scholarly journals Retention Initiatives Used by Professional Master's Athletic Training Program Directors

2015 ◽  
Vol 10 (3) ◽  
pp. 205-211
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Training Programs ◽  
Program Directors ◽  
The United States ◽  
Retention Rates ◽  
Application Process ◽  
Telephone Interviews ◽  
Athletic Training Program Directors

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

scholarly journals Occupational Stress for Athletic Training Program Directors

2015 ◽  
Author(s):  
Suzette Nynas ◽  
Carrie Myers
Keyword(s):  
Training Program ◽  
Occupational Stress ◽  
Athletic Training ◽  
Online Survey ◽  
Role Theory ◽  
Program Directors ◽  
Roles And Responsibilities ◽  
Occupational Roles ◽  
Occupational Role ◽  
Athletic Training Program Directors

The roles and responsibilities for program directors of professional educational programs are numerous. The purpose of this study was to investigate how multiplicity of roles and responsibilities influence occupational stress. Role theory was the theoretical framework to organize the research and to investigate the influence of multiple roles and responsibilities on occupational stress of Athletic Training Program Directors (ATPDs). This mixed methods study investigated which occupational roles and responsibilities contributed to the greatest amount of occupational stress for ATPDs. All ATPDs from the Commission on Accreditation for Athletic Training Education (CAATE) accredited programs were invited to participate in an online survey to investigate personal and program characteristics and to determine which occupational roles and responsibilities produce the most occupational stress. Eighty-three ATPDs participated in this study, and the stress levels in the various occupational roles and responsibilities were measured, summed, and averaged. The results indicated that accreditation was the most stressful occupational role and responsibility category whereas service was the least stressful occupational role and responsibility category. This study presents information which heightens awareness of occupational stress experienced by ATPDs and contributes to the understanding of the multifaceted ATPD position.

scholarly journals Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

2015 ◽  
Vol 10 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Thomas G. Bowman ◽  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Retention ◽  
Athletic Training ◽  
Interpersonal Relationships ◽  
Clinical Education ◽  
Online Survey ◽  
Training Programs ◽  
Program Directors ◽  
Athletic Training Students ◽  
Telephone Interviews

Context Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective Explore program directors' perceptions of the reasons athletic training students persist and depart from PM ATPs. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants We asked directors from all PM ATPs nationwide to complete an online survey. We obtained responses from 60.0% (15 out of 25) of the population. We also completed follow-up telephone interviews with directors from 8 PM ATPs. Main Outcome Measure(s) Directors of PM ATPs completed an online survey asking for reasons for student persistence and departure. We also conducted follow-up telephone interviews with randomly selected participants. During the telephone interviews, we asked participants for additional detail regarding the enrollment decisions of students. Results PM ATP directors stated that students persist due to their commitment to the profession and the interpersonal relationships they build with the program stakeholders. Conversely, students depart PM ATPs due to the rigor associated with completion, a change in career aspirations, and financial concerns. Conclusions Athletic training educators should strive to keep commitment and motivation levels high while fostering positive interpersonal relationships by providing a welcoming atmosphere and engaging clinical education experiences. Finally, mentors should be available to assist students with program completion, and students should have options available for defraying the cost associated with completing the PM ATP.

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 Retention Initiatives Used by Professional Bachelor's Athletic Training Program Directors

2016 ◽  
Vol 11 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Retention ◽  
Training Program ◽  
Athletic Training ◽  
Program Directors ◽  
Retention Rates ◽  
Athletic Training Students ◽  
Online Questionnaire ◽  
Athletic Training Student ◽  
Athletic Training Program Directors

Context: Retaining athletic training students has been identified as problematic by approximately half of athletic training program (ATP) directors. It is unknown what ATP directors do to improve athletic training student retention. Objective: To identify initiatives that ATP directors use to improve the retention rates of athletic training students in their programs. Design: Qualitative study. Setting: Undergraduate ATPs. Patients or Other Participants: We asked directors of ATPs across the nation to complete an Internet questionnaire. We obtained responses from 171 out of 343 ATP directors (51.6%). In addition, we completed follow-up interviews with 16 randomly selected ATP directors. Main Outcome Measure(s): During the online questionnaire, we asked ATP directors to describe any specific initiatives they or their ATP used that were aimed at retaining athletic training students and ideally what they would like to do to improve athletic training student retention at their institution. During the follow-up telephone interviews, we asked participants to further describe their retention strategies and other techniques not already mentioned in their questionnaire responses to gain further insight. We used a general inductive approach to analyze the data and performed multiple-analyst triangulation, member checks, and a peer review to ensure the trustworthiness of the analysis and results. Results: During data analysis, we identified 3 themes that highlight the ATP directors' initiatives to retain athletic training students. Directors discussed fostering a family atmosphere, strategic planning, and having resources available to support students as ways to improve retention. Conclusions: Athletic training program directors are encouraged to integrate students into their programs early through informal and formal participation opportunities, evaluate student potential prior to formal admissions, plausibly through an interview process, and educate students on scholarship opportunities to help offset tuition and fees associated with program completion.

