bluuebunny/crossref_metadata_2025 huggingface dataset:
Covid-19 Pandemic: Emerging Perspectives and Future Trends
Authors: Tabish Syed Amin
Published: June 2020

World is living on the edge. The human cost of COVID pandemic could be extraordinary. We find ourselves in a time of great economic, social, and medical uncertainty. The pandemic demands action on many fronts, from prevention to testing to treatment. We need to create simple, cheap, more accessible testing for SARS-CoV-2. A faster way has to be developed to identify antibodies that neutralize the virus. More than 100 vaccines for the SARS-CoV-2 are at various stages of development. Some six groups have already begun injecting formulations into volunteers in safety trials; others have started testing in animals. The biggest challenge is to determine which vaccine is ideal. Reason and science have to guide us. There is urgent need to critically appraise evidence in deciding how to treat patients. We need a drug or combination of drugs that work. Remdesivir has generated hope. It may prove to be a magic bullet. Countries like Taiwan, Vietnam, Singapore, Hong Kong, South Korea, New Zealand have done exceptionally well to contain the spread of COVID-19. It is widely believed that during the pandemic treatment suffers. Patients with diseases like cancer, diabetes, renal failure, CAD and pregnant women need special attention. As the pandemic pushes up levels of hunger among the global poor, governments must prevent devastating nutrition and health consequences for children missing out on school meals amid school closures. Nations will have endemic SARS-CoV-2 infection for the foreseeable future. A structured and well-coordinated approach is critical for tackling this global crisis.
Efficacy of Ruxolitinib as Inducer of Fetal Hemoglobin in Primary Erythroid Cultures from Sickle Cell and Beta-Thalassemia Patients
Authors: Pecoraro Alice , Troia Antonio , Maggio Aurelio , Di Marzo Rosalba
Published: June 2020

High levels of HbF may ameliorate the clinical course of β-thalassaemia and SCD. Hydroxyurea (HU) is the only HbF inducer approved for the treatment of patients. However not all patients respond to the treatment, for this reason it is noteworthy to identify new HbF inducers. Ruxolitinib is a JAK inhibitor that decreases the phosphorilation of STAT proteins. In particular STAT3 is a repressor of gamma-globin gene. The decrease of STAT3 phosphorilation could derepress gamma-globin gene and reactivate its trascription. In this study we evaluated the efficacy of ruxolitinib as inducer of HbF production. The analyses were performed in cultured erythroid progenitors from 16 beta-thalassemia intermedia (TI) and 4 sickle cell disease (SCD) patients. The use of quantitative RT-PCR technique allowed us to determine the increase of gamma-globin mRNA expression in human erythroid cultured cells treated with ruxolitinib. The results of our study demonstrated an increase in vitro of gamma-globin mRNA expression in almost all patients. These data suggest that ruxolitinib could be a good candidate to be used in vivo for the treatment of hemoglobinopathies.
Current Literature Summary
Authors: Doherty-Restrepo Jennifer
Published: June 2020

Athletic training faculty and preceptors are expected to prepare students for autonomous professional practice. Problem-based learning (PBL) is a teaching approach that may facilitate development of entry-level clinicians. Research suggests that PBL encourages self-directed learning, develops critical-thinking, problem-solving, and teamwork skills as well as promotes life-long learning behaviors. We will provide brief synopses of current research on PBL and discuss possible applications to athletic training.
Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time
Authors: Potteiger Kelly , Brown Christopher David , Kahanov Leamor
Published: June 2020

Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise.

Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model.

Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace.

Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum.

Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation.

Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored.

Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
The Nature of Coupling with Intercollegiate Athletic Departments: Undergraduate Atheletic Training Education Program Directors' Perceptions
Authors: Roiger Trevor C. , Card Karen A.
Published: June 2020

Context: Coupling theory, based on a tight-loose continuum, describes the nature of a connection, relationship, or interaction between entities. Understanding the nature of an ATEP's relationship with intercollegiate athletic departments is important to their growth and responsiveness to environmental change.

Objective: To determine program directors' general perceptions of coupling, as well as perceptions of coupling relative to personnel, physical resources, and financial resources.

