bluuebunny/crossref_metadata_2025_split huggingface dataset:
Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review
Authors: Schellhase Kristen C. 
Published: June 2020

Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education.
Data Sources: This article reviews research related to experiential learning theory and learning styles in athletic training education and other allied health professions. Studies reviewed include published articles and dissertations involving experiential learning, learning styles, and clinical educator behaviors.
Data Synthesis: Learning styles research related to athletic training is inconclusive due to the differences in vocabulary and measuring instruments used by researchers.
Conclusions/Recommendations: This review illustrates the need to conduct more research on learning styles and how experiential learning theory might be used to facilitate education in athletic training education programs.
Athletic Training Instructors: A Needs Assessment of Teaching Methodology Knowledge and Self-Perceived Competence
Authors: Craig Debbie I. 
Published: June 2020

Objective: The objectives were to assess teaching backgrounds, self-perceived teaching methodology knowledge, and self-perceived competence of Athletic Training Education Program (ATEP) instructors to determine if there was a need for more instruction in teaching methodology (TM).
Design & Setting: This was a quantitative design utilizing a discrepancy needs assessment model. A web-based survey was used to gather data. This was a total population study with no sampling.
Subjects: The population studied was Certified Athletic Trainers (ATCs) in the United States who had obtained a master's degree and were working in a college/university setting. The instrument further defined the study population to those who were currently teaching (study conducted in Fall 2002) in approved or accredited ATEPs (N=149).
Measurements: The items measured were each participant's educational and instructional background, their knowledge of 20 TM components, their self-perceived competence on those same 20 TM components, and their likelihood of pursuing future TM instruction.
Results: Participants with lower gap scores generally had less previous instruction in TM, lower knowledge scores, and were less likely to pursue future instruction in TM. Neither amount of previous instruction in TM nor how long the participants had been teaching significantly influenced self-perceived competence scores. Taking an undergraduate TM course and the use of structured mentoring significantly predicted self-perceived competence scores.
Conclusions: This study illustrates the need for more TM instruction to be included in the preparation of ATCs with master's degrees who have or will have teaching responsibilities associated with their jobs. It would be prudent for athletic training graduate degree programs to include TM instruction in their curriculums and/or fieldwork. There is also support for the pursuit of a M.Ed. degree for students who wish to teach in the future.
A Conceptual Framework for Clinical Education in Athletic Training
Authors: Radtke Sarah 
Published: June 2020

Objective: To develop a model for clinical education in athletic training education based on integration of various allied health professional clinical education models.
Background: Clinical education is a critical component of allied health education programs. It allows for the transfer of knowledge and skills from classroom to practical application. Clinical education needs to be structured. In addition the Clinical Instructor (CI) also needs to facilitate athletic training students' development into effective, evidence-based practitioners.
Description: A brief discussion on the need for transfer of knowledge in athletic training education is discussed. A review of the various clinical education models from allied health professional education is presented. Finally, a model for athletic training clinical education is presented with implications for practice.
Clinical Advantages: As athletic training education continues to develop, a need to formalize clinical education and develop a clinical education model for athletic training is warranted. Focusing on the structure and function of clinical education will continue to move athletic training education forward and will align athletic training education with other allied health professional education programs.
Descriptive Qualities Of Athletic Training Education Program Directors
Authors: Leone James E. , Judd Michael R. , Colandreo Robert M. 
Published: June 2020

Context: Limited literature explores professional preparation of program directors (PD) to lead an athletic training education program (ATEP).
Objective: To explore challenges, effectiveness, leadership, and PD role selection.
Design: Descriptive and qualitative exploratory email survey.
Setting: Educational.
Participants: Emails were sent to 345 PDs from a Commission on Accreditation of Athletic Training Education (CAATE) listing.
Main Outcome Measure(s): Measures of central tendency were used to observe years of experience, role selection (applied versus appointed), education level, and gender. Program Director effectiveness, leadership, and challenges were grouped according to common themes.
Results: Most PDs (82.5%; n = 99) reported having one to ten years of experience. Mean years of experience was 7.46 (±6.36) years. A majority, 61.7% (n = 74), reported having applied for their position. Educationally, 54.2% (n = 65) held doctoral degrees compared to 45.8% (n = 55) whose highest degree was a masters degree. Six themes emerged for PD effectiveness and challenges. Lastly, seven themes regarding leadership were described.
Conclusions: Program Directors should approach their role with savvy, caring, and humanistic attitudes, developed by professional preparation. Firm in their convictions and vision, PDs also are viewed as empathetic advocates for students. Program Directors play a critical role in the advocacy of the profession within institutions of higher education through professional preparation of students. Several themes pertaining to professional preparation of PDs may positively impact the profession. Future PD's should seek educational programs that prepare them for these challenges of the position, such as professional preparation in education and higher administration or curriculum and instruction.
Self Reported Perceptions of Physical Demands on Athletic Training Students
Authors: Kawaguchi Jeffrey K. , Babcock Garth , Little Andrew 
Published: June 2020

