Infection and Disease Transmission in the Athletic Training Setting

2004 ◽  
Vol 9 (3) ◽  
pp. 11-15
Author(s):  
Katie Walsh ◽  
Sue Graner Raedeke
Keyword(s):  
Athletic Training ◽  
Disease Transmission ◽  
Training Setting

scholarly journals Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique

2021 ◽  
Vol 16 (4) ◽  
pp. 300-306
Author(s):  
Sarah A. Manspeaker ◽  
Alison N. Wix
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Learning Theory ◽  
Disease Transmission ◽  
Clinical Decision Making ◽  
Athletic Trainers ◽  
Cognitive Learning ◽  
Theory Approach ◽  
Cognitive Learning Theory ◽  
Educational Technique

Context Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels. Background Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process. Description Within an evaluation course for nonorthopaedic conditions, a 3–class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training. Clinical Advantage(s) Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice. Conclusion(s) Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice.

scholarly journals Epidemiologic Comparison of Injured High School Basketball Athletes Reporting to Emergency Departments and the Athletic Training Setting

2014 ◽  
Vol 49 (3) ◽  
pp. 381-388 ◽  
Author(s):  
Erica N. Fletcher ◽  
Lara B. McKenzie ◽  
R. Dawn Comstock
Keyword(s):  
High School ◽  
Emergency Department ◽  
Confidence Interval ◽  
Athletic Training ◽  
Emergency Departments ◽  
Clinical Settings ◽  
Consumer Product Safety Commission ◽  
Injury Surveillance System ◽  
P Values ◽  
Training Setting

Context: Basketball is a popular US high school sport with more than 1 million participants annually. Objective: To compare patterns of athletes with basketball-related injuries presenting to US emergency departments from 2005 through 2010 and the high school athletic training setting from the 2005–2011 seasons. Design: Descriptive epidemiology study. Setting: Data from the National Electronic Injury Surveillance System of the US Consumer Product Safety Commission and the High School Reporting Information Online database. Main Outcome Measure(s): Complex sample weights were used to calculate national estimates of basketball-related injuries for comparison. Patients or Other Participants: Adolescents from 13 to 19 years of age treated in US emergency departments for basketball-related injuries and athletes from 13 to 19 years of age from schools participating in High School Reporting Information Online who were injured while playing basketball. Results: Nationally, an estimated 1 514 957 (95% confidence interval = 1 337 441, 1 692 474) athletes with basketball-related injuries reported to the emergency department and 1 064 551 (95% confidence interval = 1 055 482, 1 073 620) presented to the athletic training setting. Overall, the most frequent injuries seen in the emergency department were lacerations and fractures (injury proportion ratios [IPRs] = 3.45 and 1.72, respectively), whereas those seen in the athletic training setting were more commonly concussions and strains/sprains (IPRs = 2.23 and 1.19, respectively; all P values < .0001). Comparisons of body site and diagnosis combinations revealed additional differences. For example, athletes with lower leg fractures more often presented to the emergency department (IPR = 6.53), whereas those with hand fractures more frequently presented to the athletic training setting (IPR = 1.18; all P values < .0001). Conclusions: Patterns of injury differed among high school basketball players presenting for treatment in the emergency department and the athletic training setting. Understanding differences specific to clinical settings is crucial to grasping the full epidemiologic and clinical picture of sport-related injuries. Certified athletic trainers play an important role in identifying, assessing, and treating athletes with sport-related injuries who might otherwise present to clinical settings with higher costs, such as the emergency department.

scholarly journals Organizational Infrastructure in the Collegiate Athletic Training Setting, Part III: Benefits of and Barriers in the Medical and Academic Models

2017 ◽  
Vol 52 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Christianne M. Eason ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Patient Care ◽  
Role Conflict ◽  
Athletic Training ◽  
Medical Model ◽  
Role Strain ◽  
Work Life ◽  
Full Time ◽  
Perceived Benefits ◽  
Care Needs ◽  
Training Setting

Context: Academic and medical models are emerging as alternatives to the athletics model, which is the more predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of these models. Objective: To investigate the perceived benefits of and barriers in the medical and academic models. Design: Qualitative study. Setting: National Collegiate Athletic Association Divisions I, II, and III. Patients or Other Participants: A total of 16 full-time ATs (10 men, 6 women; age = 32 ± 6 years, experience = 10 ± 6 years) working in the medical (n = 8) or academic (n = 8) models. Data Collection and Analysis: We conducted semistructured telephone interviews and evaluated the qualitative data using a general inductive approach. Multiple-analyst triangulation and peer review were completed to satisfy data credibility. Results: In the medical model, role congruency and work-life balance emerged as benefits, whereas role conflict, specifically intersender conflict with coaches, was a barrier. In the academic model, role congruency emerged as a benefit, and barriers were role strain and work-life conflict. Subscales of role strain included role conflict and role ambiguity for new employees. Role conflict stemmed from intersender conflict with coaches and athletics administrative personnel and interrole conflict with fulfilling multiple overlapping roles (academic, clinical, administrative). Conclusions: The infrastructure in which ATs provide medical care needs to be evaluated. We found that the medical model can support better alignment for both patient care and the wellbeing of ATs. Whereas the academic model has perceived benefits, role incongruence exists, mostly because of the role complexity associated with balancing teaching, patient-care, and administrative duties.

