scholarly journals Preparation, Expectations, Experience, and Environment of a College/University Athletic Training Residency: An Ethnographic Study

2021 ◽  
Vol 16 (3) ◽  
pp. 178-187
Author(s):  
Lindsey E. Eberman
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Residency Program ◽  
Sports Medicine ◽  
Teaching And Learning ◽  
Ethnographic Study ◽  
Full Time ◽  
Health Care Administrators ◽  
Depth Of Knowledge ◽  
Field Notes

Context Athletic training residency programs are proliferating rapidly, yet only 1 accredited residency is housed outside of physician-practice or clinic settings. Objective The focus of this article was to explore the structural and cultural factors that support a residency program in a college/university athletic training facility. Design Qualitative ethnographic study. Setting Boston University Commission on Accreditation of Athletic Training Education–accredited residency program. Patients or Other Participants The unit includes 16 full-time athletic trainers (2 of whom are residents, 6 of whom are residency faculty/preceptors) and 3 fellowship-trained primary care sports medicine physicians. Data Collection and Analysis I made observations, engaged in discussions, and conducted interviews for 34 days (159.5 hours) over 4 months. Data analysis involved examining transcriptions, field notes, and observational summaries of dialogue and behaviors, reactions, and my own interpretations. I used an inductive coding process to develop meaningful concepts, grouping them together to classify the data and identify themes and subthemes characterizing the structures of the culture. Results I identified 3 themes: resident preparation and expectations, residency experience, and environment. In the first theme, I identified that the residents came into the residency having some deficiencies and incongruent expectations of the program. In the second theme, I observed the residents gained depth of knowledge, skills, and abilities in their focused area of practice, and they improved self-reflective practices through their exposure to clinical specialists and the varied pedagogical approaches within the program. The environment included both benefits and challenges in having a residency. Engagement in interprofessional and collaborative practice and a culture of teaching and learning supported the residency environment. Conclusions Athletic health care administrators must clearly communicate expectations when recruiting candidates, consider the training and commitment of their staff, and ensure culture of health care education within their unit before developing a residency, regardless of setting.

scholarly journals Sports Medicine Staffing Across National Collegiate Athletic Association Division I, II, and III Schools: Evidence for the Medical Model

2020 ◽  
Vol 55 (6) ◽  
pp. 573-579 ◽  
Author(s):  
Christine M. Baugh ◽  
Emily Kroshus ◽  
Bailey L. Lanser ◽  
Tory R. Lindley ◽  
William P. Meehan
Keyword(s):  
Health Care ◽  
Health Outcomes ◽  
Health Care Providers ◽  
Sports Medicine ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Full Time ◽  
Care Providers ◽  
Collegiate Sports ◽  
Financial Oversight

Context The ratio of clinicians to patients has been associated with health outcomes in many medical contexts but has not been explored in collegiate sports medicine. The relationship between administrative and financial oversight models and staffing is also unknown. Objective To (1) evaluate staffing patterns in National Collegiate Athletic Association sports medicine programs and (2) investigate whether staffing was associated with the division of competition, Power 5 conference status, administrative reporting structure (medical or athletic department), or financial structure (medical or athletic department). Design Cross-sectional study. Setting Collegiate sports medicine programs. Patients or Other Participants Representatives of 325 universities. Main Outcome Measure(s) A telephone survey was conducted during June and July 2015. Participants were asked questions regarding the presence and full-time equivalence of the health care providers on their sports medicine staff. The number of athletes per athletic trainer was determined. Results Responding sports medicine programs had 0.5 to 20 full-time equivalent staff athletic trainers (median = 4). Staff athletic trainers at participating schools cared for 21 to 525 athletes per clinician (median = 100). Both administrative and financial oversight from a medical department versus the athletics department was associated with improved staffing across multiple metrics. Staffing levels were associated with the division of competition; athletic trainers at Division I schools cared for fewer athletes than athletic trainers at Division II or III schools, on average. The support of graduate assistant and certified intern athletic trainers varied across the sample as did the contributions of nonphysician, nonathletic trainer health care providers. Conclusions In many health care settings, clinician : patient ratios are associated with patient health outcomes. We found systematic variations in clinician : patient ratios across National Collegiate Athletic Association divisions of competition and across medical versus athletics organizational models, raising the possibility that athletes' health outcomes vary across these contexts. Future researchers should evaluate the relationships between clinician : patient ratios and athletes' access to care, care provision, health care costs, health outcomes, and clinician job satisfaction.

