scholarly journals Athletic Training Educators' Perceptions of Using Standardized Patients in Teaching

2020 ◽  
Vol 15 (1) ◽  
pp. 3-17
Author(s):  
Joni Davenport ◽  
Stacy E. Walker ◽  
Lindsey E. Eberman ◽  
Cailee E. Welch Bacon
Keyword(s):  
Health Care ◽  
Best Practices ◽  
Training Program ◽  
Athletic Training ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Standardized Patients ◽  
Athletic Training Education ◽  
Limited Information ◽  
Athletic Training Educators

Context Standardized patients (SPs) are commonly used in health care education to teach and evaluate the skills of students. Although this has been a common practice among other health care programs, it is not currently a widespread practice among athletic training programs. Currently, limited information exists about the use of SPs as a teaching tool in athletic training education. Objective To explore athletic training educators' perceptions of using SPs as a mechanism of teaching and learning for students enrolled in a Commission on Accreditation of Athletic Training Education-accredited professional athletic training program. Design Consensual qualitative research study. Setting Individual teleconference interviews. Patients or Other Participants Fifteen athletic training educators (11 women, 4 men) that teach in a Commission on Accreditation of Athletic Training Education-accredited professional athletic training program and use SPs as a teaching method. Main Outcome Measure(s) We conducted 1 individual interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results Four themes related to athletic training educators' perceptions of SPs as a teaching method emerged from data analysis: (1) rationale, (2) benefits, (3) challenges, and (4) misconceptions. Regardless of the rationales and benefits identified, there is also an acknowledged need to inform educators about best practices for inclusion of SPs. Conclusions These findings highlighted the value of SPs as a teaching method. In addition, it also identified many challenges faced by athletic training educators to be able to implement such a practice. The need for additional and consensus education of best practices of SPs as a teaching method was also identified.

Consideration of Problem-Based Learning in Athletic Training Education

2017 ◽  
Vol 12 (3) ◽  
pp. 195-201 ◽  
Author(s):  
Cordial M. Gillette
Keyword(s):  
Health Care ◽  
Problem Solving ◽  
Athletic Training ◽  
Clinical Skills ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Athletic Training Education ◽  
Health Care Education ◽  
Care Education ◽  
Athletic Training Educators

Context: Athletic training educators are faced with the tasks of assessing learning styles, preparing and delivering content, and assessing student learning. Within content delivery, some educators may subscribe to certain learning theories and teaching strategies. One teaching strategy that holds potential for athletic training education is problem-based learning, which is grounded in cognitive theory and aligns with the way in which athletic training students learn by constructing knowledge based on previous experiences. Objective: To describe problem-based learning, the theoretical basis for using problem-based learning in athletic training education, and provide examples of incorporating problem-based learning activities into an evaluation course. Background: Problem-based learning was first introduced at McMaster University in an attempt to better transition between what medical students were learning in the classroom and what they were experiencing in their clinical settings. Problem-based learning has been studied and found to be effective in health care education and can be considered by athletic training educators. Description: Problem-based learning is a philosophy as well as a teaching strategy that uses problem solving to learn both content and clinical skills. Students work independently and in small groups to acquire knowledge through problem solving. Problem-based learning challenges the idea that students need a reservoir of knowledge before being able to solve a complex problem. Clinical Advantage(s): Based on theory and research in health care education, problem-based learning can be used in athletic training education to improve students' abilities to construct knowledge, to be active learners, to collaborate, and to give them the skills to be lifelong learners. Conclusion(s): Athletic training educators can consider implementing problem-based learning into their curriculums to integrate the learning of content and clinical skills.

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

scholarly journals Athletic Training Education: There's an App for That

2015 ◽  
Vol 10 (2) ◽  
pp. 190-199 ◽  
Author(s):  
Kim Keeley ◽  
Kelly Potteiger ◽  
Christopher D. Brown
Keyword(s):  
Athletic Training ◽  
Classroom Environment ◽  
Athletic Training Education ◽  
Mobile App ◽  
Student Knowledge ◽  
Additional Information ◽  
Generation Z ◽  
Use Of Technology ◽  
Athletic Training Educators ◽  
New Generation

