scholarly journals Understanding Learners’ Experiences of Simulated Person Methodology in an Athletic Therapy Program

Cureus ◽  
2020 ◽  
Author(s):  
Eva Peisachovich ◽  
Celina Da Silva ◽  
Natasha May ◽  
Michael Boni ◽  
Justeena Zaki-Azat ◽  
...  
Keyword(s):  
Therapy Program ◽  
Athletic Therapy

scholarly journals Content Validation of Athletic Therapy Clinical Presentations in Canada

2016 ◽  
Vol 11 (2) ◽  
pp. 82-87 ◽  
Author(s):  
Mark R. Lafave ◽  
Michelle Yeo ◽  
Khatija Westbrook ◽  
Dennis Valdez ◽  
Breda Eubank ◽  
...  
Keyword(s):  
Clinical Practices ◽  
Therapy Program ◽  
Clinical Presentations ◽  
Difficulty Scale ◽  
High Altitude Cerebral Edema ◽  
Competency Based ◽  
Athletic Therapy ◽  
Difficulty Index ◽  
Teaching Learning ◽  
Undergraduate Programs

Context: Competency-based education requires strong planning and a vehicle to deliver and track students' progress across their undergraduate programs. Clinical presentations (CPs) are proposed as 1 method to deliver a competency-based curriculum in a Canadian undergraduate athletic therapy program. Objective: Validation of 253 CPs. Setting: Canadian universities/colleges and clinical practices. Patients or Other Participants: Six Canadian Athletic Therapists Association-accredited program directors and 6 athletic therapists with at least 10 years of experience working in both field and clinical athletic therapy settings. Intervention(s): We surveyed 12 experts who rated the importance and difficulty of 253 CPs using a 100-mm and electronic visual analog scale with extremely important at 1 anchor and irrelevant at the other end. Difficulty was measured in a similar manner anchored by extremely difficulty and extremely easy. Main Outcome Measure(s): Descriptive statistics for importance and difficulty were tabulated on all CPs. An importance-difficulty index was calculated as a mean score of both importance and difficulty scores. Results: Data were converted into quartiles to represent a 4-point categorical importance scale to mimic the original categories from the Ebel procedure (ie, essential, important, acceptable, and questionable). Difficulty was likewise converted into quartiles representing a 4-point categorical difficulty scale. Mean importance scores ranged from 99.3 for airway management (ie, most important) to 54 for high altitude cerebral edema (ie, less important). Clinical presentation difficulty scales ranged from 89.8 for biceps contusion (ie, easier) to 21.2 for decompression illness (ie, harder). Conclusions: These 253 CPs are thought to be representative (ie, valid) of the athletic therapy scope of practice in Canada. To our knowledge, CPs have not been developed in the athletic therapy context prior to this research. We anticipate more will be identified as these CPs are used to align teaching, learning, and assessment within competency-based athletic therapy programs in Canada.

scholarly journals Play in Three Acts

2022 ◽  
Vol 4 (3) ◽  
pp. 132-146
Author(s):  
Michelle Yeo ◽  
Mark Lafave
Keyword(s):  
Student Perceptions ◽  
Reflective Process ◽  
Therapy Program ◽  
Writing Students ◽  
Competency Based ◽  
Reflective Practitioners ◽  
Athletic Therapy ◽  
Teaching Learning ◽  
Therapy Education ◽  
Written Reflection

In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.

scholarly journals Athletic Therapy Students' Perceptions of High-Fidelity Manikin Simulation: A Pilot Study

2018 ◽  
Vol 13 (2) ◽  
pp. 158-167
Author(s):  
Matthew B. Miller ◽  
Alison K. Macpherson ◽  
Loriann M. Hynes
Keyword(s):  
Effective Means ◽  
Affective Domain ◽  
Health Science ◽  
Learning Needs ◽  
High Fidelity ◽  
Therapy Program ◽  
Athletic Therapy ◽  
The Mean ◽  
Simulation Centre ◽  
Affective Domains

