Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

2016 ◽  
Vol 11 (2) ◽  
pp. 88-94 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Amanda J. Jarriel
Keyword(s):  
Physical Examination ◽  
Athletic Training ◽  
Clinical Performance ◽  
Low Back ◽  
Athletic Training Students ◽  
Patient History ◽  
Reliable Assessment ◽  
Athletic Training Faculty ◽  
Reliability Coefficients ◽  
Training Faculty

Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our knowledge, has documented the reliability of the SP at assessing student performance. Objective: To determine if SPs provide a reliable assessment of athletic training students' performance in obtaining a patient history and completing a physical examination relative to athletic training faculty. Design: Reliability study. Setting: Athletic training simulation lab. Patients or Other Participants: Two SPs and 2 athletic training faculty assessed 35 students (n = 20 junior; n = 15 senior) in athletic training cohorts from a public liberal arts institution in southeast United States. Intervention(s): Athletic training students completed 2 SP encounters per semester throughout 1 academic year in the athletic training program, totaling 4 SP encounters. Main Outcome Measure(s): After each SP encounter, athletic training faculty and SPs completed the same clinical performance checklist developed specifically for each encounter. The checklist included yes/no items related to obtaining a patient history (10–12 items each) and completing a physical examination (12–15 items each). For each SP encounter, composite scores were computed for both history and physical examination items from the athletic training faculty and SPs. Intraclass correlation coefficients (ICC) determined interrater reliability between athletic training faculty and SPs for history and physical exam items. Results: Reliability coefficients between the SP and athletic training faculty indicated fair to strong agreement for most history and physical examination items. Significance was found for history items in the cervical spine emergency (ICC = 0.671, P = .002), knee (ICC = 0.696, P = .003), low back (ICC = 0.622, P = .002), concussion (ICC = 0.764, P = .004), general medical (ICC = 0.571, P = .008), and psychosocial intervention (ICC = 0.572, P = .008) encounters. The reliability coefficients were significant regarding physical exam items for the cervical spine emergency (ICC = 0.588, P = .01), low back (ICC = 0.766, P > .001), concussion (ICC = 0.792, P = .001), and general medical (ICC = 0.878, P > .001) encounters. Conclusions: Overall, the SPs provided a reliable assessment of the athletic training students' clinical performance for obtaining a patient history and completing a physical examination. Given these results, devoting additional time during SP training should increase the reliability of the SP.

scholarly journals Survey of International Experience Opportunities for Athletic Training Students and Faculty

2020 ◽  
Vol 15 (3) ◽  
pp. 186-193
Author(s):  
Cynthia J. Wright ◽  
Eva M. Frank
Keyword(s):  
Athletic Training ◽  
Online Survey ◽  
International Experience ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
International Experiences ◽  
Athletic Training Faculty ◽  
Level Institution ◽  
Future Work ◽  
Training Faculty

Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P > .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.

scholarly journals Work-Life Balance in Higher Education for Women: Perspectives of Athletic Training Faculty

2018 ◽  
Vol 13 (3) ◽  
pp. 248-258 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Time Management ◽  
Interpretative Phenomenological Analysis ◽  
Analysis Data ◽  
Phenomenological Analysis ◽  
Support Networks ◽  
Dominant Factor ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Women are largely underrepresented in science fields in academe, and most often issues with motherhood and career-life balancing are identified as reasons. In athletic training, career-life balancing has become the dominant factor in women leaving the field, as they feel they cannot fulfill the roles of mother, spouse, and athletic trainer adequately. Objective: To better understand the perceptions of women athletic training faculty members regarding balancing their roles in higher education and those outside of the workplace. Design: Interpretative phenomenological analysis study, with semistructured interviews. Setting: Higher education institutions sponsoring Commission on Accreditation of Athletic Training Education–accredited athletic training programs. Patients or Other Participants: Sixteen (8 with children, 8 without children) women athletic training faculty participated. Ten were married at the time of the interview, 3 were single, 2 were engaged, and 1 was in the process of getting a divorce. Main Outcome Measure(s): Each participant completed a one-on-one interview with a researcher and all data were coded following interpretative phenomenological analysis. Data saturation was attained. We completed member checks, peer review, and researcher triangulation for credibility. Results: We found that motherhood was perceived to be a challenge and balancing the role of motherhood created conflict. Despite concerns for motherhood and balancing faculty roles, higher education was perceived to provide flexibility. Support networks and individual strategies were common to manage the responsibilities of faculty as well as nonfaculty roles. Conclusions: Our results demonstrated that higher education cultivates a climate of balance through flexible workplace arrangements and that support networks are necessary to create role balancing in and out of the workplace. Finally, time management and organization are necessary for women to establish balance, regardless of roles outside of the workplace (eg, spouse, mother, friend).