Context: According to the Commission on Accreditation of Athletic Training Education (CAATE) Standards for the Accreditation of Entry-Level Athletic Training Education Programs, athletic training students (ATSs) must complete clinical experiences that provide opportunities to integrate cognitive function, psychomotor skills, and affective competence as a part of their coursework. 1 These experiences expose students to the physical demands of the profession, and it is these activities that differentiate the demands of athletic training from other academic majors.
Objectives: To assess the self-reported perceptions of ATSs regarding the physical demands of their chosen major and their participation in sport and non-sport leisure activities.
Design: Descriptive research design.
Setting: Nine undergraduate Athletic Training Education Programs within the National Athletic Trainers' Association (NATA) District 10.
Subjects: 112 undergraduate athletic training students enrolled in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited programs during the 2005–2006 academic year.
Main outcome measures: Respondents completed a modified form of the Baecke Questionnaire of Habitual Physical Activity2 which subjectively measured the student's reported 1) school related activity; 2) participation in sport activity and 3) participation in non-sport leisure activity.
Results: The index for “school related activity” indicated that athletic training students perceived their chosen major as physically demanding. However, the indices for participation in sport and non-sport leisure activity were relatively low.
Conclusions: In spite of the physical requirements of the athletic training curriculum, athletic training student's relatively low rate of participation in sport and non-sport leisure time activity may have future health implications.
Promoting Coherence in Athletic Training Education Programs
Authors: Dodge Thomas M. , Walker Stacy E. , Laursen R. Mark 
Published: June 2020

Objective: To present athletic training educators with guidelines for developing coherent athletic training education programs.
Background: Coherent athletic training education programs are marked by a clear relationship between program goals and learning activities. These learning activities follow a logical progression that facilitates knowledge and skill development and enhances professional preparation. Coherent programs also work to socialize athletic training students in purposeful and positive ways. We have identified fourteen indicators of coherence in teacher education programs that are applicable to athletic training education. Both teacher certification and athletic training programs are similar in that they serve as professional preparation for their respective fields and have practical application (i.e., clinical education or student teaching practicum) components.
Description: Coherence begins with a clearly defined mission statement. The academic faculty and clinical staff/instructors strive to achieve the mission and goals of the athletic training education program. Next, the coursework must follow a logical progression to allow students to make connections between subject matter. Clinical learning experiences should compliment academic learning experiences. In addition, clinical education experiences should follow students' skill levels and needs. Finally, the students themselves are encouraged to interact with their fellow students and form learning communities.
Clinical Advantages: Coherent education programs have the most potential to produce athletic trainers who are competent and well socialized into professional practice. We believe graduates of such programs are properly prepared to be certified athletic trainers.
Sampling Methods and the Accredited Population in Athletic Training Education Research
Authors: Carr W. David , Volberding Jennifer 
Published: June 2020

Context: We describe methods of sampling the widely-studied, yet poorly defined, population of accredited athletic training education programs (ATEPs).
Objective: There are two purposes to this study; first to describe the incidence and types of sampling methods used in athletic training education research, and second to clearly define the accredited ATEP population.
Design and Setting: Literature review and web-based information search
Participants: Accredited programs as of January 2008
Measurements: We conducted a literature review with the following limits: (1) articles with keyword “accreditation,” (2) articles utilizing accredited ATEP population, (3) articles published in the Journal of Athletic Training and the Athletic Training Education Journal, and (4) articles published since 2000. We categorized articles based on their sampling method(s). We conducted a web-based search of all accredited programs as of January 2008 and collected demographic data including: state/private affiliation, university enrollment, cost of attendance, National Athletic Trainers' Association district, and athletic affiliation.
Results: Our literature search identified 37 articles. Twenty-seven (73%) articles did not clearly state their sampling methods. Twenty-two (59%) of the articles used some sort of random sampling method. The remaining 15 articles (41%) used some sort of nonrandom sampling method. As of January 2008 there were 360 accredited programs.
Conclusions: The following generalizations can be made: (1) The majority of articles used a random sampling method. (2) The vast majority of programs were undergraduate. (3) A majority of programs are affiliated with state institutions.
Classroom Versus Computer-based CPR Training: A Comparison of the Effectiveness of Two Instructional Methods
Authors: Rehberg Robb S. , Diaz Linda Gazzillo , Middlemas David A. 
Published: June 2020

