Journal of Athletic Training Education and Practice Volume 21: Issue 2

The purpose was to describe the demographics of current National Athletic Trainers’ Association (NATA) fellows and determine if a relationship between time to receive a fellowship and demographics existed. In this cross-sectional study, we used an online survey of the first 15 cohorts of NATA fellows (completion rate: 65.2%; n = 47/72) self-reporting their demographics and academic appointment milestones. Demographics collected included age, race or ethnicity, sex, year of degree completion, and familial status. The sample was mostly men (74.5%; n = 35), self-identified as White (93.6%; n = 44), and married (93.6%; n = 44). Birth or adoption of children occurred before fellowship application (80.9%; n = 38), with 83.0% (n = 39) having active coparents. A relationship existed between the child-to-fellowship time frame and the terminal degree-to-fellowship time frame (r = .728, P ≤ .001). Many demographics are underrepresented in the fellowship cohorts, and familial variables may affect time to achieve the award.

Context

Many athletic trainers (ATs) work under high stress, long hours, and low pay. These conditions often lead ATs and athletic training students to leave the profession. Previous studies show that over half of ATs do not negotiate salary, often because they feel the offer is fair or fear losing the job. Additional support is needed to help ATs prepare for negotiations, as current resources are limited.

Objective

This study explored ATs’ views on the resources need to prepare for salary negotiations during the hiring process.

Design

Consensual qualitative research.

Setting

Individual video interviews.

Patients or Other Participants

Twenty-eight participants from a prior study volunteered for qualitative follow-up (age = 37.8 ± 8.9 years; gender = 10 men, 17 women, 1 nonbinary; experience = 15.1 ± 8.3 years). Of the participants, 18 had previously negotiated salary and 10 had not.

Data Collection and Analysis

Participants were interviewed via individual video conference. Interviews were transcribed and data were analyzed into themes and categories following the consensual qualitative research approach. Member checks, multianalyst triangulation, and an external auditor were used to ensure trustworthiness of the findings.

Results

Two main themes emerged: desired resources and advice for others. Participants described resources they believed would be helpful for successfully negotiating salary and provided insight they believed could be helpful for others preparing to negotiate salary.

Conclusions

Both negotiators and nonnegotiators expressed a need for access to detailed data and continuing education on negotiation skills. Individuals entering a new employment opportunity should do their research before applying for the job and should understand the value they bring to a given place of employment.

Context

Coordinators of clinical education (CCEs) play a vital role in ensuring effective clinical education experiences, including developing and maintaining clinical affiliation agreements, developing preceptors, evaluating students, preceptors, and clinical education sites, and managing conflict. However, CCEs are often not formally trained for the role. The purpose of this study was to understand the processes used to socialize CCEs and to identify professional development needs.

Methods

All 291 CCEs of accredited athletic training programs were purposively recruited through direct e-mails, and 132 CCEs participated in this cross-sectional online survey. The survey consisted of 4 sections: (1) demographics, (2) role induction (RI), (3) usefulness of RI (URI), and (4) socialization needs (SN). For RI, participants identified items that were included in the orientation into their roles (eg, overview of duties, resources provided). For URI, participants identified how useful each orientation tactic was. For SN, participants identified how helpful they would find topics if they were included in a formal CCE development workshop. A panel of experts established content validity of the survey, and it was piloted with 8 CCEs. Reliability was established via Cronbach α = 0.86.

Results

Common RI tactics were receiving contact information for current preceptors, overview of the duties as CCE, and review of clinical education documentation. All tactics included in RI were rated at least moderately useful. Topics that would be helpful as part of CCE training include assessing clinical skill development, analyzing clinical data, and navigating difficult conversations and conflict.

Conclusion(s)

Many tactics are used to socialize CCEs into their administrative roles, but orientations vary based on the institution. Providing CCEs clear direction could lead to better student outcomes and overall job satisfaction. Therefore, programs should develop detailed onboarding for their CCEs specific to their roles within the program and institution.

We thank our 2024 manuscript reviewers for their hard work and dedication.

Thomas Abdenour, DHSc, MA, BA

Earle D. Abrahamson, NTFS, PFHEA, FISSOTL

Ricker Adkins, DAT, ATC

Randy Aldret, EdD, ATC

Jeromy Alt, PhD, ATC

Alyssa S. Anderson, PhD, LAT, ATC

Barton E. Anderson, DHSc, ATC

Amanda M. Andrews, EdD, ATC

Adam Annaccone, EdD, ATC

Patricia Aronson, PhD, ATC

Jennifer Austin, PhD, ATC

Garth J. Babcock, PhD, ATC

Adam M. Babiarz, DAT, LAT, ATC

Jolene E. Baker, EdD, ATC

Eileen Bennett, MS, ATC

Linda Bobo, PhD, ATC

Renae E. Bomar, EdD, ATC

Debbie Bradney, PhD, ATC

Christopher D. Brown, PhD,

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

Comparing Human- and ChatGPT-Generated Multiple-Choice Questions in Athletic Training Education

Demographics of NATA Fellows: An Analysis of the First 15 Years

Athletic Trainers’ Perspectives on Resources and Preparation Needed for Successful Salary Negotiation

Context

Objective

Design

Setting

Patients or Other Participants

Data Collection and Analysis

Results

Conclusions

Athletic Trainers’ Motivations for and Satisfaction with Transition to the Physician Practice Setting

Creating Progressively Autonomous Experiences in Athletic Training Clinical Education

Professional Socialization and Development Needs of Coordinators of Clinical Education

Context

Methods

Results

Conclusion(s)

Thank You to Reviewers

AWARDS NOTICE

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