scholarly journals Survey of International Experience Opportunities for Athletic Training Students and Faculty

2020 ◽  
Vol 15 (3) ◽  
pp. 186-193
Author(s):  
Cynthia J. Wright ◽  
Eva M. Frank
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
International Experience ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
International Experiences ◽  
Athletic Training Faculty ◽  
Level Institution ◽  
Future Work ◽  
Training Faculty

Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P > .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.

scholarly journals Commentary on International Experience Opportunities for Athletic Training Students: A Perspective from the National Athletic Trainers' Association International Committee

2019 ◽  
Vol 14 (4) ◽  
pp. 255-258 ◽  
Author(s):  
Cynthia J. Wright
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Athletic Trainers ◽  
International Committee ◽  
International Experience ◽  
Future Research ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
International Experiences ◽  
National Athletic Trainers Association

Context International experiences (eg, study abroad, international service projects) have many benefits, including increasing cultural sensitivity, that can enhance athletic training student development. However, international experiences directly related to athletic training may be limited or hard to identify. Objective To outline current and upcoming resources available through the work of the National Athletic Trainers' Association International Committee (IC) related to athletic training international experience opportunities. Background The IC collaborated with the Commission on Accreditation of Athletic Training Education to ask about international experiences available in accredited programs in the 2016–2017 annual report. Synthesis Data were analyzed from all accredited programs (N = 410). Results Data indicated that athletic training–specific international experiences are available at a lower rate (0%–10.6% of programs) than general university-sponsored international experiences (15.4%–84.4% of programs). Information on athletic training student and faculty involvement is limited; at least 1 student participated in 39.5% to 61.5% of programs, and at least 1 faculty member participated in 15.4% to 23.4% of programs. Recommendation(s) Future research should identify and describe current international experience opportunities, as well as identify strengths, challenges, and priorities for developing and expanding international opportunities for athletic training students. Conclusion(s) With the globalization of athletic training, emphasis on providing culturally competent care, and undergraduate opportunities created by the degree transition, it seems an opportune time to encourage international experiences for athletic training students. Current and future IC resources aim to provide guidance to students and faculty interested in international experiences.

Characteristics of Athletic Training Students That Preceptors Find Desirable

2016 ◽  
Vol 11 (1) ◽  
pp. 27-31 ◽  
Author(s):  
W. David Carr ◽  
Spencer Thomas ◽  
Jenica Paulsen ◽  
Jennifer Chiu
Keyword(s):  
Athletic Training ◽  
Communication Skills ◽  
Online Survey ◽  
Outcome Measure ◽  
Rank Order ◽  
Athletic Trainers ◽  
Descriptive Statistics ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Athletic Training Student

Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286 certified athletic trainers (128 male, 158 female; average years experience 10.58 ± 8.48). Participants were required to be current preceptors and have 1 or more years of preceptor experience. Main Outcome Measure(s): An instrument of 21 questions, including 7 demographics, 13 Likert-scale (1 = not important; 10 = strongly important), and 1 rank order item was developed. Validity of the instrument was established by a review of experts. An analysis of internal consistency revealed an α of .834. Data was analyzed with SPSS (version 20.0; IBM Inc, Chicago, IL). Basic descriptive statistics were calculated, and an analysis of variance was conducted to determine differences. Results: Top 3 characteristics seen amongst all settings were initiative (mean = 9.091 ± 1.166), communication skills (mean = 8.769 ± 1.241), and intelligence (mean = 8.723 ± 1.247). Gender differences were observed in 4 of the 13 characteristics. Conclusions: Findings demonstrated initiative, communication skills, and intelligence to be perceived as the most important athletic training student characteristics. These findings differ with previous literature and the preliminary focus group findings, where emotional intelligence and communication skills were reported to be of greater importance.

Program Directors' Perceptions of Professional Bachelor's Athletic Training Student Decisions to Persist and Depart

2016 ◽  
Vol 11 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Thomas G. Bowman ◽  
Jay Hertel ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Heather D. Wathington
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Online Survey ◽  
Program Directors ◽  
The United States ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Using Data

Context: Recent literature has focused on reasons for athletic training student persistence and departure. However, accredited professional bachelor's athletic training program (ATP) directors' opinions regarding student retention have yet to be studied, to our knowledge. Objective: To determine reasons for athletic training student persistence and departure from professional bachelor's ATPs across the United States from the program directors' (PDs') perspective. Design: Two-part qualitative study. Setting: Commission on Accreditation of Athletic Training Education professional bachelor's ATPs. Patients or Other Participants: For Part 1 of this study, we asked PDs of all 343 ATPs to complete an online survey, gathering responses from 177 (51.6%). Using data saturation as a guide, Part 2 included performing follow-up telephone interviews to gain further understanding, clarity, and triangulation with 16 randomly selected PDs. Main Outcome Measure(s): During Part 1, participants chronicled responses to open-ended questions as part of the online survey. For the second part of the study, the telephone interviews followed a semistructured format and were recorded to facilitate transcription. We analyzed data using grounded theory and secured trustworthiness by using multiple-analyst triangulation, member checks, and a peer review. Results: Program directors reported athletic training students persist due to their career goals, the personal relationships they create, and because they enjoy and are dedicated to athletic training. The respondents stated that athletic training students leave ATPs because of the academic rigor, the program not meeting expectations, a loss of interest, career considerations, and financial reasons. Conclusions: Program directors should educate prospective athletic training students about athletic training by providing a realistic explanation of the roles and responsibilities of the profession. Selecting clinical education sites with preceptors who enjoy their career choice and good working conditions may help solidify athletic training student commitment to the ATP and the athletic training profession.

Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

2016 ◽  
Vol 11 (2) ◽  
pp. 88-94 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Amanda J. Jarriel
Keyword(s):  
Physical Examination ◽  
Athletic Training ◽  
Clinical Performance ◽  
Low Back ◽  
Athletic Training Students ◽  
Patient History ◽  
Reliable Assessment ◽  
Athletic Training Faculty ◽  
Reliability Coefficients ◽  
Training Faculty

Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our knowledge, has documented the reliability of the SP at assessing student performance. Objective: To determine if SPs provide a reliable assessment of athletic training students' performance in obtaining a patient history and completing a physical examination relative to athletic training faculty. Design: Reliability study. Setting: Athletic training simulation lab. Patients or Other Participants: Two SPs and 2 athletic training faculty assessed 35 students (n = 20 junior; n = 15 senior) in athletic training cohorts from a public liberal arts institution in southeast United States. Intervention(s): Athletic training students completed 2 SP encounters per semester throughout 1 academic year in the athletic training program, totaling 4 SP encounters. Main Outcome Measure(s): After each SP encounter, athletic training faculty and SPs completed the same clinical performance checklist developed specifically for each encounter. The checklist included yes/no items related to obtaining a patient history (10–12 items each) and completing a physical examination (12–15 items each). For each SP encounter, composite scores were computed for both history and physical examination items from the athletic training faculty and SPs. Intraclass correlation coefficients (ICC) determined interrater reliability between athletic training faculty and SPs for history and physical exam items. Results: Reliability coefficients between the SP and athletic training faculty indicated fair to strong agreement for most history and physical examination items. Significance was found for history items in the cervical spine emergency (ICC = 0.671, P = .002), knee (ICC = 0.696, P = .003), low back (ICC = 0.622, P = .002), concussion (ICC = 0.764, P = .004), general medical (ICC = 0.571, P = .008), and psychosocial intervention (ICC = 0.572, P = .008) encounters. The reliability coefficients were significant regarding physical exam items for the cervical spine emergency (ICC = 0.588, P = .01), low back (ICC = 0.766, P > .001), concussion (ICC = 0.792, P = .001), and general medical (ICC = 0.878, P > .001) encounters. Conclusions: Overall, the SPs provided a reliable assessment of the athletic training students' clinical performance for obtaining a patient history and completing a physical examination. Given these results, devoting additional time during SP training should increase the reliability of the SP.

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

scholarly journals Work-Life Balance in Higher Education for Women: Perspectives of Athletic Training Faculty

2018 ◽  
Vol 13 (3) ◽  
pp. 248-258 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Time Management ◽  
Interpretative Phenomenological Analysis ◽  
Analysis Data ◽  
Phenomenological Analysis ◽  
Support Networks ◽  
Dominant Factor ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Women are largely underrepresented in science fields in academe, and most often issues with motherhood and career-life balancing are identified as reasons. In athletic training, career-life balancing has become the dominant factor in women leaving the field, as they feel they cannot fulfill the roles of mother, spouse, and athletic trainer adequately. Objective: To better understand the perceptions of women athletic training faculty members regarding balancing their roles in higher education and those outside of the workplace. Design: Interpretative phenomenological analysis study, with semistructured interviews. Setting: Higher education institutions sponsoring Commission on Accreditation of Athletic Training Education–accredited athletic training programs. Patients or Other Participants: Sixteen (8 with children, 8 without children) women athletic training faculty participated. Ten were married at the time of the interview, 3 were single, 2 were engaged, and 1 was in the process of getting a divorce. Main Outcome Measure(s): Each participant completed a one-on-one interview with a researcher and all data were coded following interpretative phenomenological analysis. Data saturation was attained. We completed member checks, peer review, and researcher triangulation for credibility. Results: We found that motherhood was perceived to be a challenge and balancing the role of motherhood created conflict. Despite concerns for motherhood and balancing faculty roles, higher education was perceived to provide flexibility. Support networks and individual strategies were common to manage the responsibilities of faculty as well as nonfaculty roles. Conclusions: Our results demonstrated that higher education cultivates a climate of balance through flexible workplace arrangements and that support networks are necessary to create role balancing in and out of the workplace. Finally, time management and organization are necessary for women to establish balance, regardless of roles outside of the workplace (eg, spouse, mother, friend).

