Professional Involvement: Requirements as Students and Trends After Certification

2014 ◽  
Vol 9 (1) ◽  
pp. 12-21
Author(s):  
Jennifer N. Lancaster ◽  
Bettye Myers ◽  
David L. Nichols ◽  
Kerry S. Webb
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
The United States ◽  
Online Surveys ◽  
Discussion Section ◽  
Professional Involvement ◽  
Entry Level ◽  
Professional Activities ◽  
The Difference ◽  
Board Of Certification

Context The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective To determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP). Design Online surveys to determine ATP requirements of students and to determine the involvement of ATs in 5 professional activities after their certification by the Board of Certification. Perception questions were also included. Patients or Other Participants Included 120 ATs from across the United States. All AT participants graduated within the 2004–2005 academic year and obtained certification in 2005. Data Collection and Analysis Online surveys were administered through PsychData. The McNemar test was used to determine changes in participation levels of participants as students and as professionals. Frequency of yes/no responses was used to present perceptions, and participants' comments were included in the discussion section. Results Student participation in community service, mentoring other students, and submitting presentation proposals did influence participation in these activities as a professional. However, professional involvement was not influenced by student membership in organizations, research, or mentoring by a health care professional. Conclusions Participation in some professional activities as students should be encouraged or required in order to promote continued participation in these activities when the students become athletic training professionals.

scholarly journals Short-Term, Faculty-Led Study Abroad Program in Japan

2019 ◽  
Vol 14 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Daisuke Shibata
Keyword(s):  
United States ◽  
Health Care ◽  
Study Abroad ◽  
Athletic Training ◽  
Health Care Professionals ◽  
The United States ◽  
Short Term ◽  
Cultural Competencies ◽  
English Speaking ◽  
Study Abroad Program

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review

2015 ◽  
Vol 10 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Jeff G. Seegmiller ◽  
Alan Nasypany ◽  
Leamor Kahanov ◽  
Jennifer A. Seegmiller ◽  
Russell Baker
Keyword(s):  
Health Care ◽  
Doctoral Education ◽  
Research Training ◽  
Medical Model ◽  
Health Professions ◽  
The United States ◽  
Original Research ◽  
Advanced Practice ◽  
Health Care Professions ◽  
Entry Level

ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.

scholarly journals Social Determinants of Health: Considerations for Athletic Health Care

2021 ◽  
Author(s):  
Kelsey J. Picha ◽  
Cailee E. Welch Bacon ◽  
Clinton Normore ◽  
Alison R. Snyder Valier
Keyword(s):  
Health Care ◽  
Health Disparities ◽  
Social Determinants Of Health ◽  
Athletic Training ◽  
Social Determinants ◽  
Athletic Trainers ◽  
The United States ◽  
Determinants Of Health ◽  
The Public ◽  
Social Inequities

ABSTRACT Health disparities are prevalent issues in the United States and a frequent topic of conversation in the public health realm. Causes of health disparities include social inequities and social determinants of health. Although social determinants of health have been suggested to contribute more to individual and population health than the health care provided, this concept in athletic health care has received little attention. Therefore, the purpose of this article is to describe social determinants of health, present examples of social determinants, and discuss awareness of actionable steps for the athletic training profession to be more culturally proficient. By increasing awareness of and acknowledging social determinants of health, athletic trainers will be positioned to improve patient outcomes more readily and contribute to ongoing conversations at the policy level of health care.

scholarly journals Physical Activity Participation and Constraints Among Athletic Training Students

2015 ◽  
Vol 50 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Justin Stanek ◽  
Katherine Rogers ◽  
Jordan Anderson
Keyword(s):  
Physical Activity ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Demographic Data ◽  
The United States ◽  
Moderate Intensity ◽  
Structural Constraints ◽  
Athletic Training Students ◽  
Entry Level ◽  
Exercise Participation

Context: Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. Objective: To assess PA participation and constraints to participation among athletic training students. Design: Cross-sectional study. Setting: Entry-level athletic training education programs (undergraduate and graduate) across the United States. Patients or Other Participants: Participants were 1125 entry-level athletic training students. Main Outcome Measure(s): Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Results: Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Conclusions: Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits.

scholarly journals Powerful Lessons from Cuban Medical Education Programs: Fostering the Social Contract in Athletic Training Programs

