scholarly journals Educational Technique: Using a Phased Approach to Integrate Diagnostic Ultrasound into Athletic Training Education

2018 ◽  
Vol 13 (4) ◽  
pp. 372-376
Author(s):  
Kellie C. Huxel Bliven ◽  
Barton E. Anderson ◽  
Saskia D. Richter ◽  
Inder Raj S. Makin
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Ultrasound Imaging ◽  
Manual Therapy ◽  
Sports Medicine ◽  
Diagnostic Ultrasound ◽  
Physical Exam ◽  
Initial Exposure ◽  
Hands On

Context: The use of point-of-care diagnostic ultrasound is increasing in health care, specifically among sports medicine clinicians as an adjunct to the physical exam. Given the role of athletic trainers in interdisciplinary sports medicine teams, athletic training educational programs should consider integrating this noninvasive imaging modality into curricula. Objective: To provide a framework for integrating diagnostic ultrasound imaging content into existing athletic training curricula. Background: A phased approach to incorporating ultrasound imaging into existing courses with minimal disruption is important for adoption. Foundational knowledge for skill performance begins with early exposure to ultrasound concepts and is followed by phased integration of hands-on ultrasound imaging into athletic training courses. Description: Content delivery considerations, such as online modules and technology needs, to enhance hands-on learning is discussed. Examples of integrating diagnostic ultrasound imaging throughout the curriculum, including anatomy, clinical assessment, and manual therapy courses, are provided. Clinical Advantage(s): Integrating ultrasound throughout curricula teaches students how to use and interpret ultrasound images as an adjunct to physical exam, enhancing the athletic trainer's value on a health care team and improving clinical practice. Ultrasound imaging can also be used as a valuable feedback mechanism during the performance of hands-on athletic training skills, including special tissue tests and manual therapy techniques. Conclusion(s): Following initial exposure to ultrasound imaging, the inclusion of diagnostic ultrasound instruction in athletic training curricula can expose students to ultrasound imaging, basic concepts, transducer characteristics, and image interpretation, which is a valuable adjunct to clinical practice.

scholarly journals Commentary: Integrating Diagnostic Ultrasound into Athletic Training Education Programs

2018 ◽  
Vol 13 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Kellie C. Huxel Bliven ◽  
Barton E. Anderson ◽  
Inder Raj S. Makin
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Diagnostic Ultrasound ◽  
Health Care Team ◽  
Care Team ◽  
Physical Exam ◽  
Education Programs ◽  
Knowledge And Skills

Context: The use of point-of-care ultrasound (POCUS) is increasingly becoming a standard of care for sports medicine and orthopedic physicians. As such, there will be increased demand for athletic trainers to have knowledge and skills in diagnostic ultrasound. Objective: To provide key considerations for integration of diagnostic ultrasound into athletic training education and address challenges and barriers to such integration. Background: Advancements in designing portable, user-friendly ultrasound units have enabled clinicians to perform POCUS as an adjunct to the physical exam, resulting in improved patient care. Increased demands for POCUS across medicine have prompted medical schools to integrate diagnostic ultrasound throughout the curriculum, providing athletic training education programs a framework to consider within their curriculum. Synthesis: Integrating diagnostic ultrasound throughout the curriculum provides focused experiences to prepare, conduct, and link imaging to clinical and physical exam skills. Diagnostic ultrasound has a role in visualizing structures in an anatomy course, as an adjunct to physical exam in medical conditions, orthopedic exam, and diagnosis courses, and as a visual feedback tool in rehabilitation courses, thus enabling it to be integrated throughout existing curriculum. Barriers to diagnostic ultrasound include cost, time, and faculty expertise. Results: Cost sharing or use of ultrasound simulators can overcome cost barriers. Use of online educational modules to deliver content virtually is effective and allows face-to-face time to be spent in hands-on experiential learning. Finally, developing interprofessional partnerships to “teach the teacher” is an effective model in teaching faculty about diagnostic ultrasound. Recommendation(s): Educational programs should consider ways to overcome barriers and integrate diagnostic ultrasound into curriculum equipping future athletic trainers with knowledge and skills for POCUS, thus increasing their effectiveness on a health care team. Conclusion(s): Proactive integration of diagnostic ultrasound into athletic training education will equip graduates to add value to a health care team.