Context: Athletic therapy students learn emergency skills through a variety of modes, including students portraying injured athletes and cardiopulmonary resuscitation manikins. Although acceptable and satisfactory forms of teaching, these methods are limited in their ability to create realistic physiological symptoms of injury. Objective: To assess how athletic therapy students perceive their learning needs (LNs) relative to the use of high-fidelity manikin simulation (HFMS) compared with student simulation (SS) in the laboratory setting. Design: Pretest-posttest study design. Setting: Nursing Simulation Centre, Sheridan College, Brampton, Ontario, Canada. Patients or Other Participants: Thirty students from the Bachelor of Applied Health Science (Athletic Therapy) program at Sheridan College in years 2 and 4. Intervention(s): Perceived LNs related to the use of the Laerdal Medical SimMan3G HFMS contrasted with the use of SS for learning to respond to a prescribed emergency scenario. Main Outcome Measure(s): Participants completed questionnaires for both the SS and HFMS environments that consisted of 16 specific LNs spanning the cognitive, psychomotor, and affective domains of learning. Paired t tests and a 2-way analysis of variance were used to analyze the questionnaire data. Results: Participants reported all LNs as being equally important in both environments, but HFMS was identified as a better environment for achieving 13 of the 16 LNs. The mean change from pretesting to posttesting of all LNs in the affective domain improved significantly (P < .05) in the HFMS environment. Year 4 participants deemed HFMS to be a more effective means of learning in the cognitive and psychomotor domains (P < .05). Conclusions: The HFMS experience enhanced athletic therapy students' perceptions of their confidence, base of knowledge, decision-making skills, and overall acute management of critical lifesaving situations. The HMFS environment is a more effective tool for addressing the LNs in the affective domain, which includes skills related to confidence, attitudes, values, and appreciations.

scholarly journals A Generalizability Theory Study of Athletic Taping Using the Technical Skill Assessment Instrument

2014 ◽  
Vol 49 (3) ◽  
pp. 368-372 ◽  
Author(s):  
Mark R. Lafave ◽  
Dale J. Butterwick
Keyword(s):  
Student Performance ◽  
Generalizability Theory ◽  
Optimal Number ◽  
Technical Skill ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Standardized Patient ◽  
Therapy Program ◽  
Athletic Therapy ◽  
Reliability Coefficients

Context: Athletic taping skills are highly valued clinical competencies in the athletic therapy and training profession. The Technical Skill Assessment Instrument (TSAI) has been content validated and tested for intrarater reliability. Objective: To test the reliability of the TSAI using a more robust measure of reliability, generalizability theory, and to hypothetically and mathematically project the optimal number of raters and scenarios to reliably measure athletic taping skills in the future. Setting: Mount Royal University. Design: Observational study. Patients or Other Participants: A total of 29 university students (8 men, 21 women; age = 20.79 ± 1.59 years) from the Athletic Therapy Program at Mount Royal University. Intervention(s): Participants were allowed 10 minutes per scenario to complete prophylactic taping for a standardized patient presenting with (1) a 4-week-old second-degree ankle sprain and (2) a thumb that had been hyperextended. Two raters judged student performance using the TSAI. Main Outcome Measure(s): Generalizability coefficients were calculated using variance scores for raters, participants, and scenarios. A decision study was calculated to project the optimal number of raters and scenarios to achieve acceptable levels of reliability. Generalizability coefficients were interpreted the same as other reliability coefficients, with 0 indicating no reliability and 1.0 indicating perfect reliability. Results: The result of our study design (2 raters, 1 standardized patient, 2 scenarios) was a generalizability coefficient of 0.67. Decision study projects indicated that 4 scenarios were necessary to reliably measure athletic taping skills. Conclusions: We found moderate reliability coefficients. Researchers should include more scenarios to reliably measure athletic taping skills. They should also focus on the development of evidence-based practice guidelines and standards of athletic taping and should test those standards using a psychometrically sound instrument, such as the TSAI.

Clinical Response to Questions Regarding Outcomes and Therapy Efficacy

2010 ◽  
Vol 20 (3) ◽  
pp. 76-83 ◽  
Author(s):  
Joseph Donaher ◽  
Tom Gurrister ◽  
Irving Wollman ◽  
Tim Mackesey ◽  
Michelle L. Burnett
Keyword(s):  
Risk Factors ◽  
Clinical Response ◽  
Speech Language Pathologists ◽  
Specific Therapy ◽  
Therapy Efficacy ◽  
Therapy Program ◽  
Adults Who Stutter ◽  
Cure Rates

Parents of children who stutter and adults who stutter frequently ask speech-language pathologists to predict whether or not therapy will work. Even though research has explored risk-factors related to persistent stuttering, there remains no way to determine how an individual will react to a specific therapy program. This paper presents various clinicians’answers to the question, “What do you tell parents or adults who stutter when they ask about cure rates, outcomes, and therapy efficacy?”

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