Formal and Informal Continuing Education Activities and Athletic Training Professional Practice (original) (raw)
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Journal of athletic training
Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized. To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities. Cross-sectional study. Athletic training practice settings. Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey. As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 f...
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...
An Exploration of Athletic Trainers' Perceptions of the Continuing Education Process
The Internet Journal of Allied Health Sciences & Practice, 2008
Purpose: Many health care professionals, including athletic trainers, utilize continuing education to maintain their certification or licensure status. Little is known about the perceptions of athletic trainers toward this educational process. The purpose of this study was to explore the perceptions of athletic trainers toward the continuing education process. Method: Data were collected from 2 sources: field notes from 6 focus groups with 43 individuals, and 6 hours of transcribed audiotape recordings from focus groups. Trustworthiness was established through member checks and multiple analyst triangulations. Results: Continuing education is valued and it is believed to advance the profession of athletic training and maintain competence. Engagement in continuing education was generally based on individual learning interest and applicability of the content to their individual work setting. Lastly, athletic trainers feel they are ultimately accountable for honestly engaging in learni...
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 Preceptors' Perceptions of the Characteristics for Contemporary Expertise
Athletic Training Education Journal
Context As a part of the Commission on Accreditation of Athletic Training Education (CAATE) 2020 Standards for Accreditation of Professional Athletic Training Programs, all preceptors affiliated with accredited programs must identify an area of contemporary expertise in a routine area of athletic training practice. However, little is known regarding preceptors' perceptions of contemporary expertise. Objective To explore preceptors' perceptions of the characteristics of contemporary expertise. Design Cross-sectional. Setting Online survey with open-ended questions. Patients or Other Participants A total of 277 preceptors affiliated with 80 CAATE-accredited professional programs accessed the survey; 259 respondents completed at least 1 open-ended question, and 201 completed the survey in its entirety (77.6% completion rate). Main Outcome Measure(s) We used a 16-item survey including demographic (10 items), Likert-scale (1 item), and open-ended (5 items) questions. Descriptive ...
Internet Journal of Allied Health Sciences and Practice
Purpose: The purpose of this investigation was to pilot the use of and explore the feasibility of an individualized professional learning plan (PLP) designed to guide the continuing education of athletic trainers (AT) based on their individual learning needs and explore the participants’ perceptions of its usefulness and feasibility. Method: A sample of 18 ATs (11 males and 7 females) completed the PLP and follow up the survey. Of these 18 individuals, five were also interviewed regarding their experience. The PLP Follow-up Survey consisted of 10 demographics items and 11 Likert-scale items (strongly agree = 5, strongly disagree = 1) assessing experiences with the PLP. Inductive analysis was utilized to analyze the qualitative data. Descriptive statistics were utilized to analyze the quantitative data. Results: Ninety four percent (94%) of the survey respondents agreed or strongly agreed that the concept of having a PLP would assists in developing meaningful continuing professional ...
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...
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 ...
Journal of Athletic Training, 2021
Context: To enhance the quality of patient care, it is important that athletic trainers integrate the components of the core competencies (CCs; evidence-based practice [EBP], patient-centered care [PCC], health information technology [HIT], interprofessional education and collaborative practice [IPECP], quality improvement [QI], professionalism) as a part of routine clinical practice. In what ways, if any, athletic training students (ATSs) are currently integrating CCs into patient encounters (PEs) during clinical experiences is unclear. Objective: To describe which professional behaviors associated with the CCs were implemented by ATSs during PEs that occurred during clinical experiences. Design: Multisite panel design. Setting: A total of 12 professional athletic training programs (5 bachelor's, 7 master's level). Patients or Other Participants: A total of 363 ATSs from the athletic training programs that used E*Value software to document PEs during clinical experiences participated. Main Outcome Measure(s): During each PE, ATSs were asked to report whether professional behaviors reflecting 5 of the CCs occurred (the professionalism CC was excluded). Summary statistics, including means 6 SDs, counts, and percentages were tabulated for the professional behaviors of each CC. Results: Data from 30 630 PEs were collected during the study period. Professional behaviors related to EBP were the most frequently incorporated during PEs (74.3%, n ¼ 22 773), followed by QI (72.3%, n ¼ 22 147), PCC (56.6%, n ¼ 17 326), HIT (35.4%, n ¼ 10 857), and IPECP (18.4%, n ¼ 5627). Conclusions: It is unsurprising that EBP and PCC behaviors were 2 of the most frequently incorporated CCs during PEs due to the emphasis on these competencies during the past several years. However, it is surprising that ATSs did not incorporate behaviors related to either HIT (in 65% of PEs) or IPECP (in 82% of PEs). These findings suggest that directed efforts are needed to ensure that ATSs are provided opportunities to incorporate professional behaviors related to the CCs during clinical experiences.
Athletic Training Student Core Competency Implementation During Patient Encounters
Journal of athletic training, 2018
Health care research evidence suggests that early patient encounters (PEs), as well as the purposeful implementation of professional core competencies (CCs), for athletic training students (ATSs) may be beneficial to their ability to provide care. However, no investigators have related facets of the clinical education experience with CC implementation as a form of summative assessment of the clinical experience. To determine the relationship between the frequency and length of PEs, as well as the student's role and clinical site during PEs, and the students' perceived CC implementation during these encounters. Cross-sectional study. Professional athletic training program, National Collegiate Athletic Association Division I institution. We purposefully recruited 1 athletic training program that used E*Value software; 40 participants (31 females, 9 males) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated. Participants vi...