scholarly journals Postprofessional Athletic Training Students' Perceptions Concerning the Health Care Competencies

2018 ◽  
Vol 13 (4) ◽  
pp. 309-323 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Bonnie L. Van Lunen ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Core Competencies ◽  
Likert Scale ◽  
Athletic Training Students ◽  
Patient Centered ◽  
Health Care Informatics ◽  
Centered Care ◽  
Care Informatics

Context: Over a decade ago, the Institute of Medicine indicated that all health care professionals should be educated in several health care competency areas (quality improvement, health care informatics, interprofessional education and collaborative practice, evidence-based practice, and patient-centered care). Despite this initiative, athletic training has only recently incorporated these competencies throughout education. Objective: To assess postprofessional athletic training students' perceived abilities and importance regarding 6 core competencies. Design: Cross-sectional. Setting: Self-reported paper survey. Patients or Other Participants: A total of 221 from a convenience sample of 258 postprofessional athletic training students (85.7%) completed the survey (82 males, 138 females; age = 23.29 ± 2.05 years). Main Outcome Measure(s): The survey consisted of several concept statements for each competency, and perceptions were collected via Likert-scale items (range 1–4). Composite perceived ability and importance Likert-scale scores were achieved by tabulating all values and then averaging the scores back to the Likert scale. Higher scores indicated that participants perceived themselves to have greater ability and that the concepts were more important for implementation in clinical practice. Results: Overall, postprofessional athletic training students perceived they were able to implement the concepts of the competencies into their daily practice and perceived all of the competencies to be moderately to extremely important for implementation. However, while participants globally perceived they were able to implement the competencies, they disagreed or strongly disagreed they were able to implement some concepts, particularly within health care informatics and patient-centered care, as a part of their clinical practice. Conclusions: Postprofessional athletic training students recognize the importance of the core competencies and perceive they are able to implement these competencies throughout clinical practice. However, as postprofessional athletic training students continue to advance their skills as clinicians, the benefits of health care informatics and incorporating real-time electronic patient data to support their clinical decisions should be emphasized.

scholarly journals Development of a Rural Family Practice Rotation in an Athletic Training Residency Program

2017 ◽  
Vol 12 (3) ◽  
pp. 188-194
Author(s):  
Forrest Q. Pecha ◽  
Lucas A. Bahnmaier ◽  
Jefferson J. Wetherington ◽  
Alejandro A. Homaechevarria ◽  
Jon Schott
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Family Practice ◽  
Health Care Delivery ◽  
Interprofessional Collaboration ◽  
Care Delivery ◽  
Athletic Training Education ◽  
Rural Family ◽  
The Impact

Context: Postprofessional residency (PPR) programs continue to gain popularity as athletic training education prepares for a paradigm shift. The Commission on Accreditation of Athletic Training Education has established didactic and clinical infrastructure for PPRs seeking accreditation. Accredited programs provide athletic trainers (ATs) with an advanced level of knowledge in a focused area of clinical practice. Objective: A case study report to introduce a novel PPR general medical rotation to illustrate the skills and knowledge of ATs, evaluate the impact of the athletic training residents in the rural family practice (FP) setting, and to discuss how employing an AT in this setting aligns with the triple aim of the Affordable Care Act (ACA). Background: Currently, there is very little literature regarding PPRs. Additionally, very little research exists describing how ATs function within the ACA model of health care delivery. Description: The PPR developed a rotation for a rural FP outpatient clinic. Athletic training residents completed 3-week rotations in this setting working with multiple providers. Learning objectives were created to emphasize the evaluation, diagnosis, and management of general medical conditions. Objectives were assessed at the conclusion of the rotation. Finally, data were collected to evaluate the impact of athletic training residents in the ACA model of health care delivery. Clinical Advantage(s): The athletic training residents improved their clinical evaluation and diagnosis skills in a FP clinic through this educational opportunity. This rotation cultivated and fostered interdisciplinary education and interprofessional collaboration. Finally, the observational findings of this rotation revealed the impact of ATs appear to align with the objectives of the ACA health care model, supporting the use of ATs in this role. Conclusion(s): This rotation highlights an area of clinical practice future ATs could pursue. Accredited PPR programs must consider the evolution in health care delivery and the shift in athletic training education standards to develop strong PP programs.

