Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development

Context Health care professions use a unique learning pattern in which education occurs both didactically and clinically. Previous research has focused on preceptor selection and training, but there has been limited emphasis on the perceived roles of didactic and clinical educators. Identifying potential discrepancies in perceived roles in student development may help improve athletic training student education through a shared understanding of role delineation. Objective To understand the perceived roles of faculty and preceptors in athletic training student development. Design Consensual qualitative research. Setting Videoconference focus group interviews. Patients or Other Participants Eight faculty, 7 preceptors, and 7 dual-role faculty/preceptors representing professional athletic training programs participated in this study. Data saturation guided the number of focus groups conducted. Data Collection and Analysis Semistructured focus group interviews were conducted and transcribed verbatim. Four researchers used a consensus process to analyze data, identify emergent themes, and create a codebook independently. We created a consensual codebook using identified themes and subgroups. Trustworthiness was established with the use of multiple researchers and an external auditor. Results Three themes emerged from the data: (1) contributors to role achievement, (2) challenges to role achievement, and (3) perceived improvements. Factors contributing to role achievement included positive relationships, effective communication, role development, student development, and socialization. Challenges to role achievement included preparation for the role, student commitment, role strain, ineffective communication, authenticity of learning, and preceptor willingness. Suggestions for perceived improvements included concept integration and application, programmatic leadership, and culture. Conclusions Some participants identified ineffective communication as a challenge to role development. Others noted effective communication as a contributor to role development. Limited formal training exists for faculty and preceptors relative to their respective roles in student development, and many draw from their own past experiences to better fulfill those roles.

Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development

Context Immersive clinical experiences are critical clinical education components in athletic training. Program directors have indicated potential isolation from peers and faculty, a financial burden, and less engagement in quality learning during immersive clinical experiences. Objective To explore athletic training students' perceptions of the immersive clinical experience as it pertains to their development. Design Qualitative study. Setting Individual virtual interviews. Patients or Other Participants A total of 15 athletic training students who participated in the immersive clinical experience in the last 9 months took part in our study (males = 4, females = 11; age = 25 ± 5 years, range = 21–36 years). Data Collection and Analysis We conducted interviews and recorded and transcribed them verbatim. We developed a codebook using the consensual qualitative research tradition to identify domains and categories. Trustworthiness was established using member-checking, multiple researchers, and an auditor. Results Athletic training student perceptions of the immersive clinical experience revealed 2 domains: exposure and improved preparation for clinical practice. From increased exposure, participants gained additional experience with administrative duties, communication and relationships, interprofessional and collaborative practice, an increased quantity and quality of patient encounters, and preceptor influence on learning opportunities. From improved preparation, participants experienced socialization in which they were more integrated in facility activities, gained a greater appreciation for the value of the profession, had greater autonomy and inclusion, and perceived more value in the immersive clinical experience than in nonimmersive experiences. Conclusions Athletic training students who participate in immersive clinical experiences feel that they have increased exposure to athletic training practice and improved preparation for transition to practice.

Accuracy of Undergraduate Athletic Training Student Performance Factors for Determining Board of Certification Exam First-Time Pass Outcomes

Context There is a lack of current evidence to help athletic training programs identify students poised for first-time Board of Certification (BOC) exam success as a means to ensure compliance with contemporary accreditation standards. Various academic variables have been previously identified as predictors of first-time success; however, these investigations reflect prior versions of the credentialing examination based on what are now obsolete editions of the professional practice analysis. Objective To determine the accuracy of undergraduate athletic training student performance factors as indicators of successfully passing the current version of the BOC exam on a first attempt. Design Casual-comparative (ex–post facto) quasi-experimental. Setting An accredited undergraduate athletic training program. Patients or Other Participants A recent sample of athletic training program graduates (n = 43). Intervention(s) Archived data were collected from student academic records and analyzed. Main Outcome Measure(s) Receiver operating characteristic curve analysis computed the area under the curve (AUC), which was used to determine accuracy of variables. Optimal thresholds for passing the BOC exam on a first attempt were computed for each variable by the index of union method. Results The AUC and associated thresholds for factors were as follows: cumulative grade point average (GPA) upon entry to the major (AUC = 0.67, threshold = 3.20); preprofessional-phase course GPA (AUC = 0.81, threshold = 3.48); averaged admission interview score (AUC = 0.49, threshold = 8.46); averaged preceptor evaluation of applicant score (AUC = 0.53, threshold = 93.88%); unique composite score (AUC = 0.80, threshold = 7.34); cumulative GPA upon graduation (AUC = 0.68, threshold = 3.19); combined math and reading SAT score (AUC = 0.90, threshold = 960); clinical education hours (AUC = 0.61, threshold = 1131.08). Conclusions Preprofessional-phase course GPA provided the greatest accuracy of the secondary admissions criteria; however, the combined math and reading SAT score provided the greatest accuracy of all examined variables. Furthermore, the unique composite score may represent an accurate, all-inclusive indicator of success. Program administrators and athletic training educators may use these outcomes to shape their related programmatic operations.

Survey of International Experience Opportunities for Athletic Training Students and Faculty

Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P > .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.

