scholarly journals Program Directors' Perception of the Importance of Soft Skills in Athletic Training

2021 ◽  
Vol 16 (1) ◽  
pp. 53-58
Author(s):  
Matthew R. Kutz ◽  
Sara Stiltner
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Soft Skills ◽  
Athletic Training Education ◽  
Program Directors ◽  
Assessment Instrument ◽  
Soft Skill ◽  
Paired Samples ◽  
Perceived Importance ◽  
National Athletic Trainers Association

Context Soft skills have been reported to be a necessary aspect of athletic training education and clinical practice. However, almost no empirical research has explored the level of importance of soft skills or the frequency with which they are evaluated within athletic training education. Objective To delineate the perceived importance of soft skills within athletic training education and describe the frequency with which those soft skills are evaluated within athletic training programs. Patients or Other Participants Four hundred eight program directors (PDs) of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were invited to patriciate; 122 responded and 108 of those responses (88.5%) were usable (64% PDs of baccalaureate programs, 28% PDs of professional masters, 8% did not disclose), yielding a 26.5% response rate. All 10 National Athletic Trainers' Association districts were represented, with the highest representation (26%) from District 4. A majority of respondents were female (57%). Most respondents (79%) had 11 or more years of experience (33% of those ≥21 years) as an athletic training educator, and 98% of respondents identified as white/non-Hispanic. Main Outcome Measure(s) Importance and frequency of soft-skill evaluation were measured using the Athletic Training Soft-Skills Assessment Instrument (ATSSAI). Data of perceived importance and frequency of evaluation were organized by various demographic variables and between scale dimensions. Results The ATSSAI psychometric analysis yielded satisfactory internal consistency and validity (α = .84 to .93). Paired-samples t test indicated significant differences between the ATSSAI Perceived Importance and Frequency of Evaluation scales (mean = 1.65 ± .47 versus mean = 3.29 ± 1.17, P = .000; Cohen d = 1.83). Pearson r correlation showed a positive relationship between perceived importance and frequency of evaluation, r = 0.81. Independent-samples t tests revealed female PDs perceived 2 soft skills (18%; observant and exact and prepared and adaptable) as more important (t99 = 2.12 and 2.18, P = .31 and .37) than did male PDs and evaluated 3 (27%; decisive and confident, prepared and adaptable, and observant and exact) more frequently (t99 = 2.35–2.50, P = .14–.21) than did male PDs. Conclusions All soft skills identified as necessary for inclusion in athletic training education were perceived to be very or extremely important by PDs. However, those same soft skills were not evaluated as often as their importance might suggest. Dependability and responsibility was the most important and most frequently evaluated soft skill (mean = 1.31 ± .51 and 2.21 ± 1.30, respectively). Female PDs generally perceived soft skills as more important and reported evaluating them more frequently. Soft-skill development is a tacit-based phenomenon that contributes to leadership effectiveness and clinical preparedness.

scholarly journals Student Perceptions of Soft Skills Activities in Professional Level Athletic Training Programs

2021 ◽  
Author(s):  
Christina Davlin-Pater ◽  
Elisabeth Rosencrum
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Athletic Training ◽  
Personal Growth ◽  
Training Programs ◽  
Soft Skills ◽  
Soft Skill ◽  
Professional Behaviors ◽  
Convenience Sample ◽  
Learning Modules

Purpose: Educators should not assume that students will acquire the soft skills and professional behaviors that are valued without instruction and guided practice. Early establishment of a positive professional identity may empower and motivate students to work towards excellence. We sought to explore and describe student perceptions of online learning modules designed to promote soft skill development in professional level athletic training students early in their education program. Methods: A qualitative approach was used. We designed a course curriculum using a series of online learning modules to promote the development of soft skills and the appreciation of professional values. It was implemented at two universities with professional-level masters of athletic training programs. Students completed the curriculum in the first term in their respective programs. Participants included a convenience sample of 14 students enrolled in two masters-level professional athletic training programs. We invited students enrolled in two targeted programs to participate in the study by email and in person. We collected data in the form of survey and semi structured focus group interview responses as well as student artifacts from the courses. We analyzed the data in an ongoing, inductive, constant comparative manner, and the researchers used peer debriefing and member checking to enhance data trustworthiness. Results: Participants appreciated attention to professional behaviors in a modality that was time-efficient and through a scope relevant to their practice. Three main themes emerged from the data including the value of soft skills, interpersonal communication and collaboration, and personal growth. Conclusions: Athletic training educators should consider overt attention to teaching soft skills and professional behaviors. Educators should also consider doing so in a manner that is perceived as valuable to students.

