scholarly journals The Scavenger Hunt: An Educational Technique for Preceptors and Athletic Training Students

2021 ◽  
Vol 16 (4) ◽  
pp. 250-254
Author(s):  
Linda Fabrizio Mazzoli ◽  
Dani M. Moffit ◽  
Jamie L. Mansell
Keyword(s):  
Athletic Training ◽  
Athletic Training Students ◽  
New Professionals ◽  
Professional Networks ◽  
Entry Level ◽  
Mentoring Relationship ◽  
Professional Network ◽  
Clinical Advantage ◽  
Self Discovery ◽  
Educational Technique

Context Entry-level athletic trainers (ATs) often lack tools necessary to help build confidence and professional networks, especially if they are the only clinicians in their facility. One-way athletic training education can help is to encourage preceptors to assist in mentoring athletic training students (ATSs) as they navigate the shift from student to AT. Objective To describe 1 educational technique developed by a preceptor that showcases effective mentoring, networking, volunteer opportunities, and communication. Background Mentorship is important for all entry-level ATs. By providing opportunities before graduation and assisting ATSs in learning how to network and communicate with potential mentors, future ATs can then continue the mentoring pipeline as they accept preceptor positions. Description This activity was developed by a preceptor while the ATS was in her immersive setting. It provided the ATS an opportunity to develop networking skills while still having support from the preceptor as mentor and while also growing the number of colleagues in her network. By providing a self-discovery activity, the ATS learned how to effectively maneuver through a large conference while gaining confidence, contacts, and a better understanding of the profession. Clinical Advantage(s) The preceptor developed a mentoring relationship with the ATS while also giving her the opportunity to build connections and identify characteristics that she would like to have in future mentors. Conclusion(s) Networking is often a difficult skill for new professionals. By creating this scavenger hunt, the preceptor demonstrated effective mentoring in addition to pushing the ATS outside of her comfort zone to develop her own professional network and observe how professionals can give back to their association.

scholarly journals Evaluation of Athletic Training Students' Clinical Proficiencies

2008 ◽  
Vol 43 (4) ◽  
pp. 386-395 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner ◽  
Kirk J. Armstrong
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Experience ◽  
Education Program ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Education Programs ◽  
Content Areas ◽  
Entry Level ◽  
Program Characteristics

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n  =  337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n  =  191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189  =  2.866, P  =  .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were barriers to real-time evaluation. One-way analyses of variance revealed no difference between athletic training education program characteristics and the opportunities for and barriers to real-time evaluations among the various clinical experience settings. Conclusions: No one primary barrier hindered real-time clinical proficiency evaluation. To determine athletic training students' clinical proficiency for entry-level employment, athletic training education programs must incorporate standardized patients or take a disciplined approach to using simulation for instruction and evaluation.

scholarly journals Physical Activity Participation and Constraints Among Athletic Training Students

2015 ◽  
Vol 50 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Justin Stanek ◽  
Katherine Rogers ◽  
Jordan Anderson
Keyword(s):  
Physical Activity ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Demographic Data ◽  
The United States ◽  
Moderate Intensity ◽  
Structural Constraints ◽  
Athletic Training Students ◽  
Entry Level ◽  
Exercise Participation

Context: Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. Objective: To assess PA participation and constraints to participation among athletic training students. Design: Cross-sectional study. Setting: Entry-level athletic training education programs (undergraduate and graduate) across the United States. Patients or Other Participants: Participants were 1125 entry-level athletic training students. Main Outcome Measure(s): Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Results: Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Conclusions: Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits.

scholarly journals A Descriptive Study of Athletic Training Students Perception of Effective Mentoring Roles.

