scholarly journals Simulations and Standardized Patients in Athletic Training: Part 1 Athletic Training Educators' Use and Perceptions

2019 ◽  
Vol 14 (1) ◽  
pp. 35-47
Author(s):  
Jennifer W. Cuchna ◽  
Stacy E. Walker ◽  
Bonnie L. Van Lunen
Keyword(s):  
Athletic Training ◽  
Standardized Patients ◽  
Athletic Training Educators

scholarly journals Athletic Training Educators' Perceptions of Using Standardized Patients in Teaching

2020 ◽  
Vol 15 (1) ◽  
pp. 3-17
Author(s):  
Joni Davenport ◽  
Stacy E. Walker ◽  
Lindsey E. Eberman ◽  
Cailee E. Welch Bacon
Keyword(s):  
Health Care ◽  
Best Practices ◽  
Training Program ◽  
Athletic Training ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Standardized Patients ◽  
Athletic Training Education ◽  
Limited Information ◽  
Athletic Training Educators

Context Standardized patients (SPs) are commonly used in health care education to teach and evaluate the skills of students. Although this has been a common practice among other health care programs, it is not currently a widespread practice among athletic training programs. Currently, limited information exists about the use of SPs as a teaching tool in athletic training education. Objective To explore athletic training educators' perceptions of using SPs as a mechanism of teaching and learning for students enrolled in a Commission on Accreditation of Athletic Training Education-accredited professional athletic training program. Design Consensual qualitative research study. Setting Individual teleconference interviews. Patients or Other Participants Fifteen athletic training educators (11 women, 4 men) that teach in a Commission on Accreditation of Athletic Training Education-accredited professional athletic training program and use SPs as a teaching method. Main Outcome Measure(s) We conducted 1 individual interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results Four themes related to athletic training educators' perceptions of SPs as a teaching method emerged from data analysis: (1) rationale, (2) benefits, (3) challenges, and (4) misconceptions. Regardless of the rationales and benefits identified, there is also an acknowledged need to inform educators about best practices for inclusion of SPs. Conclusions These findings highlighted the value of SPs as a teaching method. In addition, it also identified many challenges faced by athletic training educators to be able to implement such a practice. The need for additional and consensus education of best practices of SPs as a teaching method was also identified.

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

scholarly journals Change Management and Athletic Training: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 269-277
Author(s):  
David C. Berry ◽  
Christine Noller
Keyword(s):  
New York ◽  
Change Management ◽  
Athletic Training ◽  
Process Improvement ◽  
Driving Forces ◽  
Resistance To Change ◽  
High Reliability ◽  
Athletic Trainers ◽  
Leadership Role ◽  
Athletic Training Educators

Context Change management is a discipline guiding how organizations prepare, equip, and support people to adopt a change to drive organizational success and outcomes successfully. Objective To introduce the concept of change management and create a primer document for athletic training educators to use in the classroom. Background While Lean and Six Sigma methodologies are essential for achieving a high-reliability organization, human resistance to change is inevitable. Change management provides a structured approach via different theoretical methods, specific principles, and tools to guide organizations through growth and development and serves an essential role during process improvement initiatives. Synthesis There are several theories or models of change management, 3 of which are specifically relevant in health care. Kotter and Rathgeber believe change has both an emotional and situational component and use an 8-step approach: increase urgency, guide teams, have the right vision, communicate for buy-in, enable action, create short-term wins, and make-it-stick [Kotter J., Rathgeber H. Our Iceberg is Melting: Changing and Succeeding Under Any Circumstances. New York, NY: St. Martin's Press, 2006]. Bridges' Transitional Model focuses on the premise that change does not influence project success; instead, a transition does [Bridges W. Managing Transitions: Making the Most of Change. Reading, MA: Addison-Wesley Publishing, 1991]. Lewin's model suggests that restraining forces influence organizations and that driving forces cause change to happen [Lewin K. Problems of research in social psychology. In: Cartwright D, ed. Field Theory in Social Science: Selected Theoretical Papers. New York, NY: Harpers; 1951]. Recommendation(s) Whether athletic trainers approach change management in a leadership role or as a stakeholder, newly transitioning professionals and those seeking leadership roles should value and appreciate change management theories and tools. Moreover, while no best practice statement exists relative to the incorporation of change management into a curriculum, addressing the subject early may allow immersive-experience students an opportunity to use change management during a process improvement initiative, facilitating a greater appreciation of the content. Conclusion(s) Athletic training curriculums should consider including change management course content, whether separately or in combination with other process-improvement content, thereby familiarizing athletic trainers with a common language for organizational and professional change.

