bluuebunny/crossref_metadata_2025_split huggingface dataset:
Employer and Employee Opinions of Thematic Deficiencies in New Athletic Training Graduates
Authors: Carr W. David , Volberding Jennifer 
Published: June 2020

Context: Anecdotal information has been shared for several years that employers do not feel that new athletic training graduates are ready for the workforce. To date there have been no studies of employers and employees to determine deficiencies in order to confirm or refute this position.
Objective: To explore the opinions of employers and employees (recent graduates within the last 3–5 years) about the level of preparation and readiness for the work force of new athletic training graduates. Specifically, the purpose was to examine the themes emerging from interviews with employers and employees about the employee's abilities.
Design and Setting: A mixed methods quantitative/qualitative design involving in-depth focus group interviews. Interviews were conducted in a controlled environment during the National Athletic Trainers' Association Annual Symposium in June of 2010.
Participants: Eleven employers and five employees were available at scheduled times during the symposium. Extensive networking efforts were conducted to solicit participants from 3 work settings; college/university, high school/clinic/outreach, and emerging practices.
Data Collection and Analysis: Focus group interviews were videotaped then transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness.
Results: Several ‘thematic’ deficiencies, or abilities, that were lacking emerged from our analysis. Both groups cited: 1) interpersonal communication, 2) decision making/independence, 3) initiative, 4) confidence, and 5) humility/ability to learn from mistakes as abilities that were deficient in new graduates. Administrative skills was the only thematic deficiency cited by the employees but not the employers.
Conclusion: Limitations of current curriculum education models and employer-driven on-the-job-orientation and experience were identified as areas of concern.
Promoting Athletic Training Through a General Education Course in Psychosocial Aspects of Sports Injuries
Authors: Gardiner-Shires Alison Marie , Heinerichs Scott 
Published: June 2020

Context: A general education course taught by athletic training education faculty has the potential to expose the entire student body to the athletic training profession in a unique way while also meeting requirements of the Commission on Accreditation of Athletic Training Education.
Objective: To introduce a detailed case study of a general education course taught by athletic training education faculty.
Background: The general education curriculum is designed to enable students to appreciate and understand numerous disciplines. As a helping profession, athletic trainers are skilled at addressing a myriad of issues as they relate to an active individual's physical, psychological, and social well-being. Athletic training educators are ideal individuals to develop and teach courses demonstrating the interrelationships among psychology, sociology, and athletic training.
Description: Detailed course topics and relevant supporting literature for the course are presented. Examples of techniques used in the course are provided to aid athletic training educators in the development of their own course. The challenges and rewards of offering a general education course are also outlined.
Advantages: This course can expose the general student population to athletic training by fostering, introducing, and increasing collaboration among faculty, nontraditional teaching methods, and department/program productivity.
Conclusion: A general education course developed and taught by athletic training education programs has both institutional and curricular value. Athletic training educators have knowledge and expertise with respect to musculoskeletal injury care and a unique understanding of a physically active individual's mindset following injury. These distinctive traits can help the entire student body understand and apply concepts of this course to their everyday lives.
Development of a Rubric to Improve Critical Thinking
Authors: Hildenbrand Kasee J. , Schultz Judy A. 
Published: June 2020

Context: Health care professionals, including athletic trainers are confronted daily with multiple complex problems that require critical thinking.
Objective: This research attempts to develop a reliable process to assess students' critical thinking in a variety of athletic training and kinesiology courses.
Design: Our first step was to create a panel of professionals, faculty, students, and critical thinking specialists to create a list of desirable traits and skill sets. Next, the panel specifically examined the language used by a university's existing critical thinking rubric and considered possible modifications for the kinesiology and athletic training education programs. This process involved the creation of a team of raters who participated in a norming process.
Setting: University undergraduate classroom.
Participants: Students enrolled in a lower level anatomy class and a higher level motor learning class within the kinesiology program and a group of stakeholders.
Outcome Measures: To develop consistency using a norming process to examine the validity and reliability of a critical thinking rubric.
Results: The panel norming process for the human anatomy course resulted in an overall interrater reliability score of 94% for a low (poor) paper, 90.5% for a medium (average) paper, and 89% for a high (excellent) paper. This high reliability coefficient provided confidence that evaluations of critical thinking would be reliable. In terms of validity, the results indicated that the group assessment of critical thinking can distinguish between various papers.
Conclusion: Using the rubric allowed an established set of skills to be intentionally linked to critical thinking.
Professional Program Preparation, Orientation, and Mentoring Tactics Used to Develop Professional Responsibility in Early-Career Athletic Trainers
Authors: Szabo Amanda L. , Neil Elizabeth R. , Walker Stacy E. , Thrasher Ashley B. , Eberman Lindsey E. 
Published: June 2020

Context
Transition to practice is a pivotal period in an athletic trainer's (AT) career that includes higher-than-average job-related stress due to many changes.

