scholarly journals Athletic Training Educators' Knowledge and Confidence About Competency-Based Education

2018 ◽  
Vol 13 (4) ◽  
pp. 302-308 ◽  
Author(s):  
Kimberly L. Mace ◽  
Cailee E. Welch Bacon
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Knowledge Score ◽  
Years Of Experience ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Competency Based Education ◽  
Athletic Training Educators ◽  
Average Confidence ◽  
Competency Based

Context: The knowledge and confidence of athletic training educators regarding competency-based education are not known. While there may be a role for this model of education within athletic training, it is important to gain an understanding of the familiarity current educators have with competency-based education. Objective: To assess current athletic training educators' knowledge and confidence regarding competency-based education. Design: Cross-sectional. Setting: Online survey instrument. Patients or Other Participants: A total of 163 respondents (19.2% response rate) from a convenience sample of 849 athletic training educators. Main Outcome Measure(s): Demographic information was collected. Participants completed a multiple-choice knowledge assessment along with pre- and posttest confidence ratings. Results: Composite knowledge scores were low with an average of 3.25 ± 1.9 correct responses out of 8 (40.6%). Average confidence scores were 2.8/4.0 ± 0.6 pretest and 2.0/4.0 ± 0.7 posttest. No significant relationships were found between composite knowledge score and years of experience as an athletic trainer or years of experience as an educator. Further, participants scored similarly with respect to composite knowledge, pretest confidence, and posttest confidence regardless of highest degree attained, program type, or recent participation in continuing education on competency-based education. Conclusions: Current athletic training educators demonstrated an overall lack of familiarity with competency-based education and reported average pre- and posttest confidence scores. While there may be merit in exploring the opportunities for a competency-based model in athletic training education, efforts should first ensure that educators are familiar with the concepts.

scholarly journals Factors Influencing a Student's Choice of a Graduate Professional Athletic Training Program

2020 ◽  
Vol 15 (3) ◽  
pp. 177-185
Author(s):  
Alyson Dearie ◽  
Deborah Van Langen ◽  
Julie M. Cavallario ◽  
Sonya A. Comins
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Pass Rate ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Convenience Sample

Context As the professional degree in athletic training transitions to the master's level, a growing concern for programs is enrollment. Understanding the factors that influence a student's choice of a graduate program in athletic training will provide institutions with vital information for marketing and enrollment management. Objective To explore factors that influence a student's choice of a professional graduate athletic training program. Design Cross-sectional. Setting Online survey. Patients or Other Participants A total of 52 participants from a convenience sample of 140 graduate students enrolled in a graduate professional athletic training program completed the survey: 43 females (82.7%) and 9 males (17.3%). Data Collection and Analysis Data collection took place over 4 weeks between April and May 2019. Participants completed an online questionnaire that consisted of 11 demographic items, 6 Likert-scale items about factors that may have influenced school choice, and 2 open-ended questions about career goals and pursuing a doctoral degree. We calculated descriptive statistics, frequency distributions, and percentages. Results Factors ranked as very important in influencing a student's choice fell within the categories of athletic training program and athletic training program faculty. Those ranked as not important were related to ethnicity and gender. Additionally, over half of the participants indicated an intended career path within the college or professional setting. Conclusions Although a variety of factors can influence a student's choice of graduate school, today's consumer seems mostly interested in program factors such as Board of Certification pass rate, accreditation status, and clinical sites. As programs transition to the graduate level, marketing and recruitment strategies should be designed around these factors to ensure enrollment.