scholarly journals Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter

2020 ◽  
Vol 15 (2) ◽  
pp. 85-92
Author(s):  
Kristin Ann Paloncy
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Athletic Training ◽  
Repeated Measures ◽  
Clinical Performance ◽  
Clinical Skills ◽  
The United States ◽  
Clinical Competency ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Simulation Based

Context Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed. Objective The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance. Design Quantitative quasi-experimental cohort design with repeated measures study. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest. Intervention(s) Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation. Main Outcome Measure(s) Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware. Results There was a statistically significant interaction between groups (F1,10 = 18.70, P < .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05). Conclusions The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.

scholarly journals Systematic review of patient history and physical examination to diagnose chronic low back pain originating from the facet joints

2016 ◽  
Vol 21 (3) ◽  
pp. 403-414 ◽  
Author(s):  
E.T. Maas ◽  
J.N.S. Juch ◽  
R.W.J.G. Ostelo ◽  
J.G. Groeneweg ◽  
J.W. Kallewaard ◽  
...  
Keyword(s):  
Systematic Review ◽  
Low Back Pain ◽  
Back Pain ◽  
Physical Examination ◽  
Chronic Low Back Pain ◽  
Low Back ◽  
Facet Joints ◽  
Patient History

scholarly journals Diagnostic utility of patient history and physical examination data to detect spondylolysis and spondylolisthesis in athletes with low back pain: A systematic review

2016 ◽  
Vol 24 ◽  
pp. 7-17 ◽  
Author(s):  
Linn Helen J. Grødahl ◽  
Louise Fawcett ◽  
Madeleine Nazareth ◽  
Richard Smith ◽  
Simon Spencer ◽  
...  
Keyword(s):  
Systematic Review ◽  
Low Back Pain ◽  
Back Pain ◽  
Physical Examination ◽  
Diagnostic Utility ◽  
Low Back ◽  
Patient History

scholarly journals Faculty Mentorship in Higher Education: The Value of Institutional and Professional Mentors

2018 ◽  
Vol 13 (3) ◽  
pp. 259-267 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham ◽  
Kelly A. Coleman
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Mentoring Relationships ◽  
Junior Faculty Member ◽  
Socialization Process ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Mentorship has been identified as a key aspect to the transition into higher education for the junior faculty member, as it is an effective organizational socializing agent. The literature, however, often examines mentorship as a derivative of the socialization process, rather than as the primary focus of investigation. Objective: Explore the perceptions of mentorship for the athletic training faculty member on professional development and transition into a new faculty role, specifically looking at mentorship through a role transition and inductance lens for the junior faculty member. Design: Phenomenology. Setting: Higher education institutions. Patients or Other Participants: Twenty junior athletic training faculty members (14 women, 6 men) who met our inclusion criteria. All participants were in positions leading to promotion or tenure. Saturation was met with our 20 participants. Main Outcome Measure(s): Semistructured phone interviews were conducted and transcribed verbatim afterward. Using a phenomenological approach, we analyzed the data. Credibility of the data was confirmed with peer review and researcher triangulation. Results: Mentoring relationships were determined to be internal and external to the athletic training faculty member's institutions. Relationships were classified as informal, regardless of the location of the mentor. Internal mentoring relationships were informal and navigated by the faculty member with individuals the faculty member believed to have valued experiences and knowledge regarding the institution's culture and expectations for role performance and promotion. External mentors, mostly doctoral advisors, were individuals who could continue to support professional development and the specific tenets of higher education independently of institutional expectations. Conclusions: Our findings suggest that mentoring is done by a constellation of individuals, as each mentoring relationship fulfills a particular need of the junior faculty member and one mentor may not provide or possess all the necessary experiences to support the transition.

