scholarly journals Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

2013 ◽  
Vol 8 (3) ◽  
pp. 58-65 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Student Motivation ◽  
Program Director ◽  
Major Theme ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Program Success ◽  
Athletic Training Student ◽  
Data Collection And Analysis ◽  
Member Checks

Context Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student motivation to complete degree requirements from the perspective of the program director (PD). Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants Eight PDs from professional master's and 16 PDs from undergraduate ATPs. Data Collection and Analysis We asked PDs to participate in a tape-recorded semistructured telephone interview. We analyzed data using a general inductive approach and secured credibility by utilizing member checks, multiple analyst triangulation, and peer review. Results Motivation for degree completion, as evaluated by the PD, is fostered by internal motivation, program pride and continued tradition of program success, and accomplishment of the personal goal to become an athletic trainer. Conversely, 1 major theme, disinterest or dissatisfaction with a career in athletic training, evolved as a reason to not remain motivated to complete the degree requirements for athletic training. Conclusions Program directors reported that internal drive and the achievement of personal goals influence the persistence of students in their ATPs. Students are also motivated by the successes of previous students in the program and feel a responsibility to uphold the legacy.

scholarly journals Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs

2014 ◽  
Vol 9 (2) ◽  
pp. 72-79 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Professional Socialization ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Student Socialization ◽  
Member Checks

Context Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion. Objective To gain insights from the PD on methods used to socialize students into the athletic training program and profession. Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants A total of 16 PDs at accredited undergraduate athletic training programs volunteered for our study. Our participants had, on average, 6 ± 4 years of experience in the role of the PD, and they were 44 ± 8 years old. Data Collection and Analysis We conducted one-on-one phone interviews, which we transcribed verbatim. We performed a general inductive analysis of the data and completed member checks, multiple analyst triangulation, and peer review to establish data and methodological credibility. Results Two major themes emerged regarding the socialization process used by athletic training programs: formal and informal processes. The formal processes can be categorized into 5 distinctive methods, including (1) an introductory course to athletic training that often includes observation hours, (2) orientation sessions, (3) student handbooks, (4) athletic training student club activities, and (5) organized peer mentoring programs. The informal processes can be classified by 2 distinct practices: (1) social outings and (2) mentoring or peer groups. Conclusions The use of formal training sessions emerged as a popular method with which to socialize athletic training students into their impending role, particularly because these sessions allow for effective communication regarding program expectations and methods with which to be successful. In addition, an opportunity to gain a realistic impression of the role of the athletic trainer is necessary for successful role inductance and again permeates all aspects of athletic training.

scholarly journals Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student

2014 ◽  
Vol 9 (2) ◽  
pp. 80-86 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Professional Socialization ◽  
Program Directors ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Student Socialization ◽  
Member Checks ◽  
Undergraduate Programs ◽  
Social Engagements

Context Professional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has primarily focused on the undergraduate level. Objective Gain insights from the program director at professional master's (PM) athletic training programs on methods used to socialize students into programs and the profession. Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants A total of 8 PM program directors volunteered for our study. The Table provides information on the institutions represented by these participants. Our program directors had 8 ± 6 years of experience in their current roles and were 41± 4 years old. Data Collection and Analysis We conducted 1-on-1 phone interviews and transcribed the interviews verbatim. We performed a general inductive analysis of the data. We also completed member checks, multiple analyst triangulation, and peer reviews to establish data and methodological credibility. Results Our findings indicated that PM programs utilize a combination of formal and informal processes to orient the student, which is comparable to those processes used by undergraduate programs to socialize their students. The formal processes included orientation sessions and introductory courses. Social gatherings and program outings along with peer mentoring were also methods employed by PM programs to assist in socializing the student, but these methods were informal in nature. Conclusions Program autonomy allows for athletic training programs to personalize their tactics to socialize the student, but it does appear that the use of orientation sessions and introduction courses allows PM programs to formally introduce the profession and program. Less structured socialization strategies include peer-driven mentoring and social engagements that promote interaction and stress-relief. Programs are encouraged to evaluate their current socialization tactics and take advantage of the benefits of peer support and times to directly communicate with their students.

Reciprocal Learning Among Preceptors and Athletic Training Students During Clinical Education, Part II: Facilitators and Barriers

2016 ◽  
Vol 21 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Thomas G. Bowman
Keyword(s):  
Athletic Training ◽  
Outcome Measures ◽  
Clinical Education ◽  
Athletic Training Students ◽  
Education Students ◽  
Reciprocal Learning ◽  
Student Sample ◽  
Athletic Training Student ◽  
Facilitators And Barriers ◽  
Member Checks

Context:Reciprocal learning appears to be occurring in athletic training clinical education. Students and preceptors can learn from one another, particularly if both parties are open to learning from each other.Objective:Examine facilitators and barriers to reciprocal learning in the athletic training clinical education setting.Design:Exploratory qualitative study.Setting:Athletic training programs.Patients or Other Participants:Our recruitment, which was based upon data redundancy, included 10 preceptors and 10 athletic training students. The preceptors had an average of 5 ± 3.5 years of experience supervising students. The athletic training student sample consisted of 8 seniors and 2 juniors.Main Outcome Measures:Participants responded to a series of questions by journaling their thoughts and opinions. Data were collected and stored on QuestionPro, a secure website. Data were analyzed by a general inductive approach. Credibility was established by (1) researcher triangulation, (2) peer review, and (3) member checks.Results:The relationship between the preceptor and the student along with reception to reciprocal learning emerged as facilitators, while a lack of confidence on the students’ behalf and time constraints can limit chances for reciprocal learning.Conclusions:Reciprocal learning has been identified as being mutually beneficial to the student and preceptor. Our findings highlight that for this type of learning to be successful, there has to be a communal interest in learning and that the use of current clinical cases and students’ current coursework provide benchmarks for discussion and learning.

