scholarly journals Variability in Clinical Integration Achieved by Athletic Training Students Across Different Clinical Sport Assignments

2015 ◽  
Vol 10 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
College Football ◽  
Athletic Training Students ◽  
Cross Sectional Survey ◽  
Clinical Integration ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Clinical Rotations ◽  
Strongly Agree

Context Clinical integration impacts athletic training students' (ATSs) motivation and persistence. Research has yet to elucidate the manner in which different clinical placements can influence clinical integration. Objective To examine differences in the levels of clinical integration achieved by ATSs across various clinical sport assignments. Design Cross-sectional survey. Setting Thirteen undergraduate athletic training programs. Patients or Other Participants Questionnaires were administered to 169 ATSs previously engaged in clinical education experiences. One hundred twenty-nine participants completed the questionnaire, for a response rate of 76.33%. Participants completed an average of 4 ± 2 clinical rotations. Intervention(s) The 11-item clinical integration scale was administered either in-person or online methods. Responses were scored on a 6-point Likert scale (1 = strongly disagree to 6 = strongly agree). Main Outcome Measure(s) Mean clinical integration scores (potential minimum score of 11, maximum score of 66), were calculated for each clinical placement. One-way analysis of variance was used to identify differences in clinical integration achieved across clinical placements. Results We found differences in clinical integration achieved across various clinical assignments (F19,415 = 3.486, P < .001). Students completing a rotation with college football achieved the lowest levels of clinical integration (46.9 ± 9.1). Other sports rated higher, ranging from 51.6 ± 10.1 (baseball) to 57.8 ± 4.5 (lacrosse), with all reporting less anxiety and time wasting than were associated with football. The high school rotation was also rated highly (54.7 ± 6.4), with higher levels of learning reported and fewer concerns about anxiety, excessive hours, and wasting time. Conclusions There were clear differences in clinical integration achieved between sites. In particular, ATSs completing clinical rotations with college football reported the lowest levels of clinical integration. These low levels of integration stemmed from feelings of wasting time, completing menial tasks, excessive hours, and anxiety associated with the educational experience.

scholarly journals Factors Affecting Student Persistence into Athletic Training Programs

2019 ◽  
Author(s):  
Heather Hudson ◽  
Valerie Herzog
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Clinical Integration ◽  
Factors Affecting ◽  
Introductory Course ◽  
Athletic Training Program Directors

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

scholarly journals Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

2014 ◽  
Vol 49 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Scott Heinerichs ◽  
Neil Curtis ◽  
Alison Gardiner-Shires
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Training Programs ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Athletic Training Student ◽  
Education Experience

Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design:  Cross-sectional study with a survey instrument. Setting:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

scholarly journals Athletic Training Students Demonstrate Supplemental Oxygen Administration Skill Decay, but Retain Knowledge Over Six Months

2018 ◽  
Author(s):  
David Berry ◽  
Jennifer Popp
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Supplemental Oxygen ◽  
Nasal Cannula ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Oxygen Administration ◽  
Review Session

Purpose: Research suggests skill decay occurs with emergency skills, such as supplemental oxygen administration (OA), since the frequency of medical emergencies in clinical settings is low. Identifying the presence and timeline for skill decay allows educators to employ strategies to prevent this occurrence. Therefore, this study evaluated retention of knowledge and clinical skills associated with supplemental oxygen administration, specifically nasal cannula (NC) and non-rebreather mask (NrM) usage in professional athletic training students. Methods: Cross-sectional study. Twenty-nine athletic training students (males=11, females=18; age=21.03+1.38) enrolled in a Commission on Accreditation of Athletic Training Education (CAATE)-accredited professional athletic training programs. Participants’ supplemental oxygen administration knowledge and skills was assessed five times (baseline-T4). The baseline assessment was followed by an educational review session. Participants’ knowledge and skills were re-assessed (T1) and then randomly assigned to two groups. The experimental group’s supplemental oxygen administration knowledge and skills were re-evaluated at 1-month (T2), 3-months (T3), and 6-months (T4). The control at 6-months (T4). Results: Analysis revealed no significant differences between the groups on knowledge (F2,54=.15, P=.86) and overall clinical skills (F2,54=1.52, P=.23). A significant main effect for time on knowledge (F2,54=65.30, P1.89,50.98=112.55, P1.55,41.88=108.03, P Conclusions: Both groups retained supplemental oxygen administration knowledge over 6-months. Conversely, nasal cannula and non-rebreather mask skills decayed from review session to 6-month follow-up. Regular rehearsal and practice of acute care clinical skills should be integrated into educational programs to avoid decay of skills. Since these skills are not frequently utilized in the clinical education environment, integrating opportunities to practice these skills to maintain the competence level of students and prepare them for clinical practice is warranted.