scholarly journals Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

scholarly journals Exploring Gender and Self-Efficacy Ratings of Athletic Training Students over Time

2014 ◽  
Vol 9 (3) ◽  
pp. 127-134 ◽  
Author(s):  
W. David Carr ◽  
Jennifer L. Volberding
Keyword(s):  
Athletic Training ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Athletic Training Students ◽  
Instrument Validity ◽  
Athletic Training Student ◽  
Post Hoc ◽  
Academic Year ◽  
University Setting

Objective To describe the development of a self-efficacy instrument and to explore the changes by gender in student self-efficacy ratings over 1 year. Design and Setting An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting. Patients or Other Participants Thirty students (13 males and 17 females) enrolled in the professional phase of an undergraduate athletic training program. Main Outcome Measure(s) Student ratings of self-efficacy were measured using the Self-Efficacy in Athletic Training Student instrument. Validity was established through a panel of experts. Cronbach α was used to establish the reliability of the instrument. The instrument was administered 3 times during an academic year. Students were asked to rate their level of self-efficacy on a Likert scale (1 = not at all confident; 5 = very confident) on 16 components within 3 content areas. Descriptive statistics were calculated, and a nonparametric analysis of variance was used to determine differences in self-efficacy based upon time for each gender. Post hoc contrasts were used to examine when significant differences occurred among the 3 measures. Results The internal consistency for the overall instrument and each content area ranged from α = 0.91 to 0.96. Analysis of variance indicated statistically significant differences (P < .003) across the 3 times, with significant changes in self-efficacy by gender, with greater increases for females across the 3 measures to similar male levels of self-efficacy at the final measure. Conclusions Students' self-efficacy can be affected by many factors, some of which may be controlled or influenced. We have developed reliable measure for assessing student self-efficacy. It is the desire of the authors that athletic training programs will develop strategies to improve the efficacy of their students and use this method to assess the effectiveness of those strategies.

scholarly journals Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

2013 ◽  
Vol 8 (3) ◽  
pp. 58-65 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Student Motivation ◽  
Program Director ◽  
Major Theme ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Program Success ◽  
Athletic Training Student ◽  
Data Collection And Analysis ◽  
Member Checks

Context Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student motivation to complete degree requirements from the perspective of the program director (PD). Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants Eight PDs from professional master's and 16 PDs from undergraduate ATPs. Data Collection and Analysis We asked PDs to participate in a tape-recorded semistructured telephone interview. We analyzed data using a general inductive approach and secured credibility by utilizing member checks, multiple analyst triangulation, and peer review. Results Motivation for degree completion, as evaluated by the PD, is fostered by internal motivation, program pride and continued tradition of program success, and accomplishment of the personal goal to become an athletic trainer. Conversely, 1 major theme, disinterest or dissatisfaction with a career in athletic training, evolved as a reason to not remain motivated to complete the degree requirements for athletic training. Conclusions Program directors reported that internal drive and the achievement of personal goals influence the persistence of students in their ATPs. Students are also motivated by the successes of previous students in the program and feel a responsibility to uphold the legacy.

scholarly journals Program Directors' Perceptions of Programmatic Attributes Contributing to Athletic Training Student Persistence

2015 ◽  
Vol 10 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Student Retention ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interpersonal Relations ◽  
Professional Socialization ◽  
Program Directors ◽  
Athletic Training Students ◽  
Student Centered ◽  
Athletic Training Student

Context Graduates of athletic training programs (ATPs) have identified factors contributing to their persistence through professional education. However, program directors have yet to elaborate on programmatic attributes that might contribute to athletic training student retention in their respective ATPs. Objective To determine program directors' perceptions of ATP strengths and areas for improvement regarding athletic training student retention. Design Qualitative study. Setting Bachelor's ATPs. Patients or Other Participants Sixteen ATP directors with 6.0 ± 4.0 years of experience in their current positions. Main Outcome Measure(s) The participants completed audio recorded telephone interviews. We analyzed the data using principles of grounded theory and maintained trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results We found 2 themes to describe the strengths of bachelor's ATPs. Our participants thought that they provided a student-centered approach and diverse clinical education experiences leading to a supportive and exciting environment to foster athletic training student learning. We categorized the student centered approach theme into 3 subthemes: program size, student engagement and program atmosphere, and academic and clinical cohesion. Conclusions Program directors should strive to provide athletic training students with individual attention to help them feel welcomed, valued, and important. A small program size or adequate personnel can foster interpersonal relations which can provide athletic training students with mentoring opportunities. Improving ATP cohesion can provide learning opportunities which assist students in making connections and promote the importance of the academic and clinical education components of the ATP. Engaging athletic training students early through a variety of clinical education experiences can assist professional socialization and foster excitement for the profession.

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