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

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.

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Validation of the Professional Identity and Values Scale Among an Athletic Trainer Population

Journal of Athletic Training ◽

10.4085/1062-6050-209-16 ◽

2018 ◽

Vol 53 (1) ◽

pp. 72-79 ◽

Cited By ~ 1

Author(s):

Christianne M. Eason ◽

Stephanie M. Mazerolle ◽

Craig R. Denegar ◽

Laura Burton ◽

Jennifer McGarry

Keyword(s):

Professional Development ◽

Professional Identity ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Early Career ◽

Athletic Trainer ◽

Cross Sectional ◽

Professional Orientation

Context: Forming a professional identity is a process by which an individual achieves an awareness of his or her own self-concept in the context of the profession. Identity in relation to an individual's profession includes the ability to articulate one's role as a professional and professional philosophy. Professional identity has been studied extensively in other fields, but currently no professional identity scales have been validated within the athletic training profession. Objective: To validate the Professional Identity and Values Scale (PIVS) among an athletic trainer population. Design: Cross-sectional study. Setting: Web-based questionnaire. Patients or Other Participants: Athletic trainers employed in National Collegiate Athletic Association Division I, II, III, or National Association of Intercollegiate Athletics colleges or universities (n = 299, 56.5% female, 43.5% male). The average age of the participants was 33.6 ± 8.3 years, and they had 10.3 ± 7.6 years of experience. Main Outcome Measure(s): Participants were asked to complete a demographic questionnaire and the 32-item PIVS. The variables included demographics and the PIVS (Professional Orientation and Values subscale [18 items] and the Professional Development subscale [14 items]). Results: Exploratory factor analysis reduced the survey from 32 to 20 items and revealed 6 factors. Three factors emerged from the Professional Development subscale and emphasized professional insecurities during the early career stages, the importance of mentors during the intermediate stages, and self-confidence and awareness during the later stages of professional development. An additional 3 factors emerged from the Professional Orientation and Values subscale: (1) patient care and advocacy, (2) professional engagement and collaboration, and (3) personal wellness and values. A Cronbach α of 0.80 indicated good internal consistency. Conclusions: A modified PIVS is a valid and reliable measure of professional identity among athletic trainers employed in the collegiate setting.

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Athletic Training Services in Japan: A Comparison of the United States and Japan Based on Educational Background

Athletic Training Education Journal ◽

10.4085/1404305 ◽

2019 ◽

Vol 14 (4) ◽

pp. 305-314

Author(s):

Hideyuki “E” Izumi ◽

Yuri Hosokawa

Keyword(s):

Athletic Training ◽

Online Survey ◽

Athletic Trainers ◽

Medical Practitioner ◽

The United States ◽

Educational Background ◽

Median Income ◽

Cross Sectional ◽

Training Professionals ◽

Training Services

Context Each country has a unique history in the development of its athletic training professionals and education and credentialing systems. In Japan, the majority of athletic trainers hold a domestic credential (JSPO-AT) obtained from the Japan Sport Association (JSPO) or a US-based credential from the Board of Certification (BOC-AT). Objective To determine whether differences in demographic, professional, and educational characteristics exist between Japanese BOC-ATs and JSPO-ATs who currently practice athletic training services in Japan. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Eight hundred twenty-nine Japanese athletic trainers in Japan (BOC-AT, n = 64; JSPO-AT, n = 765). Main Outcome Measure(s) Pearson's χ2 test and Fisher's exact test were used to determine differences in demographic, professional, and educational characteristics between BOC-ATs and JSPO-ATs. Results The proportion of female respondents was greater for BOC-ATs (29.7%) than for JSPO-ATs (18.7%; χ2 [1] = 4.5, P = .03). A greater proportion of BOC-ATs reported having master's degrees or higher (χ2 [3] = 81.6, P < .01). The percentage of respondents with at least 1 therapist or medical practitioner license in Japan was greater for JSPO-ATs (73.1%) than for BOC-ATs (20.3%; P < .01). The percentage of respondents with at least 1 credential in exercise, nutrition, or teaching was greater for BOC-ATs (62.5%) than for JSPO-ATs (45.2%; P < .01). A large difference was observed in the proportion of individuals who identified as therapists (JSPO-ATs = 29.8%, BOC-ATs = 6.3%; χ2 [5] = 18.9, P < .01). The median income for BOC-ATs was 401–600 million yen (US$36 500–$54 500), whereas the median income for JSPO-ATs was 0–200 million yen (US$0–$18 200). Conclusions BOC-ATs in Japan were more established than JSPO-ATs as athletic training professionals with higher educational backgrounds, while more JSPO-ATs tended to be therapists. Findings from the current study may serve as benchmark data for the athletic training profession and service characteristics in Japan.