Context Mobile applications (apps) are growing in popularity due to the increased use of smartphones. Many available apps are educational in nature and may provide both students and educators freedom for learning to occur outside of the typical classroom environment. Objective To provide a description of relevant apps along with a brief synopsis of the suggested use by both athletic training educators and students. Additional information that may affect a user's app selection, such as cost, size of the download, and consumer ratings, if available, is also included. Background Applications (apps) are computer programs written specifically for Internet connected mobile phones and tablets. These programs perform specific functions for the user, usually through a touchscreen interface. Synthesis Connected devices are especially popular among the Millennial and Generation Z students now enrolled in various pre-professional healthcare programs. These students were raised with technology inundating their lives; therefore, they tend to desire the use of technology more frequently than older adults. Results Many apps are available, however this article highlights selected apps in the categories of (1) injury evaluation and management, (2) anatomy, and (3) productivity. Recommendation(s) Educators should become knowledgeable in mobile app technology in order to meet the needs of the new generation of students. Conclusion(s) Incorporating apps into athletic training education can enhance the delivery and retention of student knowledge and provide unique educational opportunities.

Athletic Training Program Commitment: Four-Year Longitudinal Analysis of Behavioral Outcomes

2016 ◽  
Vol 11 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Windee M. Weiss ◽  
Peter J. Neibert
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Repeated Measures ◽  
Behavioral Outcomes ◽  
Athletic Training Education ◽  
Social Constraints ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Board Of Certification

Context: Changes in commitment and the predictors of commitment to an athletic training program (ATP) across the academic 4-year program is important for facilitating students' continued success in ATPs and on the Board of Certification (BOC) exam. Objective: The purpose of this study was 2-fold: (1) examine changes in 1 cohort's perceptions of commitment across 4 academic years, and (2) to determine if commitment constructs could predict BOC scores. Design: Longitudinal and cross-sectional survey. Setting: Commission on Accrediting Athletic Training Education accredited ATP at a midsize Division I University. Patients or Other Participants: For purpose (1), 24 ATP students (male = 12, female = 12) participated, and ranged in age from 21–23 years (mean = 21.50 ± 0.59). For purpose (2), a total of 75 male and female senior ATP students participated. Main Outcome Measure(s): Repeated measures analyses of variance were conducted on each predictor of commitment and ATP commitment to determine significant changes in scores from 1 year to the next. A multiple regression analysis was conducted to determine if commitment constructs could predict BOC scores. Lastly, a multivariate analysis of variance compared successful and unsuccessful first attempt BOC candidates on the commitment constructs. Results: Commitment, enjoyment, and benefits decreased significantly from the first year in the ATP to the second year in the program. Attractive alternatives and investments significantly increased during this same timeframe. No significant changes occurred in students' perceptions of perceived social constraints or support from professors, parents, peers, or best friends. Lastly, commitment constructs failed to predict who would pass the BOC exam, and no differences emerged for commitment constructs between students who passed the BOC exam on the first attempt and those who did not. Conclusions: Athletic Training Program students' commitment, enjoyment, investments, attractive alternatives, and perceived benefits fluctuate throughout their time enrolled in an ATP.

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

2020 ◽  
Vol 15 (4) ◽  
pp. 259-268 ◽  
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.

scholarly journals Address to the Attendees of the 2009 NATA Athletic Training Educators' Conference

2011 ◽  
Vol 6 (1) ◽  
pp. 3-4
Author(s):  
R.T. Floyd
Keyword(s):  
Athletic Training ◽  
Special Section ◽  
Athletic Training Education ◽  
Athletic Training Educators ◽  
Education Journal ◽  
Distinguished Educator ◽  
Educator Award

Editor's Note: There is a great deal to learn from our colleagues who have had critical and noteworthy contributions to athletic training education. We are pleased, therefore, to periodically include the Robert S. Behnke Keynote addresses from recipients of the Sayers “Bud” Miller Distinguished Educator Award in the current and forthcoming issues of the Athletic Training Education Journal. In this issue's special section we present the speech from R.T. Floyd, EdD, ATC, CSCS who received the Distinguished Educator Award in 2007. The wide ranging contributions by Dr. Floyd are found at http://www.nata.org/DEAwinners#2007.

scholarly journals The Use of Standardized Patients in Athletic Training Education