scholarly journals Examining the Factors that Facilitate Athletic Training Faculty Socialization into Higher Education

2016 ◽  
Vol 11 (4) ◽  
pp. 208-218 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett ◽  
Sara Nottingham
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Athletic Training ◽  
Doctoral Education ◽  
Doctoral Training ◽  
Full Time ◽  
Socialization Process ◽  
Roles And Responsibilities ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Doctoral education is the mechanism whereby athletic trainers can develop an awareness of their future roles and responsibilities in higher education. Evidence suggests that doctoral education may provide an incomplete understanding of these roles and responsibilities, warranting further investigation. Objective: To gain a better understanding on how athletic training faculty members are socialized into their role. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: Twenty-eight athletic training educators (14 men, 14 women) who had completed doctoral training. Participants' average age was 39 ± 6 years, with 11.6 ± 5.6 years of experience working in education. Main Outcome Measure(s): One-on-one interviews were completed with all participants following a semistructured framework. Data saturation drove sampling. Inductive analysis was used to evaluate the data. Member checks, peer review, and researcher triangulation established rigor. Results: The first theme, professional socialization, was defined by participants as those experiences in their doctoral training that provided role understanding. The second theme, organizational socialization, speaks to those experiences that occurred once the athletic training faculty member was employed full time in higher education. The category of mentorship was articulated, in both themes, as impactful in both professional preparations at the doctoral level and during the institutional socialization process once a novice faculty member is hired. Conclusions: Doctoral education provides the platform for role understanding, which allows the athletic trainer to be prepared to transition into the faculty member role. Specifically, engagement in the role and mentoring provided this role awareness, which is common within the socialization framework. Institutions also offer formalized orientation sessions as a means to assimilate, and mentoring is also available for support.

scholarly journals Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model

2015 ◽  
Vol 50 (9) ◽  
pp. 964-976 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
William A. Pitney
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Higher Order ◽  
Athletic Training Students ◽  
Graduate Level ◽  
Web Based ◽  
Level Model ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty ◽  
Member Checks

Context  The decision has been made to move away from the traditional bachelor's degree professional program to a master's degree professional program. Little is known about the perceptions about this transition from those involved with education. Objective  To examine multiple stakeholders' perspectives within athletic training education on the effect that a change to graduate-level education could have on the profession and the educational and professional development of the athletic trainer. Design  Qualitative study. Setting  Web-based survey. Patients or Other Participants  A total of 18 athletic training students (6 men, 12 women; age = 24 ± 5 years), 17 athletic training faculty (6 men, 9 women, 2 unspecified; 7 program directors, 5 faculty members, 3 clinical coordinators, 2 unidentified; age = 45 ± 8 years), and 15 preceptors (7 men, 7 women, 1 unspecified; age = 34 ± 7 years) completed the study. Data Collection and Analysis  Participants completed a structured Web-based questionnaire. Each cohort responded to questions matching their roles within an athletic training program. Data were analyzed following a general inductive process. Member checks, multiple-analyst triangulation, and peer review established credibility. Results  Thirty-one (62%) participants supported the transition, 14 (28%) were opposed, and 5 (10%) were neutral or undecided. Advantages of and support for transitioning and disadvantages of and against transitioning emerged. The first higher-order theme, advantages, revealed 4 benefits: (1) alignment of athletic training with other health care professions, (2) advanced coursework and curriculum delivery, (3) improved student and professional retention, and (4) student maturity. The second higher-order theme, disadvantages, was defined by 3 factors: (1) limited time for autonomous practice, (2) financial concerns, and (3) lack of evidence for the transition. Conclusions  Athletic training students, faculty, and preceptors demonstrated moderate support for a transition to the graduate-level model. Factors supporting the move were comparable with those detailed in a recent document on professional education in athletic training presented to the National Athletic Trainers' Association Board of Directors. The concerns about and reasons against a move have been discussed by those in the profession.