Athletic Training Educators' Knowledge, Comfort, and Perceived Importance of Evidence-Based Practice

2011 ◽  
Vol 6 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Cailee E. Welch ◽  
Bonnie L. Van Lunen ◽  
Stacy E. Walker ◽  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier ◽  
...  
Keyword(s):  
Athletic Training ◽  
Predictive Value ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Current Knowledge ◽  
Evidence Based ◽  
Convenience Sample ◽  
Athletic Training Educators ◽  
Perceived Importance ◽  
Terminal Degree

Context: Before new strategies and effective techniques for implementation of evidence-based practice (EBP) into athletic training curricula can occur, it is crucial to recognize the current knowledge and understanding of EBP concepts among athletic training educators. Objective: To assess athletic training educators' current knowledge, comfort, and perceived importance of evidence-based concepts. Design: Cross-sectional survey design. Setting: Online survey instrument. Patients or Other Participants: 141 respondents (28.3% response rate) from a convenience sample of 498 athletic training educators. Main Outcome Measure(s): Demographic information and knowledge, comfort, and perceived importance of 11 EBP concepts (definition of EBP, steps of EBP, reliability, validity, intra-class correlation coefficient, kappa coefficient, specificity, sensitivity, likelihood ratio, positive predictive value, negative predictive value) were obtained. Results: Participants' overall EBP knowledge score was 64.4%. Characteristics associated with higher knowledge scores were terminal degree (69.92% ± 10.36, P < .001), hours of research per week (66.96% ± 12.61, P = .029), and hours of teaching-related tasks conducted per week (67.47% ± 12.48, P = .002). Overall EBP comfort was 2.37/4.0 (“uncomfortable”). Characteristics associated with higher comfort scores were terminal degree (2.51 ± 0.67, P = .017), hours of research per week (2.52 ± 0.69, P = .025), and EBP workshops previously attended (2.56 ± 0.66, P = .002). Overall EBP perceived importance was 3.34/4.0 (“important”). The characteristic associated with higher importance scores was hours of research per week (3.44 ± 0.45, P = .009). Conclusions: Athletic training educators' current knowledge of EBP concepts needs to be improved. This study indicates that athletic training educators are uncomfortable with evidence-based concepts, yet believe it is important for curricular implementation. The future development of workshops and teaching models should focus on the varying levels of EBP concepts. Distinguishing modes for curricula implementation might also be an effective way to increase knowledge, comfort, and perceived importance levels.

scholarly journals Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 1: Perceived Importance, Knowledge, and Confidence

2013 ◽  
Vol 48 (3) ◽  
pp. 394-404 ◽  
Author(s):  
Dorice A. Hankemeier ◽  
Jessica M. Walter ◽  
Cailee W. McCarty ◽  
Eric J. Newton ◽  
Stacy E. Walker ◽  
...  
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Cross Sectional Study ◽  
Evidence Based ◽  
Cross Sectional ◽  
Master's Degrees ◽  
Athletic Training Educators ◽  
Perceived Importance

Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown. Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%. Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables. Results: Athletic trainers demonstrated low knowledge scores (64.2% ± 1.29%) and mild to moderate confidence (2.71 ± 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 ± 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P = .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P < .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 ± 0.91), whereas clinicians demonstrated the lowest scores (3.62 ± 1.35). Individuals with terminal degrees had higher (P < .001) total knowledge scores (4.31 ± 1.24) than those with bachelor's (3.78 ± 1.2) or master's degrees (3.76 ± 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 ± 0.40 out of 4.0) than did those in all other athletic training roles (P < .001). Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession.

scholarly journals The Relationships of Age and Years of Experience to Professional Development for Athletic Trainers Employed in the Collegiate Setting

2020 ◽  
Vol 15 (3) ◽  
pp. 194-200
Author(s):  
Christianne M. Eason ◽  
Jessica L. Barrett ◽  
Stephanie H. Clines
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Athletic Training ◽  
Online Survey ◽  
Athletic Trainers ◽  
Years Of Experience ◽  
Demographic Information ◽  
Cross Sectional ◽  
Web Based ◽  
Pearson Correlations