2010 ◽  
Vol 5 (2) ◽  
pp. 87-89 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner
Keyword(s):  
Athletic Training ◽  
Clinical Skills ◽  
Learning Experience ◽  
Standardized Patients ◽  
Athletic Training Education ◽  
Learning Opportunities ◽  
Standardized Patient ◽  
Athletic Training Students ◽  
Immediate Feedback ◽  
Standardized Patient Encounters

Context: Standardized patients are widely used in health care programs to both teach and evaluate the communication and clinical skills of students. Although athletic training education programs (ATEPs) commonly use simulations, little information exists related to the use and implementation of standardized patients (SPs). Objective: To provide strategies to use SPs with athletic training students and limited resources. Background: Standardized patient encounters differ from simulations. Simulations require students to perform clinical skills on a mock patient or athlete who has no training to consistently portray a particular injury or illness. SP encounters are consistent, carefully crafted portrayals of injuries or illnesses by trained individuals. Synthesis: A feasible way to use SPs in an ATEP is the time-in-time-out method which allows students to not only examine a SP, but also interact with and obtain immediate feedback from their instructor. Research with athletic training students has revealed that SP encounters are both realistic and worthwhile. Many resources exist to initiate the use of standardized patients in ATEPs, including various research publications, and online resources such as MedEd Portal and the Association of Standardized Patient Educators. Results: The use of SPs enhances learning opportunities for students and provides a format for real-time evaluation for instructors. Recommendation(s): Educators should consider using athletic training students and/or theater students to serve as SPs. Also, a local hospital or other SP programs at a local university may offer the use of their facilities or resources to initiate the use of SPs in your ATEP. Conclusion(s): Many resources are needed to implement the use of standardized patients into an ATEP, but the experience can be well worth the expense to provide a realistic and worthwhile learning experience for students.

scholarly journals Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

2014 ◽  
Vol 9 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Thomas Dodge ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Health Care ◽  
Data Collection ◽  
Athletic Training ◽  
Health Care Providers ◽  
Role Strain ◽  
Limited Information ◽  
Care Providers ◽  
Data Analyst ◽  
Clinical Educators ◽  
Positive Learning Environment

Context Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented concern for the preceptor, yet limited information is available regarding other issues faced while supervising ATSs. Objective To explore preceptor challenges. Design Qualitative study. Setting Athletic training programs. Patients or Other Participants A total of 41 preceptors from 2 different data collection procedures (cohorts) participated in the study. Preceptors had an average of 6 ± 2 years (cohort 1) and 5 ± 3 (cohort 2) years of experience as clinical educators, respectively. The preceptors were distributed between college (25) and secondary school (16) settings. Data Collection and Analysis Data were collected via telephone interviews (cohort 1) and asynchronous online interviews using Question Pro (cohort 2). We used a combination of grounded theory and inductive procedures for data analysis. Credibility of the data was established by investigator and data analyst triangulation in addition to peer review. Results Role strain was reported by preceptors as they attempted to balance their responsibilities as health care providers and clinical educators. Working conditions characterized by long hours, high patient volumes, and inadequate compensation hindered preceptors' ability to foster a positive learning environment. Because of contrasting personalities and different expectations, some preceptors experienced challenges interacting with students. Conclusions The preceptor position involves meeting the high standards for education and health care simultaneously. Preceptor training does not often address the challenges of balancing multiple roles. It therefore becomes important for ATSs and preceptors to develop strong lines of communication and determine an appropriate schedule for educational activities. Clinical coordinators should consider both the personalities of preceptors and ATSs and the workload of the preceptor when determining clinical assignments.

scholarly journals Tenure Track Athletic Training Educators: Are they being set up to fail?

2009 ◽  
Vol 4 (4) ◽  
pp. 144-149 ◽  
Author(s):  
Lori Dewald ◽  
Katie Walsh
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Athletic Training Education ◽  
Future Research ◽  
Tenure Track ◽  
Education Programs ◽  
Allied Health Professions ◽  
Future Developments ◽  
Athletic Training Educators ◽  
Set Up

Issues faced by tenure track AT education faculty are addressed and suggestions for those who are considering appointments as AT faculty are given. Literature and research from other allied health professions are provided as insights to AT faculty. We also suggest future research ideas related to AT educators. Finally, we consider future developments in the movement of athletic training education programs (ATEPs) into departments/schools of allied health and its impact on tenured AT faculty.

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