Design: Descriptive, exploratory.

Setting: CAATE accredited undergraduate ATEPs.

Participants: The participants were 151 program directors from CAATE accredited undergraduate ATEPs.

Data Collection and Analysis: Program directors were queried regarding their perceptions of coupling between the ATEP and the host institution's athletic department relative to 5 subscales: general perceptions, personnel, equipment, facilities, and financial resources.Descriptive statistics were used to provide institutional and program director profiles. Composite means were used to determine the perceived degree of coupling relative to the 5 subscales. ANOVA (post-hoc analysis, p < 0.05) and independent paired samples t tests determined differences in program directors' perceptions of coupling based on individual and institutional characteristics.

Results: Program directors perceived moderate generalized, equipment, and personnel coupling, and slight coupling relative to facilities and financial resources. Significant differences were related to years of program direction experience, role orientation, institutional athletic affiliation, school or college affiliation, and funding source.

Conclusions: Program directors perceive a tighter degree of generalized coupling than coupling specific to equipment, facilities, personnel, or financial resources. Institutional and program director characteristics may influence perceptions of coupling.
Current Literature Summary
Authors: Doherty-Restrepo Jennifer
Published: June 2020

Researchers and practitioners speculate that the Net Generation of students learn in a way that is fundamentally different than previous generations due to their early exposure to social media technologies. Social media provides multiple opportunities to add a new dimension to the learning process. By using social media, learners have the ability to manipulate their learning environment; thereby, actively engaging in the learning process. Learners may connect formal and informal learning processes using social networking sites. Social media has the potential to facilitate self-directed learning, which is an important skill for today's learners given the immediate availability to ever changing information resources. We will provide brief synopses of current research on social media and its impact on education and discuss possible applications to athletic training.
Leadership is Positively Related to Athletic Training Students' Clinical Behaviors
Authors: Kutz Matthew R.
Published: June 2020

Context: Leadership development by health professionals positively affects patient outcomes.

Objective: To 1) determine if there is any relationship between demonstrated leadership behaviorsandclinical behaviors among entry-level AT students (ATS); 2) to explore if the level of leadership behavior changes between ATS level; and 3) to determine if preceptors and students rate leadership and clinical behaviors differently.

Design: Non-parametric quantitative, non-experimental exploratory.

Setting: Assessments of ATS in an entry level undergraduate AT education program.

Participants: Preceptors and Athletic Training Students.

Main Outcome Measures: Archived AT Student Leadership and Clinical Skills Evaluations (ATSLCSE) were analyzed from 2008 to 2010. After the ATSLCSE was assessed for internal consistency and validity, Spearman rho correlations were use to measure the relationship between leadership and clinical behaviors, Mann-Whitney U tests to measure differences between gender and preceptor and ATS ratings, and Kruskal-Wallistests to assess the differences between ATS levels.

Results: ATSLCSE had satisfactory internal consistency (α = .91), with criterion-related predictive validity established with correlations ranging from r=.61 to .83(p<.01). The data showed a positive relationship between leadership and clinical behaviors(r = .80,P<.01),significant differences in clinical behaviors and demonstrates leadership behaviors between ATS levels (χ2(2, N=442)=24.66, P=<.001 and χ2(2, N=442)=41.00, P=<.001, respectively), that preceptors rated students'clinical behaviors higher than the students rated themselves (U=20924.500, Z=−.2.424, P=.015),and that females had higher attendance than males (U = 21095.000, Z =−2.08, P=.037).

Conclusions: Leadership has a positive relationship to clinical behaviors, with demonstrated behaviors increasing as the ATS progressed through the program. There was also a significant difference between preceptorand student ratings in terms of the students' clinical behaviors. Therefore, educators should consider leadership an important aspect of clinical preparation.
Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter
Authors: Paloncy Kristin Ann
Published: June 2020

Context

Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed.

Objective

The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance.

Design

Quantitative quasi-experimental cohort design with repeated measures study.

Patients or Other Participants

Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest.

Intervention(s)

Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation.

Main Outcome Measure(s)

Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware.