Master's Level Professional Athletic Training Programs: Program Characteristics, Graduation Requirements, and Outcome Measures

2015 ◽  
Vol 10 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Jennifer Lynn Ostrowski ◽  
Brent Marshall
Keyword(s):  
Athletic Training ◽  
Outcome Measures ◽  
Training Programs ◽  
Athletic Training Education ◽  
Program Directors ◽  
Pass Rate ◽  
Graduation Requirements ◽  
Master's Level ◽  
The Future ◽  
First Time

Context While currently there are 2 curriculum route options leading to athletic training certification, the future of athletic training education is being heavily debated. While master's-level professional (MLP) athletic training programs account for less than 8% of all accredited programs, these programs have seen tremendous growth in the past decade. Little is known about the characteristics of these MLP programs or the graduates they produce. Objective To perform exploratory analysis of MLP program history, cohort characteristics, program and graduation requirements, and outcome measures. Design Cross-sectional design involving online survey research. Patients or Other Participants Eleven MLP program directors. Main Outcome Measure(s) Survey data were collected via Formstack.com. Open-ended questions were categorized based on common themes and were coded. Descriptive statistics and correlations were calculated. Results Accreditation of MLP programs was pursued for a variety of reasons. Programs admit an average of 13.5 students per year, and, on average, MLPs have 22 students. Ninety-one percent of students are retained into the second year, and 91% of students graduate. Ninety-one percent of MLP programs require either a thesis or structured research project; 45% require a comprehensive examination. The average 3-year aggregate first-time Board of Certification (BOC) examination pass rate was 91.7%. Pass rate was significantly correlated with thesis/structured research requirements. Ninety-three percent of graduates pursue employment using their Athletic Trainer Certified (ATC) credential. Ninety-one percent of program directors believe that MLP programs better prepare students to pass the BOC exam and better prepare them to practice as athletic trainers and believe the undergraduate route to certification should be eliminated. Conclusions High retention, graduation, first-time BOC pass rates, and employment using the ATC credential of MLP students make a strong case for MLP programs as the future of athletic training education.

scholarly journals Perceptions from Graduates of Professional Athletic Training Programs Involved in Peer-Assisted Learning

2014 ◽  
Vol 9 (3) ◽  
pp. 113-126 ◽  
Author(s):  
Dana Karlene Bates
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Geographic Location ◽  
Athletic Training Education ◽  
Phenomenological Approach ◽  
Program Directors ◽  
Structured Interview ◽  
Peer Assisted Learning ◽  
Board Of Certification ◽  
The Impact

Context Research has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates. Objective To investigate professional graduates' perceptions of PAL pedagogy in their athletic training education and the impact of that experience on their first job. Design Qualitative study using a phenomenological approach. Setting One-on-one phone interviews with athletic training graduates. Patients or Other Participants Participants were from 8 accredited athletic training programs that varied in terms of the size of their institution, geographic location, number of graduates, and program directors' willingness to promote the study. Thirteen (7 female, 6 male) 2010 (n = 5) or 2011 (n = 8) graduates volunteered for this study. Ten of the participants were from undergraduate baccalaureate athletic training programs, while 3 were from professional postbaccalaureate athletic training programs. Main Outcome Measure(s) One-on-one phone interviews were conducted with a structured interview protocol. Each participant was asked the same questions and allowed to clarify when needed. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then by summarizing them into codes, and finally by interpreting them. Credibility was secured through a pilot study, member checking, triangulation, and peer debriefing. Results Data were analyzed through a qualitative process; themes indicated graduates who have experienced PAL believe it led to improved communication and confidence, enhanced teaching skills, better clinical reasoning, improved socialization, and a deeper understanding that contributed to success on the Board of Certification examination. Conclusions These findings are significant to the field of athletic training education as program directors investigate pedagogies that can assist students to think clinically as graduates. Evidence demonstrated that PAL does impact the students after graduation.