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

Journal of Athletic Training ◽

10.4085/1062-6050-48.2.16 ◽

2013 ◽

Vol 48 (3) ◽

pp. 394-404 ◽

Cited By ~ 19

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.

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Professional Baseball Athletic Trainers' Perceptions of Preparation for Job-Specific Duties

Journal of Athletic Training ◽

10.4085/1062-6050-47.6.09 ◽

2012 ◽

Vol 47 (6) ◽

pp. 704-713 ◽

Cited By ~ 3

Author(s):

Alison Gardiner-Shires ◽

Scott C. Marley ◽

John C. Barnes ◽

Mark E. Shires

Keyword(s):

Athletic Training ◽

Work Experience ◽

Repeated Measures ◽

Online Survey ◽

Athletic Trainers ◽

Professional Baseball ◽

Organization And Administration ◽

Shoulder Injuries ◽

Socialization Process ◽

Cross Sectional

Context The extent to which individuals are prepared completely for work in a particular athletic training setting (eg, professional sports, college, high school) is unknown. This issue is critical today, and findings in this area have implications for athletic training education policy and employers. Objective To determine the perceptions of preparation for work-specific tasks by professional baseball athletic trainers (PBATs). We also wanted to determine whether various preparation experiences interact with perceived skills. Design Cross-sectional study. Setting Online survey administered via SurveyMonkey. Patients or Other Participants Two hundred seventy-five PBATs. Intervention(s) The PBATs reported their levels of preparation before employment in their positions and their current skills in each of the 8 work task domains: evaluation of elbow injuries; evaluation of shoulder injuries; evaluation of general injuries; acute care; injury prevention; treatment, rehabilitation, and reconditioning; organization and administration; and non–athletic-training tasks. Main Outcome Measure(s) Nine repeated-measures analyses of covariance were performed with each perception of preparation (retrospective, current) as a within-subject factor. Preparation experiences were included as between-subjects factors, and number of years working in baseball was the covariate. Results Subscale reliabilities were calculated and found to be between 0.79 and 0.97. A total of 180 PBATs (65%) completed the survey. The backgrounds and routes by which PBATs gained employment in the professional baseball setting varied. Individuals who completed professional baseball internships, had previous work experience, and immediately entered the professional baseball setting after graduation had noted differences in their perceptions of preparation for work tasks. The PBATs indicated they were substantially underprepared for tasks in the organization and administration and non–athletic-training task domains. Conclusions The organizational socialization process is complex, and no 1 experience appears to completely prepare an individual for work in the professional baseball setting.

