Athletic Training Preceptors' Perceptions of the Characteristics for Contemporary Expertise (original) (raw)
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Comprehensive Knowledge Assessment for Athletic Trainers: Part I
Internet Journal of Allied Health Sciences and Practice, 2019
Purpose: Continuing education (CE) is intended to help clinicians maintain competence, develop and advance knowledge and skills, and enhance knowledge, skills, and abilities beyond the levels required for entry-level practice. Based on previous literature, the current mode of CE in athletic training does not appear to be helping clinicians maintain competence. The purpose of this research was to validate a comprehensive assessment based on the Role Delineation Study/Practice Analysis (6th ed.) through item analysis and estimates of reliability to be used to assess athletic trainers’ actual knowledge. Method: We conducted an instrumentation validation study using Qualtrics® web-based platform. Athletic trainers (n=191; age=31.5±8.1yrs; years of experience=8.9±11.1yrs) in good standing with the NATA and BOC completed both administrations of the assessment. Six experts developed 220 multiple-choice items for inclusion with broad application across the five domains of clinical practice ...
Athletic Training Assessment of Knowledge Inconsistent with Perceptions of Knowledge Needs: Part II
Internet Journal of Allied Health Sciences and Practice, 2020
Purpose: Continuing education (CE) is intended to promote continued competence beyond the level required for entry-level practice. Previous research suggests that athletic trainers are unable to identify their knowledge gaps regarding their clinical practice. The purpose of this research study was to determine if athletic trainers’ perceived need for CE aligns with their performance on an actual knowledge assessment. Method: We used a correlational design conducted on Qualtrics, a web-based platform. Four hundred, forty-four (444) athletic trainers completed all the CE Needs Assessment and over 60% of the athletic training assessment of knowledge. The CE Needs Assessment determined participant’s perceived need for CE using a 5-point Likert scale on the 8 content areas within the National Athletic Trainers’ Association’s educational competencies. The athletic training assessment of knowledge included 71 multiple-choice questions across the 5 domains of athletic training. Actual knowl...
Athletic Trainers’ Perceptions and Frequency of Use of Health Care Core Competencies
Internet Journal of Allied Health Sciences and Practice, 2021
Purpose: Core competencies (CCs) have been standard for all health care professions since 2001 but have only recently been integrated into professional-level education in athletic training. Currently, there is no research showing perceptions or frequency of use in various subgroups of athletic trainers based on experience. Method: We evaluated athletic trainer (AT) perceptions and frequency of use of CCs and perceived preparedness by professional-level education. A cross-sectional web-based survey was completed by 644 clinically practicing ATs. The survey included demographics (5 items), perceived use for CCs (22 items), perception of educational preparedness (6 items), and perceived frequency of use within patient encounters (PEs; 6 items). Data Analysis: Descriptive statistics were calculated for overall perception of importance and frequency of use in clinical practice. We conducted a one-way ANOVA to compare perceived preparedness for each of the CCs on years of experience (5 ye...
The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs
Athletic Training Education Journal
Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semi...
Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway
Context: As athletic training continues to evolve as a profession, several epistemological considerations must be considered. These include how we generate professional knowledge and how we secure and legitimize it in both professional and public spheres. Objective: The purpose of this commentary is to provide an overview of how athletic training has defined its body of knowledge. By contrasting our professional knowledge with recent advancements in medical cognition and epistemology, we aim to provide a more robust definition of professional knowledge for our profession. Background: A profession is defined as an occupation that has a unique knowledge base and skill set that, when wielded, fulfills an ethically founded social contract with the public. One of the greatest challenges for the profession of athletic training as we move into the future is securing a knowledge base that is uniquely our own.
Athletic Training Education Journal, 2016
Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Ed...
Athletic Training Education Journal
Context Inquiry into the use of standardized patients (SPs) is growing in athletic training education; however, the impact of these SP encounters has not been examined beyond professional education. Objective To understand how SP encounters during professional education benefited clinicians in their current clinical practice and in their transition to practice. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Thirteen professionals (7 women, 6 men; mean age = 28.15 ± 6.04 years) with postprofessional experience averaging 3.5 years (3.69 ± 1.43 years) participated in this study. Participant practice settings included college/university (4), high school (7), outpatient clinic (1), and military (1). Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via semistructured interviews, which were recorded and transcribed verbatim. Using a consensual qualitative research design, data ...