Context Professional identity is a process in which individuals forms a self-concept in the context of their profession, and includes an ability to articulate a professional philosophy. Professional identity relates to many aspects of a profession, including practices, ethics, and the requirements for success. Professional development is a component of professional identity and represents the growth of professionals as they acquire skills and confidence in autonomous practice. Currently, little is known in regard to the role age and years of experience play in the professional development of athletic trainers (ATs). Objective To determine the relationships of age and years of experience to professional development. Design Cross-sectional online survey. Setting Collegiate athletic training clinical setting. Patients or Other Participants Four hundred twenty-three (193 men, 230 women) ATs. Intervention(s) Data were collected via a Web-based survey instrument consisting of demographic and Likert-scale questions relating to professional development. Main Outcome Measure(s) Likert responses were summed, and demographic information was analyzed for frequency and distribution. Pearson correlations were run to evaluate the relationships between variables and linear regression was used to determine if age or years of experience could predict professional development scores. Results A positive relationship exists between professional development scores and both age and years of experience. Both age (R2 = 0.066) and years of experience (R2 = 0.075) were statistically significant predictors of variance in overall professional development scores. Conclusions Although age and years of experiences were both positively correlated with, and predicted variance in, overall professional development scores, the predicted variance of both variables was relatively small. Although we can say that both age and years of experience are prognostic in the professional development of collegiate ATs, their impact is statistically minimal.

scholarly journals The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

2019 ◽  
Vol 14 (3) ◽  
pp. 215-222
Author(s):  
Kimberly L. Mace ◽  
Cailee E. Welch Bacon
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Health Care Professionals ◽  
Health Professions ◽  
Health Professions Education ◽  
Formative Assessments ◽  
Location Selection ◽  
Competency Based Education ◽  
Athletic Training Educators ◽  
Competency Based

Context Competency-based education (CBE) has been in existence in the landscape of educating health professionals since the 1970s. Despite this, there is significant variability in how CBE is defined in publication, practice, and conversation. This variability has likely contributed to common misconceptions about what it means for an educational system to be competency based, how such a system would operate, and the prevalence of these systems in current practices. Objective To define CBE through a discussion of its evolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs). Background The CBE framework has solidified its place in medical education to address the need for health care professionals to provide care that is safe, effective, and responsive to patient beliefs, values, and circumstances. These same necessities exist in athletic training practice. However, CBE does not yet have a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field. Recommendations Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content delivery, and variable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formative assessments. Further, it is important to avoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies. Conclusions To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care.

scholarly journals Knowledge and Attitudes Towards Nutrigenetics: Findings from the 2019 Unified Forces Preventive Nutrition Conference (UFPN)

Nutrients ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 335 ◽  
Author(s):  
Vered Kaufman-Shriqui ◽  
Hagit Salem ◽  
Mona Boaz ◽  
Ruth Birk
Keyword(s):  
Clinical Practice ◽  
Online Survey ◽  
Knowledge Score ◽  
Personalized Nutrition ◽  
Registered Dietitians ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Advanced Degrees ◽  
Knowledge And Attitudes ◽  
The Mean

Background: Nutrigenetics indicates that individual genetic variability results in altered health outcomes necessitating personalized nutrition adaptation. Registered dietitians are recognized as the clinical nutrition experts, but their knowledge and attitudes regarding nutrigenetics has not been delineated. Methods: This cross sectional online survey was conducted in a convenience sample of 169 national nutrition conference attendees. The survey queried demographics, knowledge, and attitudes towards nutrigenetics and information on training in nutrigenetics. Results: The majority of participants were registered dietitians and female, 45% of whom held advanced degrees. Personalized nutrition was perceived by 93.5% of participants as highly important or important; however, 94% of respondents indicated they are not sufficiently knowledgeable in personalized nutrition and only 9.5% had received training in nutrigenetics. The mean nutrigenetics knowledge score was 6.89 ± 1.67 (out of a possible 12). A multivariate regression model of knowledge score identified education as the only independent predictor of this outcome. Conclusion: Personalized nutrition is a rapidly developing field that incorporates genetic data into clinical practice. Dietitians recognize the importance of advanced studies to acquire knowledge in nutrigenetics. Only by acquiring the necessary knowledge can dietitians accurately translate this nutrigenetics into clinical practice.

scholarly journals Psycho-social factors associated with mental resilience in the Corona lockdown

