Volume 20: Issue 1

The Athletic Training Education Journal (ATEJ) was established in 2006. Editor-in-Chief Kenneth Knight implored us to “nurture it and guide its growth.”^1(p1) Looking back to that first issue in January 2006, we have seen the ATEJ provide a platform for scholars and educators to publish their research, innovative ideas, and best practices in education. The journal has had steadfast leadership in the Editor-in-Chief role, starting with Ken Knight and followed by William Pitney, Kimberly Peer, and David Berry. Educators at heart, they brought their individual passions and visions to the journal

Context

The transition to practice process is complex and facilitated by many formal and informal processes. The coronavirus disease 2019 global pandemic presented unique challenges for athletic trainers. An identity-specific focus is necessary to understand better the transition to practice process during the pandemic.

Objective

To understand (1) what socializing factors influence a cohort of women athletic trainers who graduated from the same professional master’s (PM) athletic training program as they transitioned to practice and (2) the unique challenges the women athletic trainers faced as they sought employment and transitioned into their first professional roles during the pandemic.

Design

Qualitative phenomenological cohort study.

Setting

Semistructured, in-depth, 1-on-1 videoconference interviews.

Patients or other Participants

Six women (24.83 ± .96 years old) who graduated from the same PM athletic training program now working in various athletic training settings.

Data Collection and Analysis

We conducted semistructured interviews via Zoom (Zoom Video Communications). Interviews were transcribed, and a general phenomenological approach to analysis was used. Member checks, multiple analyst triangulation, and peer review were used to ensure trustworthiness.

Results

Three main themes emerged that describe the effects of the pandemic on the transition to practice of women athletic trainers: (1) personal identity, (2) relational identity, and (3) professional identity. Several subthemes were also identified to further illustrate the participants’ lived experiences.

Conclusions

Although some of the participants’ socialization and transition to practice experiences were similar to other graduates described in the literature, the personal, relational, and professional identities of these women athletic trainers were influenced by the pandemic. The participants purposefully sought women mentors to assist them with navigating the challenges of developing a professional identity during the pandemic. There is a need to create gender-specific networks to support individuals during their growth from novice to professional.

Context

Patient-centered care (PCC) has been widely studied in health care. Often, PCC is considered a mindset; however, there are specific behaviors to address in PCC, such as medical interviewing, exploring a patient’s health literacy, and providing patient education. Much of the data specific to PCC relate to patient satisfaction rather than exploring provider behaviors.

Objective

To assess the extent to which athletic trainers (ATs) create a patient-centered environment using a standardized case vignette and behavior checklist.

Design

Qualitative procedures with quantitative analysis.

Setting

Individual, audio-only interview.

Patient or Other Participants

Twenty-seven ATs (age = 34 ± 10 years; women = 15, men = 12; clinical experience = 10 ± 9 years) from the physician practice (n = 10), college (n = 9), or secondary school (n = 8) setting.

Data Collection and Analysis

Participants completed a 1-on-1 interview guided by a case vignette. In their verbal response, the participants were asked to share how they would approach care for the patient specific to their job setting, focusing on practical, real-world responses. Two researchers who reviewed each transcript independently scored the responses using the Assessment of Patient-Centered Care Checklist. The trustworthiness of the coding was ensured by using a multianalyst review of the data and an external audit.

Results

ATs reported several positive behaviors yet lacked an overall PCC approach, with an average score of 26.6% on the tool. No significant differences were identified for ATs based on job setting, years of experience, or highest degree earned.

Conclusions

Our case vignette design allowed participants to share their approach to PCC through a common orthopedic patient scenario. The data gathered suggested that ATs are aware of the skills and strategies that PCC can use in clinical practice, yet they have the opportunity for improvement. Our data suggest that the lack of behaviors was not job, experience, or education specific, demonstrating the need for profession-wide training and feedback on PCC.

Context

With the shift to a graduate-level professional degree in athletic training, it was hypothesized that immersive clinical experiences (ICEs) would be more effectively integrated into curricula than non-ICEs (N-ICEs) and better prepare students for practice.

Objective

To longitudinally compare clinical engagement opportunities in ICEs versus N-ICEs and assess if these opportunities are associated with changes in student confidence in performing related tasks.

Design

Prospective, longitudinal, time-diary study using a Web-based survey.

Patients or Other Participants

Fifty-three first-year, master’s-level athletic training students from 21 programs.

Main Outcome Measure(s)

Participants reported their type of clinical experience (ICE, N-ICE, or none), the setting, and hours spent at clinical each day. They quantified the percentage of time spent on 8 categories of athletic training and patient care tasks and rated their confidence in performing these tasks. Independent samples t tests (P < .05) were used to compare confidence ratings and time spent on activities across all students, and the analysis was repeated within students who participated in both ICEs and N-ICEs.

Results

Most clinical experiences occurred in traditional athletic training settings. Immersive clinical experiences led to more time spent on administrative tasks, waiting, and therapeutic interventions, while N-ICEs involved more time in practice coverage, skills practice, diagnostic labs or tests, and applying protective devices. Within students, N-ICEs showed more time on skills practice, but other outcomes were not significant. Immersive clinical experiences resulted in higher confidence in integrating business practices and communicating with health providers and administrators.

Conclusions

Immersive clinical experiences may offer more engagement opportunities and increase confidence in specific tasks, while engagement opportunities are influenced more by the student than the type of clinical experience. Both ICEs and N-ICEs have valuable roles in clinical education; each providing different types of engagement opportunities.

Professional Challenges of LGBTQIA+ Athletic Trainers

Alena NaffMS, LAT, ATC,

Ashley B. ThrasherEdD, LAT, ATC, CSCS,

Hayden EvansATC,

Melissa M. SnyderPhD, LAT, ATC, CSCS, and

Jessica L. KirbyEdD, LAT, ATC

A Look to the Future, but First a Look Back at Our Past

The Effects of the Global Pandemic on Women Athletic Training Students as They Transitioned to Practice

Context

Objective

Design

Setting

Patients or other Participants

Data Collection and Analysis

Results

Conclusions

Assessment of Athletic Trainers’ Integration of Patient-Centered Care Behaviors Using a Qualitative Case Vignette

Context

Objective

Design

Setting

Patient or Other Participants

Data Collection and Analysis

Results

Conclusions

Comparing Immersive and Nonimmersive Clinical Experiences in Athletic Training Education: Effects on Student Engagement and Confidence

Context

Objective

Design

Patients or Other Participants

Main Outcome Measure(s)

Results

Conclusions

Frequency and Attributing Factors to Food Insecurity Experienced by Professional Athletic Training Students

Context

Objective

Design

Patients or Other Participants

Main Outcome Measure(s)

Results

Conclusions

Professional Challenges of LGBTQIA+ Athletic Trainers

Comparison of Gluteus Medius Muscle Activation in Females with and without Patellofemoral Pain

Throwing Load Does Not Impact Musculoskeletal Measures around Competitive Pitching in Adolescent Baseball Pitchers

Knee Biomechanics in Individuals with a Recent Concussion during Jump-Landing Tasks

Diagnosis, Rehabilitation & Training Load Monitoring Following Hematogenous Calcaneal Osteomyelitis in a Competitive Adolescent Soccer Player: A Level 4 Case Report