2019 ◽  
Vol 14 (4) ◽  
pp. 275-282
Author(s):  
Kimberly S. Peer ◽  
Chelsea L. Jacoby
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Patient Care ◽  
Educational Reform ◽  
Athletic Training ◽  
Training Programs ◽  
Health Care Systems ◽  
The United States ◽  
Education And Health ◽  
Care Systems

Context The Cuban medical education and health care systems provide powerful lessons to athletic training educators, clinicians, and researchers to guide educational reform initiatives and professional growth. Objective The purpose of this paper is to provide a brief overview of the Cuban medical education system to create parallels for comparison and growth strategies to implement within athletic training in the United States. Background Cubans have experienced tremendous limitations in resources for decades yet have substantive success in medical education and health care programs. As a guiding practice, Cubans focus on whole-patient care and have established far-reaching research networks to help substantiate their work. Synthesis Cuban medical education programs emphasize prevention, whole-patient care, and public health in a unique approach that reflects disablement models recently promoted in athletic training in the United States. Comprehensive access and data collection provide meaningful information for quality improvement of education and health care processes. Active community engagement, education, and interventions are tailored to meet the biopsychosocial needs of individuals and communities. Results Cuban medical education and health care systems provide valuable lessons for athletic training programs to consider in light of current educational reform initiatives. Strong collaborations and rich integration of disablement models in educational programs and clinical practice may provide meaningful outcomes for athletic training programs. Educational reform should be considered an opportunity to expand the athletic training profession by embracing the evolving role of the athletic trainer in the competitive health care arena. Recommendation(s) Through careful consideration of Cuban medical education and health care initiatives, athletic training programs can better meet the contract with society as health care professionals by integrating the Accreditation Council for Graduate Medical Education's core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice now promoted in the Commission on Accreditation of Athletic Training Education's 2020 Standards for Accreditation of Professional Athletic Training Programs. Conclusion(s) Educational and health care outcomes drive change. Quality improvement efforts transcend both education and health care. Athletic training can learn valuable lessons from the Cubans about innovation, preventative medicine, patient-centered community outreach, underserved populations, research initiatives, and globalization. Not unlike Cuba, athletic training has a unique opportunity to embrace the challenges associated with change to create a better future for athletic training students and professionals.

scholarly journals Using an Audience Response System to Prepare Athletic Training Students for the Board of Certification Exam

2012 ◽  
Vol 7 (4) ◽  
pp. 198-204 ◽  
Author(s):  
Kelly Potteiger ◽  
Andrew Lundgren
Keyword(s):  
Athletic Training ◽  
Test Preparation ◽  
Athletic Training Education ◽  
The United States ◽  
Audience Response System ◽  
Audience Response ◽  
Athletic Training Students ◽  
Response System ◽  
Exam Preparation ◽  
Board Of Certification

Objective: To describe a pedagogical method using an Audience Response System (ARS), commonly referred to as “clickers,” for use in preparing athletic training students (ATSs) for the Board of Certification (BOC) exam. Background: The BOC is the only certifying agency for athletic trainers in the United States. ATSs may become a certified athletic trainer (AT) upon graduating from a Commission on Accreditation of Athletic Training Education (CAATE) accredited Athletic Training Education Program (ATEP) and successfully passing the BOC exam. In 2012, CAATE standards were revised to require programs to publish their graduates' recent exam scores on their website (in aggregate form). Description: Preparation for the BOC exam can be a monumental and stress-inducing task for the ATS due to the plethora of information to review. Most ATEPs include test preparation assistance within the curriculum. To date, a review of the literature revealed no published documentation of successful test preparation strategies. Clinical Advantages: The data collected from use of the ARS during BOC exam preparation can be a valuable tool in identifying domain areas in which an ATS may be deficient. In doing so, an ATS may redirect study time to focus on weaker concepts. Additionally this data, when trended, can provide invaluable programmatic information when used as part of a larger assessment plan. As part of the revised CAATE standards, programs are also required to meet or exceed a score of 70% for the first-time pass rate. As a result, there may be a heightened need for test preparation strategies. Conclusion: Athletic training educators seeking a pedagogical method for BOC exam preparation may benefit from the implementation of an ARS to increase ATS motivation and accountability. As an additional benefit, programmatic educational assessment data may also be collected.