Results

There was a statistically significant interaction between groups (F1,10 = 18.70, P < .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05).

Conclusions

The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.
Applying Brain-Based Learning Principles to Athletic Training Education
Authors: Craig Debbie I.
Published: June 2020

Objective: To present different concepts and techniques related to the application of brain-based learning principles to Athletic Training clinical education.

Background: The body of knowledge concerning how our brains physically learn continues to grow. Brain-based learning principles, developed by numerous authors, offer advice on how to facilitate learning in students. Implementing these principles into clinical instruction lessons, whatever the instructional strategy being used, may potentially increase the retention of student knowledge and their ability to transfer that knowledge to different contexts.

Description: A review of brain-based learning literature was conducted through searches in Medline, ERIC, SPORTDiscus, and DAI. Common themes from the literature are described. Concepts to use when creating lessons and examples of techniques are then presented to aid the athletic training instructor in implementing some of the brain-based learning principles in clinical education. Examples using different athletic training proficiencies are offered.

Application: The profession of athletic training lends itself well to many of the brain-based learning principles. Specifically, the clinical education component of athletic training education is full of possibilities for incorporation of these principles. Many techniques are offered to enhance the athletic training instructor's ability to facilitate student learning through thoughtful incorporation of brain-based learning principles.
Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning
Authors: Peer Kimberly S.
Published: June 2020

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs.

Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement.

Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings.

Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.
Defining, Valuing, and Teaching Clinical Outcomes Assessment in Professional and Post-Professional Athletic Training Education Programs
Authors: Snyder Alison R. , Valovich McLeod Tamara C. , Sauers Eric L.
Published: June 2020

Objective: To provide a basic introduction for athletic training educators about the importance of clinical outcomes measures and to recommend strategies for implementing clinical outcomes assessment education in professional and post-professional athletic training education programs.

Background: Outcomes is a frequently used term amongst healthcare professionals; in the contexts of both education and clinical practice. Clinical outcomes assessment refers to the end result of healthcare services taking into account the patient's experiences and expectations. Clinical outcomes assessment education and implementation are critical to the successful implementation of evidence-based practice in athletic training.

Description: Clinical outcomes assessments are categorized as either clinician- or patient-based measures. Clinician-based measures are often referred to as objective measures and include things such as range of motion (ROM) and strength, whereas patient-based measures are obtained via questionnaires and interviews that address the patient's perspective on his/her health status. Athletic training education programs should incorporate instruction on the use of both types of measures into their curricula.

Clinical Advantages: Educating athletic training students to use clinical outcomes assessment will enable students to practice patient-centered care and provide them with an understanding of how to critically evaluate the evidence to determine optimal patient care. In addition, efforts to educate athletic training students about clinical outcomes assessment may support more widespread implementation of outcomes data collection and strengthen collaborations between clinicians and researchers to determine the effectiveness of athletic training clinical practice.
Four-Corner Model for Curricular Development in Athletic Training Education
Authors: Kutz Matthew , Scialli Joan
Published: June 2020

Objective: To present a model for an educational continuum that identifies entry-level to advance practice competencies and content for athletic training education.

Background: Specific degree-level purposes within the context of higher education, in conjunction with professional needs should be addressed in athletic training education. Post-certification (graduate) programs in athletic training should offer increased depth of knowledge and prepare students as clinical experts, scholars, and leaders. To this end, curricular content, based on the athletic training job analysis (i.e., Role Delineation Study), institutional missions, and degree-level specific purposes need to be considered.

Description: Graduate athletic training education programs are primarily left to the purview of individual institutions. Using existing curricular development models (i.e., DACUM model and participatory approach) and predictive methods (i.e., Delphi Technique) within the context of higher education, athletic training educators can identify specific competencies and associated content. Then educators can determine the levels of importance of those competencies and content according to the types of athletic training education.