scholarly journals Athletic Training and Physical Therapy Junior Faculty Member Preparation: Perceptions of Doctoral Programs and Clinical Practice

2020 ◽  
Author(s):  
Jessica Barrett ◽  
Stephanie Singe ◽  
Aynsley Diamond
Keyword(s):  
Clinical Practice ◽  
Physical Therapy ◽  
Athletic Training ◽  
Doctoral Degree ◽  
Junior Faculty ◽  
Faculty Members ◽  
Care Practice ◽  
Degree Programs ◽  
Hands On ◽  
Doctoral Degree Programs

Background: Institutions of higher education suffer from a shortage of appropriately prepared faculty members in athletic training and physical therapy programs. Both professional programs have recently undergone curricular reform and degree change. We sought gain an understanding of the preparation mechanisms experienced by athletic training and physical therapy practitioners for their junior faculty positions. Method: Twenty-six athletic trainers and physical therapists participated in this phenomenological study. Data from one-on-one phone interviews were analyzed following the inductive process of interpretive phenomenological analysis. Content experts, pilot interviews, multiple analysts and member checking ensured trustworthiness. Results: Findings indicate two primary mechanisms prepared the practitioners to become junior faculty members: doctoral degree programs and clinical practice. Doctoral degree programs did not provide experiences for all future faculty roles. Hands-on patient care practice provided participants the context for their teaching and confidence in knowledge aptitude. Conclusion: Doctoral institutions should provide a variety of hands on active learning experiences to doctoral students. Future faculty members can maximize the amount of time they provide clinical care to patients, following the attainment of their professional credential. Clinical competence and proficiency will serve as the foundational basis for their future teaching endeavors and may increase credibility and respect.

scholarly journals Point-of-Care Clinical Trials in Sports Medicine Research: Identifying Effective Treatment Interventions Through Comparative Effectiveness Research

2020 ◽  
Vol 55 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Kenneth C. Lam ◽  
Cailee E. Welch Bacon ◽  
Eric L. Sauers ◽  
R. Curtis Bay
Keyword(s):  
Clinical Practice ◽  
Patient Care ◽  
Athletic Training ◽  
Comparative Effectiveness Research ◽  
Comparative Effectiveness ◽  
Sports Medicine ◽  
Observational Studies ◽  
Point Of Care ◽  
Effectiveness Research ◽  
Traditional Research

Context Recently, calls to conduct comparative effectiveness research (CER) in athletic training to better support patient care decisions have been circulated. Traditional research methods (eg, randomized controlled trials [RCTs], observational studies) may be ill suited for CER. Thus, innovative research methods are needed to support CER efforts. Objectives To discuss the limitations of traditional research designs in CER studies, describe a novel methodologic approach called the point-of-care clinical trial (POC-CT), and highlight components of the POC-CT (eg, incorporation of an electronic medical record [EMR], Bayesian adaptive feature) that allow investigators to conduct scientifically rigorous studies at the point of care. Description Practical concerns (eg, high costs and limited generalizability of RCTs, the inability to control for bias in observational studies) may stall CER efforts in athletic training. In short, the aim of the POC-CT is to embed a randomized pragmatic trial into routine care; thus, patients are randomized to minimize potential bias, but the study is conducted at the point of care to limit cost and improve the generalizability of the findings. Furthermore, the POC-CT uses an EMR to replace much of the infrastructure associated with a traditional RCT (eg, research team, patient and clinician reminders) and a Bayesian adaptive feature to help limit the number of patients needed for the study. Together, the EMR and Bayesian adaptive feature can improve the overall feasibility of the study and preserve the typical clinical experiences of the patient and clinician. Clinical Advantages The POC-CT includes the basic tenets of practice-based research because studies are conducted at the point of care, in real-life settings, and during routine clinical practice. If implemented effectively, the POC-CT can be seamlessly integrated into daily clinical practice, allowing investigators to establish patient-reported evidence that may be quickly applied to patient care decisions. This design appears to be a promising approach for CER investigations and may help establish a “learning health care system” in the sports medicine community.

