scholarly journals Leadership is Positively Related to Athletic Training Students' Clinical Behaviors

2012 ◽  
Vol 7 (3) ◽  
pp. 95-102 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Leadership Development ◽  
Athletic Training ◽  
Internal Consistency ◽  
Positive Relationship ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Student Leadership ◽  
Athletic Training Students ◽  
Entry Level ◽  
Significant Difference

Context: Leadership development by health professionals positively affects patient outcomes. Objective: To 1) determine if there is any relationship between demonstrated leadership behaviorsandclinical behaviors among entry-level AT students (ATS); 2) to explore if the level of leadership behavior changes between ATS level; and 3) to determine if preceptors and students rate leadership and clinical behaviors differently. Design: Non-parametric quantitative, non-experimental exploratory. Setting: Assessments of ATS in an entry level undergraduate AT education program. Participants: Preceptors and Athletic Training Students. Main Outcome Measures: Archived AT Student Leadership and Clinical Skills Evaluations (ATSLCSE) were analyzed from 2008 to 2010. After the ATSLCSE was assessed for internal consistency and validity, Spearman rho correlations were use to measure the relationship between leadership and clinical behaviors, Mann-Whitney U tests to measure differences between gender and preceptor and ATS ratings, and Kruskal-Wallistests to assess the differences between ATS levels. Results: ATSLCSE had satisfactory internal consistency (α = .91), with criterion-related predictive validity established with correlations ranging from r=.61 to .83(p<.01). The data showed a positive relationship between leadership and clinical behaviors(r = .80,P<.01),significant differences in clinical behaviors and demonstrates leadership behaviors between ATS levels (χ2(2, N=442)=24.66, P=<.001 and χ2(2, N=442)=41.00, P=<.001, respectively), that preceptors rated students'clinical behaviors higher than the students rated themselves (U=20924.500, Z=−.2.424, P=.015),and that females had higher attendance than males (U = 21095.000, Z =−2.08, P=.037). Conclusions: Leadership has a positive relationship to clinical behaviors, with demonstrated behaviors increasing as the ATS progressed through the program. There was also a significant difference between preceptorand student ratings in terms of the students' clinical behaviors. Therefore, educators should consider leadership an important aspect of clinical preparation.

A Review and Conceptual Framework for Integrating Leadership into Clinical Practice

2012 ◽  
Vol 7 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Leadership Development ◽  
Conceptual Framework ◽  
Athletic Training ◽  
Leadership Behaviors ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Data Sources ◽  
Leadership Research

Context: The purpose of this review is to assess leadership education and practice in athletic training. Leadership is a critical component of athletic training and health care. Leadership research in athletic training is dramatically behind other health care professions. Objective: To develop a model for integrating leadership behavior and education into clinical practice and athletic training education that is based on review of leadership literature within athletic training and to introduce a conceptual framework from which to base future dialogue and by which to describe and assess the demonstration of leadership within athletic training. Data Source: PubMed and CINAHL served as the data sources for the allied health fields and were limited to athletic training and nursing. Other data sources included EBSCO Business Source Complete, ERIC, and leadership and management texts. Data Synthesis: The role and presence of leadership behaviors and skills in athletic training journals were reviewed and summarized. A general overview of the various leadership theories is presented. Conclusions: Leadership behavior can facilitate the transfer of professional behavior and performance from classroom to clinical practice; however, leadership may be perceived to be less important than clinical skills. A model for integrating leadership into athletic training is presented with implications for practice. As athletic training continues to evolve, the need to formalize leadership development for athletic trainers may be warranted. Focusing on the structure and function of leadership behaviors and content may help advance athletic training and align it with other health professions relative to leadership research.