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ilya M. Veer ◽  
Antje Riepenhausen ◽  
Matthias Zerban ◽  
Carolin Wackerhagen ◽  
Lara M. C. Puhlmann ◽  
...  
Keyword(s):  
Mental Health ◽  
Protective Factors ◽  
Internalizing Symptoms ◽  
Online Survey ◽  
Positive Association ◽  
Social Resilience ◽  
Current Crisis ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Resilience Factors

AbstractThe SARS-CoV-2 pandemic is not only a threat to physical health but is also having severe impacts on mental health. Although increases in stress-related symptomatology and other adverse psycho-social outcomes, as well as their most important risk factors have been described, hardly anything is known about potential protective factors. Resilience refers to the maintenance of mental health despite adversity. To gain mechanistic insights about the relationship between described psycho-social resilience factors and resilience specifically in the current crisis, we assessed resilience factors, exposure to Corona crisis-specific and general stressors, as well as internalizing symptoms in a cross-sectional online survey conducted in 24 languages during the most intense phase of the lockdown in Europe (22 March to 19 April) in a convenience sample of N = 15,970 adults. Resilience, as an outcome, was conceptualized as good mental health despite stressor exposure and measured as the inverse residual between actual and predicted symptom total score. Preregistered hypotheses (osf.io/r6btn) were tested with multiple regression models and mediation analyses. Results confirmed our primary hypothesis that positive appraisal style (PAS) is positively associated with resilience (p < 0.0001). The resilience factor PAS also partly mediated the positive association between perceived social support and resilience, and its association with resilience was in turn partly mediated by the ability to easily recover from stress (both p < 0.0001). In comparison with other resilience factors, good stress response recovery and positive appraisal specifically of the consequences of the Corona crisis were the strongest factors. Preregistered exploratory subgroup analyses (osf.io/thka9) showed that all tested resilience factors generalize across major socio-demographic categories. This research identifies modifiable protective factors that can be targeted by public mental health efforts in this and in future pandemics.

scholarly journals Knowledge of dental academics about the COVID-19 pandemic: a multi-country online survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Nour Ammar ◽  
Nourhan M. Aly ◽  
Morenike O. Folayan ◽  
Simin Z. Mohebbi ◽  
Sameh Attia ◽  
...  
Keyword(s):  
Living Arrangements ◽  
Online Survey ◽  
Linear Models ◽  
Dental Treatment ◽  
Knowledge Score ◽  
Diagnostic Methods ◽  
Cross Sectional ◽  
Individual Level ◽  
Country Level ◽  
Global Pandemic

Abstract Background COVID-19 is a global pandemic affecting all aspects of life in all countries. We assessed COVID-19 knowledge and associated factors among dental academics in 26 countries. Methods We invited dental academics to participate in a cross-sectional, multi-country, online survey from March to April 2020. The survey collected data on knowledge of COVID-19 regarding the mode of transmission, symptoms, diagnosis, treatment, protection, and dental treatment precautions as well as participants’ background variables. Multilevel linear models were used to assess the association between dental academics’ knowledge of COVID-19 and individual level (personal and professional) and country-level (number of COVID-19 cases/ million population) factors accounting for random variation among countries. Results Two thousand forty-five academics participated in the survey (response rate 14.3%, with 54.7% female and 67% younger than 46 years of age). The mean (SD) knowledge percent score was 73.2 (11.2) %, and the score of knowledge of symptoms was significantly lower than the score of knowledge of diagnostic methods (53.1 and 85.4%, P <  0.0001). Knowledge score was significantly higher among those living with a partner/spouse than among those living alone (regression coefficient (B) = 0.48); higher among those with PhD degrees than among those with Bachelor of Dental Science degrees (B = 0.48); higher among those seeing 21 to 30 patients daily than among those seeing no patients (B = 0.65); and higher among those from countries with a higher number of COVID-19 cases/million population (B = 0.0007). Conclusions Dental academics had poorer knowledge of COVID-19 symptoms than of COVID-19 diagnostic methods. Living arrangements, academic degrees, patient load, and magnitude of the epidemic in the country were associated with COVD-19 knowledge among dental academics. Training of dental academics on COVID-19 can be designed using these findings to recruit those with the greatest need.