scholarly journals Athletic Training Education: There's an App for That

2015 ◽  
Vol 10 (2) ◽  
pp. 190-199 ◽  
Author(s):  
Kim Keeley ◽  
Kelly Potteiger ◽  
Christopher D. Brown
Keyword(s):  
Athletic Training ◽  
Classroom Environment ◽  
Athletic Training Education ◽  
Mobile App ◽  
Student Knowledge ◽  
Additional Information ◽  
Generation Z ◽  
Use Of Technology ◽  
Athletic Training Educators ◽  
New Generation

Context Mobile applications (apps) are growing in popularity due to the increased use of smartphones. Many available apps are educational in nature and may provide both students and educators freedom for learning to occur outside of the typical classroom environment. Objective To provide a description of relevant apps along with a brief synopsis of the suggested use by both athletic training educators and students. Additional information that may affect a user's app selection, such as cost, size of the download, and consumer ratings, if available, is also included. Background Applications (apps) are computer programs written specifically for Internet connected mobile phones and tablets. These programs perform specific functions for the user, usually through a touchscreen interface. Synthesis Connected devices are especially popular among the Millennial and Generation Z students now enrolled in various pre-professional healthcare programs. These students were raised with technology inundating their lives; therefore, they tend to desire the use of technology more frequently than older adults. Results Many apps are available, however this article highlights selected apps in the categories of (1) injury evaluation and management, (2) anatomy, and (3) productivity. Recommendation(s) Educators should become knowledgeable in mobile app technology in order to meet the needs of the new generation of students. Conclusion(s) Incorporating apps into athletic training education can enhance the delivery and retention of student knowledge and provide unique educational opportunities.

scholarly journals Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 2: Attitudes, Beliefs, Accessibility, and Barriers

2013 ◽  
Vol 48 (3) ◽  
pp. 405-415 ◽  
Author(s):  
Cailee W. McCarty ◽  
Dorice A. Hankemeier ◽  
Jessica M. Walter ◽  
Eric J. Newton ◽  
Bonnie L. Van Lunen
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Perceived Barriers ◽  
Successful Implementation ◽  
Evidence Based ◽  
Attitudes And Beliefs ◽  
Athletic Training Educators ◽  
Personal Skills

Context: Successful implementation of evidence-based practice (EBP) within athletic training is contingent upon understanding the attitudes and beliefs and perceived barriers toward EBP as well as the accessibility to EBP resources of athletic training educators, clinicians, and students. Objective: To assess the attitudes, beliefs, and perceived barriers toward EBP and accessibility to EBP resources among athletic training educators, clinicians, and students. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: A total of 1209 athletic trainers participated: professional athletic training education program directors (n = 132), clinical preceptors (n = 266), clinicians (n = 716), postprofessional athletic training educators (n = 24) and postprofessional students (n = 71). Main Outcome Measure(s): Likert-scale items (1 = strongly disagree, 4 = strongly agree) assessed attitudes and beliefs and perceived barriers, whereas multipart questions assessed accessibility to resources. Kruskal-Wallis H tests (P ≤ .05) and Mann-Whitney U tests with a Bonferroni adjustment (P ≤ .01) were used to determine differences among groups. Results: Athletic trainers agreed (3.27 ± 0.39 out of 4.0) that EBP has various benefits to clinical practice and disagreed (2.23 ± 0.42 out of 4.0) that negative perceptions are associated with EBP. Benefits to practice scores (P = .002) and negative perception scores (P < .001) differed among groups. With respect to perceived barriers, athletic trainers disagreed that personal skills and attributes (2.29 ± 0.52 out of 4.0) as well as support and accessibility to resources (2.40 ± 0.40 out of 4.0) were barriers to EBP implementation. Differences were found among groups for personal skills and attributes scores (P < .001) and support and accessibility to resources scores (P < .001). Time (76.6%) and availability of EBP mentors (69.6%) were the 2 most prevalent barriers reported. Of the resources assessed, participants were most unfamiliar with clinical prediction rules (37.6%) and Cochrane databases (52.5%); direct access to these 2 resources varied among participants. Conclusions: Athletic trainers had positive attitudes toward the implementation of EBP within didactic education and clinical practice. However, accessibility and resource use remained low for some EBP-related resources. Although the perceived barriers to implementation are minimal, effective integration of EBP within athletic training will present challenges until these barriers dissolve.

scholarly journals Stakeholder Perceptions of Clinical Immersion in Athletic Training Programs