scholarly journals An Assessment of Burnout in Undergraduate Athletic Training Education Program Directors

2009 ◽  
Vol 44 (2) ◽  
pp. 190-196 ◽  
Author(s):  
Jessica M. Walter ◽  
Bonnie L. Van Lunen ◽  
Stacy E. Walker ◽  
Zahra C. Ismaeli ◽  
James A. Oñate
Keyword(s):  
Athletic Training ◽  
Emotional Exhaustion ◽  
Education Program ◽  
Negative Relationship ◽  
Correlation Coefficients ◽  
Athletic Training Education ◽  
Program Directors ◽  
Personal Accomplishment ◽  
Tenure Track ◽  
Pearson Product Moment Correlation

Abstract Context: Athletic training education program directors (ATEPDs) often manage their time among students, program administration, and patient care. Objective: To assess the level of burnout in ATEPDs and to determine the relationship between burnout and various demographics of ATEPDs. Design: Cross-sectional study. Setting: Public and private colleges and universities nationwide. Patients or Other Participants: Two hundred forty-nine ATEPDs of undergraduate athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education. Intervention(s): We administered the Maslach Burnout Inventory (MBI) to all participants. Main Outcome Measure(s): The MBI consisted of 21 items assessing 3 characteristics of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Another component of the survey requested demographic information about the ATEPDs. We used univariate, multivariate, and factorial analyses of variance with the α level set a priori at .05. We also calculated Pearson product moment correlation coefficients. Results: Women had greater emotional exhaustion than men (20.67 ± 9.43 and 16.47 ± 9.64, respectively) (P  =  .001). The difference between tenure-status groups for emotional exhaustion was significant (P  =  .014), with tenure-track ATEPDs scoring higher on emotional exhaustion than tenured ATEPDs. Pearson product moment correlation coefficients revealed a weak negative relationship among emotional exhaustion and age (r  =  −0.263, P < .001), years of program director experience (r  =  −0.157, P  =  .013), and years at current job (r  =  −0.162, P  =  .010), indicating that as ATEPDs aged, gained more experience, and stayed in their current jobs, their emotional exhaustion scores decreased. There was also a weak negative relationship between age and depersonalization (r  =  −0.171, P  =  .007). There was a weak positive relationship between years at current job and personal accomplishment (r  =  0.197, P  =  .002). Conclusions: We found that ATEPDs experienced a moderate form of emotional exhaustion burnout and low depersonalization and personal accomplishment burnout, with women experiencing greater emotional exhaustion than males. Additionally, ATEPDs in tenure-track positions experienced greater emotional exhaustion than tenured ATEPDs. The ATEPDs need to obtain healthy coping strategies early within their directorships to manage components related to burnout.

Learning Professionalism in Athletic Training Education

2006 ◽  
Vol 1 (1) ◽  
pp. 8-11 ◽  
Author(s):  
Debbie I. Craig
Keyword(s):  
Athletic Training ◽  
Code Of Ethics ◽  
Athletic Training Education ◽  
Clinical Environment ◽  
Athletic Training Students ◽  
Self Assessment ◽  
Professional Behaviors ◽  
Approved Clinical Instructors ◽  
National Athletic Trainers Association ◽  
Definition Of

