Take a Page from Your Coach's Play Book: Teaching Technical and Tactical Skills in Athletic Training

2015 ◽  
Vol 10 (3) ◽  
pp. 244-248
Author(s):  
Jeremy R. Hawkins ◽  
Elizabeth B. Sharp ◽  
Skip M. Williams
Keyword(s):  
Decision Making ◽  
Athletic Training ◽  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Training Programs ◽  
Teaching Method ◽  
Technical Skills ◽  
Clinical Decision ◽  
Athletic Training Students ◽  
Good Decision

Context The ability to demonstrate sound clinical reasoning is needed for a practicing athletic trainer. However, instruction on how to make a correct clinical decision may be deficient in many athletic training programs. Objective To provide an overview of how to teach technical and tactical skills, using both a tradition and a nontraditional approach, and to apply this teaching method to athletic training education. Background The teaching of technical skills involves four steps: (1) introduction, (2) demonstration and explanation, (3) practice, and (4) error correction. The teaching of tactical skills takes technical skills a step further by putting them into action. To teach a tactical skill, coaches (1) identify the decision to be made, (2) determine knowledge needed to make a good decision, (3) identify cues that should or should not be attended to, and help to ensure the cues are interpreted correctly, (4) determine appropriate tactical options, and (5) design an opportunity to practice reading the situation and choosing appropriate tactics. Applying this approach to athletic training, students may be better prepared to make good decisions when placed in a situation to do so. Description This paper discusses how applying a methodology for teaching technical and tactical skills will help athletic training students to become better at clinical decision making. It also provides an application example that can be adapted to other situations aiding in the implementation of this approach. Clinical Advantage(s) This approach can be applied to numerous situations and scenarios, preparing athletic training students to be better clinicians through proper clinical reasoning and decision making. Conclusion(s) The ability to reason clinically is a foundational skill that needs to be taught in athletic training programs. Teaching technical and tactical skills is a viable method to help athletic training students develop this skill.

scholarly journals Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique

2021 ◽  
Vol 16 (4) ◽  
pp. 255-261
Author(s):  
Jennifer Cuchna ◽  
Sarah Manspeaker ◽  
Alison Wix
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Content Standards ◽  
Athletic Training Students ◽  
Interprofessional Communication ◽  
Curricular Content

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.

scholarly journals A Three-Question Framework to Facilitate Clinical Decision Making

2012 ◽  
Vol 7 (1) ◽  
pp. 11-15 ◽  
Author(s):  
Jeremy Sibold
Keyword(s):  
Decision Making ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Therapeutic Interventions ◽  
Target Tissue ◽  
Clinical Decisions ◽  
Athletic Training Students ◽  
Physically Active ◽  
Therapeutic Modalities

Context: Highly developed critical thinking and the ability to discriminate among many possible therapeutic interventions is a core behavior for the practicing athletic trainer. However, while athletic training students receive a great deal of clinically applicable information, many are not explicitly trained in efficient methods for channeling this great volume of data into sound clinical decisions. Objective: To propose a simple, three-question framework for prudent clinical decision making in therapeutic modalities and rehabilitation contexts. Background: Athletic training education occurs in various settings, where students are immersed in basic cognitive and psychomotor proficiencies germane to the prevention, evaluation, treatment, and rehabilitation of injury and illness in the physically active. In clinical practice, the knowledge and demonstration of these proficiencies are vital to the development of sound clinical decision making. Description: I propose a simple and repeatable three-question decision making scheme that includes questions related to clinical goal(s), target tissue(s), and modality choice(s), as a potential mechanism to improve athletic training students' decision making in the clinical arena. Clinical Advantage(s): This simple framework is adaptable to many clinical settings and can help cultivate decision making abilities and confidence, especially in the less experienced clinician. Conclusions: The ability to make sound clinical decisions is fundamental to athletic training. With simple cognitive frameworks, clinical educators can empower students to make sensible decisions in the clinical arena leading to improved student self-confidence and patient outcomes.

scholarly journals Evaluating Evidence-Informed Clinical Reasoning Proficiency in Oral Practical Examinations

2014 ◽  
Vol 9 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Paul R. Geisler ◽  
Chris Hummel ◽  
Sarah Piebes
Keyword(s):  
Athletic Training ◽  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Clinical Performance ◽  
Clinical Decision ◽  
Athletic Injury ◽  
Evidence Based ◽  
Biomedical Knowledge ◽  
Relevant Evidence ◽  
Key Features