2006 ◽  
Author(s):  
William Pitney ◽  
Grey Ethlers ◽  
Stacy Walker
Keyword(s):  
Athletic Training ◽  
Electronic Mail ◽  
Online Survey ◽  
Personal Characteristics ◽  
National Sample ◽  
Athletic Training Students ◽  
Mentoring Relationship ◽  
National Athletic Trainers Association ◽  
And Gender ◽  
Mail Address

Context: Mentoring relationships are commonly thought to promote the learning of a professional role. Mentors can perform a variety of roles and possess many different personal characteristics, but there is limited literature related to athletic training students’ perceptions of effective mentoring roles and characteristics. Objective: To explore who athletic training students identify as a mentor and describe the students’ perceptions of the mentoring role and personal characteristics. Design: An online survey was used to collect students’ perceptions. Setting: The study was initiated from a large mid-western university and included a national sample of athletic training students with published e-mail addresses. Participants: Student members of the National Athletic Trainers’ Association (NATA) with a published electronic-mail address (N=3285) were surveyed and a total of 807 students accessed the online survey for a return rate of 24.56%. Main Outcome Measure(s): Likert scale survey items measured the extent to which students agreed with the questions; descriptive statistics, specifically frequencies, means and standard deviations, were used in the analysis.Results: The majority of students identified a current practitioner as their mentor. Role modeling, communication, feedback, encouragement, listening, providing advice, support and challenges were roles associated with effective mentoring. Students generally disagreed that similar ethnicity and gender were important personal characteristics in a mentoring relationship. Conclusions: Practitioners play a key role in mentoring athletic training students; though the mentoring role of practitioners is multidimensional. The effectiveness of a mentoring relationship can likely be improved by provided consistent availability and contact, by caring about a student's development, and by taking adequate time to communicate effectively. While doing this, athletic training practitioners should be cognizant that athletic training students do not necessarily value the mentoring roles of providing tutoring, friendship, confrontation, information delivery and problem solving assistance in comparison to the other mentoring roles evaluated. Furthermore, the focus should be on the development of a professional and nurturing relationship that is not overly confrontational but is challenging

scholarly journals Leadership is Positively Related to Athletic Training Students' Clinical Behaviors

2012 ◽  
Vol 7 (3) ◽  
pp. 95-102 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Leadership Development ◽  
Athletic Training ◽  
Internal Consistency ◽  
Positive Relationship ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Student Leadership ◽  
Athletic Training Students ◽  
Entry Level ◽  
Significant Difference

Context: Leadership development by health professionals positively affects patient outcomes. Objective: To 1) determine if there is any relationship between demonstrated leadership behaviorsandclinical behaviors among entry-level AT students (ATS); 2) to explore if the level of leadership behavior changes between ATS level; and 3) to determine if preceptors and students rate leadership and clinical behaviors differently. Design: Non-parametric quantitative, non-experimental exploratory. Setting: Assessments of ATS in an entry level undergraduate AT education program. Participants: Preceptors and Athletic Training Students. Main Outcome Measures: Archived AT Student Leadership and Clinical Skills Evaluations (ATSLCSE) were analyzed from 2008 to 2010. After the ATSLCSE was assessed for internal consistency and validity, Spearman rho correlations were use to measure the relationship between leadership and clinical behaviors, Mann-Whitney U tests to measure differences between gender and preceptor and ATS ratings, and Kruskal-Wallistests to assess the differences between ATS levels. Results: ATSLCSE had satisfactory internal consistency (α = .91), with criterion-related predictive validity established with correlations ranging from r=.61 to .83(p<.01). The data showed a positive relationship between leadership and clinical behaviors(r = .80,P<.01),significant differences in clinical behaviors and demonstrates leadership behaviors between ATS levels (χ2(2, N=442)=24.66, P=<.001 and χ2(2, N=442)=41.00, P=<.001, respectively), that preceptors rated students'clinical behaviors higher than the students rated themselves (U=20924.500, Z=−.2.424, P=.015),and that females had higher attendance than males (U = 21095.000, Z =−2.08, P=.037). Conclusions: Leadership has a positive relationship to clinical behaviors, with demonstrated behaviors increasing as the ATS progressed through the program. There was also a significant difference between preceptorand student ratings in terms of the students' clinical behaviors. Therefore, educators should consider leadership an important aspect of clinical preparation.

scholarly journals Designing Simulations for Athletic Training Students Through Interprofessional Teaching Collaboration