Objective: Student learning of professionalism in athletic training education programs (ATEPs) can be varied and even elusive. The purpose of this article is to define professionalism and discuss its development in athletic training students. Background: Medical professions have studied extensively how students learn professionalism. However, with some studies reporting up to 90 different associated characteristics, no set definition of professionalism has been adopted. Students may learn professional behaviors in the classroom and the clinic. Research in medical education reports that a majority of this learning occurs in the clinical environment. Description: There are numerous ways to promote the learning of professionalism in athletic training students. After engaging each student personally in this pursuit, techniques such as communicating the mission and code of ethics of the National Athletic Trainers ' Association (NATA), clearly stating expectations the ATEP holds of students ' professional behavior, providing a variety of learning opportunities in different clinical settings, carefully selecting approved clinical instructors (ACIs), and using self-assessment and reflection are a few of the techniques recommended. The importance of the role of ACIs in the development of professional behaviors in athletic training students is stressed. Advantages: Without purposefully including the learning of professionalism in ATEP curriculums (the classroom and clinical experiences), students are at risk of not being prepared to represent and promote athletic training at the highest levels within the allied health professions.

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

2014 ◽  
Vol 9 (4) ◽  
pp. 182-189 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Patient Care ◽  
Learning Style ◽  
Athletic Training ◽  
Clinical Education ◽  
Learning Experience ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
National Athletic Trainers Association

Context Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. However, some clinical education experiences may not allow athletic training students to become clinically integrated. Objective To explore athletic training students' perspectives on their clinical learning experiences, specifically as they relate to an engaging learning environment. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education accredited undergraduate programs. Patients or Other Participants Twenty-one athletic training students (6 juniors; 15 seniors) with an average age of 22 years (20–23 years) from 4 National Athletic Trainers' Association districts volunteered to participate in our study. Data Collection and Analysis Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure website QuestionPro. Data were analyzed using open coding that was guided by a general inductive procedure. Data credibility was established through peer review, interpretative member checks, and multiple analyst triangulation. Results Our cohort identified an engaging learning environment as one that allowed active learning and participation as an athletic trainer and included communication between the student and preceptor, patient interactions, and instructor feedback regarding development and application of skills and knowledge. Conclusions Athletic training students prefer a more active learning style and value observing their preceptor engage in patient care, but they also want the opportunity to practice their athletic training skills to gain competence and confidence.

scholarly journals Strategies for Highly Effective Athletic Training Education Program Directors: A Practical Approach to Interdependence

2007 ◽  
Vol 2 (1) ◽  
pp. 21-25
Author(s):  
James E. Leone ◽  
Kimberly A. Gray
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Literary Work ◽  
Program Directors ◽  
Professional Preparation ◽  
Certified Athletic Trainers ◽  
Effective Strategies ◽  
Highly Effective

Objective: Following Seven Habits of Highly Effective People by Stephen Covey, this article seeks to communicate effective strategies for athletic training education Program Directors (PDs) to follow. Commentary of Covey's work and practical strategies to integrate them into PD practice and responsibilities are provided. Background: Due to a lack of professional preparation, Program Directors often relate to what they know best–working long hours to get the job accomplished. It is not uncommon for PDs to mirror the work schedules of clinically practicing certified athletic trainers. With this in mind, we propose approaching the role of PD using Stephen Covey's wisdom from his literary work, Seven Habits of Highly Effective People. Practical strategies for integrating Covey's work into a PD's daily responsibilities, as well as remaining compliant with CAATE Standard expectations, are discussed.

scholarly journals Novice to Expert Practice via Postprofessional Athletic Training Education: A Grounded Theory

2009 ◽  
Vol 44 (4) ◽  
pp. 378-390 ◽  
Author(s):  
Peter J. Neibert
Keyword(s):  
Grounded Theory ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Woven Fabric ◽  
Novice To Expert ◽  
Open Coding ◽  
National Athletic Trainers Association ◽  
Axial Coding ◽  
Member Checks ◽  
Expert Practice