scholarly journals Organizational Infrastructure in the Collegiate Athletic Training Setting, Part II: Benefits of and Barriers in the Athletics Model

2017 ◽  
Vol 52 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Ashley Goodman ◽  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
Lower Order ◽  
National Collegiate Athletic Association ◽  
Role Strain ◽  
Role Identity ◽  
Work Life ◽  
Full Time ◽  
Role Clarity ◽  
Training Setting ◽  
Work Life Conflict

Context: The athletics model, in which athletic training clinical programs are part of the athletics department, is the predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of this model, particularly as it relates to organizational hierarchy. Objective: To explore the perceived benefits of and barriers in the athletics model. Design: Qualitative study. Setting: National Collegiate Athletic Association Divisions I and III. Patients or Other Participants: Eight full-time ATs (5 men, 3 women; age = 41 ± 13 years, time employed at the current institution = 14 ± 14 years, experience as a certified AT = 18 ± 13 years) working in the collegiate setting using the athletics model. Data Collection and Analysis: We conducted semistructured interviews via telephone or in person and used a general inductive approach to analyze the qualitative data. Multiple-analyst triangulation and peer review established trustworthiness. Results: Two benefits and 3 barriers emerged from the data. Role identity emerged as a benefit that occurred with role clarity, validation, and acceptance of the collegiate AT personality. Role congruence emerged as a benefit of the athletics model that occurred with 2 lower-order themes: relationship building and physician alignment and support. Role strain, staffing concerns, and work-life conflict emerged as barriers in the athletics model. Role strain occurred with 2 primary lower-order themes: role incongruity and role conflict. Conclusions: The athletics model is the most common infrastructure for employing ATs in collegiate athletics. Participants expressed positive experiences via character identity, support, trust relationships, and longevity. However, common barriers remain. To reduce role strain, misaligning values, and work-life conflict, ATs working in the athletics model are encouraged to evaluate their relationships with coaches and their supervisor and consider team physician alignment. Moreover, measures to increase quality athletic training staff from a care rather than a coverage standpoint should be considered.

scholarly journals Understanding Patient Trust in the Athletic Setting through Interviews

2018 ◽  
Author(s):  
Shannon David ◽  
John Hitchcock
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Division I ◽  
Student Athlete ◽  
Training Setting ◽  
Working Definition ◽  
Vital Component ◽  
Definition Of ◽  
Member Checks

Trust is a vital component of the patient-clinician relationship yet little is known about trust in the athletic training (AT) profession. Purpose: The purpose of this qualitative study was to define and understand trust in an athletic training setting. Methods: Interviews with Division I student-athlete patients (n=9) and athletic trainers (n=3) were conducted to collect data about participant views and definitions of trust. Data were analyzed using classical and constant comparison techniques; the trustworthiness of findings were assessed via peer debriefing, member checks, and reflexive journaling. Results: The analyses yielded 21 codes and four themes described to promote trust: (1) athletic trainers’ attributes, (2) interactions between athletic trainers and athletes, (3) the quality of this relationship and (4) the overall experience. Conclusion: A working definition of trust in the athletic training setting was developed via this work; furthermore, athletic trainers and patients agreed that trust is a complex construct but is vital to developing a productive therapeutic relationship.

Periodic monitoring of vampire bats and rabies: a new framework for animal restoration projects in the Neotropics

2020 ◽  
Author(s):  
Fernando Gonçalves ◽  
Daniel G. Streicker ◽  
Mauro Galetti
Keyword(s):  
Disease Transmission ◽  
Lessons Learned ◽  
Multidisciplinary Teams ◽  
Risk Area ◽  
Food Web Structure ◽  
Land Bridge ◽  
High Risk Area ◽  
Restoration Project ◽  
Vampire Bats

Nowadays, restoration project might lead to increased public engagement and enthusiasm for biodiversity and is receiving increased media attention in major newspapers, TED talks and the scientific literature. However, empirical research on restoration project is rare, fragmented, and geographically biased and long-term studies that monitor indirect and unexpected effects are needed to support future management decisions especially in the Neotropical area. Changes in animal population dynamics and community composition following species (re)introduction may have unanticipated consequences for a variety of downstream ecosystem processes, including food web structure, predator-prey systems and infectious disease transmission. Recently, an unprecedented study in Brazil showed changes in vampire bat feeding following a rewilding project and further transformed the land-bridge island into a high-risk area for rabies transmission. Due the lessons learned from ongoing project, we present a novel approach on how to anticipate, monitor, and mitigate the vampire bats and rabies in rewilding projects. We pinpoint a series of precautions and the need for long-term monitoring of vampire bats and rabies responses to rewilding projects and highlighted the importance of multidisciplinary teams of scientist and managers focusing on prevention educational program of rabies risk transmitted by bats. In addition, monitoring the relative abundance of vampire bats, considering reproductive control by sterilization and oral vaccines that autonomously transfer among bats would reduce the probability, size and duration of rabies outbreaks. The rewilding assessment framework presented here responds to calls to better integrate the science and practice of rewilding and also could be used for long-term studying of bat-transmitted pathogen in the Neotropical area as the region is considered a geographic hotspots of “missing bat zoonoses”.

Sign in / Sign up

Export Citation Format

Share Document