Clinical reasoning is the specific cognitive process used by health care practitioners to formulate accurate diagnoses for complex patient problems and to set up and carry out effective care. Athletic training students and practitioners need to develop and display effective clinical reasoning skills in the assessment of injury and illness as a first step towards evidence-based functional outcomes. In addition to the proper storage of and access to appropriate biomedical knowledge, an equally important component of effective clinical reasoning is the ability to select and interpret various conclusions from the mounting quantity of evidence-based medicine (EBM) sources. In assessing injury and illness, this competency is particularly reliant upon experience, skill execution, and available evidence pertaining to the diagnostic accuracy and utility of various special tests and physical examination procedures. In order to both develop and assess the ability of our students to integrate EBM into their clinical reasoning processes, we have designed exercises and evaluations that pertain to evidence-based clinical decision making during oral practical examinations in our assessment of athletic injury labs. These integrated oral practical examinations are designed to challenge our students' thinking and clinical performance by providing select key features of orthopaedic case pattern presentations and asking students to pick the most fitting diagnostic tests to fit that particular case. Students must not only match the appropriate special/functional tests, etc, to the case's key features, but also choose and explain how useful the chosen tests are for the differential diagnosis process, relative to the best diagnostic evidence. This manuscript will present a brief theoretical framework for our model and will discuss the process we use to evaluate our students' ability to properly select, perform, and explain various orthopaedic examination skills and the relevant evidence available. Specific examples of oral practical exam modules are also provided for elucidation.

Integrating Evidence-Based Practice in Athletic Training Though Online Learning

2018 ◽  
pp. 5810-5819
Author(s):  
Brittany A. Vorndran ◽  
Michelle Lee D'Abundo
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
Continuing Education ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Evidence Based ◽  
Primary Method

Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of Athletic Training.

scholarly journals From clinical reasoning to effective clinical decision making—new training methods

2015 ◽  
Vol 6 ◽  
Author(s):  
Patricia P. Wadowski ◽  
Barbara Steinlechner ◽  
Arno Schiferer ◽  
Henriette Löffler-Stastka
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Training Methods

scholarly journals Comparative Theories in Clinical Decision Making and their Application to Practice: a Reflective Case Study

2012 ◽  
Vol 13 (3-4) ◽  
pp. 65-71 ◽  
Author(s):  
Nicholas Gladstone
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Decision Making Process ◽  
Practice Setting

AbstractWithin this article the author critically reviews the theories surrounding clinical decision making and judgement while discussing a clinical incident, and his experiences of decision making within his own practice setting. Exploring the works of Elstein and Schwarz, Benner, Hammond and Hamm, the author discusses how aspects from each of their theories relate to his practice and clinical reasoning before concluding on the clinical decision-making process and factors that can influence their successful application.

Person-centred clinical reasoning and evidence-based healthcare

2020 ◽  
Vol 8 (2) ◽  
pp. 215
Author(s):  
Roger Kerry ◽  
Matthew Low ◽  
Peter O'Sullivan
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Population Data ◽  
Clinical Decision ◽  
Evidence Base ◽  
Evidence Based ◽  
Evidence Based Healthcare ◽  
Causal Theories

Purpose: Clinical practice, and in particular decision-making, are dependent on data and knowledge which are relevant to the context at hand. Numerous frameworks have existed which aim to facilitate best clinical decision-making for healthcare professionals and their patients, for example clinical reasoning and the evidence-based healthcare models. The purpose of this paper is to provide some reconciliation between apparently conflicting models of healthcare practice with regards to best practice.Methods: We provide a theoretical narrative account of clinical practice with regards to clinical reasoning and best decision-making. We problematise the practice frameworks of clinical reasoning and evidence base healthcare by suggesting they are conflicting and contradictory to each other. We frame the arguments available with philosophical views of causation, making the assumption that causation lies central to all aspects of knowledge. We use the narrative to expose causal theories behind different practice models and illustrate our account with a case study.Results: Clinical reasoning and evidence-based healthcare are characterised by different causal theories which do not readily align with each other. By reconceptualising causation as a dispositional phenomenon, reconciliation between individualised person-centred care and the population data which are the core interest of evidence-based healthcare, can be found, thus preserving the most valuable aspects of each practice framework.Conclusion: Reconceptualising causation in dispositionalist terms facilitates a more person-centred, multi-dimensional clinical reasoning process. This in-turn allows for the integration of data from prioritised methods of evidence-based healthcare into complex and context-sensitive individualised clinical situations.

Student paramedic decision-making: a critical exploration of a patient interaction

2021 ◽  
Vol 13 (2) ◽  
pp. 76-80
Author(s):  
Barry Costello ◽  
Simon Downs
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Health Professionals ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Lead Author ◽  
Evidence Based ◽  
Patient Encounter ◽  
The Past ◽  
Patient Interaction

Clinical decision-making is a multifaceted construct, requiring the practitioner to gather, interpret and evaluate data to select and implement an evidence-based choice of action. Clinical reasoning is a difficult skill for students to develop due in part to the inability to guarantee awareness or opportunity to develop within time spent in practice. While professional developments within the past few years have established a supportive preceptorship programme within NHS trusts for new paramedic registrants, enhancing activities to develop these crucial skills within a pre-registrant programme should be prioritised to enhance the abilities of students and subsequent new registrants. A better understanding of the reasoning processes used during clinical decision-making may help health professionals with less experience to develop their processes in their own clinical reasoning. To embed such awareness and enhanced practice, the lead author, a third-year student paramedic at the time of writing, presents a reflective consideration of a patient encounter using the hypothetico-deductive model to evaluate and critically explore his own reasoning and processing within a meaningful patient interaction.

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