Clinical advantages: The proposed framework does not violate institutional and faculty autonomy, but helps to delineate important content for development in graduate athletic training education.
Column: AT Education Listserv Highlights
Authors: Fuller Donald
Published: June 2020

The following is a brief review of selected topics discussed on the Athletic Training Education listserv. It is not necessary to be a member of this listserv to access the archived messages and discussions. To view this listserv, to go http://health.groups.yahoo.com/group/athletic_training_education. To post messages you must join the listserv.
Presence of Burnout in Undergraduate Athletic Training Students at One Western US University
Authors: Riter Tamra S. , Kaiser David A. , Hopkins J. Ty , Pennington Todd R. , Chamberlain Ron , Eggett Dennis
Published: June 2020

Objective: Determine if undergraduate athletic training students enrolled in an accredited athletic training education program (ATEP) and participating in clinical assignments experience burnout.

Design and Setting: Undergraduate athletic training students enrolled in a clinical education course were surveyed during the fourth and twelfth weeks of a 15 week semester. Participants answered eight demographic/status questions for correlation.

Subjects: Fifty-one undergraduate athletic training students in a Commission on Accreditation of Athletic Training Education (CAATE) accredited ATEP participated.

Measurements: Data were analyzed using covariance analysis with categorical independent variables and continuous covariants. Emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) were scored in accordance with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Post hoc testing was done when interactions/effects were significant at p = .05. Dependent variables included EE, DP, and PA.

Results: Overall mean scores demonstrated moderate levels of EE (17.0), low levels of DP (5.7), and moderate levels of PA (38.0). Fourth (+) semester students (students in their 4th or 5th semester of the ATEP) reported high DP levels (13.3) and high levels of EE (30.9). Semester effect (p = pre- 0.0001; post- 0.007) and semester by gender interaction (p = pre- 0.0017; post- 0.005) had an effect on EE for both testing times. For DP, semester (p = pre- 0.0001; post- 0.0003), and semester by gender interaction (p = pre- 0.0001; post- 0.0001) were significant interactions/effects for both testing periods.

Conclusions: Undergraduate athletic training students demonstrated a moderate degree of burnout from their clinical assignments and associated responsibilities. The ATEP appeared to have a cumulative effect evidenced in the fourth (+) semester with a high/average degree of burnout.
Perceptions of Sexual Harassment in Athletic Training
Authors: Shingles René Revis , Smith Yevonne
Published: June 2020

Objective: To describe and analyze the experiences of ethnically diverse female certified athletic trainers (ATCs) in order to discern the perceived nature of sexual harassment in the athletic training profession.

Design and Setting: Both quantitative and qualitative methods were used for a larger study; however, only the qualitative data are presented here. An in-depth telephone interview survey for the larger study was developed, of which several questions pertained to sexual harassment.

Participants: An ethnically diverse group of twenty-five female ATCs (American Indian/Alaskan Native; Asian/Pacific Island; Black, non-Hispanic; Hispanic; and White, non-Hispanic), five from each ethnic/racial group, participated in the interview.

Measurements: Data were collected via an in-depth telephone interview. Female ATCs were asked if they had experienced sexual harassment in the classroom, clinical rotation or on the job. The data were analyzed using Vaughn, Schumm and Sinagub's1 five step method of qualitative data analysis.

Results: Regardless of race/ethnicity or date of certification, women perceived they experienced sexual harassment when the incident involved physical abuse or created a threatening environment. Comments and jokes of a sexual nature were perceived as “boys being boys,” rather than as sexual harassment.

Conclusions: The data suggest diverse female ATCs do not have a clear understanding of what constitutes sexual harassment.
Column: AT Education Listserv Highlights
Authors: Fuller Donald
Published: June 2020

The following is a brief review of selected topics discussed on the Athletic Training Education listserv. It is not necessary to be a member of this listserv to access the archived messages and discussions. To view, go to http://health.groups.yahoo.com/group/athletic_training_education. After September 15, 2008, all future postings and discussions will be conducted on the NATA Think Tank – Educator forum.
Peer Assisted Learning in Clinical Education: Literature Review
Authors: Henning Jolene M. , Weidner Thomas G. , Marty Melissa C.
Published: June 2020

Objective: To examine the occurrence, benefits, and preferences for peer assisted learning (PAL) in medical and allied health clinical education, and to identify areas in athletic training which need further research.

