Occupational Stress for Athletic Training Program Directors

The roles and responsibilities for program directors of professional educational programs are numerous. The purpose of this study was to investigate how multiplicity of roles and responsibilities influence occupational stress. Role theory was the theoretical framework to organize the research and to investigate the influence of multiple roles and responsibilities on occupational stress of Athletic Training Program Directors (ATPDs). This mixed methods study investigated which occupational roles and responsibilities contributed to the greatest amount of occupational stress for ATPDs. All ATPDs from the Commission on Accreditation for Athletic Training Education (CAATE) accredited programs were invited to participate in an online survey to investigate personal and program characteristics and to determine which occupational roles and responsibilities produce the most occupational stress. Eighty-three ATPDs participated in this study, and the stress levels in the various occupational roles and responsibilities were measured, summed, and averaged. The results indicated that accreditation was the most stressful occupational role and responsibility category whereas service was the least stressful occupational role and responsibility category. This study presents information which heightens awareness of occupational stress experienced by ATPDs and contributes to the understanding of the multifaceted ATPD position.

Retention Initiatives Used by Professional Master's Athletic Training Program Directors

10.4085/1003205 ◽

2015 ◽

Vol 10 (3) ◽

pp. 205-211

Author(s):

Thomas G. Bowman ◽

Thomas M. Dodge ◽

Stephanie M. Mazerolle

Keyword(s):

Training Program ◽

Athletic Training ◽

Online Survey ◽

Training Programs ◽

Program Directors ◽

The United States ◽

Retention Rates ◽

Application Process ◽

Telephone Interviews ◽

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

Factors Impacting Athletic Training Program Directors' and Clinical Education Coordinators' Professional Roles

Athletic Training & Sports Health Care ◽

10.3928/19425864-20210315-01 ◽

2021 ◽

pp. 1-11

Author(s):

Chad T. Osgood

Keyword(s):

Training Program ◽

Athletic Training ◽

Clinical Education ◽

Program Directors ◽

Professional Roles ◽

Engagement Theory in Action: An Investigation of Athletic Training Program Directors

10.4085/1947-380x-2.2.49 ◽

2007 ◽

Vol 2 (2) ◽

pp. 49-55

Author(s):

Kimberly S. Peer

Keyword(s):

Training Program ◽

Athletic Training ◽

Education Program ◽

Good Practice ◽

Athletic Training Education ◽

Program Directors ◽

Education Programs ◽

Engagement Theory ◽

Terminal Degree ◽

Objective: To examine the use of good practice indicators by athletic training program directors and to provide a theoretical framework using engagement theory, a learner-centered process focusing on program improvement through continuous planning and evaluation, as a foundation for implementing good practices in athletic training education programs. Design and Setting: Athletic training education program directors completed the study's instrument. Responses were analyzed using correlations and regression models following return of the instruments via United States mail. Subjects: Seventy-three undergraduate athletic training education program directors for CAAHEP (now CAATE)-accredited, entry-level programs completed the instrument for this study. Measurements: Subjects completed a demographic sheet indicating Carnegie classification (research and doctoral or comprehensive and baccalaureate), appointment type (administrative/academic or academic/athletic), and degree type (education or non-education). The participants also completed a faculty inventory based on the “Seven Principles for Good Practice in Undergraduate Education.” Data were analyzed using SPSS (Version 10.0). The independent variables were institution type, program director appointment type, and terminal degree type. The dependent variables were the collective and individual subscale scores on the inventory. Results: There were no differences in self reported principles of good practice between program directors of different institution, appointment or terminal degree types. It was clear however, that athletic training program directors across the country report use of quality practices in their teaching. Conclusions/Recommendations: Engagement theory provides a strong foundation for implementing quality indicators in both didactic and clinical instruction in athletic training education programs. The faculty inventory used in this study provides athletic training educators an instrument to use to reflect upon current practices to determine whether they reflect the quality indicators that promote engagement.

Retention Initiatives Used by Professional Bachelor's Athletic Training Program Directors

10.4085/110118 ◽

2016 ◽

Vol 11 (1) ◽

pp. 18-26 ◽

Cited By ~ 1

Author(s):

Thomas G. Bowman ◽

Stephanie M. Mazerolle ◽

Thomas M. Dodge

Keyword(s):