2015 ◽  
Vol 10 (3) ◽  
pp. 249-255 ◽  
Author(s):  
Kristin Ann Tivener ◽  
Donna Sue Gloe
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Health Care Education ◽  
Athletic Training Students ◽  
Faculty Collaboration ◽  
Simulation Scenario ◽  
Clinical Advantage ◽  
Interprofessional Teaching

Context While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed between athletic training and nursing education faculty members and to outline the observed benefits and barriers arising from this approach. Background Interprofessional education and interdepartmental faculty collaboration are increasingly becoming more established and practiced elements of health professionals' education. Bringing together professionals from diverse but interrelated disciplines in a collaborative teaching activity can enhance students' understanding of the health care system and the technical expertise each professional provides in emergent situations. Description In many health care education programs simulation has been increasingly used as a teaching tool to provide students with opportunities to practice and learn in an environment that mirrors reality as closely as possible. An example of a simulation scenario developed through an interprofessional teaching collaborative is provided as a foundational design for reproduction. Clinical Advantage(s) Interprofessional teaching collaboration of athletic training and nursing faculty can greatly enhance the content and realism of cardiopulmonary simulation for athletic training students when it involves the combined knowledge and experience of these 2 disciplines. Conclusion(s) Interprofessional teaching collaboration in simulation scenarios can greatly enhance learning insights and clinical relevance for athletic training students.

scholarly journals Students Provide Accurate, But Not Always Detailed, Feedback to a Peer Performing an Orthopedic Assessment Skill

2011 ◽  
Author(s):  
Melissa Marty ◽  
Jolene Henning ◽  
John Willse
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Repeated Measures ◽  
Peer Assessment ◽  
First Year ◽  
Psychomotor Skills ◽  
Athletic Training Students ◽  
Percent Correct ◽  
Entry Level

Athletic training students often practice psychomotor skills with their peers when learning skills and often assess one another and provide feedback. There is limited research examining the accuracy of the assessment and quality of the feedback athletic training students provide. Purpose: To examine the accuracy of the assessments and the quality of the feedback students provide to a peer performing an orthopedic special test (i.e., psychomotor skill). Design: Non-experimental repeated measures. Setting: Entry-level master’s athletic training program. Participants: First year (n = 6) and second-year (n = 5) graduate students. Main Outcome Measures: During two separate sessions, subjects evaluated ten videos of a peer performing the FABER test for hip pathology. Accuracy of the assessments was examined through percent correct scores. The feedback was categorized as either comments provided on items performed incorrectly or items performed correctly. Quality of feedback was categorized as detailed or general. Results: Subjects assessed videos of a peer performing the FABER test with 97.83% accuracy. The subjects provided a total of 451 comments; 297 comments for items performed incorrectly and 154 comments for items performed correctly. The subjects provided detailed feedback 54.32% of the time and provided general feedback 45.68% of the time. Conclusions: Students can accurately assess a peer performing an orthopedic assessment skill and they also provide accurate feedback. However, the feedback is not always detailed. A peer assessment/feedback training program may improve the quality of feedback students provide.

scholarly journals Self-Perceived Educational Preparedness of Entry-Level Athletic Trainers Regarding Preventing Sudden Death in Sport

2013 ◽  
Vol 8 (3) ◽  
pp. 48-57 ◽  
Author(s):  
Kelly D. Pagnotta ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Yabor ◽  
Anthony C. Salvatore ◽  
Douglas J. Casa
Keyword(s):  
Sudden Death ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Educational Training ◽  
Knowledge And Skills ◽  
Entry Level ◽  
Hands On ◽  
Cognitive Knowledge