Data Sources: Using relevant terms, five databases were searched for the period 1980–2006 regarding literature on the use of PAL in medical and allied health education programs.

Data Synthesis: We reviewed over 40 articles on the use of PAL in nursing, physical therapy, occupational therapy, medicine, athletic training, and higher education. It is apparent that PAL is a commonly used educational strategy that offers mutual benefits to participating students.

Conclusions/Recommendations: Research is warranted regarding the preferences for and occurrence and benefits of planned and unplanned PAL from the perspective of program administrators, clinical instructors, and students. These multiple perspectives will allow for a more complete understanding of PAL in athletic training clinical education, laying the groundwork for future studies comparing student learning outcomes in ATEPs with planned PAL to those with unplanned PAL.
Supervised Autonomy
Authors: Sexton Patrick , Levy Linda S. , Willeford K. Sean , Barnum Mary G. , Gardner Greg , Guyer M. Susan , Fincher A. Louise
Published: June 2020

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students.

Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept.

Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves.

Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.
Is Direct Supervision in Clinical Education for Athletic Training Students Always Necessary to Enhance Student Learning?
Authors: Scriber Kent , Trowbridge Cindy
Published: June 2020

Objective: To present an alternative model of supervision within clinical education experiences.

Background: Several years ago direct supervision was defined more clearly in the accreditation standards for athletic training education programs (ATEPs). Currently, athletic training students may not gain any clinical experience without their clinical supervisors being physically present so that the supervisors may intervene at any point if necessary. Although we do not disagree with the spirit of this requirement, we present information regarding the changing generation of students and the importance of developing strong professionals who will represent our field in the ever-changing allied health care arena.

Clinical Advantages: We believe student learning may take place without direct supervision and that a system of guided autonomy with meaningful and dynamic reflection may better prepare the student for the future. W e feel that limited aspects of an athletic training student's clinical experience may not always need direct supervision. If students are performing skills that are not in violation of any professional practice acts, their interest and learning may increase with a guided autonomy model, as opposed to direct supervision. For example, once an athletic training student has mastered skills like taping, stretching, and initiating an emergency action plan, they should be able to effectively and safely perform these aspects without direct supervision. We suggest that students may continue to learn, and benefit from an educational standpoint, while gaining a limited portion of their experiential learning requirement without direct supervision.
Clinical Reasoning in Athletic Training Education: Modeling Expert Thinking
Authors: Geisler Paul R. , Lazenby Todd W.
Published: June 2020

Objective: To address the need for a more definitive approach to critical thinking during athletic training educational experiences by introducing the clinical reasoning model for critical thinking.

Background: Educators are aware of the need to teach students how to think critically. The multiple domains of athletic training are comprehensive and complex. Thinking is the fundamental connection between didactic and experiential components. Therefore, clinical thinking must be viewed as a critical part of experiential education in athletic training.

Description: Research from educational journals in medicine, physical therapy and athletic training, as well as relevant texts, were searched to investigate the theoretical and practical underpinnings of clinical thinking models. Definitions, applications, and the historical underpinnings of the clinical thinking processes in allied health were reviewed and presented to highlight the need for athletic training educators to better appreciate the thinking processes of students and practitioners. Practical suggestions for the implementation of clinical reasoning in athletic training are presented.

Application: Athletic training requires clinically based decision-making and problem solving skills. Medical educators recognize differences between the thinking of novice and expert practitioners, and have investigated the nature of clinical cognition as part of their formal curriculum. As AT's professional scope and credibility expand, the process of teaching, fostering, and evaluating clinical reasoning is paramount for AT educators.
Satisfaction and Importance Factors in Athletic Training Education
Authors: Carr W. David , Swann Elizabeth , Frey Bruce B.
Published: June 2020

Objective: To examine various institution and student demographics and the ratings of Satisfaction (SAT) and Importance (IMP) for several programmatic variables within Athletic Training Education Programs (ATEPs).

Design and Setting: A survey of SAT and IMP ratings of programmatic variables conducted with accredited, entry-level ATEPs.

Subjects: Students enrolled in their final semester/term.

