Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs

2012 ◽  
Vol 7 (3) ◽  
pp. 103-114 ◽  
Author(s):  
Kelvin Phan ◽  
Cailee W. McCarty ◽  
Jessica M Mutchler ◽  
Bonnie Van Lunen
Keyword(s):  
Decision Making ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Education Programs ◽  
Professional Students ◽  
Guided Practice ◽  
Telephone Interviews

Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to assess the pedagogical principles for clinical education at this level or what factors are necessary to enhance the clinical skills and decision-making abilities of post-professional students. Therefore, exploring the perspectives of clinical preceptors involved in post-professional education will help educators understand what strategies are necessary to improve post-professional athletic training education programs (PPATEPs). Objective: To qualitatively investigate clinical preceptors' perspectives and experiences regarding clinical education within PPATEPs. Design: Consensual qualitative research (CQR) with an emergent design. Setting: Telephone interviews were conducted with all participants. Patients or Other Participants: Eleven collegiate post-professional clinical preceptors (7 males, 4 females; average age = 38±7.3 years; average years as an athletic trainer = 15±6.6 years) who were affiliated with a PPATEP were interviewed, representing 11 out of 16 PPATEPs. Data Collection and Analysis: Interview transcripts were coded for themes and categories. Triangulation included a consensus process by the research team and member checking to verify the data. Results: Data analysis yielded four themes relating to clinical education in PPATEPs: importance of clinical education, clinical preceptor responsibilities, clinical preceptor qualities, and barriers to clinical education. Participants indicated that clinical education was important for students to develop clinical skills and give them opportunities to make patient care decisions, and that several fundamental responsibilities and qualities contribute to being an effective clinical preceptor at the post-professional level. Conclusions: Post-professional clinical preceptors recognized that an appropriate balance between autonomy and guided practice in clinical experiences fostered an effective learning environment which allowed post-professional students to improve their clinical and decision-making skills beyond their entry-level skill set. Preceptors should also demonstrate attributes of a clinician, educator, and communicator to be an effective mentor.

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 A Conceptual Framework for Clinical Education in Athletic Training

2008 ◽  
Vol 3 (2) ◽  
pp. 36-42 ◽  
Author(s):  
Sarah Radtke
Keyword(s):  
Health Professional ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Health Professional Education ◽  
Transfer Of Knowledge ◽  
Education Programs ◽  
Allied Health Professional

Objective: To develop a model for clinical education in athletic training education based on integration of various allied health professional clinical education models. Background: Clinical education is a critical component of allied health education programs. It allows for the transfer of knowledge and skills from classroom to practical application. Clinical education needs to be structured. In addition the Clinical Instructor (CI) also needs to facilitate athletic training students' development into effective, evidence-based practitioners. Description: A brief discussion on the need for transfer of knowledge in athletic training education is discussed. A review of the various clinical education models from allied health professional education is presented. Finally, a model for athletic training clinical education is presented with implications for practice. Clinical Advantages: As athletic training education continues to develop, a need to formalize clinical education and develop a clinical education model for athletic training is warranted. Focusing on the structure and function of clinical education will continue to move athletic training education forward and will align athletic training education with other allied health professional education programs.

Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

2015 ◽  
Vol 10 (2) ◽  
pp. 138-145 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Professional Commitment ◽  
Professional Behaviors ◽  
Athletic Training Student ◽  
Education Experience ◽  
Member Checks

Context Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession. Objective Investigating the role clinical education experiences play on the development of passion for athletic training. Design Exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen students (8 males, 9 females) volunteered. Students represented both junior (13) and senior (4) levels, were engaged in 23 ± 5 hours per week of clinical education, and were 20 ± 2 years old. Main Outcome Measure(s) One-on-one, in-person interviews following a semistructured format. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results A positive clinical education experience as described by this cohort of students was inclusive of strong mentorship, realism, professional commitment of the preceptor, and clinical skill integration. In combination, these attributes appear to help students develop their professional commitment for athletic training. Preceptors who provided mentorship by modeling appropriate professional behaviors, providing a realistic perspective to their role, and showing enthusiasm allowed the students in this study to gain an accurate understanding of the profession. Opportunities to develop clinical skills with feedback for improvement demonstrated the preceptors' commitment to the profession and the student and was valued as contributing to the overall experience. Conclusions The development of the athletic training student's commitment to the profession is directly related to a positive clinical education experience facilitated by a preceptor who is also passionate about the job. Preceptors are encouraged to provide the athletic training student with a realistic impression of the clinical setting in which they are gaining experiences in order for them to fully understand their future role and responsibilities. Maintaining an optimistic but pragmatic attitude is also valued by the athletic training student.