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.

scholarly journals Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

scholarly journals Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter

2020 ◽  
Vol 15 (2) ◽  
pp. 85-92
Author(s):  
Kristin Ann Paloncy
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Athletic Training ◽  
Repeated Measures ◽  
Clinical Performance ◽  
Clinical Skills ◽  
The United States ◽  
Clinical Competency ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Simulation Based

Context Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed. Objective The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance. Design Quantitative quasi-experimental cohort design with repeated measures study. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest. Intervention(s) Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation. Main Outcome Measure(s) Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware. Results There was a statistically significant interaction between groups (F1,10 = 18.70, P < .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05). Conclusions The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.

scholarly journals The Use of Standardized Patients in Athletic Training Education

2010 ◽  
Vol 5 (2) ◽  
pp. 87-89 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner
Keyword(s):  
Athletic Training ◽  
Clinical Skills ◽  
Learning Experience ◽  
Standardized Patients ◽  
Athletic Training Education ◽  
Learning Opportunities ◽  
Standardized Patient ◽  
Athletic Training Students ◽  
Immediate Feedback ◽  
Standardized Patient Encounters

Context: Standardized patients are widely used in health care programs to both teach and evaluate the communication and clinical skills of students. Although athletic training education programs (ATEPs) commonly use simulations, little information exists related to the use and implementation of standardized patients (SPs). Objective: To provide strategies to use SPs with athletic training students and limited resources. Background: Standardized patient encounters differ from simulations. Simulations require students to perform clinical skills on a mock patient or athlete who has no training to consistently portray a particular injury or illness. SP encounters are consistent, carefully crafted portrayals of injuries or illnesses by trained individuals. Synthesis: A feasible way to use SPs in an ATEP is the time-in-time-out method which allows students to not only examine a SP, but also interact with and obtain immediate feedback from their instructor. Research with athletic training students has revealed that SP encounters are both realistic and worthwhile. Many resources exist to initiate the use of standardized patients in ATEPs, including various research publications, and online resources such as MedEd Portal and the Association of Standardized Patient Educators. Results: The use of SPs enhances learning opportunities for students and provides a format for real-time evaluation for instructors. Recommendation(s): Educators should consider using athletic training students and/or theater students to serve as SPs. Also, a local hospital or other SP programs at a local university may offer the use of their facilities or resources to initiate the use of SPs in your ATEP. Conclusion(s): Many resources are needed to implement the use of standardized patients into an ATEP, but the experience can be well worth the expense to provide a realistic and worthwhile learning experience for students.

Situational Supervision for Athletic Training Clinical Education

2009 ◽  
Vol 4 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Linda S. Levy ◽  
Greg Gardner ◽  
Mary G. Barnum ◽  
K. Sean Willeford ◽  
Patrick Sexton ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Situational Leadership ◽  
Cooperative Interaction ◽  
Clinical Instructor ◽  
Athletic Training Students ◽  
Self Confidence ◽  
Approved Clinical Instructors ◽  
Supervision Model

Introduction: The medical education model provides the basis for athletic training students to learn theoretical and practical skills. Clinical rotations are completed where they apply what they have learned under the direct supervision of a clinical instructor (CI) or approved clinical instructor (ACI). Approved clinical instructors are taught how to evaluate athletic training students' clinical skills and proficiencies, yet are left to decide for themselves how students should be supervised. No formal supervision training is required for potential CIs/ACIs. Situational Supervision is one potential model that can be used by athletic training educators to provide guidance to CIs/ACIs regarding student supervision. This model provides a method for students to be supervised according to their knowledge base, experience and self-confidence. Objective: To present the Situational Supervision Model that can be used to develop athletic training students' clinical skills. Background: Based on Blanchard and Hersey's Situational Leadership, Situational Supervision provides CIs/ACIs with one supervision model that can be used in athletic training clinical education. Description: As students become more comfortable with clinical skills and mature in motivation and competence, CIs/ACIs need to adapt supervision styles to match the students' progressing development. Clinical Advantages: Using situational supervision, clinical instruction becomes a cooperative interaction between CIs/ACIs and athletic training students that is dependent on the students' needs and abilities, which may result in higher satisfaction and production for both the students and the CIs/ACIs.