scholarly journals Organizational Socialization: Experiences of Junior Faculty in Athletic Training Education Programs

2019 ◽  
Author(s):  
Stephanie Mazerolle ◽  
Sara Nottingham ◽  
Kelly Coleman
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Organizational Socialization ◽  
Doctoral Student ◽  
Junior Faculty ◽  
Faculty Members ◽  
Role Transition ◽  
Faculty Position ◽  
Athletic Training Faculty ◽  
Training Faculty

Background: New faculty members become oriented to their new positions through numerous methods, such as institutional mechanisms as well as networking with various individuals. The process of acculturation is often complex, and best understood from a socialization framework. Role transition for the faculty member is often accomplished through professional socialization, or the experiences prior to beginning a faculty position. However, role transition also continues once the newly minted doctoral student is catapulted into employment. This dynamic, on-going process is often seen as organizational socialization. Objective: We sought to understand how Athletic Training faculty members navigate role transition, from doctoral student to faculty member during the pre-tenure years. Procedures: 19 junior Athletic Training faculty members completed semi-structured interviews to discuss their role transition and inductance into higher education. Data were analyzed following a general inductive approach. Credibility was secured through triangulation, peer review, and interpretative member checks. Results: We found that several organizational mechanisms were in place to support this time of role transition: 1) interviews, 2) orientation, 3) professional development activities, and 4) role consistency. Also, internal motivation and individual inquisitiveness supported this transition, as the junior faculty often solicited feedback or advice from others in their department to evaluate what was expected of them and how to succeed while performing their roles.

scholarly journals Mentoring Processes in Higher Education: Perspectives of Junior Athletic Training Faculty Members

2018 ◽  
Author(s):  
Sara Nottingham ◽  
Stephanie Mazerolle
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Faculty Members ◽  
Mentoring Relationships ◽  
Full Time ◽  
Athletic Training Faculty ◽  
Time Faculty ◽  
Training Faculty

Purpose: Mentorship is a valuable mechanism of socializing faculty members to higher education, but understanding of how mentoring relationships develop is limited. The purpose of this study was to seek a more complete understanding of how mentoring relationships develop for junior faculty members, and how these effective mentoring relationships can be fostered. Method: A qualitative, phenomenological design was used to examine junior athletic training faculty members’ experiences with mentoring. Twenty athletic training faculty members: 14 women, 6 men, 32±3 years of age and averaged 2.4±2.1 years as a full-time faculty member in an accredited athletic training program participated in this study. Participants completed one telephone interview, which was audio-recorded and transcribed verbatim. Data were analyzed with an inductive phenomenological approach. Data saturation was obtained Trustworthiness strategies included peer review and the use of multi-analyst triangulation. Results: Junior faculty participated in informal and formal mentoring relationships that evolved over time, which aided their transition from doctoral student to full-time faculty member. Additionally, mentoring relationships were strengthened when participants took initiative, engaged in the relationship, and set clear goals. Mentors who exhibit good communication skills, willingness to participate, and genuine interest in the mentee are particularly valuable. Conclusions: Both formal and informal mentoring experiences appear to be valuable for junior faculty members, particularly informal relationships. If institutional mentoring programs are lacking then junior faculty should seek out additional mentoring opportunities. These findings also confirm existing literature on effective mentoring characteristics.

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