scholarly journals Frustrations Among Graduates of Athletic Training Education Programs

2013 ◽  
Vol 48 (1) ◽  
pp. 79-86 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Education Program ◽  
Athletic Training Education ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Education Programs ◽  
Student Stress ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design Qualitative study. Setting National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

scholarly journals Evaluating Perceptions of Culminating Clinical Education Experiences of Senior Athletic Training Students

2015 ◽  
Vol 10 (3) ◽  
pp. 219-226 ◽  
Author(s):  
Patricia A. Aronson ◽  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Role Models ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Athletic Training Students ◽  
Education Administrators

Context The perceptions of athletic training students (ATSs) regarding their clinical education experiences are not fully understood. It is important to investigate ATS perceptions of clinical education to allow athletic training educators to provide educational experiences that will maximize learning. Objective To determine what ATSs value during their clinical education experiences. Design Qualitative study. Setting Participants completed an electronic preceptor evaluation. Patients or Other Participants Nineteen (14 female, 5 male; average age = 22 ± 1 years) senior ATSs over 2 years enrolled in a Commission on Accreditation of Athletic Training Education–accredited athletic training program participated in our study. Participants came from 1 Commission on Accreditation of Athletic Training Education–accredited athletic training program in the Mid-Atlantic region. Data Collection and Analysis We asked seniors to evaluate their final clinical education experience by completing an open-ended questionnaire. We analyzed the data following the principles of grounded theory. We negotiated over the coding scheme until we reached full agreement, performed a peer review, and conducted member checks to ensure trustworthiness of the results. Results Three major themes emerged from the data. Athletic training students enjoy interacting with preceptors who act as appropriate professional role models. Our participants also found value in being able to develop their clinical skills with appropriate situational supervision. Finally, ATSs appreciate when preceptors teach them new information by stimulating their critical thinking skills. Conclusions To help provide positive learning environments for senior ATSs, athletic training education administrators should select preceptors who can successfully model professional responsibilities, present ATSs with authentic learning experiences, and promote higher-level thinking. We believe providing ATSs with exposure to preceptors who can meet these criteria may better prepare students for professional practice, alter persistence decisions, and should be a goal of clinical experiences for the benefit of ATSs.

scholarly journals The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs

2019 ◽  
Vol 14 (3) ◽  
pp. 156-166
Author(s):  
Jessica L. Rager ◽  
Julie Cavallario ◽  
Dorice A. Hankemeier ◽  
Cailee E. Welch Bacon ◽  
Stacy E. Walker
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Clinical Teaching ◽  
Training Programs ◽  
Clinical Skills ◽  
Future Research ◽  
Semistructured Interview ◽  
Program Administrators ◽  
Phone Calls

Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development. Conclusions Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.

scholarly journals Promoting Coherence in Athletic Training Education Programs

2009 ◽  
Vol 4 (2) ◽  
pp. 46-51 ◽  
Author(s):  
Thomas M. Dodge ◽  
Stacy E. Walker ◽  
R. Mark Laursen
Keyword(s):  
Athletic Training ◽  
Student Teaching ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Learning Experiences ◽  
Athletic Training Education ◽  
Professional Preparation ◽  
Learning Activities ◽  
Academic Learning ◽  
Education Programs

Objective: To present athletic training educators with guidelines for developing coherent athletic training education programs. Background: Coherent athletic training education programs are marked by a clear relationship between program goals and learning activities. These learning activities follow a logical progression that facilitates knowledge and skill development and enhances professional preparation. Coherent programs also work to socialize athletic training students in purposeful and positive ways. We have identified fourteen indicators of coherence in teacher education programs that are applicable to athletic training education. Both teacher certification and athletic training programs are similar in that they serve as professional preparation for their respective fields and have practical application (i.e., clinical education or student teaching practicum) components. Description: Coherence begins with a clearly defined mission statement. The academic faculty and clinical staff/instructors strive to achieve the mission and goals of the athletic training education program. Next, the coursework must follow a logical progression to allow students to make connections between subject matter. Clinical learning experiences should compliment academic learning experiences. In addition, clinical education experiences should follow students' skill levels and needs. Finally, the students themselves are encouraged to interact with their fellow students and form learning communities. Clinical Advantages: Coherent education programs have the most potential to produce athletic trainers who are competent and well socialized into professional practice. We believe graduates of such programs are properly prepared to be certified athletic trainers.