scholarly journals Athletic Training Student Active Learning Time With and Without the Use of Bug-in-Ear Technology

2017 ◽  
Vol 12 (4) ◽  
pp. 225-233 ◽  
Author(s):  
Sara L. Nottingham ◽  
Melissa M. Montgomery ◽  
Tricia M. Kasamatsu
Keyword(s):  
Active Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
New Technology ◽  
Principal Investigator ◽  
Athletic Training Students ◽  
Student Interactions ◽  
Cross Sectional ◽  
Learning Time

Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic training students' active learning time with and without the use of bug-in-ear technology. Design: Cross-sectional. Setting: High school, rehabilitation clinic, and college/university clinical sites affiliated with 3 Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants: Thirteen athletic training students (11 females, 2 males; 22.0 ± 1.8 years old, 1.8 ± 0.9 years enrolled in the current athletic training program) and 8 preceptors (5 females, 3 males; 35.4 ± 10.4 years old, 3.5 ± 2.9 years of experience as a preceptor) volunteered for this study. Intervention(s): The principal investigator observed preceptor-student interactions on 2 control days and 2 days using bug-in-ear technology. Participants and the principal investigator assessed students' active learning time at each observation period using the Athletic Training Clinical Education Time Framework. Main Outcome Measure(s): Minutes spent on instructional, clinical, managerial, engaged waiting, and down time as recorded on the Athletic Training Clinical Education Time Framework. Parametric (analysis of variance) and nonparametric (Wilcoxon signed-rank and Kruskal-Wallis) tests compared the perceived amount of time spent in each category between technologies and roles. Results: Bug-in-ear technology resulted in less time on managerial tasks (8.2% ± 5.1% versus 14.6% ± 9.8%; P < .01) and instruction (10.7% versus 12.7%, P < .01). The researcher observed significantly more unengaged waiting time than both the students and preceptors (both P < .01) perceived. Conclusions: Bug-in-ear technology may decrease managerial time and spoken instruction during clinical experiences. Preceptors and students significantly underestimate the amount of unengaged time spent during clinical education, which is of concern. Athletic training programs may also benefit from assessing and improving students' time spent actively learning during clinical education.

Predictors of Commitment to Athletic Training Education

2013 ◽  
Vol 8 (1-2) ◽  
pp. 3-9 ◽  
Author(s):  
Windee M. Weiss ◽  
Peter J. Neibert
Keyword(s):  
Athletic Training ◽  
Analysis Of Variance ◽  
Athletic Training Education ◽  
Social Constraints ◽  
Athletic Training Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Sport Commitment ◽  
Second Year ◽  
Current Sample

Context In order for athletic training students to be successful in any athletic training education program (ATEP), a certain level of commitment to the program and profession is required. Objective The purpose of this study was to explore the applicability of the sport commitment model (SCM) to an ATEP by applying the SCM in an academic setting to predict ATEP students' commitment to an ATEP. Design Cross-sectional, survey. Setting Commission on Accreditation of Athletic Training Education–accredited ATEP. Patients or Other Participants A total of 99 male and female athletic training students participated. Participants ranged in age from 18 to 24 years of age (mean = 20.10 ± 1.28). Intervention(s) Previously validated measures were used to assess students' perceptions of enjoyment, attractive alternatives, investments, social constraints and support, benefits and costs, and commitment to the ATEP. All measures demonstrated adequate reliability for the current sample (Cronbach α = 0.71–0.93). Main Outcome Measure(s) A simultaneous multiple regression was conducted to determine which of the SCM determinants predicted ATEP commitment. An analysis of variance and a multivariate analysis of variance were conducted to compare preservice and first-, second-, and third-year ATEP students on SCM constructs. Results Perceived enjoyment and investments emerged as the significant predictors for ATEP commitment, with higher perceptions of enjoyment and investments predicting higher ATEP commitment. Students of varying academic years differed on their perceptions of ATEP enjoyment, with preservice students reporting higher enjoyment than first- or third-year students, and second-year students reporting higher enjoyment than third-year students. Additionally, preservice students reported significantly higher commitment and benefits, and lower costs and attractive alternatives, than first- and third-year students. Second-year students reported lower perceived costs than first- and third-year students. Conclusions The SCM may provide a theoretical framework in which to predict ATEP students' commitment to the program, as well as behavioral commitment (eg, stay/leave behavior).

scholarly journals Preceptors' Frequency and Supervision of Athletic Training Students' Medical Documentation During Clinical Education