Student Retention ◽

Training Program ◽

Athletic Training ◽

Program Directors ◽

Retention Rates ◽

Online Questionnaire ◽

Athletic Training Student ◽

Context: Retaining athletic training students has been identified as problematic by approximately half of athletic training program (ATP) directors. It is unknown what ATP directors do to improve athletic training student retention. Objective: To identify initiatives that ATP directors use to improve the retention rates of athletic training students in their programs. Design: Qualitative study. Setting: Undergraduate ATPs. Patients or Other Participants: We asked directors of ATPs across the nation to complete an Internet questionnaire. We obtained responses from 171 out of 343 ATP directors (51.6%). In addition, we completed follow-up interviews with 16 randomly selected ATP directors. Main Outcome Measure(s): During the online questionnaire, we asked ATP directors to describe any specific initiatives they or their ATP used that were aimed at retaining athletic training students and ideally what they would like to do to improve athletic training student retention at their institution. During the follow-up telephone interviews, we asked participants to further describe their retention strategies and other techniques not already mentioned in their questionnaire responses to gain further insight. We used a general inductive approach to analyze the data and performed multiple-analyst triangulation, member checks, and a peer review to ensure the trustworthiness of the analysis and results. Results: During data analysis, we identified 3 themes that highlight the ATP directors' initiatives to retain athletic training students. Directors discussed fostering a family atmosphere, strategic planning, and having resources available to support students as ways to improve retention. Conclusions: Athletic training program directors are encouraged to integrate students into their programs early through informal and formal participation opportunities, evaluate student potential prior to formal admissions, plausibly through an interview process, and educate students on scholarship opportunities to help offset tuition and fees associated with program completion.

Factors Affecting Student Persistence into Athletic Training Programs

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2019.1663 ◽

2019 ◽

Author(s):

Heather Hudson ◽

Valerie Herzog

Keyword(s):

Training Program ◽

Athletic Training ◽

Clinical Education ◽

Student Persistence ◽

Athletic Trainers ◽

Clinical Integration ◽

Factors Affecting ◽

Introductory Course ◽

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

Factors Influencing a Student's Choice of a Graduate Professional Athletic Training Program

10.4085/150119115 ◽

2020 ◽

Vol 15 (3) ◽

pp. 177-185

Author(s):

Alyson Dearie ◽

Deborah Van Langen ◽

Julie M. Cavallario ◽

Sonya A. Comins

Keyword(s):

Data Collection ◽

Training Program ◽

Athletic Training ◽

Online Survey ◽

Graduate Program ◽

Doctoral Degree ◽

Pass Rate ◽

Online Questionnaire ◽

Cross Sectional ◽

Convenience Sample

Context As the professional degree in athletic training transitions to the master's level, a growing concern for programs is enrollment. Understanding the factors that influence a student's choice of a graduate program in athletic training will provide institutions with vital information for marketing and enrollment management. Objective To explore factors that influence a student's choice of a professional graduate athletic training program. Design Cross-sectional. Setting Online survey. Patients or Other Participants A total of 52 participants from a convenience sample of 140 graduate students enrolled in a graduate professional athletic training program completed the survey: 43 females (82.7%) and 9 males (17.3%). Data Collection and Analysis Data collection took place over 4 weeks between April and May 2019. Participants completed an online questionnaire that consisted of 11 demographic items, 6 Likert-scale items about factors that may have influenced school choice, and 2 open-ended questions about career goals and pursuing a doctoral degree. We calculated descriptive statistics, frequency distributions, and percentages. Results Factors ranked as very important in influencing a student's choice fell within the categories of athletic training program and athletic training program faculty. Those ranked as not important were related to ethnicity and gender. Additionally, over half of the participants indicated an intended career path within the college or professional setting. Conclusions Although a variety of factors can influence a student's choice of graduate school, today's consumer seems mostly interested in program factors such as Board of Certification pass rate, accreditation status, and clinical sites. As programs transition to the graduate level, marketing and recruitment strategies should be designed around these factors to ensure enrollment.

Help-Seeking Behaviors Among Athletic Training Students in the Clinical Education Setting: A Pilot Study

10.4085/0804115 ◽

2013 ◽

Vol 8 (4) ◽

pp. 115-123 ◽

Cited By ~ 2

Author(s):

Mikiko Aoyagi Nakajima ◽

Keith W. Freesemann

Keyword(s):

Multivariate Analysis ◽

Training Program ◽

Athletic Training ◽

Clinical Education ◽

Help Seeking ◽

Online Survey ◽

Analysis Of Covariance ◽

Help Seeking Behaviors ◽

First Semester

Context Help-seeking is an important self-regulating and proactive strategy that prepares students to be successful learners. It is particularly important in the clinical education setting, in which students must actively engage in learning. Objective To determine both the type of help-seeking behaviors used by athletic training students in the clinical education setting and the relationship between help-seeking behaviors and achievement in their athletic training program. Design Cross-sectional exploratory study. Setting Online survey. Patients or Other Participants Athletic training students from one Commission on Accreditation of Athletic Training Education–accredited athletic training program. Data Collection and Analysis An online survey was developed using previously validated help-seeking and general self-efficacy scales and several demographic questions. Factorial multivariate analysis of variance and multivariate analysis of covariance and univariate analyses determined differences among respondents' demographic characteristics and other variables. Results A total of 38 athletic training students responded to the online survey. There was a significant main effect for passing/failing of competency exams (Wilks λ = 0.680, F = 3.061, P = .034), semester (Wilks λ = 0.485, F = 6.905, P = .001), and interaction effect (Wilks λ = 0.591, P = .007). Follow-up analysis showed that first-semester students who passed had significantly lower scores for avoidance of help-seeking (M = 1.229 ± 0.282) compared to first-semester students who didn't pass (M = 1.994 ± 0.079; P = .004). Conclusions Students typically engaged in help-seeking behaviors beneficial for learning (ie, instrumental help-seeking). However, students who engaged in avoidance help-seeking had lower achievement scores when measured by the passing/failing of their competency exam at the end of their respective semester. Preceptors and athletic training educators are encouraged to detect the type of help-seeking behaviors students use and guide them to those that are conducive to learning and success.