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Experiences With and Perceptions of Workplace Bullying Among Athletic Trainers in the Secondary School Setting

Journal of Athletic Training ◽

10.4085/1062-6050-51.10.14 ◽

2016 ◽

Vol 51 (9) ◽

pp. 709-716 ◽

Cited By ~ 6

Author(s):

William A. Pitney ◽

Celest Weuve ◽

Stephanie M. Mazerolle

Keyword(s):

Secondary School ◽

Athletic Training ◽

Sleep Disturbances ◽

Workplace Bullying ◽

Online Survey ◽

Athletic Trainers ◽

School Setting ◽

Years Of Experience ◽

Administrator Support ◽

Data Collection And Analysis

Context: Workplace bullying (WPB) has recently received much attention in society. Research on WPB in athletic training practice settings is limited. Objective: To determine the prevalence of WPB in the secondary school setting and explore the factors related to it. Design: Mixed-methods study. Setting: Secondary school. Patients or Other Participants: A total of 567 athletic trainers (women = 322 [56.8%], men = 245 [43.2%]), aged 36.5 ± 11.1 years with 11.9 ± 9.5 years of experience took part in phase I. Ten participants (7 women and 3 men), aged 39.3 ± 10.1 years with 14.3 ± 8.3 years of experience, took part in phase II. Data Collection and Analysis: For the online survey, we used the previously validated and reliable (Cronbach α = .84) Athletic Training Workplace Environment Survey, which included the Negative Acts Questionnaire-Revised. The prevalence of WPB was measured with descriptive statistics, and χ2 analyses were used to compare differences between groups (ie, females and males, perpetrators' titles). The interview data were examined using an inductive content analysis. Results: Of the participants, 44 (7.8%) were empirically identified as targets of bullying, though a higher percentage (12.4%, n = 70) self-identified as bullying targets. Men and women did not differ with respect to having experienced WPB, but more perpetrators were male (71.6%, n = 48) than female (28.4%, n = 19; χ21 = 12.55, P = <.001). We also observed a difference in perpetrators' titles, with the vast majority of bullies being coaches or administrators (χ26 = 33.82, P = <.001). Lack of administrator support and discrimination were antecedents of bullying. Stress, depression, and sleep disturbances were reported consequences. Participants coped with bullying by avoidance and role refocusing. Conclusions: Bullying was experienced by a small percentage of athletic trainers in the secondary school setting, a contrast to the findings in the collegiate practice setting.

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Exploring Predictors of Moral Disengagement in Collegiate Athletic Trainers

Journal of Athletic Training ◽

10.4085/1062-6050-504-18 ◽

2020 ◽

Vol 55 (1) ◽

pp. 96-104

Author(s):

Ross Budziszewski ◽

Scott A. Graupensperger ◽

Matthew Vierimaa

Keyword(s):

Social Identity ◽

Athletic Training ◽

Moral Disengagement ◽

Student Athletes ◽

Online Survey ◽

Athletic Trainers ◽

Return To Play ◽

Outcome Variable ◽

Cluster Solution ◽

Cross Sectional

Context Considering recent high-profile reports of malpractice and negligence by National Collegiate Athletic Association (NCAA) athletic trainers (ATs), it is prudent to investigate the psychological mechanisms that may influence ATs' ability to justify unethical behaviors. When treating injured student-athletes, ATs may undergo a cognitive process known as moral disengagement, which involves convincing oneself that ethical standards do not apply in a particular context. Objective To explore the psychological factors and traits among ATs that may predict moral disengagement pertaining to allowing athletes to play through injuries. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 187 Division I, II, and III ATs from 100 NCAA universities. Main Outcome Measure(s) In addition to the primary outcome variable of moral disengagement, the survey captured the AT's demographic background, sport and athletic training histories, and measures of sport ethic, contesting orientations, commitment, and social identity. Results Cluster analysis was used to identify homogeneous subgroups of participants based on these variables. A 2-cluster solution emerged, with cluster 1 (n = 94) scoring higher in the sport-ethic and sport-contesting orientations but lower in commitment and social identity compared with cluster 2 (n = 93). An independent-samples t test revealed that moral disengagement was highest (t185 = 19.59, P < .001, d = 0.69) among ATs in cluster 1. Conclusions These findings advance our understanding of the psychological processes that may predict moral disengagement of ATs in allowing student-athletes to play through injury. Although additional research is needed to test whether moral disengagement influences return-to-play decisions, we provide initial evidence that ATs who conform to sport norms (eg, “no pain, no gain”) and who tend to view sport competition with a “war-like” orientation are more likely to morally disengage.