Objective: The objective of this study was to determine whether computer-based CPR training is comparable to traditional classroom training.
Design and Setting: This study was quantitative in design. Data was gathered from a standardized examination and skill performance evaluation which yielded numerical scores.
Subjects: The subjects were 64 undergraduate freshmen who never had CPR training or performed CPR. The subjects were divided into two groups. Group 1 completed the National Safety Council Adult CPR training program via traditional classroom instruction, while Group 2 completed the online version.
Measurements: After training, both groups completed the standardized knowledge examination and skill performance evaluation. Skill performance was evaluated by trained evaluators and Resusci Anne computerized CPR manikins.
Results: On the standardized knowledge examination and skill performance evaluation, Group 2 scored lower than Group 1; however, no statistically significant difference between the groups existed. MANOVA indicated there was a significant difference in the quality of CPR compressions (location, rate, depth, and release), ventilation rate and volume.
Conclusions: Computer-based CPR training may be as effective as traditional classroom CPR training in terms of knowledge outcomes. However, the computer-based CPR training method may not be as effective as traditional classroom-based training in terms of developing quality CPR performance. These results are critical, as quality of CPR effort performed on a cardiac arrest victim has a direct impact on effectiveness.
Dynamic Paired-Behaviors in Effective Clinical Instruction
Authors: Ford Philip D. , Velasquez Benito 
Published: June 2020

Background: Pedagogical strategies related to clinical instruction are needed to improve students' education in the clinical setting.
Description: In this article, we use the relevant literature to identify and define “effective” clinical instructor behaviors in athletic training. In addition, we propose a pairing of behaviors as a cueing strategy for athletic training clinical instructors.
Objective: The purpose of the article is to provide a brief background on the following paired-behaviors: communication-action, demonstration-practice, and instruction-evaluation as key elements to effective clinical instruction in athletic training education.
Educational Advantages: If clinical instructors recognize the importance of using these paired-behaviors in clinical education, it may dramatically impact student learning.
Educational Technology: Using Computer-Based Scenario Authoring Tools in Athletic Training
Authors: Wagner Ronald 
Published: June 2020

Column Editor's Note:
Welcome to the inaugural issue of the ATEJ Educational Technology Column (ETC). This first issue of the ETC is monumental in that it continues the legacy of the athletic training profession's commitment to educational technology. Educational technology has been a frequent topic in the ATEJ. A quick skim of the ATEJ archive reveals keywords such as DVD, mobile learning, online assessment, web-based database, and computer-based training CPR.
The goal of the ETC is to provide a compendium of affordable, easy-to-use, time-saving educational technology tools for the athletic training educator. Each issue of the ETC will be dedicated to a specific theme and paired with a set of tools which can be used by you, the athletic training educator, for teaching, learning and/or administrative purposes. The ETC will provide understandable reviews of the advantages, disadvantages, and practical applications for each tool. A typical column will provide a hypothetical problem and technology tool solution. The ultimate goal of the ETC is to provide solutions to real problems faced by educators while saving you time, money, and frustration that often accompanies the process of finding the right technology solution.
Perceived Preparedness of Graduate Assistant Approved Clinical Instructors for Supervision of Athletic Training Students in Professional Programs
Authors: Pircher Christopher M. , Sandrey Michelle A. , Erickson Mia 
Published: June 2020

Context: Approved clinical instructors (ACIs) are crucial for the development of athletic training students. Graduate students often serve as ACIs and usually do not have extensive clinical experience, and therefore may not feel adequately prepared to supervise students.
Objectives: 1) To determine the perceived preparedness of graduate assistant ACIs in the supervision of athletic training students in professional programs; 2) To determine perceptions of ACI training.
Design: Prospective, exploratory.
Setting: Programs that have been accredited by the Commission on Accreditation of Athletic Training Education (CAATE) for five years or more.
Participants: Thirty-three out of 140 graduate assistant ACIs (23.5% response rate) at 27 athletic training programs.
Instrumentation: A 47-item Graduate Assistant ACI Perceived Preparedness online questionnaire.
Data Analysis: Frequencies and percentages were used to describe the responses for questionnaire items; an ANOVA was used to examine self-assessment ratings among participant groups.
Results: Participants felt prepared in learning styles (79%), ACI responsibilities (100%), evaluation and feedback of student performance (79%). They felt most prepared to evaluate and provide feedback in students' clinical skills and least prepared in evaluating and providing feedback for professional behaviors. The greatest challenges faced by participants included time constraints (69.7%), controlling the learning environment (57.6%), and understanding institutional policies and procedures related to clinical education (39.4%). When asked to self-assess their first-year performance supervising students on a scale of 0 (worst performance) to 10 (best performance), the mean [SD] score reported was 6.97 [1.2]. There were no differences in first-year self-assessment performance ratings between participants who thought ACI training was adequate and/or beneficial and those who did not (P=0.05).
Conclusion: Most of the participants felt prepared to be an ACI as a graduate assistant and believed the ACI training to be adequate and beneficial. There were no differences in self-reported first-year performance ratings between participants who believed their training to be adequate and beneficial and those who did not.
Career Decisions of Senior Athletic Training Students and Recent Graduates of Accredited Athletic Training Education Programs
Authors: Neibert Peter , Huot Christopher , Sexton Patrick 
Published: June 2020