scholarly journals The Role and Load of the Athletic Training Clinical Education Coordinator

2017 ◽  
Vol 12 (2) ◽  
pp. 113-120 ◽  
Author(s):  
Sarah Radtke
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Qualitative Data ◽  
Athletic Training Education ◽  
Work Load ◽  
Release Time ◽  
Education Programs ◽  
Job Responsibilities ◽  
Load Compensation ◽  
Load Release

Context: The position of clinical education coordinator has been identified as a required one in athletic training education. However, the literature has yet to address the job responsibilities of clinical education coordinators and the commensurate work load/release time needed to accomplish these responsibilities in athletic training education. Objective: To determine the current practices of clinical education coordinators in athletic training program, their current load compensation, whether or not they feel their load compensation is appropriate, and what their ideal load compensation should be. Design: Mixed methods. Setting: Commission on Accreditation of Athletic Training Education–accredited education programs. Patients or Other Participants: A total of 120 clinical education coordinators. Main Outcome Measure(s): A survey was administered including both quantitative and qualitative questions. Quantitative data were analyzed statistically and qualitative data were analyzed using an inductive approach, revealing themes. Results: Statistically significant differences were found when comparing tenure with clinical track in the areas of scholarship and athletic training room coverage. Common job responsibilities for the clinical education coordinator were identified. The study also identified the current and perceived ideal load/release credit for clinical education coordinators based on their program size. Conclusions: Clinical education coordinators are incredibly valuable to all athletic training education programs. This study attempted to solidify their value through identifying job responsibilities and load credit criteria to ensure quality clinical education experiences for students.

scholarly journals Overcoming Barriers to Implementation of Evidence-Based Practice Concepts in Athletic Training Education: Perceptions of Select Educators

2011 ◽  
Vol 46 (5) ◽  
pp. 514-522 ◽  
Author(s):  
Sarah Manspeaker ◽  
Bonnie Van Lunen
Keyword(s):  
Decision Making ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Training Education ◽  
Evidence Based ◽  
Clinical Practices ◽  
Education Programs ◽  
Entry Level ◽  
Starting Point ◽  
Barriers To Implementation

Context: The need to include evidence-based practice (EBP) concepts in entry-level athletic training education is evident as the profession transitions toward using evidence to inform clinical decision making. Objective: To evaluate athletic training educators' experience with implementation of EBP concepts in Commission on Accreditation of Athletic Training Education (CAATE)-accredited entry-level athletic training education programs in reference to educational barriers and strategies for overcoming these barriers. Design: Qualitative interviews of emergent design with grounded theory. Setting: Undergraduate CAATE-accredited athletic training education programs. Patients or Other Participants: Eleven educators (3 men, 8 women). The average number of years teaching was 14.73 ± 7.06. Data Collection and Analysis: Interviews were conducted to evaluate perceived barriers and strategies for overcoming these barriers to implementation of evidence-based concepts in the curriculum. Interviews were explored qualitatively through open and axial coding. Established themes and categories were triangulated and member checked to determine trustworthiness. Results: Educators identified 3 categories of need for EBP instruction: respect for the athletic training profession, use of EBP as part of the decision-making toolbox, and third-party reimbursement. Barriers to incorporating EBP concepts included time, role strain, knowledge, and the gap between clinical and educational practices. Suggested strategies for surmounting barriers included identifying a starting point for inclusion and approaching inclusion from a faculty perspective. Conclusions: Educators must transition toward instruction of EBP, regardless of barriers present in their academic programs, in order to maintain progress with other health professions' clinical practices and educational standards. Because today's students are tomorrow's clinicians, we need to include EBP concepts in entry-level education to promote critical thinking, inspire potential research interest, and further develop the available body of knowledge in our growing clinical practice.

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.

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