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Athletic Trainers' Perception on Treating and Managing Ankle Sprains

Journal of Athletic Training ◽

10.4085/325-20 ◽

2020 ◽

Author(s):

Revay O. Corbett ◽

Luzita Vela ◽

Paul C. Harris ◽

Susan Saliba ◽

Jay Hertel

Keyword(s):

Patient Education ◽

Athletic Training ◽

Ankle Sprain ◽

Online Survey ◽

Athletic Trainers ◽

Position Statement ◽

Group Differences ◽

Ankle Sprains ◽

Long Term Effects ◽

Cross Sectional

Abstract Context: Ankle sprains common occurrences in athletic and general populations. High volumes of ankle sprains elevate the clinical burden on Athletic Trainers (AT). While there is a position statement from the National Athletic Trainers' Association (NATA) regarding the treatment and management of ankle sprains, there may be factors impacting an AT's ability to effectively implement the recommendations. Objective: To evaluate current understanding, perceptions and difficulties ATs have regarding the treatment, management, and long-term effects of ankle sprains. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: Seven hundred and ninety-six ATs across all athletic training job settings (years certified=12.1±9.2 years). Interventions: None. Main Outcome Measures: Participants completed a thirty-eight-question survey that recorded demographics, perceptions and knowledge on epidemiology, treatment, and management of ankle sprains. The survey also documented participants' patient education practices, attitudes towards the NATA position statement regarding ankle sprains, along with challenges and pressures against implementation. Descriptive statistics, correlations, and analyses of variance were used to analyze the data and evaluate group differences and relationships. Results: Eighty-three percent of participants demonstrated a moderate understanding of fundamental ankle sprain epidemiology. Group differences were seen between education levels, years certified, and job setting regarding patient education. Overall, 38.1% of ATs were either unsure or unaware of the NATA position statement, but those aware of it expressed it to be a 3.89 on a scale to five, regarding usefulness; with one being “Not Useful at All”, three being “Neutral” and five “Very Useful”. On average, 1.9±0.88 challenges were documented to implementing effective treatment practices, and an average of 2.0±0.95 pressures reported to returning athletes to play following an ankle sprain. Conclusion: Nearly 40% of ATs were either unaware or unsure of current recommendations available to inform how ankle sprains are treated, which could impact how care is delivered.

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Benefits of and Barriers to Using Patient-Rated Outcome Measures in Athletic Training

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.15 ◽

2014 ◽

Vol 49 (5) ◽

pp. 674-683 ◽

Cited By ~ 34

Author(s):

Alison R. Snyder Valier ◽

Amy L. Jennings ◽

John T. Parsons ◽

Luzita I. Vela

Keyword(s):

Athletic Training ◽

Outcome Measures ◽

Health Care Professionals ◽

Treatment Effectiveness ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Cross Sectional ◽