2019 ◽  
Vol 14 (3) ◽  
pp. 182-190
Author(s):  
Elizabeth R. Neil ◽  
Cailee E. Welch Bacon ◽  
Sara L. Nottingham ◽  
Tricia M. Kasamatsu ◽  
Lindsey E. Eberman
Keyword(s):  
Data Analysis ◽  
Patient Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Academic Program ◽  
Medical Documentation ◽  
Research Approach ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Electronic Survey

Context Athletic trainers (ATs) who serve as preceptors for athletic training students must model, facilitate, and guide professional skills and behaviors, including medical documentation. Preceptors have the unique ability to combine skill practice with real-time patient encounters for athletic training students. Objective To describe the frequency of preceptors who allow athletic training students to complete medical documentation and rationale for their decisions. Design Cross-sectional. Setting Qualitative study. Patients or Other Participants Of 9578 ATs, 1150 responded to an electronic survey (access rate = 12.0%), and 385 of 1150 respondents who completed an electronic survey (33.5%) indicated being a preceptor for a professional athletic training program. Respondents (age = 34 ± 11 years, clinical practice experience = 11 ± 10 years) were predominantly female (53.8%, n = 207) and held a master's degree (67.3%, n = 259). Main Outcome Measure(s) A 3-member data analysis team coded the open-ended responses following the consensual qualitative research approach. Each member coded 50 responses and a consensus codebook was created. The principal investigator coded the remaining responses, and the data analysis team confirmed the findings. Data were organized into emergent domains and categories. Frequency counts were calculated for each category. Results A majority of preceptors (81.8%, n = 315) allowed their athletic training students to document patient care. Respondents indicated an intention for student involvement (domain 1), whereby they wanted students to engage in learning and develop knowledge (43.4%, n = 167) or practice and gain experience (41.3%, n = 159). However, others discussed deterrents (20.0%, n = 77) working against the preceptor's intentions. Respondents also indicated a need to mentor (domain 2). Specifically, they reported needing to manage the logistics of documentation (63.6%, n = 245) and the degree of oversight (48.8%, n = 188) needed during practice (either direct [79.8%, n = 150 of 188] or indirect [20.2%, n = 38 of 188]). Conclusions Although preceptors intend to integrate students into medical documentation, they may benefit from formal guidance from the academic program on how to best integrate athletic training students into documenting day-to-day patient care.

scholarly journals Standardized Patients Provide Realistic and Worthwhile Experiences for Athletic Training Students

2010 ◽  
Vol 5 (2) ◽  
pp. 77-86 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner
Keyword(s):  
Lower Extremity ◽  
Athletic Training ◽  
Performance Feedback ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Standardized Patient ◽  
Athletic Training Students ◽  
Feedback Form ◽  
Cross Sectional ◽  
Strongly Agree

Context: Standardized patients are more prominently used to both teach and evaluate students' clinical skills and abilities. Objective: To investigate whether athletic training students perceived an encounter with a standardized patient (SP) as realistic and worthwhile and to determine their perceived comfort in future lower extremity evaluations with standardized and actual patients. Design and setting: Cross-sectional. Athletic Training Research and Education Laboratory, on-campus athletic training room, and Clinical Proficiency Evaluation Room. Subjects: Twenty-nine undergraduate athletic training students (17 female, 12 male) at a Midwestern CAATE-accredited institution who had completed a lower extremity orthopedic evaluation course in the past 12 months. Measurements: A Standardized Patient Encounter Feedback Form consisting of 5 Likert scale items (1 = strongly disagree; 5 = strongly agree) regarding the participants' perceptions of SP encounters with foot/ankle and knee orthopedic cases (eg, worthwhile, realistic, confidence with future SPs and actual patients). Data was analyzed using descriptive statistics. Written comments regarding the strengths and weaknesses of the encounters were analyzed inductively. Results: The participants indicated (90%–100% of the time) that: they agreed or strongly agreed that the encounters were worthwhile and realistic; the cases presented were appropriate; they were provided with adequate performance feedback by the SPs; and that their lower extremity evaluation skills were helped by the experiences. The participants indicated (86%–93% of the time) that they agreed or strongly agreed that the encounters made them feel more comfortable about future evaluations with standardized and actual patients. Conclusions: It appears that SPs provide realistic and worthwhile experiences for athletic training students. Thus, cases could be developed to evaluate athletic training clinical proficiencies in the future.

scholarly journals Athletic Training Students' Perceptions of Electronic Textbooks and Computer use in the Classroom

