scholarly journals Part I: Doctoral Education in Athletic Training. The Post-Professional Education Committee Doctoral Education Workgroup Report

2018 ◽  
Vol 13 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Jeff G. Seegmiller ◽  
David H. Perrin ◽  
Kellie C. Huxel Bliven ◽  
Russell T. Baker
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Professional Growth ◽  
Doctoral Education ◽  
Athletic Trainers ◽  
Doctoral Degree ◽  
Health Professions ◽  
Student Interest ◽  
Education Programs ◽  
Education Committee

Context:The academic environment for athletic training is changing following the degree recommendations for professional education programs.Objective:To provide historical context by presenting definitions and information on doctoral degree programs in other health professions.Background:The National Athletic Trainers' Association called for a detailed analysis on doctoral education, and a workgroup was appointed by the Post-Professional Education Committee to fulfill this charge.Synthesis:Expert panel consensus. Data were extracted from a search of 38 databases in the University of Washington library, limiting results to full-text articles published in English between the years 2006 and 2016. Various supporting sources, including professional organizations, accrediting-body Web sites, and the US Department of Labor database, were used for regulatory and professional practice data. Two historical references were used to clarify definitions and provide context.Results:Many health professions began with apprenticeship or certificate models, professional growth led to progressive degree designations such that the majority have now adopted a professional doctorate educational model wherein the professional degree is the terminal degree for professional advancement. Some health professions use residency training as the graduate education equivalent for advanced-practice education, whereas others do not. Only nursing continues to offer professional education at the baccalaureate level.Recommendation(s):There is a growing need for research to further understand best practices in doctoral education and the educational routes athletic trainers pursue. Collection and analysis of new data and examination of past and present doctoral education programs will facilitate recommendations for the future of doctoral education in athletic training.Conclusion(s):Various postprofessional educational models exist among health professions, with different impacts on professional roles, clinical opportunities, student interest, research productivity, and faculty recruitment and retention. The recently created doctor of athletic training programs may be considered a hybrid model providing advanced training in both clinical and research skills.

scholarly journals Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

2010 ◽  
Vol 45 (3) ◽  
pp. 279-286 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Thomas G. Weidner
Keyword(s):  
Continuing Education ◽  
Patient Care ◽  
Athletic Training ◽  
Professional Practice ◽  
Professional Growth ◽  
Clinical Skills ◽  
Athletic Trainers ◽  
Demographic Characteristics ◽  
Cross Sectional ◽  
Training Professional

Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.

scholarly journals Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels

2006 ◽  
Vol 1 (2) ◽  
pp. 38-40 ◽  
Author(s):  
Gary B. Wilkerson ◽  
Marisa A. Colston ◽  
Brian T. Bogdanowicz
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Athletic Training Education ◽  
Health Professions ◽  
Integrated Approach ◽  
Planned Change ◽  
Educational Structure ◽  
Entry Level ◽  
Practitioner Knowledge ◽  
Structural Differences

Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training. Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education. Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.

scholarly journals Beyond the Basics: Providing Continuing Education Workshops for Preceptors; A Commentary

2015 ◽  
Author(s):  
Sara Nottingham ◽  
Michelle Cleary ◽  
Jason Bennett
Keyword(s):  
Continuing Education ◽  
Athletic Training ◽  
Professional Education ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Standards Of Care ◽  
Education Programs ◽  
Constructive Learning ◽  
Course Content

Current Commission on Accreditation of Athletic Training Education (CAATE) standards allow education programs to determine the most appropriate format and content of preceptor workshops. Clinicians, including preceptors, have noted challenges trying to keep their knowledge updated with current standards of care and educational competencies. Clinicians and preceptors in our program and the literature have described challenges trying to keep knowledge current with changing standards of care, research evidence, and athletic training educational competencies. Preceptors also value applicable and easily accessible continuing education opportunities. In order to address these challenges and provide accessible continuing education opportunities for preceptors, the faculty in our professional education program have designed and implemented a series of preceptor workshops for the past two years. These workshops are offered approximately three times per year, and each workshop focuses on clinical teaching, clinical skills, or professional practice issues. We developed these workshops based on current literature, interests of our preceptors, and needs of our program in applicable, accessible formats. Much of the content is similar to academic course content, but the delivery is tailored to the experience levels of our practicing clinicians. Anecdotally, we have observed improved interactions between students and preceptors and more frequent implementation of updated standards of care by our preceptors. Preceptors positively rate these workshops and describe how they plan to change several aspects of their role as a preceptor as a result of attending the workshops. Considering clinicians face challenges keeping knowledge current and obtaining applicable continuing education opportunities, athletic training programs may consider providing continuing education opportunities to ensure that preceptors are able to provide a constructive learning environment. This article describes how providing these workshops directly to preceptors may allow athletic training education programs to tailor the content and delivery to clinician and program needs.