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

10.4085/100157 ◽

2015 ◽

Vol 10 (1) ◽

pp. 57-64 ◽

Cited By ~ 6

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 ◽

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.

Demand in Pediatric Dentistry for Sedation and General Anesthesia by Dentist Anesthesiologists: A Survey of Directors of Dentist Anesthesiologist and Pediatric Dentistry Residencies

Anesthesia Progress ◽

10.2344/11-17.1 ◽

2012 ◽

Vol 59 (1) ◽

pp. 3-11 ◽

Cited By ~ 20

Author(s):

C. Gray Hicks ◽

James E. Jones ◽

Mark A. Saxen ◽

Gerardo Maupome ◽

Brian J. Sanders ◽

...

Keyword(s):

North America ◽

General Anesthesia ◽

Training Program ◽

Online Survey ◽

Response Rate ◽

Training Programs ◽

Deep Sedation ◽

Program Directors ◽

Pediatric Dentistry ◽

Pediatric Dentists

This study describes what training programs in pediatric dentistry and dental anesthesiology are doing to meet future needs for deep sedation/general anesthesia services required for pediatric dentistry. Residency directors from 10 dental anesthesiology training programs in North America and 79 directors from pediatric dentistry training programs in North America were asked to answer an 18-item and 22-item online survey, respectively, through an online survey tool. The response rate for the 10 anesthesiology training program directors was 9 of 10 or 90%. The response rate for the 79 pediatric dentistry training program directors was 46 of 79 or 58%. Thirty-seven percent of pediatric dentistry programs use clinic-based deep sedation/general anesthesia for dental treatment in addition to hospital-based deep sedation/general anesthesia. Eighty-eight percent of those programs use dentist anesthesiologists for administration of deep sedation/general anesthesia in a clinic-based setting. Pediatric dentistry residency directors perceive a future change in the need for deep sedation/general anesthesia services provided by dentist anesthesiologists to pediatric dentists: 64% anticipate an increase in need for dentist anesthesiologist services, while 36% anticipate no change. Dental anesthesiology directors compared to 2, 5, and 10 years ago have seen an increase in the requests for dentist anesthesiologist services by pediatric dentists reported by 56% of respondents (past 2 years), 63% of respondents (past 5 years), and 88% of respondents (past 10 years), respectively. Predicting the future need of dentist anesthesiologists is an uncertain task, but these results show pediatric dentistry directors and dental anesthesiology directors are considering the need, and they recognize a trend of increased need for dentist anesthesiologist services over the past decade.

Survey of non-tunneled temporary hemodialysis catheter clinical practice and training

The Journal of Vascular Access ◽

10.1177/1129729818820231 ◽

2018 ◽

Vol 20 (5) ◽

pp. 507-515 ◽

Cited By ~ 2

Author(s):

Christina M Yuan ◽

James D Oliver ◽

Dustin J Little ◽

Rajeev Narayan ◽

Lisa K Prince ◽

...

Keyword(s):

Training Program ◽

Online Survey ◽

Simulation Training ◽

Program Directors ◽

Completion Rates ◽

Emergency Procedure ◽

Hemodialysis Catheter ◽

Important Barrier ◽

Temporary Hemodialysis Catheters ◽

And Training

Background:Nephrologists are placing fewer non-tunneled temporary hemodialysis catheters. Requiring competence for nephrology fellow graduation is controversial.Methods:Anonymous, online survey of all graduates from a single, military nephrology training program (n = 81; 1985–2017) and all US Nephrology program directors (n = 150).Results:Graduate response and completion rates were 59% and 100%, respectively; 93% agreed they had been adequately trained; 58% (26/45) place non-tunneled temporary hemodialysis catheters, independent of academic practice or time in practice, but 12/26 did ⩽5/year and 23/26 referred some or all. The most common reason for continuing non-tunneled temporary hemodialysis catheter placement was that it is an essential emergency procedure (92%). The single most significant barrier was time to do the procedure (49%). Program director response and completion rates were 50% and 79%, respectively. The single most important barrier to fellow competence was busyness of the service (36%), followed by disinterest (21%); 55% believed that non-tunneled temporary hemodialysis catheter insertion competence should be required, with 81% indicating it was an essential emergency procedure. The majority of graduates and program directors agreed that simulation training was valuable; 76% of programs employ simulation. Graduates who had simulation training and program directors with ⩽20 years of practice were significantly more likely to agree that simulation training was necessary.Conclusion:Of the graduate respondents from a single training program, 58% continue to place non-tunneled temporary hemodialysis catheters; 55% of program directors believe non-tunneled temporary hemodialysis catheter procedural competence should be required. Graduates who had non-tunneled temporary hemodialysis catheter simulation training and younger program directors consider simulation training necessary. These findings should be considered in the discussion of non-tunneled temporary hemodialysis catheter curriculum requirements.