scholarly journals Current Literature Summary

2011 ◽  
Vol 6 (2) ◽  
pp. 121-123
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Health Care Decisions ◽  
Reform Legislation ◽  
Cost Of Health Care ◽  
The Cost

Evidence-based practice collectively involves research evidence, clinician expertise, and patient preference while making health care decisions. Due to health care reform legislation, there is greater emphasis on evidence-based practice as a means for improving the quality, and lowering the cost, of health care. Principles of evidence-based practice must be integrated into athletic training curricula for students to develop the skill set of accessing, understanding, and evaluating research to appropriately apply evidence–based procedures in clinical practice. We will provide brief synopses of current research related to teaching evidence-based practice and discuss possible applications to athletic training.

scholarly journals Educational Technique: Incorporating Social Determinants of Health Into Athletic Training Education

2020 ◽  
Vol 15 (4) ◽  
pp. 321-330
Author(s):  
Rhianna Freiburger ◽  
Kelsey J. Picha ◽  
Cailee E. Welch Bacon ◽  
Alison R. Snyder Valier
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Social Determinants Of Health ◽  
Athletic Training ◽  
Social Determinants ◽  
Health Care Services ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Determinants Of Health ◽  
Patient Centered

Context Social determinants of health (SDH) are reportedly more important in determining a patient's health status than the actual health care services provided. Given their role and unique clinical practice environment, athletic trainers will encounter patients who are influenced by SDH. It is important to educate future generations of athletic trainers on the importance of SDH to promote positive patient outcomes. Objective To detail a strategy for implementing concepts of SDH into athletic training education programs. Background A purposeful educational strategy that incorporates didactic concepts and clinical practice application of SDH for athletic training students is important to produce a deeper understanding of the role these factors play in populational health. Description Delivery methods such as presentation modules and learning activities are presented. Clinical Advantage(s) Integrating SDH through a tailored activity exposes students to the concepts of SDH and promotes observation and use in clinical practice. Awareness and recognition of how SDH support delivery of patient-centered care may promote patient and population health outcomes. Conclusion(s) The inclusion of SDH into athletic training education using lecture, observational learning, and reflective techniques can expose students to SDH in clinical practice and promote whole-person health care.

scholarly journals Integrating Clinical Prediction Rules Throughout the Curriculum

2018 ◽  
Vol 13 (1) ◽  
pp. 49-56
Author(s):  
Dorice A. Hankemeier ◽  
Jessica L. Kirby
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Clinical Practice ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Evidence Based ◽  
Clinical Prediction ◽  
Health Care Environment ◽  
Clinical Prediction Rules ◽  
Prediction Rules

Context: Knowledge and understanding of how to evaluate and implement clinical prediction rules (CPRs) is necessary for athletic trainers, but there is a lack of information on how to best teach students about CPRs. Objective: To provide an overview of the derivation, validation, and analysis of the different types of CPRs and to provide examples and strategies on how to best implement CPRs throughout didactic and clinical athletic training curricula. Background: Clinical prediction rules are used in a variety of health care professions to aid in providing patient-centered care in diagnosis or intervention. Previous research has identified that many athletic trainers have a limited knowledge of CPRs and often do not implement them in clinical practice even if they do know about them. Using these evidence-based decision-making tools can help improve patient outcomes while also decreasing unnecessary medical costs. Description: This article discusses the derivation and validation of CPRs as well as how to implement the concepts of CPRs in multiple courses to allow students numerous opportunities to understand how CPRs can be beneficial. Clinical Advantage(s): Teaching students how to critically analyze CPRs and understand the derivation process of CPRs will develop students' decision-making skills and encourage students to be evidence-based clinicians. In addition, the teaching strategies described here aim to create dialogue between students and preceptors regarding evidence-based practice concepts. Conclusion(s): Athletic trainers must be able to function in the larger health care environment, and understanding how to correctly evaluate and apply CPRs will be helpful. Teaching students a variety of CPRs and how to evaluate their impact on clinical practice will prepare students to step into this role when they become independent clinicians.

