scholarly journals Development of the Online Assessment of Athletic Training Education (OAATE) Instrument

2009 ◽  
Vol 4 (2) ◽  
pp. 66-69
Author(s):  
W. David Carr ◽  
Bruce B. Frey ◽  
Elizabeth Swann
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Discrimination Index ◽  
Online Assessment ◽  
Validity And Reliability ◽  
Internal Reliability ◽  
Reliability Estimates ◽  
Single Scale ◽  
Individual Domain ◽  
The Creation

Objective: To establish the validity and reliability of an online assessment instrument's items developed to track educational outcomes over time. Design and Setting: A descriptive study of the validation arguments and reliability testing of the assessment items. The instrument is available to graduating students enrolled in entry-level Athletic Training Education Programs (ATEPs). Methods: Validity was established with the creation of a national advisory board of Athletic Training educators. Construct validity was established with the creation of a test blueprint to guide the development of items for the knowledge exam. Internal reliability estimates for each domain were calculated. A single scale reliability analysis was conducted using all items. An item analysis was conducted by calculating difficulty and discrimination indexes for each item. Results: The internal reliability estimates ranged from .23 to .44 suggesting that individual domain scores for this draft of the instrument were not reliable. The single scale total score reliability however, produced an alpha = .84 suggesting a high level of reliability. Difficulty index scores ranged from .03 to .99 (mean = .74 ± .25). Discrimination index scores ranged from −.01 to .41 (mean = .21 ± .09). Conclusions: While the individual domain reliability was low, the overall single scale score is acceptable. Difficulty and discrimination index scores allowed the removal and revision of items to increase the overall reliability of the test bank.

scholarly journals Development of a Rubric to Improve Critical Thinking

2012 ◽  
Vol 7 (3) ◽  
pp. 86-94 ◽  
Author(s):  
Kasee J. Hildenbrand ◽  
Judy A. Schultz
Keyword(s):  
Critical Thinking ◽  
Athletic Training ◽  
Health Care Professionals ◽  
High Reliability ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Human Anatomy ◽  
Validity And Reliability ◽  
Group Assessment ◽  
Skill Sets

Context: Health care professionals, including athletic trainers are confronted daily with multiple complex problems that require critical thinking. Objective: This research attempts to develop a reliable process to assess students' critical thinking in a variety of athletic training and kinesiology courses. Design: Our first step was to create a panel of professionals, faculty, students, and critical thinking specialists to create a list of desirable traits and skill sets. Next, the panel specifically examined the language used by a university's existing critical thinking rubric and considered possible modifications for the kinesiology and athletic training education programs. This process involved the creation of a team of raters who participated in a norming process. Setting: University undergraduate classroom. Participants: Students enrolled in a lower level anatomy class and a higher level motor learning class within the kinesiology program and a group of stakeholders. Outcome Measures: To develop consistency using a norming process to examine the validity and reliability of a critical thinking rubric. Results: The panel norming process for the human anatomy course resulted in an overall interrater reliability score of 94% for a low (poor) paper, 90.5% for a medium (average) paper, and 89% for a high (excellent) paper. This high reliability coefficient provided confidence that evaluations of critical thinking would be reliable. In terms of validity, the results indicated that the group assessment of critical thinking can distinguish between various papers. Conclusion: Using the rubric allowed an established set of skills to be intentionally linked to critical thinking.

Delegation and Empowerment in CAATE Accredited Athletic Training Education Programs

2009 ◽  
Vol 4 (4) ◽  
pp. 139-143 ◽  
Author(s):  
Johanna Hoch ◽  
Kristi White ◽  
Chad Starkey ◽  
B. Andrew Krause
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Athletic Training Education ◽  
Validity And Reliability ◽  
Electronic Survey ◽  
Entry Level ◽  
Academic Role ◽  
Data Collection And Analysis ◽  
Survey Instruments ◽  
Administrative Tasks

Context: The use of delegation can potentially alleviate some of the stress with administering an athletic training education program (ATEP) and allow program directors (PDs) to focus on other aspects of their academic role. Objectives: To determine the reasons PDs delegate and do not delegate tasks to other faculty of ATEPs accredited by the Commission on Accreditation of Athletic Training Education (CAATE), and to determine if clinical education coordinators (CECs) of accredited ATEPs feel empowered when completing these tasks. Design and Setting: Survey of CECs and PDs of CAATE accredited entry-level ATEPs. Patients or other participants: At the time of this research there were 358 CAATE accredited entry-level ATEPs; 143 of these institutions had both CECs and PDs on staff resulting in 286 possible participants. Data Collection and Analysis: We developed two electronic survey instruments and established the validity and reliability. Descriptive statistics were used to analyze and rank administrative tasks. Results: We ranked five reasons PDs delegate and do not delegate administrative tasks to the other faculty of the ATEP. For over 80% (n=25) of the PDs surveyed, frequency statistics suggested that lack of confidence and lack of trust in others were the number one and number two reasons, respectively, for not delegating tasks to other faculty. Also, PDs ranked improving productivity as their primary reason to delegate tasks to other members of the ATEP. Finally, CECs felt empowered 59% of the time when completing assigned tasks. Conclusions: When used properly, delegation can alleviate some of the job stresses PDs face in accredited entry-level ATEPs. However, in order for delegation to improve the PDs and CECs job satisfaction, the CECs must feel empowered when completing these tasks to the level CAATE requires.