Measurements: Students' SAT and IMP was measured by asking students to rate, on a 10-point Likert scale, seven programmatic factors. Various institution/program (state versus private affiliation, athletic division, Carnegie classification, and university enrollment) and student (age, gender, self-reported grade point average) demographic data were collected.

Results: The sample consisted of 403 students from 99 institutions. Total SAT and IMP was computed by calculating the mean score across all seven factors. An analysis of variance showed a significant difference (F2,275 = 4.25, P = .01) for SAT within Carnegie classification with master's institution students more satisfied than doctoral institution students. A repeated measures analysis found significant differences (F6,292 = 34.77, P < .001) between SAT factors with students more satisfied with instructor availability than the other factors A repeated measures analysis found significant differences (F6,292 = 53.64, P < .001) between IMP factors with the quality of instruction in the major and quality of clinical experiences rated higher than the other factors

Conclusions: Our results revealed that the type of institution has a greater effect upon student ratings of SAT and IMP than the student characteristics themselves.
Column: Current Literature Reviews
Authors: Meyer Carrie
Published: June 2020

Our charge is to monitor education-related journals (e.g., Journal of Nursing Education, Journal of Higher Education) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education. Please feel free to contact me with any questions, comments, or suggestions for this recurring feature or if you would like to review an article that you feel is particularly applicable to athletic training educators. I would also like to hear about implementations you have made from the concepts we present in this feature. -cm
Delegation and Empowerment in CAATE Accredited Athletic Training Education Programs
Authors: Hoch Johanna , White Kristi , Starkey Chad , Krause B. Andrew
Published: June 2020

Context: The use of delegation can potentially alleviate some of the stress with administering an athletic training education program (ATEP) and allow program directors (PDs) to focus on other aspects of their academic role.

Objectives: To determine the reasons PDs delegate and do not delegate tasks to other faculty of ATEPs accredited by the Commission on Accreditation of Athletic Training Education (CAATE), and to determine if clinical education coordinators (CECs) of accredited ATEPs feel empowered when completing these tasks.

Design and Setting: Survey of CECs and PDs of CAATE accredited entry-level ATEPs.

Patients or other participants: At the time of this research there were 358 CAATE accredited entry-level ATEPs; 143 of these institutions had both CECs and PDs on staff resulting in 286 possible participants.

Data Collection and Analysis: We developed two electronic survey instruments and established the validity and reliability. Descriptive statistics were used to analyze and rank administrative tasks.

Results: We ranked five reasons PDs delegate and do not delegate administrative tasks to the other faculty of the ATEP. For over 80% (n=25) of the PDs surveyed, frequency statistics suggested that lack of confidence and lack of trust in others were the number one and number two reasons, respectively, for not delegating tasks to other faculty. Also, PDs ranked improving productivity as their primary reason to delegate tasks to other members of the ATEP. Finally, CECs felt empowered 59% of the time when completing assigned tasks.

Conclusions: When used properly, delegation can alleviate some of the job stresses PDs face in accredited entry-level ATEPs. However, in order for delegation to improve the PDs and CECs job satisfaction, the CECs must feel empowered when completing these tasks to the level CAATE requires.
Video Analysis of Athletic Training Student Performance: Changing Educational Competency into Clinical Proficiency
Authors: Kawaguchi Jeffrey K.
Published: June 2020

Context: Assessing clinical proficiency and documenting learning over time is quite challenging. Educators must look for unique ways to effectively examine students' performance and archive evidence of their academic progress.

Objective: To discuss the use of video analysis to bridge the gap from educational competency to clinical proficiency, and describe its use in the assessment of clinical proficiency of the athletic training student

Background: A consistent challenge in curricular development for any athletic training education program (ATEP) is transforming formal classroom and psychomotor skill learning to the appropriate clinical proficiencies required by the standards for accreditation. Thus, we developed a method to address this challenge that incorporates the use of digital video technology.

Description: We describe the use of video in the form of a digital video disc (DVD) as the means to evaluate and assess the student's achievement of specific clinical proficiencies. Additionally we give specific examples of the aspects of video analysis that we have addressed in actual encounters. We present this method as a means to perpetuate the concept of “learning over time.”