Immigrant New Mothers in Finnish Maternity Care: An Ethnographic Study of Caring

2014 ◽  
Vol 4 (2) ◽  
pp. 86-102 ◽  
Author(s):  
Anita Wikberg ◽  
Katie Eriksson ◽  
Terese Bondas
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Maternity Care ◽  
Well Being ◽  
Cultural Knowledge ◽  
Ethnographic Study ◽  
New Mothers ◽  
Centered Care ◽  
Field Notes ◽  
Care Culture

PURPOSE: To illuminate experiences and perceptions of caring in the maternity care culture of immigrant new mothers in Finland.DESIGN: This is a descriptive interpretive ethnography.PARTICIPANTS AND SETTING: Seventeen new mothers from different cultures on a maternity ward in a medium-sized hospital in Finland.METHODS: Focused ethnographic analysis and interpretation of interviews, observations, and field notes were used.FINDINGS: Caring was part of the positive experience of childbearing and beneficial for the health and well-being of the immigrant new mothers. Negative experiences of health care impaired their well-being. The resources of Finnish maternity care and cultural knowledge of the nurses facilitated the caring. The policy and attitude of Finnish society encouraged childbearing. The immigration regulations affected support during childbearing negatively and tended to caused loneliness. The Finnish maternity care was not fully adapted to the mothers’ wishes to understand the organization of Finnish maternity care, to communicate, to breastfeed, and to have family-centered care, a flexible length of stay in the hospital, and extended support after childbirth.CONCLUSION: Caring improves the childbearing experience and the well-being and health of new immigrant mothers; therefore, caring needs to be emphasized in maternity care, health care administration, and nursing education.

Examining the Perspectives of Family Members Involved in the Delivery of Palliative Care at Home

2003 ◽  
Vol 19 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Kelli I. Stajduhar
Keyword(s):  
Health Care ◽  
Palliative Care ◽  
Home Health Care ◽  
Ethnographic Study ◽  
Health Care Reforms ◽  
Home Setting ◽  
Home Based ◽  
Field Notes ◽  
Dying At Home ◽  
At Home

This ethnographic study examined the social context of home-based palliative caregiving. Data were composed of observation field notes, interviews, and textual documents, and were analyzed using constant comparative methods. Findings show that home-based palliative caregiving resulted in life-enriching experiences for many caregivers. However, assumptions about dying at home and health care reforms resulted in some caregivers feeling “pressured” to provide home care, and consequently, left them feeling their obligations to care were exploited by the health care system. Shifts toward providing care closer to home not only changed caregivers, but also changed the home setting where palliative care was provided. Findings indicate a need for interventions designed to improve support for caregivers at home, and to explore how assumptions influence and sometimes drive the provision of home health care.

scholarly journals Differences in Access to Athletic Trainers in Public Secondary Schools Based on Socioeconomic Status

2021 ◽  
Author(s):  
Eliza Barter ◽  
Eric Post ◽  
Kenneth Games ◽  
Lindsey Eberman ◽  
Matthew Rivera
Keyword(s):  
United States ◽  
Health Care ◽  
Secondary Schools ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Full Time ◽  
Free And Reduced Lunch ◽  
Part Time ◽  
Training Services ◽  
School Ses

Abstract Context: Significant health care disparities exist in the United States based on socioeconomic status (SES) but the role SES has on secondary school athletes' access to athletic training services has not been examined on a national scale. Objective: To identify differences in access to athletic training services in public secondary schools based on school-SES. Design: Cross-Sectional Study Setting: Database secondary analysis. Patients or Other Participants: Data for 3,482 public high schools. Main Outcome Measures: Data were gathered from the Athletic Training Location and Services (ATLAS) database, United States Census Bureau, and National Center for Education Statistics (NCES). We included schools from 5 states with the highest, middle, and lowest poverty percentages (15 states total) and collected county median household income (MHI), percentage of students eligible for free and reduced lunch, race/ethnicity demographics, and access to athletic training services (full-time AT, part-time AT only, no AT) for each school. Data were summarized in standard deviations, means, medians, interquartile ranges (IQR), frequencies and proportions, one-way ANOVAs, and Kruskal-Wallis tests. Results: There were significant differences in school-SES between schools with full-time, part-time only, and no athletic training services. Schools with greater access to athletic training services had fewer students eligible for free and reduced lunch (full-time: 41.1%±22.3, part-time only: 45.8%±24.3, no AT: 52.9%±24.9, p<0.001). Similarly, county MHI was higher in schools with increased access to athletic training services (full-time: Median [IQR], $56,026 [$49,085–$64,557], part-time only: Median [IQR], $52,719 [$45,355–$62105], and no AT: Median [IQR], $49,584 [$41,094–$57,688], p<0.001). Conclusions: SES disparities were present in access to athletic training services in a national sample of public secondary schools. Access to athletic trainers positively influences student-athlete's health care across several measures. Pilot programs or government funds have been used previously to fund athletic training services and should be considered to ensure equitable access regardless of school-SES.