Context: Athletic training students and graduates are faced with many factors that direct them into or away from the athletic training profession as a final career choice.
Objective: The purpose of the study was to determine the career decisions made by athletic training students following graduation from an accredited professional athletic training edcuation program (ATEP) and what work-related and ATEP program factors influenced their career decisions.
Design: A 42-question self-reporting web-based survey was used.
Setting: CAATE/CAAHEP-accredited ATEP programs.
Participants: Seventeen hundred and ninety-two seniors and recent graduates of CAATE/CAAHEP-accredited programs from May 2005 through June 2007.
Outcome Measures: Descriptive statistics were utilized to obtain frequency counts of the participants' responses.
Results: The majority of the participants (82.4%) chose to pursue a career as an athletic trainer (AT), while the remainder (17.6%), indicated they did not seek employment as an AT. The college/university setting was the most frequently selected by those employed (45.6%) and those seeking employment (35.6%) as an AT. All 8 ATEP factors (clinical experience hours, clinical experience variety, roles/functions of a clinical instructor [CI] or approved clinical instructor [ACI], preparation to enter the field, level of confidence, CI or ACI attitude toward work setting, CI or ACI demonstration of professionalism, and encouragement from faculty, CI or ACI) were found to be influential in the participants' decisions to pursue a career as an AT. Salary, number of work hours per week, found another profession more interesting, and uncertain or changing work schedule were the most influential factors reported for choosing to not pursue a career as an AT.
Conclusions: The decision to pursue a career as an AT is influenced by ATEP faculty, ACIs, and CIs.
Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education
Authors: Eberman Lindsey E. , Tripp Brady L. 
Published: June 2020

Context: For practicing health care professionals, waiting for a teachable moment to identify a gap in knowledge could prove critical. Other methods are needed to help health care professionals identify their knowledge gaps.
Objective: To assess the effect of performance feedback on Athletic Trainers' (AT) perceived knowledge (PK) and likelihood to pursue continuing education (CE).
Design and Setting: Pre-test, post-test control-group design to measure PK and likelihood to pursue CE before and after assessing actual knowledge (AK) in an on-line classroom (Campus Edition 6; Blackboard Inc.).
Participants: We randomly sampled potential participants (n = 2000) from the National Athletic Trainers' Association membership directory and then randomly assigned (n = 103/2000, 5.1%) them to control (n = 58) or experimental groups (n = 45).
Interventions: Performance feedback following the AK assessment in the experimental group.
Main Outcome Measures: We assessed PK and likelihood to pursue CE before and after the AK assessment. We calculated differences between pre-test and post-test scores and knowledge gap. Two independent samples t-tests examined the effects of feedback on the dependent measures. Multiple linear regression was used to predict post-test likelihood to pursue CE using three variables: PK, pre-test likelihood to pursue CE knowledge gap.
Results: We found a significant difference (68.2%) between groups for likelihood to pursue CE (P = 0.01, ES = 0.45). The experimental group demonstrated a 13.8% (pre-test = 4.12 ± 1.32, post-test = 4.78 ±1.13) increase in likelihood to pursue CE, while the control group increased 4.4% (pre-test = 4.60 ± 1.07, post-test = 4.81 ± 1.08). Pre-test likelihood to pursue CE was a significant predictor of post-test likelihood to pursue CE (r = 0.74, R2= 0.55, P = 0.05). We observed a moderate relationship between pre-test knowledge gap and post-test likelihood to pursue CE (r = 0.31, R2= 0.10, P &lt; 0.01). Pre-test knowledge gap was a significant predictor of post-test knowledge gap(r = 0.88, R2=0.77, P &lt; 0.01).
Conclusions: Knowledge assessment alone increases the likelihood to pursue CE, yet when feedback is provided ATs are more likely to pursue CE.