ContextAs the first medical professionals on scene when emergency situations arise in sport, athletic trainers (ATs) need to be proficient in recognizing and managing these conditions. Recent evidence regarding exertional heatstroke indicates a lack of educational training as a factor preventing implementation of best practices, yet other causes of sudden death exist, and little is known about the educational training provided to the AT.ObjectiveTo gain insight into the entry-level AT and athletic training students' (ATSs') perceptions of education received in the area of emergency care techniques.DesignMixed methods study.SettingAthletic training programs (ATPs) and practice settings.Patients or Other ParticipantsThirteen first-year ATs (n = 7) or recent ATS graduates before employment (n = 6).Data Collection and AnalysisOne-on-one phone interviews were conducted and transcribed verbatim. Data were analyzed inductively using a grounded theory approach and open coding. Close-ended questions were analyzed by calculating frequencies, means, and standard deviations. Multiple analyst triangulation and peer review were used to establish data credibility.ResultsOne main theme emerged: participants revealed they perceived their education to be compartmentalized. Compartmentalization comprised 3 subthemes: cognitive knowledge, skill implementation, and clinical integration. Participants received the cognitive knowledge through traditional teaching methods but had minimal hands-on laboratory practice in the area of basic emergent and immediate care skills. Instructors placed greater focus on situations or cases that educators had encountered versus on the broader scope of conditions. Contrived, discussion-based instructional methods rather than real-life integration were used to evaluate the ATSs' ability to apply the knowledge and skills.ConclusionsBeyond providing ATSs with the necessary didactic knowledge and hands-on practice through structured laboratory sessions, educators must also provide the opportunity for clinical application of knowledge and skills. Athletic training students must be provided opportunities to apply emergent care skills in order to demonstrate competency and critical thinking.

scholarly journals Evaluating Professional Networks in a Gerontological Pre-Dissertation Initiative Using Social Network Analysis

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-550
Author(s):  
Erin Murphy ◽  
Rebecca Mauldin ◽  
Jennifer Greenfield ◽  
Nancy Kusmaul ◽  
Noelle Fields ◽  
...  
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Early Career ◽  
Professional Relationships ◽  
Professional Networks ◽  
Professional Needs ◽  
Early Career Faculty ◽  
Professional Network ◽  
Conference Presentations

Abstract Professional networks are critical for PhD students and early career faculty, yet there is scant research on the development of their professional networks. Social network analysis is a useful approach to describe the development of professional networks. This methodological paper explains its use and benefits, using a social network analysis of alumni from the first three cohorts of the Association of Gerontological Education in Social Work (AGESW)’s Pre-Dissertation Fellowship Program (PDFP) as an example. We present results, challenges, and recommendations. Alumni (n = 12) reported meeting an average of 20 scholars (SD = 13.2) through AGESW. These professional relationships led to collaborations on conference presentations and manuscripts as well as opportunities to leverage the relationships for future professional needs. Suggested applications of social network analysis for program evaluation, such as co-author and citation networks, are also presented with a focus on training programs designed to support robust professional network development.

A Systematic Approach to Programmatic Assessment

2016 ◽  
Vol 11 (3) ◽  
pp. 161-167
Author(s):  
Dani M. Moffit ◽  
Jamie L. Mansell ◽  
Anne C. Russ
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Systematic Approach ◽  
Program Review ◽  
Athletic Training Students ◽  
Programmatic Assessment ◽  
Systematic Assessment ◽  
Assessment Plans ◽  
Education Needs ◽  
Goals And Objectives

Context: Accrediting bodies and universities increasingly require evidence of student learning within courses and programs. Within athletic training, programmatic assessment has been a source of angst for program directors. While there are many ways to assess educational programs, this article introduces 1 systematic approach. Objective: This article describes the steps necessary to create an assessment plan that meets the needs of the accrediting body, the program, and the athletic training students. Background: Assessment helps determine if the program's goals and objectives are meeting the athletic training students' needs. Program review cannot be accomplished in a manner that is helpful unless the assessment plan is systematic, planned, and ongoing. Recommendation(s): Effective and systematic assessment plans provide a framework for program evaluation, modification, and improvement. Conclusion(s): Assessment should be an ongoing process which creates opportunities for active learning. Clinical education needs to be included in the overall programmatic assessment, as those courses provide application of didactic learning.

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

2014 ◽  
Vol 9 (3) ◽  
pp. 104-112 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle
Keyword(s):  
Career Choice ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Public Understanding ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Training Professionals ◽  
Negative Perceptions ◽  
Member Checks

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

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