Clinical Advantage(s): The use of video to analyze student performance during a clinical injury evaluation provides the means of (1) evaluating an athletic training student's clinical proficiency, (2) allowing student input into their psychomotor performance, and (3) developing archival data of student performance for re-evaluation and documentation of learning overtime.

Conclusion(s): The use of video analysis represents an effective pedagogical method to educate athletic training students.
Column: Current Literature Reviews
Authors: Meyer Carrie
Published: June 2020

Our charge is to monitor education-related journals (e.g., Journal of Nursing Education, Journal of Higher Education) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education. Please feel free to contact me with any questions, comments, or suggestions for this recurring feature or if you would like to review an article that you feel is particularly applicable to athletic training educators. I would also like to hear about implementations you have made from the concepts we present in this feature.
Who Helps the Helper? Lessons on Grieving for Athletic Trainers
Authors: Maurer-Starks Suanne , Wise Kimberly A. , Leone James E. , Kitsos Jayne
Published: June 2020

Context: Grief is something that will touch all of us. We expect loss to occur in our personal lives and seem to be somewhat prepared for how to cope with it when it happens. In the profession of athletic training, we may not expect loss to occur as readily--especially if we are working with a young, seemingly healthy population. As such, when an athlete, student, or colleague suffers a catastrophic injury, illness, or death, we may not be able to process the loss and be left with unresolved grief.

Objective: The purpose of this article is to review theories on grief, identify successful interventions by allied health care providers and offer suggestions on how to implement teaching strategies within athletic training curriculum regarding the issues of death, dying, and coping strategies.

Data Sources: We searched various databases, including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems using the terms grieving, death, bereavement, loss, and coping.

Data Synthesis: Pertinent articles were cross-referenced to gain additional information regarding the search terms.

Conclusions: Athletic trainers should consider using strategies that introduce issues concerning bereavement, death, dying, and healthy coping skills into the athletic training curriculum. Additionally, it is critical to create a support network for athletic training professionals and students to use in time of loss.
Athletic Trainers' Educational Satisfaction and Technique Use within the Psychosocial Intervention and Referral Content Area
Authors: Stiller-Ostrowski Jennifer L. , Hamson-Utley J. Jordan
Published: June 2020

Context: Athletic trainers (AT) must address both physical and mental aspects of athletic injury in a holistic rehabilitation program.

Objective: Assess ATs' satisfaction with educational preparation within the Psychosocial Intervention and Referral (PIR) content area, confidence in using related techniques, and frequency of technique use within clinical settings.

Design: Cross-sectional survey.

Setting: Online survey.

Participants: 1701 ATs with BOC certification for ≤ 7 years participated. In regards to employment settings, 36.1% of the participants worked at the college/university level, 30.7% in private clinics, and 23.2% at secondary schools.

Main Outcome Measure(s): Descriptive statistics were used to examine participants' confidence and frequency of using various PIR techniques. A MANOVA was used to evaluate group differences (accredited vs. internship, edition of educational competencies, clinical setting) in satisfaction, confidence, and frequency of technique use.

Results: The average technique use was 3.58 (±1.92) for motivation, 6.19 (±2.16) for self-talk, 6.2 (±2.06) for relaxation, and 6.53 (±2.0) for imagery. Technique usage became progressively more infrequent from relaxation (mean = 5.25, SD = 2.2), to self-talk (mean = 6.19, SD = 2.0), to imagery (mean = 6.53, SD = 2.1). The results identified a significant group difference for edition of educational competencies (F45,2969 = 1.848, P < 0.001, η2partial = 0.027) with ATs educated under the fourth edition reporting more frequent technique use. The results identified a significant group difference for route to AT certification (F30,2464 = 1.477, P = 0.046, η2partial = 0.018) with internship ATs reporting the most infrequent use.