scholarly journals Demand in Pediatric Dentistry for Sedation and General Anesthesia by Dentist Anesthesiologists: A Survey of Directors of Dentist Anesthesiologist and Pediatric Dentistry Residencies

2012 ◽  
Vol 59 (1) ◽  
pp. 3-11 ◽  
Author(s):  
C. Gray Hicks ◽  
James E. Jones ◽  
Mark A. Saxen ◽  
Gerardo Maupome ◽  
Brian J. Sanders ◽  
...  
Keyword(s):  
North America ◽  
General Anesthesia ◽  
Training Program ◽  
Online Survey ◽  
Response Rate ◽  
Training Programs ◽  
Deep Sedation ◽  
Program Directors ◽  
Pediatric Dentistry ◽  
Pediatric Dentists

This study describes what training programs in pediatric dentistry and dental anesthesiology are doing to meet future needs for deep sedation/general anesthesia services required for pediatric dentistry. Residency directors from 10 dental anesthesiology training programs in North America and 79 directors from pediatric dentistry training programs in North America were asked to answer an 18-item and 22-item online survey, respectively, through an online survey tool. The response rate for the 10 anesthesiology training program directors was 9 of 10 or 90%. The response rate for the 79 pediatric dentistry training program directors was 46 of 79 or 58%. Thirty-seven percent of pediatric dentistry programs use clinic-based deep sedation/general anesthesia for dental treatment in addition to hospital-based deep sedation/general anesthesia. Eighty-eight percent of those programs use dentist anesthesiologists for administration of deep sedation/general anesthesia in a clinic-based setting. Pediatric dentistry residency directors perceive a future change in the need for deep sedation/general anesthesia services provided by dentist anesthesiologists to pediatric dentists: 64% anticipate an increase in need for dentist anesthesiologist services, while 36% anticipate no change. Dental anesthesiology directors compared to 2, 5, and 10 years ago have seen an increase in the requests for dentist anesthesiologist services by pediatric dentists reported by 56% of respondents (past 2 years), 63% of respondents (past 5 years), and 88% of respondents (past 10 years), respectively. Predicting the future need of dentist anesthesiologists is an uncertain task, but these results show pediatric dentistry directors and dental anesthesiology directors are considering the need, and they recognize a trend of increased need for dentist anesthesiologist services over the past decade.

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.

Practice Patterns of Sleep Otolaryngologists at Training Institutions in the United States

2016 ◽  
Vol 156 (6) ◽  
pp. 1025-1031 ◽  
Author(s):  
Austin S. Lam ◽  
Sarah K. Wise ◽  
Raj C. Dedhia
Keyword(s):  
United States ◽  
Residency Training ◽  
Online Survey ◽  
Practice Patterns ◽  
Training Programs ◽  
Program Directors ◽  
The United States ◽  
Sleep Medicine ◽  
Board Certification ◽  
Obstructive Sleep

Objective To assess the practice characteristics of adult sleep otolaryngologists within US otolaryngology residency training programs. Study Design Cross-sectional online survey. Setting Otolaryngology residency training programs. Subjects and Methods Program directors from 106 otolaryngology training programs in the United States were contacted. Program directors were instructed to forward a survey to otolaryngologists within the institution who provided Accreditation Council for Graduate Medical Education (ACGME) Otolaryngology Milestone Project feedback in “sleep-disordered breathing.” The survey assessed demographics, nonsurgical practices, and surgical/procedural practices of adult sleep otolaryngologists. Data were collected and analyzed. Results Forty-six surveys met inclusion criteria, representing 40 of 106 (38%) programs. Ninety-three percent of respondents reported that residents gained a significant portion of their sleep medicine training from themselves (ie, the respondents), yet only 36% of respondents spent ≥50% of their time on sleep medicine/surgery. Forty-one percent reported being board certified in sleep, with 18% having completed an ACGME fellowship in sleep medicine. Respondents with board certification were more likely to spend greater portions of their practice on sleep medicine/surgery, χ2(3, n = 44) = 23.161 ( P < .001), treat non–obstructive sleep apnea sleep disorders (13 of 18 vs 1 of 26, P < .001), interpret polysomnograms (13 of 17 vs 1 of 15, P < .001), and perform drug-induced sleep endoscopy, χ2(1, n = 43) = 5.43, ( P = .02). A similar pattern was seen with stratification by ACGME sleep medicine fellowship. Conclusion This study highlights the variance in practice patterns among sleep otolaryngologists who instruct residents. Board certification and fellowship training in sleep medicine significantly influence breadth of trainee exposure to this field. The highly disparate trainee experiences to sleep otolaryngology across US programs require attention.

