scholarly journals Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter

2020 ◽  
Vol 15 (2) ◽  
pp. 85-92
Author(s):  
Kristin Ann Paloncy
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Athletic Training ◽  
Repeated Measures ◽  
Clinical Performance ◽  
Clinical Skills ◽  
The United States ◽  
Clinical Competency ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Simulation Based

Context Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed. Objective The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance. Design Quantitative quasi-experimental cohort design with repeated measures study. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest. Intervention(s) Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation. Main Outcome Measure(s) Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware. Results There was a statistically significant interaction between groups (F1,10 = 18.70, P < .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05). Conclusions The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.

scholarly journals A High-Fidelity Simulation Is Effective in Improving Athletic Training Students' Self-Efficacy with Emergency Cardiovascular Care Skills

2019 ◽  
Vol 14 (2) ◽  
pp. 108-116 ◽  
Author(s):  
Kristin A. Paloncy ◽  
Leah Georges ◽  
Allan J. Liggett
Keyword(s):  
Athletic Training ◽  
Self Efficacy ◽  
Repeated Measures ◽  
National Collegiate Athletic Association ◽  
The United States ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Simulation Center

Context High-fidelity simulation can provide an ideal adjunct to clinical or real-world experience by providing a realistic and safe learning environment for the practice of low-incident encounters. Objective Given that levels of perceived self-efficacy are malleable and high-fidelity simulation can provide many positive outcomes, the purpose of this study was to determine whether participation in a high-fidelity simulated cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States increased undergraduate athletic training students' self-efficacy scores. Design Cohort design with repeated measures. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a National Collegiate Athletic Association Division I university in the Midwest. Intervention(s) Participation in or observation of a high-fidelity cardiopulmonary resuscitation (CPR) simulation. Main Outcome Measure(s) Self-efficacy scores before, immediately after, and 6 months after simulation. Results There was a significant main effect for the 3 repeated measures, with the scores steadily increasing significantly from pretest (mean = 7.60, SD = 1.13) to posttest (mean = 8.04, SD = 1.22, P = .001), then again from immediate posttest to the 6-month posttest (mean = 8.38, SD = 1.04, P = .04). Scores among the participants (mean = 8.21, SD = 1.03) were not significantly higher than scores among the observers (mean = 7.85, SD = 1.40). Scores at the 6-month follow-up posttest (mean = 8.38, SD = 1.04) significantly increased from the posttest immediately after the simulation (P = .04). Conclusions Participating in or observing high-fidelity CPR simulation is an effective method of providing deliberate practice opportunities for athletic training students to increase self-efficacy related to CPR techniques.

scholarly journals Athletic Training Students Demonstrate Airway Management Skill Decay, but Retain Knowledge over 6 Months

2016 ◽  
Vol 11 (4) ◽  
pp. 173-180 ◽  
Author(s):  
Jennifer K. Popp ◽  
David C. Berry
Keyword(s):  
Airway Management ◽  
Athletic Training ◽  
Repeated Measures ◽  
Training Programs ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Main Effect ◽  
Review Session

Context: Airway management (AM) knowledge and skills are taught in all athletic training programs; however, research suggests that skill decay occurs with acute care skills as length of nonpractice increases. Objective: Evaluate retention of AM knowledge and skills, specifically oropharyngeal airway (OPA) and nasopharyngeal airway (NPA) use, in athletic training students. Design: Cross-sectional study. Patients or Other Participants: Twenty-five students (8 males, 17 females; age = 21.12 ± 1.42 years) enrolled in Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Intervention(s): Participants' AM knowledge and skills were assessed 5 times (baseline–T4). The baseline assessment was followed by an educational review session. Participants were reassessed (T1) before being randomly assigned to 2 groups. The experimental group's AM knowledge and skills were reevaluated at 1 month (T2), 3 months (T3), and 6 months (T4), and the control group's at 6 months (T4). Main Outcome Measure(s): Dependent variables of AM knowledge and skills scores. Groups served as the independent variable. Repeated-measures analysis of variance with between-participants and within-participants effects assessed changes in knowledge skills scores. Results: Testing revealed no significant differences between the groups on knowledge (F2.00,46.00 = 0.37, P = .70) and overall clinical skills (F1.57,36.17 = 0.09, P = .87). A significant main effect for time on knowledge (F2.00,46.00 = 28.44, P < .001) found baseline scores were different from scores at T1 and T4. A significant main effect for time on OPA skills (F1.50,34.60 = 65.02, P < .001) and NPA skills (F1.62,37.31 = 106.46, P < .001) found baseline scores were different from scores at T1 and T4 and T1 score was different from T4 score. Conclusions: Both groups retained AM knowledge over a 6-month period, whereas OPA and NPA skills decayed from review session to 6-month follow-up. The lack of significant differences between the groups suggests that subsequent testing may not affect retention of AM knowledge and skills.