The Evolution of the Athletic Training Profession

2021 ◽  
pp. 1-11
Author(s):  
Eleni Diakogeorgiou ◽  
R. Richard Ray ◽  
Sara Brown ◽  
Jay Hertel ◽  
Douglas J. Casa
Keyword(s):  
Health Care ◽  
Health Disparities ◽  
Athletic Training ◽  
Sports Medicine ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Critical Component ◽  
Current State

Athletic training is a health care profession with roots in athletics and kinesiology that has evolved into a critical component of contemporary sports medicine. The aim of this article is to review the history and evolution of the athletic training profession, contextualize the current state of athletic training education and research, and address priorities and challenges that the athletic training profession must confront if it is to continue to thrive. Specific challenges include addressing health disparities in sports medicine, increasing the diversity of the athletic training profession, clearly delineating athletic training’s place in the health care arena, and increasing salaries and retention of athletic trainers in the profession.

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.

scholarly journals Athletic Trainers' Effect on Population Health: Improving Access to and Quality of Care

2019 ◽  
Vol 54 (2) ◽  
pp. 124-132 ◽  
Author(s):  
Ellen Shanley ◽  
Charles A. Thigpen ◽  
Cole G. Chapman ◽  
John Thorpe ◽  
Robert G. Gilliland ◽  
...  
Keyword(s):  
Health Care ◽  
South Carolina ◽  
Athletic Training ◽  
Sports Medicine ◽  
Absolute Risk ◽  
Clinical Care ◽  
Risk Difference ◽  
Athletic Injuries ◽  
Early Results ◽  
Before And After

Context The scope of athletic training practice combined with the magnitude of scholastic athletic injuries means that the scholastic athletic trainer (AT) is uniquely positioned to positively affect the overall health care of this population. The AT is equipped to serve in the prevention and primary management of injuries and return to activity of scholastic athletes. However, to optimize the musculoskeletal health of all athletes within a given setting, the gaps in clinical care must be continuously evaluated. Quality improvement (QI) approaches are often used to establish a framework for delivering care that promotes the best health status of the targeted population. Objective To describe the creation, implementation, and early results of a QI initiative aimed at advancing the health of the scholastic athletes served in the Greenville County, South Carolina, school district. Design Cohort study. Patients or Other Participants A total of 49 793 athletes. Main Outcome Measure(s) The QI framework consisted of a process that documented the magnitude of athletic injuries, established risk factors for injury, defined intervention steps for at-risk athletes, and evaluated the QI process before and after implementation. The results were regularly reported to participating stakeholders, including ATs, athletic directors, coaches, parents, and athletes. Results After the QI process, injury rates decreased (absolute risk difference between the 2011–2012 and 2016–2017 academic years = 22%) and resources were more strategically allocated, which resulted in a decrease in health care costs of more than 50%. Conclusions Collectively, the QI framework as described provides a systematic process for empowering the AT as the foundation of the scholastic sports medicine team.

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

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

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

How Low-Income Mothers Seek Quality Health Care for Their Children: An Ethnographic Study

2012 ◽  
Author(s):  
Marquia Blackmon ◽  
Sherry C. Eaton ◽  
Linda M. Burton ◽  
Whitney Welsh ◽  
Dwayne Brandon ◽  
...  
Keyword(s):  
Health Care ◽  
Low Income ◽  
Ethnographic Study ◽  
Quality Health Care ◽  
Quality Health ◽  
Low Income Mothers

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING BOTTOM-UP TECHNIQUE

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Hari Razaki Akbar ◽  
Sofian Maral ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Word Processing ◽  
Teaching And Learning ◽  
Test Field ◽  
Bottom Up ◽  
Listening Test ◽  
Field Note ◽  
Tenth Grade ◽  
Field Notes

The aim of this research was to improve students listening comprehension by using Bottom-Up technique. This research is a classroom action research which has done in three cycles. The subject for this research was the tenth grade students in class X TAV. The research was conducted by using Bottom-Up technique which consists of three main stages. There are word processing, phrase processing, and comprehension. The researcher observed students improvement in listening comprehension by collecting data through field notes, observation checklist and listening test. Field note and observation checklist were used to gather the students attitude in learning process. The data of listening was collected through listening test and it was assessed through scoring rubric. The result showed that students problems in understanding the contents of listening and vocabulary had been solved by using Bottom-Up technique. In the first cycle, the students mean score was 76.7. It increased in the second cycle to 82.1, and 83.7 in third cycle. As the conclusion, the technique was able to be used in improving students listening comprehension. The researcher recommends the teacher to use Bottom-Up technique as a technique in teaching and learning process, especially in the teaching listening with the similar setting and difficulty.

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