scholarly journals Knowledge, Attitudes, and Clinical Practices of Dental Professionals during COVID-19 Pandemic in Pakistan

2020 ◽  
Vol 14 (S 01) ◽  
pp. S63-S69
Author(s):  
Khalid Almas ◽  
Abdul Samad Khan ◽  
Afsheen Tabassum ◽  
Muhammad Ashraf Nazir ◽  
Ashar Afaq ◽  
...  
Keyword(s):  
Knowledge Score ◽  
Cross Sectional Study ◽  
Years Of Experience ◽  
Clinical Practices ◽  
Cross Sectional ◽  
Public And Private ◽  
Adequate Knowledge ◽  
General Dentists ◽  
And Control ◽  
Dental Professionals

Abstract Objective The aim of this study is to assess knowledge, attitudes, and clinical practices of dental professionals regarding the prevention and control of coronavirus disease 2019 (COVID-19) in Pakistan. Materials and Methods General dentists and dental specialists working in public and private dental practices, hospitals, and academic institutions participated in this cross-sectional study. A pilot-tested questionnaire was sent to dental professionals through an online link in Pakistan and data collection was completed in April-May 2020. The knowledge score was calculated from 22 variables about the COVID-19. Results The study included data of 343 dental professionals with 47.2% of males and 52.8% of females. The mean knowledge score was 16.78 ± 2.25, and it significantly differed between general dentists (16.55 ± 2.36) and dental specialists (17.15 ± 2.04) (p = 0.020), and those with up to 10 years of experience (16.58 ± 2.28) and those with more than 10 years of experience (17.05 ± 2.2) (p = 0.026). Only 15.5% of the participants were comfortable in treating patients during the COVID-19 pandemic. A workshop/seminar on the COVID-19 was attended by 23% of the participants. In multivariate analysis, being comfortable in treating patients (odds ratio = 3.31, 95% confidence interval = 1.63, 6.73) was associated with the attendance of workshop/seminar on COVID-19. Conclusions Dental professionals had adequate knowledge about COVID-19, but a few of them were comfortable in treating patients during the pandemic. A minority of dental professionals attended a workshop/seminar on the COVID-19. Continuous education activities should be provided to dental professionals to enhance their role in the prevention of COVID-19 spread and promotion of oral health.

Mothers’ Perceptions of the Influence of a Breastfeeding Support Group in Achieving Their Breastfeeding Goals

2020 ◽  
Vol 11 (2) ◽  
pp. 74-83
Author(s):  
JoAnne Silbert-Flagg ◽  
Deborah Busch ◽  
Joycelyne Absolu Bataille
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Online Survey ◽  
Breastfeeding Support ◽  
Chi Square ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Peer Support Group ◽  
Extended Duration ◽  
Duration Of Breastfeeding

ObjectiveThe study aims were to identify maternal perceptions about the influence of a hospital-based breastfeeding peer support group in addressing breastfeeding concerns, assisting them to achieve their breastfeeding goals, and providing additional benefits.MethodsA descriptive, cross-sectional, online survey was conducted with a convenience sample of women who attended a hospital's breastfeeding support group. Participants reported their breastfeeding concerns and breastfeeding goals prior to and after their attendance at the breastfeeding support group. Changes in reported breastfeeding concerns and breastfeeding goals were analyzed with chi-square statistics.ResultsAfter participating in the support group session, survey participants (N = 100) expressed less concern about latching (81%–66%), mother's milk production (77%–62%), breastfeeding while apart from infant (75%–65%), and all other reported breastfeeding concerns. Overall, participants reported the support group successfully addressed their concerns (92%, n = 89), provided adequate time for responses to their questions (87%, n = 87), and assisted them to achieve their breastfeeding goals (91%, n = 88). Over 90% of participants planned to exclusively breastfeed through 6 months.ConclusionHospital-based breastfeeding support groups can successfully address mothers’ key breastfeeding concerns and support extended duration of breastfeeding.

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