scholarly journals Peer Assessment of Clinical Skills and Professional Behaviors Among Undergraduate Athletic Training Students

2016 ◽  
Vol 11 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Jeanine M. Engelmann
Keyword(s):  
Medical Education ◽  
Athletic Training ◽  
Compression Test ◽  
Clinical Skills ◽  
Peer Assessment ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Professional Behaviors ◽  
Senior Student ◽  
Lachman Test

Context: Peer assessment is widely used in medical education as a formative evaluation and preparatory tool for students. Athletic training students learn similar knowledge, skills, and affective traits as medical students. Peer assessment has been widely studied with beneficial results in medical education, yet athletic training education has thus far produced only 2 studies that address the use of peer assessment with athletic training students. Objective: To identify whether undergraduate athletic training students accurately and reliably assess their peers on clinical skills and professional behaviors. Design: Quasi-experimental between-groups and within-group. Setting: Medical exam office. Patients or Other Participants: Junior and senior athletic training students, classroom faculty and clinical preceptors (instructors) from the same Commission on Accreditation of Athletic Training Education athletic training program. Intervention(s): One instructor and 2 students concurrently performed an assessment in real-time of 5 clinical skills performed by a junior or senior student. Clinical skills demonstrated were the Biceps Femoris Manual Muscle Test (BFMMT), Lachman Test, Kleiger Test, Noble's Compression Test, and Thompson Test. Main Outcome Measure(s): Each student group's scores were compared with instructor group scores to determine the accuracy of the assessment. Each student group's scores were compared within-group to determine reliability of student scores. Accuracy and reliability of clinical skills were measured using the Cohen κ coefficient. A weighted Cohen κ coefficient was used for professional behavior measures. Results: Senior students were accurate (P < .05) for all clinical skills and professional behaviors and reliable (P < .05) for the BFMMT, Thompson Test, and professional behaviors. Junior students were accurate (P < .05) for all clinical skills except the Lachman Test and reliable (P < .05) for the BFMMT and Noble's Compression Test. Conclusions: Students are able to assess the clinical skills of their peers with the same consistency as instructors during a live skills demonstration. Year in school may affect ability to assess professional behaviors.

scholarly journals Athletic Training Students Demonstrate Airway Management Skill Decay, but Retain Knowledge over 6 Months

2016 ◽  
Vol 11 (4) ◽  
pp. 173-180 ◽  
Author(s):  
Jennifer K. Popp ◽  
David C. Berry
Keyword(s):  
Airway Management ◽  
Athletic Training ◽  
Repeated Measures ◽  
Training Programs ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Main Effect ◽  
Review Session

Context: Airway management (AM) knowledge and skills are taught in all athletic training programs; however, research suggests that skill decay occurs with acute care skills as length of nonpractice increases. Objective: Evaluate retention of AM knowledge and skills, specifically oropharyngeal airway (OPA) and nasopharyngeal airway (NPA) use, in athletic training students. Design: Cross-sectional study. Patients or Other Participants: Twenty-five students (8 males, 17 females; age = 21.12 ± 1.42 years) enrolled in Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Intervention(s): Participants' AM knowledge and skills were assessed 5 times (baseline–T4). The baseline assessment was followed by an educational review session. Participants were reassessed (T1) before being randomly assigned to 2 groups. The experimental group's AM knowledge and skills were reevaluated at 1 month (T2), 3 months (T3), and 6 months (T4), and the control group's at 6 months (T4). Main Outcome Measure(s): Dependent variables of AM knowledge and skills scores. Groups served as the independent variable. Repeated-measures analysis of variance with between-participants and within-participants effects assessed changes in knowledge skills scores. Results: Testing revealed no significant differences between the groups on knowledge (F2.00,46.00 = 0.37, P = .70) and overall clinical skills (F1.57,36.17 = 0.09, P = .87). A significant main effect for time on knowledge (F2.00,46.00 = 28.44, P < .001) found baseline scores were different from scores at T1 and T4. A significant main effect for time on OPA skills (F1.50,34.60 = 65.02, P < .001) and NPA skills (F1.62,37.31 = 106.46, P < .001) found baseline scores were different from scores at T1 and T4 and T1 score was different from T4 score. Conclusions: Both groups retained AM knowledge over a 6-month period, whereas OPA and NPA skills decayed from review session to 6-month follow-up. The lack of significant differences between the groups suggests that subsequent testing may not affect retention of AM knowledge and skills.