scholarly journals Flexible programs for remote advanced training of design engineers

2019 ◽  
Vol 23 (3) ◽  
pp. 62-71
Author(s):  
A. P. Isaev ◽  
L. V. Plotnikov
Keyword(s):  
Distance Learning ◽  
Comparative Analysis ◽  
Training Program ◽  
Professional Education ◽  
Professional Growth ◽  
Advanced Training ◽  
Education Programs ◽  
Design Engineers ◽  
Remote Training ◽  
E Learning

 The aim of the work is to study the new opportunities for increasing the effectiveness of additional professional education programs implemented using e-learning technologies, and to evaluate the developed methodological tools and methods for solving this problem. According to the authors, qualitative changes in the results of distance learning are more associated with organizational and methodological innovations and improvement of the content, rather than the development of information technologies. A brief review of e-learning literature is provided. Analysis of successful online courses was performed. It is shown that there are new opportunities to improve performance through the use of organizational and methodological innovations. The main methods of the research were system and comparative analysis, pedagogical modeling, content analysis, expert assessment and other empirical methods of pedagogy. The main material for the article was obtained during the development and experience of the distance implementation of the educational program of additional professional education to improve the qualifications of design engineers. The tasks associated with improving the efficiency of e-learning were highlighted. The main drawbacks of the programs of additional professional education typical for both traditional and distance forms have been identified. The author’s definition of the concept of flexibility of educational programs has been proposed and the basic requirements for flexible training programs have been formulated, and the new features of these programs for students have been shown. The article presents the competence description of the content of the program of additional professional education in the form of a three-package structure of electronic learning resources with an integrated virtual workshop. A comparative analysis of the three packages of electronic educational resources was carried out. Differences and the possibilities of their use in academic work were shown. The process of learning with a three-pack content is discussed in detail on the basis of a graphical model. The example relates to the program of advanced training for young engineers. The features of educational work that are realized in the form of an individual trajectory of mastering professional competencies that appear due to a flexible training program are highlighted. The description of the process of forming an individual distance learning trajectory and working conditions in a virtual workshop is presented in the article. Results. Based on the analysis of the experience of the implementation of the flexible program of remote training, it was concluded that such a program can eliminate or minimize the identified shortcomings of most advanced professional education programs. The effectiveness of the identified ways to eliminate the shortcomings in the programs of additional professional education has been confirmed in the experience of implementing a flexible program of remote advanced training for design engineers. It is shown that students can easily adapt the content of the program to their individual needs for professional development due to the flexibility of the three-package training program. The authors presented a model of the organization of remote training, which can ensure the professional growth of design engineers with different levels of special training and experience due to its flexibility. The conclusion is made about the need for flexible programs of additional professional education to increase the effectiveness of the continuous development of the professionalism of specialists working in high-tech industries. 

scholarly journals Athletic Trainers' Beliefs About and Implementation of Evidence-Based Practice

2016 ◽  
Vol 51 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Kimberly Keeley ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Malissa Martin ◽  
Thomas A. Cappaert
Keyword(s):  
Patient Care ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Doctoral Degree ◽  
Third Party ◽  
Evidence Based ◽  
Professional Journals ◽  
Ebp Implementation ◽  
Third Party Reimbursement

