):  
Cameron M. Eldred ◽  
Elizabeth R. Neil ◽  
Zachary J. Dougal ◽  
Stacy E. Walker ◽  
Anna Marie Grimes ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Critical Role ◽  
Athletic Training Education ◽  
Independent Learning ◽  
Semistructured Interview ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Member Checks ◽  
Goals And Objectives

Context Clinical immersion is a newly required concept within athletic training education, and preceptors play a critical role in facilitating athletic training students' learning during those experiences. Objective To explore the perceptions of preceptors currently supervising athletic training students who participate in immersive clinical experiences. Design Qualitative study. Setting Individual phone interview. Patients or Other Participants Preceptors from various clinical sites (4 females [40%] and 6 males [60%]) with an average age of 41 ± 18 years. Participants also had an average 7 ± 8 years of experience as a preceptor. Data Collection and Analysis Interviews occurred via individual phone interviews using a semistructured interview script. All interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on a consensus process. Credibility was established with multiple researchers, an external auditor, and member checks. Results Three domains emerged from the data: (1) exposure, (2) benefits, and (3) insufficient training. Participants stated that as a result of exposure the athletic training students experienced increased responsibility and trust, increased realistic work environment, increased collaborative practice experiences, and skill use and refinement. Preceptors indicated that the added benefits of immersive clinical experiences led to confidence in clinical and professional interactions. Preceptors noted insufficiency in their training, specific to the expectations of an immersive clinical experience. Many preceptors sought out independent learning opportunities to enhance their role as preceptor. There was a misunderstanding as to what the main differences were between traditional and immersive clinical experiences, as well as a lack of communicated or standardized goals and objectives. Conclusions Participants indicated that the immersive clinical experiences were beneficial for the athletic training students' professional development. The insufficiency of training and misunderstanding of the immersive clinical experience are concerning and could be enhanced with clearly set goals and objectives.

The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

2014 ◽  
Vol 9 (4) ◽  
pp. 156-165 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Professional Development ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Growth ◽  
Opportunity To Learn ◽  
Athletic Training Education ◽  
Valuable Insight ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
The Impact

Context Clinical education is an integral part of athletic training programs. This is where students should develop their professional identities and become socialized into the profession. Understanding the student and preceptor perspectives of the impact that clinical experiences have on students can provide valuable insight into this aspect of athletic training education. Objective To evaluate the impact of clinical education on the professional development of athletic training students from the student and preceptor perspective. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate programs. Patients or Other Participants A total of 15 participants (7 athletic training students and 8 preceptors) from four schools enrolled in our study. Data Collection and Analysis One researcher conducted semistructured interviews over the phone or in person. Data analysis used a general inductive approach to reveal the dominant themes that related to our purpose. We achieved data credibility through multiple analyst triangulation, peer review, and member checks. Results Athletic training students and preceptors agree that clinical education is integral to the professional development process. Realistic and positive experiences and diversity in experiences were identified as factors affecting professional growth during clinical education experiences. Conclusions Athletic training students and preceptors have similar views on the importance of clinical placements on professional development. Clinical experiences provide students with the opportunity to learn more about the profession, affirm their career choice, practice knowledge and skills, and learn about themselves personally and professionally. The student and the fit/match of the placement directly impact the students' clinical experiences.

Perceived Cultural Competence Levels in Undergraduate Athletic Training Students

2013 ◽  
Vol 8 (3) ◽  
pp. 66-70 ◽  
Author(s):  
Jennifer L. Volberding
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Students Of Color ◽  
Professional Education ◽  
Training Programs ◽  
Measurement Tool ◽  
Culturally Competent ◽  
Athletic Training Students ◽  
Culturally Competent Care ◽  
Race Ethnicity

Context As the patient population continues to diversify, it is essential that athletic training students (ATSs) are educated to provide culturally competent care. This high-quality health care within the context of a patient's race, ethnicity, language, religious beliefs, or behaviors is a foundation of professional practice. Objective Determine undergraduate ATSs' levels of cultural competence and their variability by gender, race, and year in school. Design Cross-sectional design. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants ATSs enrolled in their programs' professional-education phase (N = 421), of which 366 were Caucasian and 55 were students of color. Intervention Students completed a 20-question online Likert survey using Qualtrics. Items were based on prior research and a nursing measurement tool, rated on a 1 to 4 scale (from strongly disagree to strongly agree, respectively; maximum score of 80), and found to be reliable (Cronbach α = 0.721). Main Outcome Measurements Overall cultural competence score, means, and standard deviations were calculated for all students by gender, race/ethnicity, and year. One-way analyses of variance also compared each category. Results Higher scores on the research tool demonstrate higher levels of cultural competence. There were no significant differences found between gender and year in school. Students of color showed higher overall cultural competence scores than Caucasians (F1,420 = 29.509, P < .01). The mean overall cultural competence score was 58.36 ± 5.26. Conclusions Students of color demonstrated higher levels of cultural competence, which is possibly because of their personal history and experiences. The current study demonstrates that athletic training programs must seek to better educate students on providing culturally competent care.