scholarly journals Validation of the Revised Physical Therapist Clinical Performance Instrument (PT CPI): Version 2006

2012 ◽  
Vol 92 (3) ◽  
pp. 416-428 ◽  
Author(s):  
Kathryn E. Roach ◽  
Jody S. Frost ◽  
Nora J. Francis ◽  
Scott Giles ◽  
Jon T. Nordrum ◽  
...  
Keyword(s):  
United States ◽  
Student Performance ◽  
Physical Therapist ◽  
Clinical Performance ◽  
The United States ◽  
Final Evaluation ◽  
Convenience Sample ◽  
Evaluation Data ◽  
Physical Therapist Students ◽  
Clinical Performance Instrument

Background Based on changes in core physical therapy documents and problems with the earlier version, the Physical Therapist Clinical Performance Instrument (PT CPI): Version 1997 was revised to create the PT CPI: Version 2006. Objective The purpose of this study was to validate the PT CPI: Version 2006 for use with physical therapist students as a measure of clinical performance. Design This was a combined cross-sectional and prospective study. Methods A convenience sample of physical therapist students from the United States and Canada participated in this study. The PT CPI: Version 2006 was used to collect CPI item–level data from the clinical instructor about student performance at midterm and final evaluation periods in the clinical internship. Midterm evaluation data were collected from 196 students, and final evaluation data were collected from 171 students. The students who participated in the study had a mean age of 24.8 years (SD=2.3, range=21–41). Sixty-seven percent of the participants were from programs in the United States, and 33% were from Canada. Results The PT CPI: Version 2006 demonstrated good internal consistency, and factor analysis with varimax rotation produced a 3-factor solution explaining 94% of the variance. Construct validity was supported by differences in CPI item scores between students on early compared with final clinical experiences. Validity also was supported by significant score changes from midterm to final evaluations for students on both early and final internships and by fair to moderate correlations between prior clinical experience and remaining course work. Limitations This study did not examine rater reliability. Conclusion The results support the PT CPI: Version 2006 as a valid measure of physical therapist student clinical performance.

scholarly journals Simulated patient contributions to enhancing exercise physiology student clinical assessment skills

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Nathan E. Reeves ◽  
Monique C. Waite ◽  
Neil Tuttle ◽  
Andrea Bialocerkowski
Keyword(s):  
Repeated Measures ◽  
Clinical Skills ◽  
Exercise Physiology ◽  
History Taking ◽  
Learning Modules ◽  
Motivation For Learning ◽  
Preparedness For Practice ◽  
Simulation Based ◽  
Two Parameters ◽  
Physiology Students

