Formal mentoring programs can help to socialize new faculty members in higher education and orient them to faculty life. Organizations may implement formal mentoring programs to create connections between professionals, and formal mentoring is occurring in athletic training. To explore the experiences of athletic training faculty as they participate in a formal mentoring program. Qualitative phenomenology. Higher education institutions. Ten members of the 2015 National Athletic Trainers' Association (NATA) Foundation Mentor Program, 6 mentees and 4 mentors. Mentees: 2 male and 4 female with an average of 3 years (±4; range, 1–12) in their current position. Mentors: 2 male and 2 female with an average of 10 years (±3; range, 6–12) of experience in their current positions. Participants completed 1 telephone interview prior to starting the NATA Mentor Program and completed 1 telephone interview upon completion of the mentor program. Participants also completed 3 online structured journals at 3-month increments while participating in the program. Two investigators independently analyzed data with a phenomenological approach, and a third investigator reviewed findings as a peer reviewer. Trustworthiness was addressed with member checking, piloting, and peer review of the interview guides, and multiple analyst triangulation. Mentors completed the program as a way to stimulate collaboration and give back to the athletic training profession. Mentees sought out the program as a means to gain support in their research endeavors and to stimulate networking opportunities. The NATA Foundation Mentor Program offers a mutually beneficial experience for mentors and mentees, and participants were satisfied with their experiences. Mentee participants recognized the program gave them a chance to gain an external perspective and advance their research agendas, while mentors learned from their mentees and were able to use the program as a means to gain professional service.Context:
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Actual and Perceived Questions Asked by Preceptors with and Without the Use of Bug-in-Ear Technology
Questioning is an instructional strategy used by preceptors to assess knowledge and improve clinical reasoning in students. Preceptors face challenges asking high-level questions, and bug-in-ear (BIE) technology may be one way to address these challenges. Assess the cognitive level of questions asked by preceptors with and without the use of BIE technology. Mixed methods. Seven clinical education sites affiliated with 3 Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. A total of 13 athletic training students and 8 preceptors. Preceptor-student interactions were observed and audio recorded for 2 days without and 2 days with the availability of BIE technology. Cognitive levels of questions were analyzed using the Question Classification Framework and a 2 (Intervention) × 3 (Question Type) analysis of variance. Interviews were conducted to obtain participants' experiences with and perceptions of questioning and BIE technology. Interviews were analyzed by 2 individuals using an inductive coding process. Trustworthiness was established with member-checking, multiple-analyst triangulation, and data-source triangulation. Preceptors asked 1044 questions, including 46.94% low-level (n = 557), 2.38% high-level (n = 24), and 50.69% other (n = 463), such as yes/no questions, during 149 hours of observation. Preceptors asked more questions during the control sessions than when they used BIE technology (39.1 ± 31.7 versus 26.1 ± 20.4 questions; F1,7 = 6.3; P = .04), although participants perceived the opposite. Two themes emerged from the interview data: (1) Preceptors use questioning to develop clinical reasoning in students, and (2) BIE technology facilitates low-level questioning. Although preceptors primarily asked low-level and basic recall questions of their students during clinical education, participants described the use of strategic sequencing of questions to facilitate clinical reasoning. Preceptors should be encouraged to ask more high-level questions and sequence them to target higher cognitive processing. Bug-in-ear technology was not effective at facilitating effective questioning in clinical education.Context:
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Previous research suggests that health care providers, in general, are not adequately trained in sport-related concussion (SRC) recognition and management. However, it is unclear if athletic training educators are instructing athletic training students on evidence-based SRC assessment and management protocols. To examine and identify which SRC resources and management tools are being used to teach and prepare athletic training students to clinically evaluate and manage SRCs. Cross-sectional study. Single Web-based survey. One hundred two athletic training educators. Survey questions collected education level, years of experience as an athletic trainer, sex, role within the athletic training program, and the type of athletic training program at their institution. Participants were asked which position statement or consensus statement was used to teach SRC and, finally, which SRC management tools were taught to students in regard to SRC evaluation, management, and return to play. Respondents have been certified athletic trainers for an average of 17.9 ± 6.5 years and accumulated a mean of 9.9 ± 6.8 years of clinical experience before transitioning into educational roles. Among the respondents to the survey, 99% of educators are using the National Athletic Trainers' Association position statement to teach SRC. The clinical examination (100%) was the most widely taught evaluation tool among respondents. Out of all the respondents, over 80% of educators are teaching clinical use and application of the Sport Concussion Assessment Tool 3, Balance Error Scoring System, and computerized neurocognitive testing; however, only 71% are teaching the stepwise progression, and less than 30% are teaching newer tools documented in SRC literature. Educators are following recommended practices of teaching a multifaceted approach to SRC evaluation and management. However, instruction is lacking on the use of a stepwise return-to-play progression and newer SRC management tools that assess vestibular and ocular-motor impairment.Context:
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Diagnostic reasoning is acknowledged as a vital skill for medical practice, but research regarding this core aspect of medical cognition as it pertains to athletic training contexts is scarce. To compare athletic training–specific clinical reasoning skills with those of other health care practitioners, educators need to better understand how athletic trainers (ATs) think, what helps them think better, and what may hinder their thinking skills as related to diagnostic reasoning challenges in the clinical context. To conduct a preliminary investigation into ATs' and undergraduate athletic training students' perceptions about their diagnostic reasoning processes. Secondarily, to identify and compare activities or practices that may influence individual diagnostic reasoning abilities. Qualitative research. Online interviews. Twenty-three participants (11 ATs, 12 senior-level athletic training students) were convenience sampled from a pool of participants used in a separate, multifaceted diagnostic reasoning study. Participants were interviewed in an online format to determine their diagnostic processing ability and perceived factors that enhance and hinder diagnostic reasoning. Data were analyzed using a general inductive approach. Analysis determined ATs and athletic training students used similar reasoning processes to previously reported expert- and novice-level reasoning abilities, respectively. Professional socialization and metacognitive activities were found to enhance individual diagnostic reasoning abilities in both groups. Lack of professional socialization and time in ATs and limited experiences and educational settings in athletic training students were thought to detract from diagnostic reasoning development. Use of diagnostic reasoning and factors perceived to influence ATs' and athletic training students' ability found within our study correspond with previously reported theories and mimic the current understanding of expert and novice abilities respectively. Understanding factors that influence diagnostic reasoning ability is crucial for developing effective pedagogical and curricular strategies in athletic training education.Context:
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Black women are dramatically underrepresented in the health care profession of athletic training. The research identifies impeding barriers such as racism, sexism, lack of support, and unpreparedness to the successful college completion of ethnically diverse students. However, there are black women who have successfully overcome those impeding barriers to become athletic trainers (ATs). Mentoring is one factor that has been identified as supportive to the retention of ethnically diverse college students. The purpose of this qualitative study was to identify impeding barriers and promoting factors affecting the retention and credentialing of black women ATs. Qualitative. Education. Ten certified ATs who self-identify as black women and matriculated through athletic training programs over the last 4 decades. The perceived factors that impede or promote successful college retention and attainment of the Board of Certification credential of black women athletic training students. There are barriers that impede and factors that promote the successful matriculation of black women athletic training students. Impeding barriers include a lack of support, sexism, and racism. Factors that promote include personal characteristics; experience with white culture; faculty, preceptor, and peer support; and the clinical education experience. Recognizing the factors that impede or promote the academic persistence of black women in athletic training programs allows athletic training educators and preceptors to improve the experiences of black women enrolled in those programs and potentially increase their participation and advancement in the athletic training profession.Context:
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The doctor of athletic training degree (DAT) is a new concept in athletic training. Athletic trainers (ATs) currently pursue the degree, but little is known about why they choose the DAT. To explore ATs' motivations to pursue the DAT degree. Qualitative study. Individual telephone interviews. Twelve first-semester DAT students (6 males, 6 females; age = 32.2 ± 5.2 years; athletic training experience = 9.1 ± 5.7 years) participated. Each individual telephone interview was transcribed verbatim and all identifying information was redacted. Two members of the research team used a phenomenological approach to complete data analysis. Constant comparison was used throughout data analysis to ensure consistency among individuals. A third investigator served as an external consultant to verify themes and accuracy of coding. Her review also confirmed discontinuation of interviews upon reaching data saturation. Trustworthiness of the data was established using multiple-analyst triangulation and peer review. Four themes emerged affecting DAT student motivations for pursuing the degree: (1) personal motivators, (2) program-specific motivators, (3) initial perceived challenges, and (4) supportive factors. Participants indicated that intrinsic pursuit of lifelong learning, professional advancement, future employment opportunities, improved value within their workplace, and mentors' influence impacted them to pursue a DAT. Participants were motivated to develop professionally and advance knowledge and skills while also selecting programs based on program and faculty reputation and engagement in professional advocacy. While time commitment, work-life balance, cost, and online learning expectations were anticipated challenges, participants perceived that family, employers, peers, organization, and time management were supportive factors that would help them be successful. Students are pursing the DAT degree because of both intrinsic and extrinsic motivators. Individual program characteristics also influence the pursuit of the DAT. Students do anticipate challenges but surround themselves with supportive factors to help them be successful.Context:
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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. 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. Pretest-posttest study design. Nursing Simulation Centre, Sheridan College, Brampton, Ontario, Canada. Thirty students from the Bachelor of Applied Health Science (Athletic Therapy) program at Sheridan College in years 2 and 4. 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. 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. 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). 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.Context:
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Although social support has been reported to be a factor that increases retention of athletic trainers in their profession, there is a lack of literature examining the specific relationship of social support satisfaction and its predictive influence on stress and depression among athletic training students. To determine which sources of social support were perceived to be the most salient and ascertain whether social support satisfaction can predict stress and depression among athletic training students. Cross-sectional study. Nine Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. A total of 204 athletic training students from Commission on Accreditation of Athletic Training Education–accredited athletic training programs were included in this study. Participants completed the Perceived Stress Scale, Center for Epidemiologic Studies Depression Scale, and the Social Support Questionnaire. Social Support Satisfaction significantly predicted overall perceived stress (P = .010) and depression (P < .001). Satisfaction of support from family (P = .043) and other athletic trainers (P = .011) were significant predictors of perceived stress, whereas satisfaction of support from family (P = .003), other athletic trainers (P = .002), and athletes (P = .038) significantly predicted depression. The current study suggests that having an increased satisfaction of social support may reduce stress perceptions and depression in athletic training students.Context:
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Employers note that new athletic training graduates are not able to effectively communicate. To date no studies have determined what topics new graduates need to be able to communicate. To explore the opinions of athletic training preceptors as to what topics need to be communicated with a variety of stakeholders. Specifically, we wanted to explore what topics are communicated, what barriers exist to getting students involved in professional communication, and what strategies could be used to overcome those barriers. A qualitative design involving in-depth focus-group interviews. Interviews were conducted in a controlled environment. Athletic trainers from 3 work settings were included: high school (3 male and 3 female; average age 32.5 ± 6.1 years), college/university/junior college (5 male and 1 female; average age 34.5 ± 6.8 years), and clinic/emerging practices (1 male and 4 female; average age 27.4 ± 2.8 years). Focus-group interviews were audiotaped and then transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. The most often-cited topics to communicate were related to prognosis of the injury with limitations and return to play. The most often-cited barrier to getting students involved was related to interpersonal relationships, with participants noting that it was their role to lead the communication. The most often-cited strategy for getting students involved was challenging the student to do something he had not done before. It is not realistic to expect new graduates to be proficient at communication if they are not given opportunities while enrolled as students. Preceptors should consider utilizing strategies to overcome barriers and get students more involved. Furthermore, it is important that employers anticipate these deficiencies and mentor new employees appropriately.Context:
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Postprofessional athletic training programs continue to prepare advanced-practice leaders in the profession. As part of being leaders and clinical scholars within the field, it is important that students pursing postprofessional graduate education be exposed to curriculum and instructional theory, practice, and strategies. To describe an education technique focused on the curation of a simulation assignment as part of a postprofessional athletic training course as a means to develop an appreciation of instructional strategies as a clinical scholar. The postprofessional athletic training student (PP-ATS) may be working as a full-time clinician, graduate assistant, or novice educator, or as an intern within an athletic training clinic. Regardless of employment status, PP-ATSs engage with several key stakeholders, ranging from parents and legal guardians to coaching staff and professional athletic training students. The PP-ATS may be tasked to provide education to these stakeholders in the form of patient participation status to a coach, describing the pathogenesis of a condition to a patient, and rationale for care to professional athletic training students. The PP-ATSs were placed in learning communities of 3 to 5 students. The learning communities were tasked with the development of high- and low-fidelity simulations for learners (the other PP-ATSs in the course) to engage in during an intensive and focused learning session, facilitation of the experience, and a debrief encounter. A 2-fold benefit exists. First, PP-ATSs are engaged in the design and development of a simulation experience as an instructional intervention. Second, simulation learners are gainfully engaged in low-stakes patient encounters that promote professional growth. Developing and implementing learner-curated simulation experiences exposes PP-ATSs to an innovative instructional strategy in athletic training.Context:
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Reliability and Validity of the Functional Assessment of Neurocognition in Sport (FANS): A Paradigm Shift in Post-Concussion Return-to-Sport Decision-Making
Driving After Concussion: Clinical Measures Associated with Post-concussion
The role of shoulder posture in pitching mechanics and injury risk in high school baseball pitchers
Corticospinal Excitability during Standing and Its Association with Postural Control Following Acute Lateral Ankle Sprain.
The socio-economic cost of anterior cruciate ligament injuries and lateral ankle sprains in amateur football and basketball.
JAT eISSN: 1938-162X
JAT ISSN: 1062-6050
ATEJ ISSN: 1947-380X