Institutional Profiles of CAATE Accredited Entry-Level Athletic Training Education Programs in the United States

2008 ◽  
Vol 3 (3) ◽  
pp. 108-114 ◽  
Author(s):  
Valerie J. Rich ◽  
Jonathan J. Kedrowski ◽  
Scott Richter
Keyword(s):  
Physical Education ◽  
Educational Reform ◽  
Athletic Training ◽  
Task Force ◽  
Athletic Training Education ◽  
The United States ◽  
Direct Result ◽  
Education Programs ◽  
Entry Level ◽  
Health Related

Context: Educational reform has recently become common thread in athletic training education. The National Athletic Trainers' Association (NATA) Education Task force suggests that Athletic Training Education Programs (ATEPs) align within colleges of health-related professions and offer academic majors. Objective: To provide a current profile of ATEP programs including departmental nomenclature, school/college affiliation, institutional classification, degree attainment, and identify ATEPs offering an athletic training major. Design: Descriptive study Setting: Internet search of ATEP websites Subjects: 357 CAATE accredited ATEPs (341 entry-level undergraduate; 16 entry-level graduate) Measurements: Frequencies and percentages were calculated for all ATEPs based on Carnegie Institutional Classification, school/college affiliation, departmental nomenclature, degree granted and whether ATEPs offered an athletic training major. Results: Twenty-nine percent of Carnegie classified ATEPs were offered at ‘Master's Large’ institutions. Twenty-four percent of ATEPs were located in Colleges of Education and 25% in Colleges of Health Sciences. Twenty-two percent of ATEPs were located in Departments of Physical Education, followed by 18% in Athletic Training/Sports Medicine, and 16% in Kinesiology. Almost 80% of ATEPs currently offer an athletic training major, with most degrees granted as a Bachelor's of Science. Conclusions: ATEPs are adapting to new accreditation standards and suggested educational reform. Although some ATEPs are aligning with colleges of health-related professions or have evolved into their own departmental entities, the majority remains within departments of physical education or affiliated disciplines. At this point in time, it is unclear if these realignments are a direct result of the NATA's recommendations.

Health Care Management and Financing

2010 ◽  
pp. 269-286
Author(s):  
William J. Litchy ◽  
Mark A. Matthias ◽  
Kurtis M. Hoppe ◽  
Kyle J. Kircher
Keyword(s):  
United States ◽  
Health Care ◽  
Care Management ◽  
Health Care Financing ◽  
Health Care Management ◽  
The United States ◽  
Reimbursement Mechanisms ◽  
Public And Private ◽  
The Difference ◽  
The Cost

Health care financing and health care management in the United States have been intricately intertwined in their evolution and have been dependent on technology, on public and private policy and funding, and the needs of employers and employees. Virtually all major changes in health care management in the United States have occurred in the last century. Little has changed over the decades; the cost of health care today is still only one-third the estimated cost of absenteeism and presenteeism in the workplace. The difference is that the individual's burden in many cases is now carried by employers and by state and federal governments. Movement toward other reimbursement mechanisms for health care was advanced as medical technology improved and health care costs increased.

Competence in Supervision

2012 ◽  
pp. 143-160
Author(s):  
Jairo N. Fuertes ◽  
Arnold R. Spokane ◽  
Elizabeth Holloway
Keyword(s):  
Teaching Practice ◽  
The United States ◽  
The European Union ◽  
Therapeutic Practice ◽  
Professional Career ◽  
Entry Level ◽  
Professional Activities ◽  
Complex Skills ◽  
Approach To Teaching ◽  
The Individual

Chapter 8 discusses competence in supervision, which is a relational approach to teaching the highly complex skills of therapeutic practice, and it focuses on training, those practice hours that are required to be supervised by a licensed psychologist in order to complete training for professional psychology licensure. It also discusses how supervision is a method of teaching practice that links the foundational knowledge and skills of the field to professional activities and guides the individual supervisee through the learning progression from neophyte practitioner to entry-level professional, and that although the requirement for supervision ends at the completion of the postdoctoral internship in the United States, in the European Union and Australia/New Zealand, consultative supervision is required throughout one’s professional career.

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