Program Directors' Perceptions of Professional Bachelor's Athletic Training Student Decisions to Persist and Depart

2016 ◽  
Vol 11 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Thomas G. Bowman ◽  
Jay Hertel ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge ◽  
Heather D. Wathington
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Online Survey ◽  
Program Directors ◽  
The United States ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Athletic Training Student ◽  
Using Data

Context: Recent literature has focused on reasons for athletic training student persistence and departure. However, accredited professional bachelor's athletic training program (ATP) directors' opinions regarding student retention have yet to be studied, to our knowledge. Objective: To determine reasons for athletic training student persistence and departure from professional bachelor's ATPs across the United States from the program directors' (PDs') perspective. Design: Two-part qualitative study. Setting: Commission on Accreditation of Athletic Training Education professional bachelor's ATPs. Patients or Other Participants: For Part 1 of this study, we asked PDs of all 343 ATPs to complete an online survey, gathering responses from 177 (51.6%). Using data saturation as a guide, Part 2 included performing follow-up telephone interviews to gain further understanding, clarity, and triangulation with 16 randomly selected PDs. Main Outcome Measure(s): During Part 1, participants chronicled responses to open-ended questions as part of the online survey. For the second part of the study, the telephone interviews followed a semistructured format and were recorded to facilitate transcription. We analyzed data using grounded theory and secured trustworthiness by using multiple-analyst triangulation, member checks, and a peer review. Results: Program directors reported athletic training students persist due to their career goals, the personal relationships they create, and because they enjoy and are dedicated to athletic training. The respondents stated that athletic training students leave ATPs because of the academic rigor, the program not meeting expectations, a loss of interest, career considerations, and financial reasons. Conclusions: Program directors should educate prospective athletic training students about athletic training by providing a realistic explanation of the roles and responsibilities of the profession. Selecting clinical education sites with preceptors who enjoy their career choice and good working conditions may help solidify athletic training student commitment to the ATP and the athletic training profession.

scholarly journals Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

10.4085/09015 ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Clinical Experiences ◽  
Roles And Responsibilities ◽  
Athletic Training Student ◽  
Self Confidence ◽  
Data Collection And Analysis ◽  
Mentorship Relationship ◽  
Training Position ◽  
Member Checks

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

2014 ◽  
Vol 9 (3) ◽  
pp. 104-112 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle
Keyword(s):  
Career Choice ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Public Understanding ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Training Professionals ◽  
Negative Perceptions ◽  
Member Checks

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Bonnie J. Siple ◽  
Rodney K. Hopson ◽  
Helen C. Sobehart ◽  
Paula S. Turocy
Keyword(s):  
Black Women ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Race And Gender ◽  
Perceived Effects ◽  
And Gender ◽  
Member Checks ◽  
Constant Comparative Analysis

Context Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective The purpose of our qualitative study was to examine the perceived effects of mentoring on the retention and credentialing of black women athletic trainers. Design Qualitative. Setting Clinical settings. Patients or Other Participants Ten certified athletic trainers who self-designate as black women. Main Outcome Measure(s) We conducted one-on-one phone interviews and follow-up on personal case study interviews, which were transcribed verbatim. We performed constant comparative analysis of the data and established trustworthiness via member checks and peer review. Results (1) Mentoring promotes matriculation and successful college completion and credentialing of black women athletic training students, and (2) although shared race and gender are favorable mentor characteristics, accessibility and approachability are more essential traits of mentors. Conclusions These findings offer athletic training educators potential insight into ways to improve the athletic training educational success of black women enrolled in athletic training education programs that may lead to their increased participation/advancement in the athletic training profession.

scholarly journals Managing Heteronormativity and Homonegativity in Athletic Training: In and Beyond the Classroom

2008 ◽  
Vol 43 (3) ◽  
pp. 326-336 ◽  
Author(s):  
Suanne S. Maurer-Starks ◽  
Heather L. Clemons ◽  
Shannon L. Whalen
Keyword(s):  
Health Care ◽  
Sexual Orientation ◽  
Athletic Training ◽  
Athletic Trainer ◽  
Athletic Training Students ◽  
Innovative Strategies ◽  
Additional Information ◽  
Data Collection And Analysis ◽  
Sport Culture ◽  
And Bisexual

Abstract Context: As an allied health professional working in various settings, an athletic trainer (AT) is responsible for the health care of a highly diverse population. More often than not, this diversity is defined by the visible, such as race or sex. However, diversity encompasses many more variables than these observable factors and includes sexual orientation. Efforts have been made to educate ATs about issues related to sex and race; however, sexual orientation typically has not been addressed, although ATs have treated and will continue to treat lesbian, gay, and bisexual (LGB) patients. Objective: To introduce ATs (educators and practicing clinicians) to the concept of heteronormativity, its effect on society, and its influences on the manner in which they teach athletic training students and deliver health care to their patients. Data Collection and Analysis: We searched various databases, including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems using the terms bisexual, diversity, gay, heteronormativity, homophobia in sport, and lesbian. Pertinent articles were cross-referenced to gain additional information. The literature revealed the historic implications of homonegativity for sport and its effects on those involved in sport culture, including ATs. Conclusions: Future dialogues should focus on innovative strategies for including LGB issues into athletic training curricula and for meeting the needs of students and professionals in addition to patients who identify as LGB.

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.

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