Abstract Background The aim of this study was to evaluate exercise physiology students’ perceptions of two simulation-based learning modules focused on communication and interpersonal skills during history taking. Methods A prospective, repeated-measures cohort study was conducted with 15 participants. The study evaluated two simulation-based learning modules in a 1-year Graduate Diploma of Exercise Science program. Surveys were administered at four time points: prior to each module and following each module. Students rated their confidence in communication and history taking, and perception of preparedness for practice, motivation for learning, and benefits of undertaking simulation-based learning. Quantitative data were analyzed descriptively and by using repeated measures tests. Qualitative data underwent thematic analyses. Results Students reported a significant improvement in their confidence in communication (P = 0.043) and in two parameters related to history taking (P = 0.034 and 0.035) following the completion of the two modules. There was 96% agreement that the simulation-based learning better prepared students for practice as an exercise physiologist. Significant changes occurred in all aspects of motivation for learning (P ranging from < 0.001 to 0.036) except for usefulness, where there was a ceiling effect (medians of 7 on a 7-point scale). Qualitative analysis demonstrated benefit to participants around themes of experiential learning, realism, opportunity to develop clinical skills, and debriefing. Students also made suggestions with respect to the activity structure of the simulation-based learning modules. Conclusions The results of this study indicated that simulation-based learning employing SPs increased the confidence and preparedness of exercise physiology students for conducting history taking, a requisite exercise physiology skill. Future studies should include behavioral measures of skill attainment and include follow-up evaluation to appraise the application of these skills into clinical practice.

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.

The Impact of a Workshop on Athletic Training Students’ Sport Psychology Behaviors

2009 ◽  
Vol 23 (4) ◽  
pp. 504-522 ◽  
Author(s):  
Damien Clement ◽  
Vanessa Shannon
Keyword(s):  
Athletic Training ◽  
Sport Psychology ◽  
Repeated Measures ◽  
Control Group ◽  
Psychological Skills ◽  
Athletic Training Students ◽  
Time Interaction ◽  
Quasi Experimental ◽  
The Impact

The current study’s primary purpose was to determine the impact of a sport psychology workshop on athletic training students’ sport psychology behaviors. Using a quasi-experimental research design, partial randomization was used to assign athletic training students (n = 160) to a treatment group or control group. A 2 × 2 repeated measures MANOVA revealed a significant multivariate effect for Group x Time interaction [Wilks’s Λ = .22, F (5, 154) = 1, p < .001, η2 = .77]. Follow up ANOVAs revealed significant interactions for all sport psychology behaviors (allp < .01) except referring an injured athlete to a sport psychologist. Results from the current study revealed that members of the experimental group reported a significant increase in their use of total sport psychology behaviors at the six week follow-up when compared with those in the control group. Such increases highlight the need for increased exposure of athletic training students to sport psychology. Given the potential benefits that could be derived from the incorporation of sport psychology skills and techniques into injury rehabilitation by athletic training students’, the assertion that injured athletes’ physical rehabilitation could be enhanced with the incorporation of psychological skills and techniques appears to be supported.

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.

Situational Supervision for Athletic Training Clinical Education

2009 ◽  
Vol 4 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Linda S. Levy ◽  
Greg Gardner ◽  
Mary G. Barnum ◽  
K. Sean Willeford ◽  
Patrick Sexton ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Situational Leadership ◽  
Cooperative Interaction ◽  
Clinical Instructor ◽  
Athletic Training Students ◽  
Self Confidence ◽  
Approved Clinical Instructors ◽  
Supervision Model

Introduction: The medical education model provides the basis for athletic training students to learn theoretical and practical skills. Clinical rotations are completed where they apply what they have learned under the direct supervision of a clinical instructor (CI) or approved clinical instructor (ACI). Approved clinical instructors are taught how to evaluate athletic training students' clinical skills and proficiencies, yet are left to decide for themselves how students should be supervised. No formal supervision training is required for potential CIs/ACIs. Situational Supervision is one potential model that can be used by athletic training educators to provide guidance to CIs/ACIs regarding student supervision. This model provides a method for students to be supervised according to their knowledge base, experience and self-confidence. Objective: To present the Situational Supervision Model that can be used to develop athletic training students' clinical skills. Background: Based on Blanchard and Hersey's Situational Leadership, Situational Supervision provides CIs/ACIs with one supervision model that can be used in athletic training clinical education. Description: As students become more comfortable with clinical skills and mature in motivation and competence, CIs/ACIs need to adapt supervision styles to match the students' progressing development. Clinical Advantages: Using situational supervision, clinical instruction becomes a cooperative interaction between CIs/ACIs and athletic training students that is dependent on the students' needs and abilities, which may result in higher satisfaction and production for both the students and the CIs/ACIs.