2020 ◽  
Vol 15 (1) ◽  
pp. 75-84
Author(s):  
Ashley M. Harris ◽  
Jennifer L. Volberding ◽  
Stacy E. Walker
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Professional Socialization ◽  
Comparative Method ◽  
Qualitative Interviews ◽  
Real Life ◽  
Intergenerational Learning ◽  
Learning Differences ◽  
Education Practice ◽  
Athletic Training Educators

Context Multiple concepts contribute to effective clinical education practice, such as professional socialization, mentoring, and intergenerational learning differences. As the professional degree transition occurs, programs are being afforded the opportunity to restructure clinical education experiences. In March of 2018, the Commission on Accreditation of Athletic Training Education released the newest version of the professional program accreditation standards, and 1 of the new standards that has been adopted requires programs to include a 4-week immersive experience. This concept of immersion as a means to deliver clinical education is not a new concept, but few use it in athletic training. Objective Identify perceptions of immersion as seen by athletic training educators and offer potential integration methods. Design Qualitative interviews conducted over the fall and winter of 2017. Setting Individual phone interviews. Patients or Other Participants Eleven athletic training educators with a variety of demographic characteristics. Main Outcome Measure(s) We analyzed data using the constant comparative method (2 researchers). A third then analyzed data for triangulation. Results Three themes were identified: (1) benefits of immersion, (2) implementation concerns, and (3) strategies for implementation. Conclusions Although many debate the length of immersive experiences and the value that such an experience brings, educators within this study agreed that immersion would provide benefits to their current clinical offerings. Additionally, individuals currently offering immersion experiences provided real-life examples and strategies that have the potential to provide insight and guidance for those who are still looking at options for implementation.

scholarly journals Lean Six Sigma and Athletic Training: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Christine Noller ◽  
David C. Berry
Keyword(s):  
Health Care ◽  
Quality Improvement ◽  
Athletic Training ◽  
Process Improvement ◽  
Six Sigma ◽  
Athletic Trainers ◽  
Lean Six Sigma ◽  
Health Care Facilities ◽  
Athletic Training Educators ◽  
Robust Process

Context Lean as a quality improvement philosophy is new to athletic training despite widespread use in health care for many years. Objective To introduce the concepts of Lean and Lean Six Sigma and create a primer document for athletic training educators in the classroom. Background Lean requires organizations to exercise effort along with several dimensions simultaneously to improve patient quality and efficiency while controlling costs and reducing waste. When appropriately executed, Lean transforms how an organization and its employees work, creating an avid quest for quality improvement and, ultimately, patient safety. Synthesis Lean is a cultural transformation that changes how an organization operates. It requires new habits, skills, and attitudes throughout the organization, from executives to front-line staff. Lean is a journey, not a destination. The culture of Lean involves the relentless pursuit of continuous quality improvement and is composed of 6 principles and numerous tools. Recommendation(s) Whether athletic trainers approach Lean or Lean Six Sigma in a leadership role, or as a stakeholder in a Kaizen event, all should have a working knowledge of the principles, methods, elements, philosophy, and tools of robust process improvement. Moreover, while no best-practice statement exists about how to incorporate Lean Six Sigma into a curriculum, addressing process improvement early may allow immersive-experience students an opportunity to engage in a process improvement initiative, facilitating a greater appreciation of the content, and offer opportunities to engage professionals from other disciplines. Conclusion(s) Lean is reproducible in sports medicine clinics, orthopedic practices, and outpatient and athletic health care facilities, but only when athletic trainers understand the application. Moreover, for this reason, athletic training programs should strongly consider adding a robust process improvement course/content to their graduate curriculums.

scholarly journals Address to the Attendees of the 2009 NATA Athletic Training Educators' Conference

2011 ◽  
Vol 6 (1) ◽  
pp. 3-4
Author(s):  
R.T. Floyd
Keyword(s):  
Athletic Training ◽  
Special Section ◽  
Athletic Training Education ◽  
Athletic Training Educators ◽  
Education Journal ◽  
Distinguished Educator ◽  
Educator Award

Editor's Note: There is a great deal to learn from our colleagues who have had critical and noteworthy contributions to athletic training education. We are pleased, therefore, to periodically include the Robert S. Behnke Keynote addresses from recipients of the Sayers “Bud” Miller Distinguished Educator Award in the current and forthcoming issues of the Athletic Training Education Journal. In this issue's special section we present the speech from R.T. Floyd, EdD, ATC, CSCS who received the Distinguished Educator Award in 2007. The wide ranging contributions by Dr. Floyd are found at http://www.nata.org/DEAwinners#2007.

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