Context Understanding the beliefs about and use of evidence-based practice (EBP) among athletic trainers (ATs) will help to determine appropriate strategies to improve implementation. Objective To examine the ATs' beliefs about and use of EBP. Design Cross-sectional study. Setting Online survey instrument. Patients or Other Participants A total of 467 ATs responded to the survey request, a response rate of 11.67%. A total of 385 (9.6%) completed the EBP Beliefs Scale and 342 (8.5%) completed the EBP Implementation Scale. Main Outcome Measure(s) The EBP Beliefs Scale and EBP Implementation Scale were administered. The surveys collected demographic information in addition to information about participants' beliefs regarding EBP and implementation of EBP in clinical practice. Results The ATs demonstrated a level of neither agree nor disagree (56.00 ± 7.86) on the EBP Beliefs Scale. Belief scores were higher among those ATs required to document for third-party reimbursement (P = .001), those with access to current research through professional journals other than the Journal of Athletic Training (P = .02), and those with a doctoral degree (P = .01). A low level of implementation (9.00 ± 11.38), representing the implementation of EBP approximately 0 times in the previous 8 weeks, was found on the EBP Implementation Scale. Implementation scores were higher among preceptors (P = .01), those required to document for third-party reimbursement (P < .001), those with access to current research through professional journals (P = .002), and those with a doctoral degree (P = .01). Conclusions Participants had a positive attitude toward EBP; however, they were not implementing EBP concepts when providing patient care. This suggests that additional information and EBP resources are needed so ATs can better implement EBP in practice. To provide the best patient care and to promote EBP within the profession, clinicians should make EBP a priority and advocate for EBP implementation.

Perceived Benefits of Graduate-Level Professional Education in Athletic Training

2017 ◽  
Vol 22 (2) ◽  
pp. 60-69 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interprofessional Education ◽  
Athletic Trainers ◽  
Graduate Degree ◽  
Perceived Benefits ◽  
Graduate Level ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty

The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.

scholarly journals Leadership Proficiency: Perspectives of Athletic Trainers New to Practice

2019 ◽  
Vol 14 (3) ◽  
pp. 191-197
Author(s):  
Janelle L. Handlos ◽  
Genevieve Ludwig
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Athletic Trainers ◽  
Leadership Competencies ◽  
The Self ◽  
Ethical Practice ◽  
Online Questionnaire ◽  
Training Requirements ◽  
Proficiency Levels ◽  
Key Leadership Competencies

Context A broad range of knowledge, skills, and abilities related to leadership has been suggested as essential for development during the athletic training education process. Though the importance of these characteristics has been established, researchers have not yet evaluated the self-perceived proficiency levels of new-to-practice athletic trainers (ATs). Objective To determine the level of self-perceived proficiency attained on key leadership competencies by new-to-practice ATs and to determine which factors relate to increased levels of self-perceived proficiency. Design Quantitative survey research. Setting Online questionnaire. Patients or Other Participants One hundred seventy-three ATs within their first 5 years of practice participated in the study. Main Outcome Measure(s) Participants completed a Web-based questionnaire developed by the researchers to determine the self-perceived level of proficiency attained by the new-to-practice AT on 5 key leadership competencies. One open-ended response item allowed participants to suggest educational experience changes that could lead to increased proficiency in the 5 key leadership competencies. Results Athletic trainers who completed their professional education at the master's level selected higher self-perceived proficiency levels for the competency knowledgeable than those who completed bachelor's degrees to complete their professional athletic training requirements. As years of practice increased, ATs perceived higher levels of proficiency in the competencies of knowledgeable, ethical practice, and credible. Level of self-perceived proficiency ratings for adaptable and resilient were significantly lower than those for other competencies, regardless of demographic variables. Conclusions Completion of professional education at the master's degree level resulted in increased self-perceived levels of knowledge in new-to-practice ATs. Self-perceived proficiency in the characteristic of adaptability and resilience lags behind other key competencies even as years of practice increase. Instructors could use pedagogical and curricular strategies from other health care professions to increase adaptability and resilience in athletic training students.

Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs

2012 ◽  
Vol 7 (3) ◽  
pp. 103-114 ◽  
Author(s):  
Kelvin Phan ◽  
Cailee W. McCarty ◽  
Jessica M Mutchler ◽  
Bonnie Van Lunen
Keyword(s):  
Decision Making ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Education Programs ◽  
Professional Students ◽  
Guided Practice ◽  
Telephone Interviews

Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to assess the pedagogical principles for clinical education at this level or what factors are necessary to enhance the clinical skills and decision-making abilities of post-professional students. Therefore, exploring the perspectives of clinical preceptors involved in post-professional education will help educators understand what strategies are necessary to improve post-professional athletic training education programs (PPATEPs). Objective: To qualitatively investigate clinical preceptors' perspectives and experiences regarding clinical education within PPATEPs. Design: Consensual qualitative research (CQR) with an emergent design. Setting: Telephone interviews were conducted with all participants. Patients or Other Participants: Eleven collegiate post-professional clinical preceptors (7 males, 4 females; average age = 38±7.3 years; average years as an athletic trainer = 15±6.6 years) who were affiliated with a PPATEP were interviewed, representing 11 out of 16 PPATEPs. Data Collection and Analysis: Interview transcripts were coded for themes and categories. Triangulation included a consensus process by the research team and member checking to verify the data. Results: Data analysis yielded four themes relating to clinical education in PPATEPs: importance of clinical education, clinical preceptor responsibilities, clinical preceptor qualities, and barriers to clinical education. Participants indicated that clinical education was important for students to develop clinical skills and give them opportunities to make patient care decisions, and that several fundamental responsibilities and qualities contribute to being an effective clinical preceptor at the post-professional level. Conclusions: Post-professional clinical preceptors recognized that an appropriate balance between autonomy and guided practice in clinical experiences fostered an effective learning environment which allowed post-professional students to improve their clinical and decision-making skills beyond their entry-level skill set. Preceptors should also demonstrate attributes of a clinician, educator, and communicator to be an effective mentor.

scholarly journals Commentary: Integrating Diagnostic Ultrasound into Athletic Training Education Programs

2018 ◽  
Vol 13 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Kellie C. Huxel Bliven ◽  
Barton E. Anderson ◽  
Inder Raj S. Makin
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Diagnostic Ultrasound ◽  
Health Care Team ◽  
Care Team ◽  
Physical Exam ◽  
Education Programs ◽  
Knowledge And Skills

Context: The use of point-of-care ultrasound (POCUS) is increasingly becoming a standard of care for sports medicine and orthopedic physicians. As such, there will be increased demand for athletic trainers to have knowledge and skills in diagnostic ultrasound. Objective: To provide key considerations for integration of diagnostic ultrasound into athletic training education and address challenges and barriers to such integration. Background: Advancements in designing portable, user-friendly ultrasound units have enabled clinicians to perform POCUS as an adjunct to the physical exam, resulting in improved patient care. Increased demands for POCUS across medicine have prompted medical schools to integrate diagnostic ultrasound throughout the curriculum, providing athletic training education programs a framework to consider within their curriculum. Synthesis: Integrating diagnostic ultrasound throughout the curriculum provides focused experiences to prepare, conduct, and link imaging to clinical and physical exam skills. Diagnostic ultrasound has a role in visualizing structures in an anatomy course, as an adjunct to physical exam in medical conditions, orthopedic exam, and diagnosis courses, and as a visual feedback tool in rehabilitation courses, thus enabling it to be integrated throughout existing curriculum. Barriers to diagnostic ultrasound include cost, time, and faculty expertise. Results: Cost sharing or use of ultrasound simulators can overcome cost barriers. Use of online educational modules to deliver content virtually is effective and allows face-to-face time to be spent in hands-on experiential learning. Finally, developing interprofessional partnerships to “teach the teacher” is an effective model in teaching faculty about diagnostic ultrasound. Recommendation(s): Educational programs should consider ways to overcome barriers and integrate diagnostic ultrasound into curriculum equipping future athletic trainers with knowledge and skills for POCUS, thus increasing their effectiveness on a health care team. Conclusion(s): Proactive integration of diagnostic ultrasound into athletic training education will equip graduates to add value to a health care team.

scholarly journals Born or made - Can interdisciplinary and intersectoral doctorate education create institutional entrepreneurs? A systematic review

2021 ◽  
Author(s):  
Niamh Leniston ◽  
Nicola Mountford
Keyword(s):  
Doctoral Education ◽  
Educational Achievement ◽  
Doctoral Degree ◽  
Sense Making ◽  
Institutional Entrepreneurship ◽  
Healthcare Provision ◽  
Education Programs ◽  
Education Literature ◽  
Institutional Entrepreneurs ◽  
Societal Challenges

Solving grand societal challenges such as equitable healthcare provision and climate change will require institutional entrepreneurs – people who can challenge prevailing regulations, behaviors, and ways of thinking. As the pinnacle of educational achievement, the doctoral degree should be the fire in which such fledgling institutional entrepreneurs are forged. Doctoral education has, however, been criticized as overspecialized and divorced from reality. We systematically review the doctoral education literature in our search for doctoral education programs that challenge institutional norms by bridging sectoral and disciplinary divides. We ask whether such programs can help to nurture institutionally entrepreneurial researchers. We find that students must manage ambiguous identities and wide networks but that such programs have the potential to equip them for both sense-making and sense-giving activities of institutional entrepreneurship.

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