scholarly journals Employability in Academe for Athletic Trainers With the Doctor of Athletic Training Degree

2021 ◽  
Author(s):  
Bonnie L. Van Lunen ◽  
Stephanie H. Clines ◽  
Tyler Reems ◽  
Lindsey E. Eberman ◽  
Dorice A. Hankemeier ◽  
...  
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Training Programs ◽  
Department Chairs ◽  
Athletic Trainers ◽  
Doctoral Degree ◽  
Survey Instrument ◽  
Student Enrollment ◽  
Advanced Practice

Context The doctor of athletic training (DAT) degree has recently been introduced into academe. Limited literature exists regarding how individuals with this degree can become part of an athletic training faculty. Objective To identify department chairs' perceptions of the DAT degree and determine whether they viewed the degree as viable when hiring new faculty within a postbaccalaureate professional athletic training program. Design Cross-sectional study. Setting Online survey instrument. Patients or Other Participants A total of 376 department chairs who had oversight of Commission on Accreditation of Athletic Training Education athletic training programs were invited to participate. Of these, 190 individuals (50.5%) accessed the survey, and 151 of the 190 department chairs (79.5%) completed all parts of the survey. Main Outcome Measure(s) A Web-based survey instrument consisted of several demographic questions and 4-point Likert-scale items related to perceptions of the DAT degree. Independent variables were degree qualifications, advanced degree requirements, institutional control, student enrollment, current faculty with a clinical doctorate, and institutional degree-granting classification. The dependent variables were the department chairs' responses to the survey items. Results More than 80% of department chairs were moderately or extremely familiar with the concept of an advanced practice doctoral degree, and 64% believed it would be extremely to moderately beneficial to hire someone with this degree in the athletic training program. Furthermore, 67% of department chairs were very likely or likely to hire someone with a DAT degree and expected they would do so in the next 5 years. Characteristics associated with higher perception scores were higher institutional student enrollment, having more current faculty with an advanced practice doctoral degree, and a higher institutional degree-granting classification. Conclusions Department chairs recognized the DAT degree as a viable degree qualification for teaching in professional athletic training programs. Future researchers should examine the need for athletic trainers with the DAT degree in clinical practice settings.

Programmatic Factors Associated with Undergraduate Athletic Training Student Retention and Attrition Decisions

10.4085/10015 ◽  
2015 ◽  
Vol 10 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Thomas G. Bowman ◽  
Jay Hertel ◽  
Heather D. Wathington
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
Retention Rate ◽  
Program Directors ◽  
Retention Rates ◽  
Success Factor ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Factors Associated ◽  
Programmatic Factors

Context Athletic training programs (ATPs) are charged with meeting an increased demand for athletic trainers with adequate graduates. Currently, the retention rate of athletic training students in ATPs nationwide and the programmatic factors associated with these retention rates remain unknown. Objective Determine the retention rate for athletic training students nationwide and the programmatic factors associated with retention. Design Cross-sectional online survey. Setting Undergraduate ATPs. Patients or Other Participants Program directors (PDs) of all Commission on Accreditation of Athletic Training Education–accredited undergraduate ATPs were surveyed. We obtained responses from 177 of the 343 PDs (51.6%). Intervention(s) The survey asked PDs for information about their institution, ATP, and themselves. Main Outcome Measure(s) Self-reported retention rate. Results The participants reported an average retention rate of 81.0% ± 17.9%. We found a significant prediction equation (F4,167 = 16.39, R2 = 0.282, P &lt; .001), using the perceptions of student success factor (P &lt; .001, R2 = 0.162), the timing of formal admission (P &lt; .001, R2 = 0.124), the number of years the ATPs had been accredited (P = .001, R2 = 0.039), the number of students admitted to the ATP annually (P = .001, R2 = 0.037), and the number of years the PDs had held their position at their current institution (P = .03, R2 = 0.018). Conclusions Program directors should work to provide a stimulating atmosphere to motivate students. Delaying the formal admission of prospective students may allow athletic training students to make an informed decision to enter an ATP. A rich history of success and consistent leadership can provide an ATP environment that fosters retention. Program directors should carefully consider how many students to admit into the ATP annually, as individual attention may alter retention decisions of athletic training students.

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