scholarly journals Peer Assessment of Clinical Skills and Professional Behaviors Among Undergraduate Athletic Training Students

2016 ◽  
Vol 11 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Jeanine M. Engelmann
Keyword(s):  
Medical Education ◽  
Athletic Training ◽  
Compression Test ◽  
Clinical Skills ◽  
Peer Assessment ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Professional Behaviors ◽  
Senior Student ◽  
Lachman Test

Context: Peer assessment is widely used in medical education as a formative evaluation and preparatory tool for students. Athletic training students learn similar knowledge, skills, and affective traits as medical students. Peer assessment has been widely studied with beneficial results in medical education, yet athletic training education has thus far produced only 2 studies that address the use of peer assessment with athletic training students. Objective: To identify whether undergraduate athletic training students accurately and reliably assess their peers on clinical skills and professional behaviors. Design: Quasi-experimental between-groups and within-group. Setting: Medical exam office. Patients or Other Participants: Junior and senior athletic training students, classroom faculty and clinical preceptors (instructors) from the same Commission on Accreditation of Athletic Training Education athletic training program. Intervention(s): One instructor and 2 students concurrently performed an assessment in real-time of 5 clinical skills performed by a junior or senior student. Clinical skills demonstrated were the Biceps Femoris Manual Muscle Test (BFMMT), Lachman Test, Kleiger Test, Noble's Compression Test, and Thompson Test. Main Outcome Measure(s): Each student group's scores were compared with instructor group scores to determine the accuracy of the assessment. Each student group's scores were compared within-group to determine reliability of student scores. Accuracy and reliability of clinical skills were measured using the Cohen κ coefficient. A weighted Cohen κ coefficient was used for professional behavior measures. Results: Senior students were accurate (P &lt; .05) for all clinical skills and professional behaviors and reliable (P &lt; .05) for the BFMMT, Thompson Test, and professional behaviors. Junior students were accurate (P &lt; .05) for all clinical skills except the Lachman Test and reliable (P &lt; .05) for the BFMMT and Noble's Compression Test. Conclusions: Students are able to assess the clinical skills of their peers with the same consistency as instructors during a live skills demonstration. Year in school may affect ability to assess professional behaviors.

scholarly journals Self-Confidence and Perceptions of Athletic Training Students Following Simulated Experiences: A Mixed-Methods Pilot Study

2021 ◽  
Author(s):  
Hannah Stedge ◽  
Valerie Herzog
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Clinical Education ◽  
Repeated Measures ◽  
Real Life ◽  
Future Research ◽  
High Fidelity ◽  
Athletic Training Students ◽  
Repeated Measures Design ◽  
Self Confidence

Purpose: Athletic training clinical education provides students with a variety of real-life patient encounters under the supervision of a credentialed athletic trainer. However, clinical education experiences may not allow for all students to practice more invasive or less common skills such as rectal thermometry. The purpose of this study was two-fold: 1) determine the effect of a series of low to high-fidelity simulated rectal thermometry experiences on athletic training students’ self-confidence scores; and 2) through a phenomenological qualitative approach, explore athletic training students’ perceptions following the simulated rectal thermometry experiences. Method: This study used a quasi-experimental, mixed methods, one-group repeated measures design. Participants were nine first year professional Master of Athletic Training students who completed four simulated experiences on the skill of rectal thermometry. The outcome measures were The Athletic Trainer’s Self-Confidence Scale (ATSCS) and qualitative semi-structured open-ended interviews. Results: Friedman’s ANOVA revealed a statistically significant improvement from the participant’s baseline ATSCS scores to the last post-test scores. We identified three major themes following qualitative interviews: 1) Perception changes before and after participation; 2) Benefits of a series of four simulations; 3) Explanations for the improvements in confidence and competence. Conclusions: A series of simulated learning activities using high-fidelity and standardized patient interactions can help improve athletic training students’ self-confidence. Though future research is needed, athletic training education programs should consider implementing simulated experiences to equip athletic training students to transition to practice.

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