scholarly journals Student perceptions of athletic training preceptor traits and their effects on board of certification examination outcomes

2016 ◽  
Author(s):  
◽  
Jennifer JH Huseman
Keyword(s):  
Student Perceptions ◽  
Athletic Training ◽  
Training Programs ◽  
Descriptive Statistics ◽  
Athletic Training Students ◽  
Certification Examination ◽  
Professional Programs ◽  
Significant Difference ◽  
Board Of Certification ◽  
Preceptor Effectiveness

This study explored the perceptions Athletic Training Students' harbored of the traits of preceptors they have been assigned. The preceptor characteristics examined in this study were nurturing, contemplative, consolidative, management, inspirational, and rigorous. These perceived traits of preceptors were then compared to Athletic Training Programs who were compliant and non-compliant with CAATE Standard 11 for Professional Programs. The study investigated whether there would be a significant difference in any of the trait characteristics between programs in compliance and non-compliance with Standard 11. This was a quantitative study in which data were collected via Preceptor Effectiveness Survey. The data were analyzed through SPSS 23 using descriptive statistics and MANOVA. The MANOVA failed to result in a significant multivariate effect, however, the univariate results indicated a significant difference between programs (p less than.05) for the "rigorous" trait, F(1, 105) = 7.210, p = 0.008. Overall, noncompliant programs presented lower mean scores on all traits when compared to compliant schools. The study can offer evidence for effective preceptor traits in programs with successful Board of Certification (BOC) outcomes. This could be utilized to improve training, recruitment, hiring, establishing appropriate student-preceptor ratios to individual preceptors, and enhancing the overall student clinical experience.

scholarly journals Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 159-163 ◽  
Author(s):  
Sarah Thon ◽  
Pamela Hansen
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Athletic Training ◽  
Goodness Of Fit ◽  
Athletic Training Students ◽  
Goodness Of Fit Test ◽  
Male And Female ◽  
Significant Difference ◽  
Student Learning Style

Context Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective To determine the preferred learning style of professional undergraduate and graduate athletic training students using Marshall and Merritt's Student Learning Style Questionnaire based on Kolb's theory of experiential learning. Design Cross-sectional survey. Setting Colleges with Commission on Accreditation of Athletic Training Education accredited professional undergraduate and/or graduate athletic training programs. Patients or Other Participants Four hundred twenty-nine students (men = 125, women = 303, not available = 1) from 88 professional undergraduate programs and 69 students (men = 27, women = 42) from 21 professional graduate programs. Intervention(s) A 40-item Student Learning Style Questionnaire (LSQ) was administered. Participants chose between words that were characteristic of how they learn. After scoring the LSQ, the learning style preferences were determined. The styles were Diverger, Assimilator, Converger, or Accommodator. Main Outcome Measure(s) Learning Style Questionnaire survey scores were used to determine the preferred learning style of male and female professional undergraduate athletic training students, male and female professional graduate athletic training students, and any significant differences between learning styles. The χ2 goodness of fit test and χ2 test of independence were used to compare differences between the groups. Results A significant difference (P ≤ .0001) was observed between learning styles. The Diverger style was preferred by both professional undergraduate and graduate athletic training students. We found no significant difference in preferred learning style between the undergraduate and graduate student groups or between men and women. Conclusions Although undergraduate and graduate athletic training students have a variety of learning styles, the Diverger style of learning, which relies on concrete experience and reflective observation, was preferred in our study. Educators should provide learning opportunities in a variety of ways to reach all preferred learning styles.

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