scholarly journals Evaluation of Athletic Training Students' Clinical Proficiencies

2008 ◽  
Vol 43 (4) ◽  
pp. 386-395 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner ◽  
Kirk J. Armstrong
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Experience ◽  
Education Program ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Education Programs ◽  
Content Areas ◽  
Entry Level ◽  
Program Characteristics

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n  =  337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n  =  191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189  =  2.866, P  =  .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were barriers to real-time evaluation. One-way analyses of variance revealed no difference between athletic training education program characteristics and the opportunities for and barriers to real-time evaluations among the various clinical experience settings. Conclusions: No one primary barrier hindered real-time clinical proficiency evaluation. To determine athletic training students' clinical proficiency for entry-level employment, athletic training education programs must incorporate standardized patients or take a disciplined approach to using simulation for instruction and evaluation.

Learning Professionalism in Athletic Training Education

2006 ◽  
Vol 1 (1) ◽  
pp. 8-11 ◽  
Author(s):  
Debbie I. Craig
Keyword(s):  
Athletic Training ◽  
Code Of Ethics ◽  
Athletic Training Education ◽  
Clinical Environment ◽  
Athletic Training Students ◽  
Self Assessment ◽  
Professional Behaviors ◽  
Approved Clinical Instructors ◽  
National Athletic Trainers Association ◽  
Definition Of

Objective: Student learning of professionalism in athletic training education programs (ATEPs) can be varied and even elusive. The purpose of this article is to define professionalism and discuss its development in athletic training students. Background: Medical professions have studied extensively how students learn professionalism. However, with some studies reporting up to 90 different associated characteristics, no set definition of professionalism has been adopted. Students may learn professional behaviors in the classroom and the clinic. Research in medical education reports that a majority of this learning occurs in the clinical environment. Description: There are numerous ways to promote the learning of professionalism in athletic training students. After engaging each student personally in this pursuit, techniques such as communicating the mission and code of ethics of the National Athletic Trainers ' Association (NATA), clearly stating expectations the ATEP holds of students ' professional behavior, providing a variety of learning opportunities in different clinical settings, carefully selecting approved clinical instructors (ACIs), and using self-assessment and reflection are a few of the techniques recommended. The importance of the role of ACIs in the development of professional behaviors in athletic training students is stressed. Advantages: Without purposefully including the learning of professionalism in ATEP curriculums (the classroom and clinical experiences), students are at risk of not being prepared to represent and promote athletic training at the highest levels within the allied health professions.

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

2014 ◽  
Vol 9 (4) ◽  
pp. 182-189 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Patient Care ◽  
Learning Style ◽  
Athletic Training ◽  
Clinical Education ◽  
Learning Experience ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
National Athletic Trainers Association

Context Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. However, some clinical education experiences may not allow athletic training students to become clinically integrated. Objective To explore athletic training students' perspectives on their clinical learning experiences, specifically as they relate to an engaging learning environment. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education accredited undergraduate programs. Patients or Other Participants Twenty-one athletic training students (6 juniors; 15 seniors) with an average age of 22 years (20–23 years) from 4 National Athletic Trainers' Association districts volunteered to participate in our study. Data Collection and Analysis Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure website QuestionPro. Data were analyzed using open coding that was guided by a general inductive procedure. Data credibility was established through peer review, interpretative member checks, and multiple analyst triangulation. Results Our cohort identified an engaging learning environment as one that allowed active learning and participation as an athletic trainer and included communication between the student and preceptor, patient interactions, and instructor feedback regarding development and application of skills and knowledge. Conclusions Athletic training students prefer a more active learning style and value observing their preceptor engage in patient care, but they also want the opportunity to practice their athletic training skills to gain competence and confidence.

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

2014 ◽  
Vol 9 (2) ◽  
pp. 54-58 ◽  
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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