Validity and Reliability of the Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE)

GeroPsych ◽  
2019 ◽  
Vol 32 (3) ◽  
pp. 145-151
Author(s):  
Mahshid Foroughan ◽  
Zahra Jafari ◽  
Ida Ghaemmagham Farahani ◽  
Vahid Rashedi
Keyword(s):  
Psychometric Properties ◽  
Elderly Population ◽  
Formal Education ◽  
The Elderly ◽  
Cognitive State ◽  
Validity And Reliability ◽  
Internal Reliability ◽  
Dsm Iv ◽  
Test Retest Reliability ◽  
Farsi Version

Abstract. This study examines the psychometric properties of the IQCODE and its applicability in the Iranian elderly population. A group of 95 elderly patients with at least 4 years of formal education who fulfilled the criteria of DSM-IV-TR for dementia were examined by the MMSE and the AMTs. The Farsi version of the IQCODE was subsequently administered to their primary caregivers. Results showed a significant correlation ( p = .01) between the score of the questionnaire and the results of the MMSE ( r = −0.647) and AMTs ( r = −0.641). A high internal reliability of the questionnaire was confirmed by Cronbach’s alpha coefficient (α = 0.927) and test-retest reliability by correlation coefficient ( r = 0.81). This study found that the IQCODE has acceptable psychometric properties and can be used for evaluating the cognitive state in the elderly population of Iran.

Addressing Reliability Estimates When the Population is Small: Can Social Cognition Help?

1993 ◽  
Vol 73 (2) ◽  
pp. 499-505 ◽  
Author(s):  
Scott W. Brown ◽  
Mary M. Brown
Keyword(s):  
Social Cognition ◽  
Communication Satisfaction ◽  
Systematic Desensitization ◽  
Internal Reliability ◽  
Satisfaction Scale ◽  
Measurement Framework ◽  
Hospital Intensive Care Unit ◽  
Reliability Estimates ◽  
Critical Feedback ◽  
Gathering Data

One of the issues facing researchers studying very select populations is how to obtain reliability estimates for their instruments. When the populations and resulting samples of studies are very small and select, gathering data for typical reliability estimates becomes very difficult. As a result, many researchers ignore the concern about reliability of their instrumentation and forge ahead collecting data. In response to this concern, Bandura's model of social cognition and Wolpe's model of systematic desensitization were combined and applied to a group of 90 undergraduates completing a Communication Satisfaction Scale designed to assess the attitudes of intubated patients in a hospital Intensive Care Unit. Stimuli (text, auditory and visual) were provided to sensitize the subjects to the intubation procedure and to enable the subjects to imagine what it is like to be an intubated patient. The subjects responded to 10 items focusing on the communication issues of intubated patients on a scale in Likert format. Internal reliability (Cronbach alpha) was 0.83 for the entire scale. The results are discussed within both a social cognition and a measurement framework. While the resulting reliabilities cannot be directly applied to the intubated sample, the procedure may provide critical feedback to researchers and instrument developers prior to the actual administration of the instrument in research.

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

The Use of Discovery Learning in Athletic Training Education

2009 ◽  
Vol 14 (4) ◽  
pp. 32-35 ◽  
Author(s):  
Robert E. Ryan ◽  
Steven R. Murray ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Discovery 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.

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.

scholarly journals A study of the validity and the reliability of the Geriatric Anxiety Inventory in screening for anxiety after stroke in older inpatients

2016 ◽  
Vol 30 (12) ◽  
pp. 1220-1228 ◽  
Author(s):  
Ian I Kneebone ◽  
Chris Fife-Schaw ◽  
Nadina B Lincoln ◽  
Helena Harder
Keyword(s):  
Phase 1 ◽  
Depression Scale ◽  
Clinical Interview ◽  
Anxiety And Depression ◽  
Validity And Reliability ◽  
Operating Characteristics ◽  
Hospital Anxiety ◽  
Internal Reliability ◽  
Older Inpatients ◽  
Anxiety Subscale

Objectives: To investigate the validity and reliability of the Geriatric Anxiety Inventory in screening for anxiety in older inpatients post-stroke. Design: Longitudinal. Subjects: A total of 81 inpatients with stroke aged 65 years or older were recruited at four centres in England. Main measures: At phase 1 the Geriatric Anxiety Inventory and the Hospital Anxiety and Depression Scale were administered and then the Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders 4th edition (phase 2). The Geriatric Anxiety Inventory was repeated a median of seven days later (phase 3). Results: Internal reliability of the Geriatric Anxiety Inventory was high (α = 0.95) and test–retest reliability acceptable ( τB = 0.53). Construct validity was evident relative to the Hospital Anxiety and Depression Scale – Anxiety subscale ( τB = 0.61). At a cut off of 6/7, sensitivity of the Geriatric Anxiety Inventory was 0.88, specificity 0.84, with respect to the Structured Clinical Interview anxiety diagnosis. Hospital Anxiety and Depressions Scale – Anxiety subscale sensitivity was 0.88, specificity 0.54 at the optimum cut off of 5/6. A comparison of the areas under the curve of the Receiver Operating Characteristics for the two instruments indicated that the area under the curve of the Geriatric Anxiety Inventory was significantly larger than that of the Hospital Anxiety and Depressions Scale – Anxiety subscale, supporting its superiority. Conclusions: The Geriatric Anxiety Inventory is an internally consistent, reliable (stable) and valid instrument with acceptable sensitivity and specificity to screen for anxiety in older inpatients with stroke.

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