Conclusions: Athletic training education programs are providing education in most PIR competencies; however, ATs have infrequent implementation of techniques in clinical practice. In addition, educators should examine how to modify the instruction of the PIR competencies to promote implementation within clinical education settings.
The Use of Standardized Patients in Athletic Training Education
Authors: Walker Stacy E. , Weidner Thomas G.
Published: June 2020

Context: Standardized patients are widely used in health care programs to both teach and evaluate the communication and clinical skills of students. Although athletic training education programs (ATEPs) commonly use simulations, little information exists related to the use and implementation of standardized patients (SPs).

Objective: To provide strategies to use SPs with athletic training students and limited resources.

Background: Standardized patient encounters differ from simulations. Simulations require students to perform clinical skills on a mock patient or athlete who has no training to consistently portray a particular injury or illness. SP encounters are consistent, carefully crafted portrayals of injuries or illnesses by trained individuals.

Synthesis: A feasible way to use SPs in an ATEP is the time-in-time-out method which allows students to not only examine a SP, but also interact with and obtain immediate feedback from their instructor. Research with athletic training students has revealed that SP encounters are both realistic and worthwhile. Many resources exist to initiate the use of standardized patients in ATEPs, including various research publications, and online resources such as MedEd Portal and the Association of Standardized Patient Educators.

Results: The use of SPs enhances learning opportunities for students and provides a format for real-time evaluation for instructors.

Recommendation(s): Educators should consider using athletic training students and/or theater students to serve as SPs. Also, a local hospital or other SP programs at a local university may offer the use of their facilities or resources to initiate the use of SPs in your ATEP.

Conclusion(s): Many resources are needed to implement the use of standardized patients into an ATEP, but the experience can be well worth the expense to provide a realistic and worthwhile learning experience for students.
Incorporating Foundational Evidence-Based Practice Concepts and Skills Across an Athletic Training Education Program
Authors: Jutte Lisa S. , Walker Stacy E.
Published: June 2020

Objective: The purpose of this article is to provide an example of how to develop and implement an evidence-based practice (EBP) concepts and skills plan in an athletic training education program (ATEP).

Background: Evidence-based practice is an integral part of medical practice today. As stated in the Athletic Training Educational Competencies 4th edition, athletic training educators are expected to develop their students' abilities to engage in EBP. However, foundational concepts and skills are needed to effectively practice EBP.

Description: To eliminate redundancy and better prepare our students for EBP, a plan based on incorporating foundational concepts and skills concepts in small, sequential doses in our ATEP was devised and implemented.

Clinical Advantage(s): Exposure to foundational EBP concepts and skills is necessary for students to actively engage in EBP.

Conclusion(s): Despite the challenges for both students and faculty, the plan ensures we expose our students to EBP concepts and skills, therefore better enabling them to engage in EBP.
Should Athletic Training Educators Utilize Grades When Evaluating Student Clinical Performance?
Authors: Scriber Kent , Gray Courtney , Millspaugh Rose
Published: June 2020

Objective: To explore and address some of the challenges for assessing, interpreting, and grading athletic training students' clinical performance and to suggest athletic training educators consider using a more universal assessment method for professional consistency.

Background: In years past students learned from teachers or mentors on an individualized basis without receiving a grade for their performance. Grading began primarily from a need to teach and evaluate more students at one time. Over the past two centuries, grading has become a complex process that serves multiple roles including evaluation of learning, skill development, motivation, communication abilities, organizational skills and behaviors.

Description: Currently there are many ways to evaluate and grade students in clinical education courses. When evaluators use inconsistent assessment techniques and a grade is not measuring the same criteria, the validity of a grade becomes questionable. Consequently, feedback from a universal assessment instrument may be more meaningful.

Clinical Advantages: Clinical instructors in athletic training education programs who assess and grade student clinical performance should measure similar criteria. Currently most educators express measurement of these criteria with a single letter grade. Consideration for a more reliable and valid instrument that includes more information should be given.

Conclusion: A universal system of assessing clinical performance would present more accurate and consistent information than a single grade indicates. Athletic training educators are encouraged to consider re-evaluating how they assess clinical performance of students and what a single grade actually communicates to the student and others.
Education Literature: Current Literature Summary
Authors: Meyer Carrie
Published: June 2020

Our charge is to monitor education-related journals (eg Journal of Nursing Education, Journal of Higher Education) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education.