Abstract To discover the theoretic constructs that confirm, disconfirm, or extend the principles and their applications appropriate for National Athletic Trainers' Association (NATA)–accredited postprofessional athletic training education programs.Objective: Interviews at the 2003 NATA Annual Meeting & Clinical Symposia.Design: Qualitative study using grounded theory procedures.Setting: Thirteen interviews were conducted with postprofessional graduates. Participants were purposefully selected based on theoretic sampling and availability.Patients and Other Participants: The transcribed interviews were analyzed using open coding, axial coding, and selective coding procedures. Member checks, reflective journaling, and triangulation were used to ensure trustworthiness.Data Collection and Analysis: The participants' comments confirmed and extended the current principles of postprofessional athletic training education programs and offered additional suggestions for more effective practical applications.Results: The emergence of this central category of novice to expert practice is a paramount finding. The tightly woven fabric of the 10 processes, when interlaced with one another, provides a strong tapestry supporting novice to expert practice via postprofessional athletic training education. The emergence of this theoretic position pushes postprofessional graduate athletic training education forward to the future for further investigation into the theoretic constructs of novice to expert practice.Conclusions:

scholarly journals Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

2015 ◽  
Vol 10 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Thomas G. Bowman ◽  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Retention ◽  
Athletic Training ◽  
Interpersonal Relationships ◽  
Clinical Education ◽  
Online Survey ◽  
Training Programs ◽  
Program Directors ◽  
Athletic Training Students ◽  
Telephone Interviews

Context Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective Explore program directors' perceptions of the reasons athletic training students persist and depart from PM ATPs. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants We asked directors from all PM ATPs nationwide to complete an online survey. We obtained responses from 60.0% (15 out of 25) of the population. We also completed follow-up telephone interviews with directors from 8 PM ATPs. Main Outcome Measure(s) Directors of PM ATPs completed an online survey asking for reasons for student persistence and departure. We also conducted follow-up telephone interviews with randomly selected participants. During the telephone interviews, we asked participants for additional detail regarding the enrollment decisions of students. Results PM ATP directors stated that students persist due to their commitment to the profession and the interpersonal relationships they build with the program stakeholders. Conversely, students depart PM ATPs due to the rigor associated with completion, a change in career aspirations, and financial concerns. Conclusions Athletic training educators should strive to keep commitment and motivation levels high while fostering positive interpersonal relationships by providing a welcoming atmosphere and engaging clinical education experiences. Finally, mentors should be available to assist students with program completion, and students should have options available for defraying the cost associated with completing the PM ATP.

scholarly journals Examining the Relationship Between Social Support Satisfaction and Perceived Stress and Depression in Athletic Training Students

2018 ◽  
Vol 13 (2) ◽  
pp. 168-174 ◽  
Author(s):  
Bryan Crutcher ◽  
Ryan N. Moran ◽  
Tracey Covassin
Keyword(s):  
Social Support ◽  
Athletic Training ◽  
Perceived Stress ◽  
Training Programs ◽  
Athletic Trainers ◽  
Depression Scale ◽  
Athletic Training Education ◽  
Epidemiologic Studies ◽  
Athletic Training Students ◽  
Cross Sectional

Context: Although social support has been reported to be a factor that increases retention of athletic trainers in their profession, there is a lack of literature examining the specific relationship of social support satisfaction and its predictive influence on stress and depression among athletic training students. Objective: To determine which sources of social support were perceived to be the most salient and ascertain whether social support satisfaction can predict stress and depression among athletic training students. Design: Cross-sectional study. Setting: Nine Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Patients or Other Participants: A total of 204 athletic training students from Commission on Accreditation of Athletic Training Education–accredited athletic training programs were included in this study. Main Outcome Measure(s): Participants completed the Perceived Stress Scale, Center for Epidemiologic Studies Depression Scale, and the Social Support Questionnaire. Results: Social Support Satisfaction significantly predicted overall perceived stress (P = .010) and depression (P < .001). Satisfaction of support from family (P = .043) and other athletic trainers (P = .011) were significant predictors of perceived stress, whereas satisfaction of support from family (P = .003), other athletic trainers (P = .002), and athletes (P = .038) significantly predicted depression. Conclusions: The current study suggests that having an increased satisfaction of social support may reduce stress perceptions and depression in athletic training students.

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