scholarly journals The Prioritized Research Agenda for the Athletic Training Profession: A Report From the Strategic Alliance Research Agenda Task Force

2019 ◽  
Vol 54 (3) ◽  
pp. 237-244 ◽  
Author(s):  
Lindsey E. Eberman ◽  
Stacy E. Walker ◽  
Robert T. Floyd ◽  
Tracey Covassin ◽  
Esther Nolton ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Focus Groups ◽  
Athletic Training ◽  
Research Agenda ◽  
Strategic Alliance ◽  
Task Force ◽  
Continuous Process ◽  
Research Priorities ◽  
Web Based

Context Athletic trainers (ATs) must be equipped with evidence to inform their clinical practice. A systematic, inclusive, and continuous process for exploring research priorities is vital to the success of ATs and, more importantly, their patients' positive outcomes. Objective To identify research priorities and unify research with clinical practice to improve patient care and advance the profession. Design Mixed-methods study. Setting Focus groups and a Web-based survey. Patients or Other Participants A total of 87 ATs (43 men [49.4%], 44 women [50.6%]; age = 40 ± 11 years; experience = 18 ± 11 years) participated in focus groups. Of the 49 332 e-mails sent, 580 were undeliverable, 5131 ATs started the survey (access rate = 10.5%), and 4514 agreed to participate (response rate = 9.3%). Main Outcome Measure(s) Our study consisted of 6 focus-group sessions, a content-expert review, and a Web-based survey. Themes from the focus groups were used to develop the research priorities and survey instrument. We used the 25-item validated survey to determine whether the research priorities and findings of the focus groups were generalizable. Endorsement of research priorities and recommendations was achieved when respondents indicated they agreed or strongly agreed. Results Respondents endorsed 5 research priorities: health care competency (n = 4438/4493, 98.8%), vitality of the profession (n = 4319/4455, 96.9%), health professions education (n = 3966/4419, 89.8%), health care economics (n = 4246/4425, 96.0%), and health information technology (n = 3893/4438, 87.7%). We also made the following recommendations: (1) develop funding initiatives that align with the agenda, (2) develop postdoctoral fellowships focused on clinical research, (3) facilitate collaborative relationships between clinicians and researchers, and (4) make research evidence more readily available and more applicable. Conclusions Using a systematic and inclusive process, we developed a prioritized research agenda for the athletic training profession. The agenda was endorsed by the leaders of each Strategic Alliance organization and adopted as the Athletic Training Research Agenda.

A Review and Conceptual Framework for Integrating Leadership into Clinical Practice

2012 ◽  
Vol 7 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Leadership Development ◽  
Conceptual Framework ◽  
Athletic Training ◽  
Leadership Behaviors ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Data Sources ◽  
Leadership Research

Context: The purpose of this review is to assess leadership education and practice in athletic training. Leadership is a critical component of athletic training and health care. Leadership research in athletic training is dramatically behind other health care professions. Objective: To develop a model for integrating leadership behavior and education into clinical practice and athletic training education that is based on review of leadership literature within athletic training and to introduce a conceptual framework from which to base future dialogue and by which to describe and assess the demonstration of leadership within athletic training. Data Source: PubMed and CINAHL served as the data sources for the allied health fields and were limited to athletic training and nursing. Other data sources included EBSCO Business Source Complete, ERIC, and leadership and management texts. Data Synthesis: The role and presence of leadership behaviors and skills in athletic training journals were reviewed and summarized. A general overview of the various leadership theories is presented. Conclusions: Leadership behavior can facilitate the transfer of professional behavior and performance from classroom to clinical practice; however, leadership may be perceived to be less important than clinical skills. A model for integrating leadership into athletic training is presented with implications for practice. As athletic training continues to evolve, the need to formalize leadership development for athletic trainers may be warranted. Focusing on the structure and function of leadership behaviors and content may help advance athletic training and align it with other health professions relative to leadership research.

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