2016 ◽  
Author(s):  
Christopher Brown ◽  
Shannon David ◽  
Michele Monaco
Keyword(s):  
Athletic Training ◽  
Computer Use ◽  
Online Survey ◽  
Survey Design ◽  
Athletic Training Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Electronic Textbooks ◽  
Use Of Technology ◽  
Secondary Methods

Purpose: Academia is currently seeing a surge in technology integration in the classroom. Electronic textbooks (e-textbooks) is expected to grow exponentially in the future. Although there is a rush in use of technology in academia, few studies have evaluated perceptions of electronic textbooks especially among athletic training students. The purpose of this study is to identify athletic training student computer use, if athletic students are using electronic textbooks, and to help understand their perceptions of those electronic texts. Method: A cross sectional survey design was utilized. Participants completed a self-reported online survey. A survey link was emailed to athletic training faculty in 360 undergraduate programs to be forwarded to their students. The survey contained an informed consent item followed by 37 items (6 demographic) related to perceptions of electronic textbooks. Data analysis used descriptive statistics. Results: A total of 861 athletic training students completed the survey. When students were asked about their preference for e-textbooks or traditional textbooks, 69% prefer a traditional textbook while 22% state they had never had the opportunity to work with an e-textbook. A majority of students (96.4%) feel comfortable with computers. A large number of students (43.1%) respond they are not aware e-textbooks exist for athletic training courses. The primary reasons students prefer traditional textbooks over e-textbooks are ease of reading, followed by ease of note taking. Conclusions: The majority of athletic training students, who fall in the age range of the Millennial Generation, prefer traditional textbooks over e-textbooks. Educators should continue to utilize traditional textbooks as a primary method of learning while incorporating technology such as e-textbooks as secondary methods.

Physiotherapy Students’ Performance in Clinical Education: An Analysis of 1 Year of Canadian Cross-Sectional Data

2021 ◽  
pp. e20200018
Author(s):  
Sarah Wojkowski ◽  
Kathleen E. Norman ◽  
Paul Stratford ◽  
Brenda Mori
Keyword(s):  
Clinical Education ◽  
Clinical Performance ◽  
Mixed Effects ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Entry Level ◽  
Typical Performance ◽  
Performance Profiles ◽  
Assessment Of Clinical Performance ◽  
Physiotherapy Students

Purpose: This research examines 1 year of cross-sectional, Canada-wide ratings from clinical instructors using the Canadian Physiotherapy Assessment of Clinical Performance (ACP) and analyzes the performance profiles of physiotherapy students’ performance ratings over the course of their entry-to-practice clinical placements. Method: Canadian physiotherapy programmes that use the ACP were invited to submit anonymized, cross-sectional data for placements completed during 2018. Descriptive analyses and summary statistics were completed. Mixed-effects modelling was used to create typical performance profiles for each evaluation criterion in the ACP. Stepwise ordered logistic regression was also completed. Results: Ten programmes contributed data on 3,290 placements. Profiles were generated for each ACP evaluative item by means of mixed-effects modelling; three profiles are presented. In all cases, the predicted typical performance by the end of 24 months of study was approximately the rating corresponding to entry level. Subtle differences among profiles were identified, including the rate at which a student may be predicted to receive a rating of “entry level.” Conclusions: This analysis identified that, in 2018, the majority of Canadian physiotherapy students were successful on clinical placements and typically achieved a rating of “entry level” on ACP items at the end of 24 months.

A Systematic Approach to Programmatic Assessment

2016 ◽  
Vol 11 (3) ◽  
pp. 161-167
Author(s):  
Dani M. Moffit ◽  
Jamie L. Mansell ◽  
Anne C. Russ
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Systematic Approach ◽  
Program Review ◽  
Athletic Training Students ◽  
Programmatic Assessment ◽  
Systematic Assessment ◽  
Assessment Plans ◽  
Education Needs ◽  
Goals And Objectives

Context: Accrediting bodies and universities increasingly require evidence of student learning within courses and programs. Within athletic training, programmatic assessment has been a source of angst for program directors. While there are many ways to assess educational programs, this article introduces 1 systematic approach. Objective: This article describes the steps necessary to create an assessment plan that meets the needs of the accrediting body, the program, and the athletic training students. Background: Assessment helps determine if the program's goals and objectives are meeting the athletic training students' needs. Program review cannot be accomplished in a manner that is helpful unless the assessment plan is systematic, planned, and ongoing. Recommendation(s): Effective and systematic assessment plans provide a framework for program evaluation, modification, and improvement. Conclusion(s): Assessment should be an ongoing process which creates opportunities for active learning. Clinical education needs to be included in the overall programmatic assessment, as those courses provide application of didactic learning.

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