scholarly journals Self Reported Perceptions of Physical Demands on Athletic Training Students

2008 ◽  
Vol 3 (2) ◽  
pp. 50-56
Author(s):  
Jeffrey K. Kawaguchi ◽  
Garth Babcock ◽  
Andrew Little
Keyword(s):  
Athletic Training ◽  
Sport Activity ◽  
Leisure Activity ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Education Programs ◽  
Related Activity ◽  
Future Health ◽  
Physical Demands ◽  
Time Activity

Context: According to the Commission on Accreditation of Athletic Training Education (CAATE) Standards for the Accreditation of Entry-Level Athletic Training Education Programs, athletic training students (ATSs) must complete clinical experiences that provide opportunities to integrate cognitive function, psychomotor skills, and affective competence as a part of their coursework. 1 These experiences expose students to the physical demands of the profession, and it is these activities that differentiate the demands of athletic training from other academic majors. Objectives: To assess the self-reported perceptions of ATSs regarding the physical demands of their chosen major and their participation in sport and non-sport leisure activities. Design: Descriptive research design. Setting: Nine undergraduate Athletic Training Education Programs within the National Athletic Trainers' Association (NATA) District 10. Subjects: 112 undergraduate athletic training students enrolled in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited programs during the 2005–2006 academic year. Main outcome measures: Respondents completed a modified form of the Baecke Questionnaire of Habitual Physical Activity2 which subjectively measured the student's reported 1) school related activity; 2) participation in sport activity and 3) participation in non-sport leisure activity. Results: The index for “school related activity” indicated that athletic training students perceived their chosen major as physically demanding. However, the indices for participation in sport and non-sport leisure activity were relatively low. Conclusions: In spite of the physical requirements of the athletic training curriculum, athletic training student's relatively low rate of participation in sport and non-sport leisure time activity may have future health implications.

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 Student Retention in Athletic Training Education Programs

2009 ◽  
Vol 44 (2) ◽  
pp. 197-207 ◽  
Author(s):  
Thomas M. Dodge ◽  
Murray F. Mitchell ◽  
James M. Mensch
Keyword(s):  
Discriminant Analysis ◽  
Student Retention ◽  
Athletic Training ◽  
Peer Support ◽  
Academic Integration ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Education Programs ◽  
Clinical Integration ◽  
Pearson Correlations

Abstract Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Design: Descriptive study using a qualitative and quantitative mixed-methods approach. Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r  =  0.515, P < .01) and motivation and academic integration (r  =  0.509, P < .01). Univariate analyses of variance showed that academic integration (F1,122  =  8.483, P < .004), clinical integration (F1,119  =  30.214, P < .001), and motivation (F1,121  =  68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Conclusions: Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession.

scholarly journals Defining, Valuing, and Teaching Clinical Outcomes Assessment in Professional and Post-Professional Athletic Training Education Programs

2007 ◽  
Vol 2 (2) ◽  
pp. 31-41 ◽  
Author(s):  
Alison R. Snyder ◽  
Tamara C. Valovich McLeod ◽  
Eric L. Sauers
Keyword(s):  
Clinical Practice ◽  
Clinical Outcomes ◽  
Athletic Training ◽  
Outcomes Assessment ◽  
Athletic Training Education ◽  
Healthcare Services ◽  
Successful Implementation ◽  
Athletic Training Students ◽  
Education Programs ◽  
Clinical Outcomes Assessment

Objective: To provide a basic introduction for athletic training educators about the importance of clinical outcomes measures and to recommend strategies for implementing clinical outcomes assessment education in professional and post-professional athletic training education programs. Background: Outcomes is a frequently used term amongst healthcare professionals; in the contexts of both education and clinical practice. Clinical outcomes assessment refers to the end result of healthcare services taking into account the patient's experiences and expectations. Clinical outcomes assessment education and implementation are critical to the successful implementation of evidence-based practice in athletic training. Description: Clinical outcomes assessments are categorized as either clinician- or patient-based measures. Clinician-based measures are often referred to as objective measures and include things such as range of motion (ROM) and strength, whereas patient-based measures are obtained via questionnaires and interviews that address the patient's perspective on his/her health status. Athletic training education programs should incorporate instruction on the use of both types of measures into their curricula. Clinical Advantages: Educating athletic training students to use clinical outcomes assessment will enable students to practice patient-centered care and provide them with an understanding of how to critically evaluate the evidence to determine optimal patient care. In addition, efforts to educate athletic training students about clinical outcomes assessment may support more widespread implementation of outcomes data collection and strengthen collaborations between clinicians and researchers to determine the effectiveness of athletic training clinical practice.

Cultural Competence in Athletic Training Education Programs: A Critically Appraised Topic

2020 ◽  
pp. 1-6
Author(s):  
Megan N. Sears ◽  
Dani M. Moffit ◽  
Rebecca M. Lopez
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Awareness ◽  
Training Programs ◽  
Athletic Training Education ◽  
Educational Interventions ◽  
Self Awareness ◽  
Athletic Training Students ◽  
Education Programs ◽  
Bottom Line

Clinical Question: Do cultural-competence-based educational interventions improve the cultural competence of athletic training students, based on the constructs of the Campinha-Bacote model? Clinical Bottom Line: Athletic training programs can improve athletic training students’ cultural awareness, knowledge, skill, encounters, and desire by incorporating cultural-competence-based independent readings, lecture presentations, in-class discussions, and self-awareness activities.

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.

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 Beyond the Basics: Providing Continuing Education Workshops for Preceptors; A Commentary

2015 ◽  
Author(s):  
Sara Nottingham ◽  
Michelle Cleary ◽  
Jason Bennett
Keyword(s):  
Continuing Education ◽  
Athletic Training ◽  
Professional Education ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Standards Of Care ◽  
Education Programs ◽  
Constructive Learning ◽  
Course Content

Current Commission on Accreditation of Athletic Training Education (CAATE) standards allow education programs to determine the most appropriate format and content of preceptor workshops. Clinicians, including preceptors, have noted challenges trying to keep their knowledge updated with current standards of care and educational competencies. Clinicians and preceptors in our program and the literature have described challenges trying to keep knowledge current with changing standards of care, research evidence, and athletic training educational competencies. Preceptors also value applicable and easily accessible continuing education opportunities. In order to address these challenges and provide accessible continuing education opportunities for preceptors, the faculty in our professional education program have designed and implemented a series of preceptor workshops for the past two years. These workshops are offered approximately three times per year, and each workshop focuses on clinical teaching, clinical skills, or professional practice issues. We developed these workshops based on current literature, interests of our preceptors, and needs of our program in applicable, accessible formats. Much of the content is similar to academic course content, but the delivery is tailored to the experience levels of our practicing clinicians. Anecdotally, we have observed improved interactions between students and preceptors and more frequent implementation of updated standards of care by our preceptors. Preceptors positively rate these workshops and describe how they plan to change several aspects of their role as a preceptor as a result of attending the workshops. Considering clinicians face challenges keeping knowledge current and obtaining applicable continuing education opportunities, athletic training programs may consider providing continuing education opportunities to ensure that preceptors are able to provide a constructive learning environment. This article describes how providing these workshops directly to preceptors may allow athletic training education programs to tailor the content and delivery to clinician and program needs.

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.

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