Web Based ◽

Occupational Setting ◽

E Mail

Context: Patient-rated outcome measures (PROMs) are important for driving treatment decisions and determining treatment effectiveness. However, athletic trainers (ATs) rarely use them; understanding why may facilitate strategies for collection of these outcomes. Objective: To identify the benefits of and barriers to using PROMs in athletic training. Design: Cross-sectional study. Setting: Web-based survey. Patients or Other Participants: A total of 1469 randomly sampled ATs (age = 36.8 ± 9.8 years; 48% female) working in the college/university, 2-year institution, secondary school, clinic, hospital, or industrial/occupational setting. Intervention(s): An e-mail was sent to ATs inviting them to complete a survey regarding the use, benefits, and barriers of PROMs. Athletic trainers who indicated they used PROMs (AT-PRs) completed 65 questions about the benefits of and barriers to their use. Athletic trainers who indicated no use of PROMs (AT-NONs) completed 21 questions about barriers of use. Main Outcome Measure(s): Dependent variables were the endorsements for the benefits of and barriers to the use of PROMs. Results: A total of 458 ATs initiated the survey and 421 (AT-PR = 26%, AT-NON = 74%) completed it (response rate = 28.7%). The most frequently endorsed benefits by AT-PRs were enhancing communication with patients (90%) and other health care professionals (80%), directing patient care (87%), and increasing examination efficiency (80%). The most frequently endorsed barriers by AT-PRs were that PROMs are time consuming (44%), difficult (36%), and confusing (31%) for patients and time consuming for clinicians to score and interpret (29%). The most frequently endorsed problems by AT-NONs were that PROMs are time consuming for clinicians to score and interpret (31%), time consuming (46%) and irrelevant to patients (28%), and lacking a support structure for clinicians (29%). Conclusions: These results suggest that, although benefits to using PROMs exist, there are also barriers. Barriers are similar for AT-PRs and AT-NONs. Strategies to decrease barriers and facilitate the use of PROMs warrant investigation.

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Athletic Trainers' Selection Behaviors Related to Multi-Session Continuing Education Conferences

Athletic Training Education Journal ◽

10.4085/1947-380x-19-083 ◽

2021 ◽

Vol 16 (1) ◽

pp. 59-70

Author(s):

Adam M. Babiarz ◽

Jessica R. Edler Nye ◽

Elizabeth R. Neil ◽

Lindsey E. Eberman

Keyword(s):

Continuing Education ◽

Athletic Training ◽

Athletic Trainers ◽

Health Care Administration ◽

Learning Preferences ◽

Face Validity ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Web Based ◽

Ideal Number

Context Continuing education (CE) in athletic training is commonly achieved at multi-session conferences. Objectives To explore athletic trainers' (ATs') planning practices at multi-session conferences regarding format types, preferred domains of athletic training practice, and ideal number of concurrent sessions. Design Cross-sectional survey with quantitative and qualitative questions. Setting Web-based Patients or Other Participants 8660 ATs surveyed Intervention(s) We established content and face validity and piloted the tool before use. We distributed the survey via email weekly for 6 weeks. Trustworthiness of qualitative data was established with multiple-analyst triangulation and external auditing. Data were collected through a Web-based survey comprised of demographic questions and questions regarding CE choices. Main Outcome Measure(s) Quantitative data- measures of central tendency, standard deviations, and frequencies; qualitative- inductive coding method. Results 908 ATs responded (response rate = 10.5%) and 767 were included in analysis. Respondents (age, y = 38 ± 11; females = 367, males = 249, missing/prefer not to answer = 151; 15 ± 11 years of clinical experience) most preferred to attend workshops (78%, n = 598/767), large-group lectures (75.9%, n = 582/767), and small-group lectures (63.5%, n = 487/767). They were motivated to select preferred session formats by learning preferences (38.4%, n = 239/623) and interest in the topic (37.4%, n = 233/623). Examination, assessment, and diagnosis was the most preferred domain (80.7%, n = 619/767). Health care administration and professional responsibility was least preferred (41.9%, n = 321/767). Practical application was the main influencer (53.4%, n = 337/631) to attend sessions. Almost half (49.7%, n = 381/671) of respondents stated that their CE selection behaviors changed depending on the number of concurrent sessions. They prioritized sessions by interest when conflicts occurred (31.4%, n = 211/671). Conclusion Reducing feelings of indecision and ensuring applicable sessions for ATs is important. Multi-session conferences should include sessions that align with attendee preferences relative to domains of practice and session formats. However, attendee preferences provide faulty guidance for CE decision-making and should not be the only mechanism to drive planning.

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

Athletic Training Education Journal ◽

10.4085/1304302 ◽

2018 ◽

Vol 13 (4) ◽

pp. 302-308 ◽

Cited By ~ 3

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.

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