Commentary on International Experience Opportunities for Athletic Training Students: A Perspective from the National Athletic Trainers' Association International Committee

Context International experiences (eg, study abroad, international service projects) have many benefits, including increasing cultural sensitivity, that can enhance athletic training student development. However, international experiences directly related to athletic training may be limited or hard to identify. Objective To outline current and upcoming resources available through the work of the National Athletic Trainers' Association International Committee (IC) related to athletic training international experience opportunities. Background The IC collaborated with the Commission on Accreditation of Athletic Training Education to ask about international experiences available in accredited programs in the 2016–2017 annual report. Synthesis Data were analyzed from all accredited programs (N = 410). Results Data indicated that athletic training–specific international experiences are available at a lower rate (0%–10.6% of programs) than general university-sponsored international experiences (15.4%–84.4% of programs). Information on athletic training student and faculty involvement is limited; at least 1 student participated in 39.5% to 61.5% of programs, and at least 1 faculty member participated in 15.4% to 23.4% of programs. Recommendation(s) Future research should identify and describe current international experience opportunities, as well as identify strengths, challenges, and priorities for developing and expanding international opportunities for athletic training students. Conclusion(s) With the globalization of athletic training, emphasis on providing culturally competent care, and undergraduate opportunities created by the degree transition, it seems an opportune time to encourage international experiences for athletic training students. Current and future IC resources aim to provide guidance to students and faculty interested in international experiences.

Athletic Training Student and Student Aide Clinical Task Allowance in the Secondary School Setting

Purpose: Athletic training student aides (SA) are minors in high school that participate in an athletic training experience under the supervision of secondary school athletic trainers (SSAT). The NATA published an official statement on the proper supervision of SAs related to task allowance. As SSATs may also supervise athletic training students (ATSs), it is important to understand the differences in both. Therefore, the objective was to explore the training, task allowance, and perspectives of SAs and ATSs by SSATs during clinical experiences. Methods: We used a cross-sectional, web-based survey for this study. SSATs (n=3,567) from the ATLAS database were recruited and 614 participants (age=39±11years, years credentialed=12±9years) completed the study. An online survey was developed to reflect the NATA official statement for task allowance and supervision of SAs and ATSs. Dependent variables included requirements and task allowance of the SA and ATS based on supervision (direct, autonomous, and restricted), and the personal perceptions from SSATs. Results: 76.5% of SSATs reported having SAs involved in their clinical practice. Less than 50% of SSATs implemented recommended trainings related to emergency preparedness, first aid, and patient privacy. When exploring task allowance, most SSATs were following best practice guidelines for job-related tasks. Additionally, SSATs were allowing ATSs to perform more tasks autonomously as compared to SAs. Conclusions: SSATs are mostly following best practice recommendations for task allowance, whereby they are providing supervision to SAs in the appropriate areas and not allowing certain duties. However, 100% compliance was not met, thus increasing risks to patients and the profession. SSATs should improve training and preparedness for the SAs involved in their clinical practice Additionally, SSATs are allowing ATSs to perform job-related tasks autonomously or with directed supervision during clinical experiences with the exception to administrative tasks and autonomous clinical-decision making.

Preceptor Facilitated Debriefing Improves Athletic Training Student’s Clinical Performance and Work Efficacy

Debriefing is an essential part of healthcare training that utilizes a planned conversation to allow clinicians to analyze their actions, thought processes, and emotions with the goal of improving patient care and outcomes. Debriefing requires two-way communications between the athletic training student and facilitating preceptor. The process is more than providing feedback on clinical performance, but a communication process that fosters reflective insight into of behaviors and decisions. Debriefing after patient care encounters has been shown to increase critical thinking, confidence, clinical skill and clinical reasoning. With this enhancement in cognition and behavior, debriefing allows the student to strengthen their own capabilities and efficacy, better preparing themselves for real time clinical practice. Facilitating effective debriefing is challenging for seasoned educators, as well as practitioners untrained to facilitate effective debriefing.

Curation of a Simulation Experience by the Clinical Scholar: An Educational Technique in Postprofessional Athletic Training

Context: Postprofessional athletic training programs continue to prepare advanced-practice leaders in the profession. As part of being leaders and clinical scholars within the field, it is important that students pursing postprofessional graduate education be exposed to curriculum and instructional theory, practice, and strategies. Objective: To describe an education technique focused on the curation of a simulation assignment as part of a postprofessional athletic training course as a means to develop an appreciation of instructional strategies as a clinical scholar. Background: The postprofessional athletic training student (PP-ATS) may be working as a full-time clinician, graduate assistant, or novice educator, or as an intern within an athletic training clinic. Regardless of employment status, PP-ATSs engage with several key stakeholders, ranging from parents and legal guardians to coaching staff and professional athletic training students. The PP-ATS may be tasked to provide education to these stakeholders in the form of patient participation status to a coach, describing the pathogenesis of a condition to a patient, and rationale for care to professional athletic training students. Description: The PP-ATSs were placed in learning communities of 3 to 5 students. The learning communities were tasked with the development of high- and low-fidelity simulations for learners (the other PP-ATSs in the course) to engage in during an intensive and focused learning session, facilitation of the experience, and a debrief encounter. Clinical Advantage(s): A 2-fold benefit exists. First, PP-ATSs are engaged in the design and development of a simulation experience as an instructional intervention. Second, simulation learners are gainfully engaged in low-stakes patient encounters that promote professional growth. Conclusion(s): Developing and implementing learner-curated simulation experiences exposes PP-ATSs to an innovative instructional strategy in athletic training.