Objective
To assess how early-career ATs from professional master's athletic training programs (PMATP) developed professional responsibility during their transition to practice.

Design
Cross-sectional study.

Setting
Web-based survey.

Patients or Other Participants
A total of 137 participants who graduated from a PMATP and who were board certified from 2016 to 2018 completed the study.

Intervention(s)
The Web-based survey asked which transition-to-practice tactics were used, if they were helpful, and how they were helpful with respect to preparation (formal coursework and clinical experiences), orientation, and mentorship.

Main Outcome Measure(s)
We calculated frequencies for each tactic in transition to practice, the tactic's helpfulness, and what the tactic specifically aided during the participant's transition.

Results
Overall, 78.8% (108/137) of participants perceived their PMATP prepared them to transition to practice. Regarding formal coursework, the majority indicated they discussed professional behaviors (78.1%, 107/137), which was very helpful (43.9%, 47/107) in developing professional communication (70.1%, 96/137). The most frequent tactics in clinical experiences included being encouraged to make patient-care decisions (82.5%, 113/137, extremely helpful = 76.1%, 86/113) and being provided feedback about performance (81.8%, 112/137, extremely helpful = 76.1%, 86/113), which developed confidence (75.9%, 104/137). Few participants (24.1%, 33/137) indicated they were exposed to formal orientation. Almost half reported having informal orientation by learning on the job (39.4%, 54/137). Few participants were assigned a mentor (25.5%, 35/137); those who were indicated that the mentor was extremely helpful (40.0%, 14/35) for understanding the role of an AT.

Conclusions
Early-career ATs perceived that their PMATP, informal orientation, and unassigned mentors were helpful in developing professional responsibility. Often these tactics were effective at developing confidence, but other tactics may be necessary to assist role understanding, managing patient load and administrative duties, and resolving conflicts.
Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels
Authors: Wilkerson Gary B. , Colston Marisa A. , Bogdanowicz Brian T. 
Published: June 2020

Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training.
Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education.
Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.
Column: Current Literature Review
Authors: Meyer Carrie 
Published: June 2020

We are excited to debut this feature of the Athletic Training Education Journal. As busy educators, it is so difficult to keep up with the most current research in Athletic Training, let alone research in educational related areas. We hope this feature will allow you to have increased access to the educational research by previewing articles of interest to AT educators. Our charge is to monitor education related journals (i.e. Journal of Nursing Education, Journal of Higher Education, etc.) 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.
I would like to thank the current reviewers for this feature: Courtney Burken, University of Mary-Hardin Baylor; David Diers, Governors State University; Jeff Bonacci, University of Arkansas; Toby Doré, University of Louisiana-Lafayette; and Tom Porrazzo, Alvernia College. Please feel free to contact me if you have questions, comments, suggestions for this reoccurring 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
Role Orientation of Certified Athletic Trainers at Institutions of Higher Education
Authors: Brumels Kirk , Beach Andrea 
Published: June 2020

Objective: This study examined the role orientation hierarchy among teaching, research, service, and administrative responsibilities of certified athletic trainers (ATCs) employed at the collegiate level.
Design and Setting: Four single response role orientation questions regarding their actual, ideal, promoted, and most appropriate role orientations were asked as part of a 45 question role complexity internet survey sent to 1,000 randomly selected collegiate ATCs.
Subjects: Twenty-nine potential respondents were eliminated from the random sample after administration of the survey due to partial responses and missing data, illness, vacation and job changes. Therefore, out of 971 potential respondents, 348 usable responses were received for a 36% response rate.
Measurements: Emphasizing or de-emphasizing each element of responsibility created sixteen different role orientation hierarchies involving teaching, service, research, and administration. Respondents chose one hierarchy to answer each of four questions about their actual, ideal, supervisor recommended, and feelings regarding the most appropriate role orientations for themselves and the profession.
Results: Study participants report that service responsibilities were significant aspects of their job. Research was deemed as an important, appropriate, and promoted role orientation, but was not often reported as an actual role orientation. Actual role orientation hierarchies were closely aligned with supervisor expectations, with the exception of research, which was promoted more than it was performed.
Conclusions: Collegiate ATCs view service responsibilities as important aspects of their job regardless of their job description, but are not performing research as much as they and their employers feel is important and appropriate for the profession.
Increasing Freshman Applications in the Secondary Admissions Process
Authors: Herzog Valerie W. , Anderson Dennis , Starkey Chad 
Published: June 2020

Objective: To identify those factors that influence freshmen application to Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited undergraduate ATEPs having a secondary admissions process. (All undergraduate ATEPs are now accredited by the Commission on Accreditation of Athletic Training Education (CAATE)).
Design and Setting: The Athletic Training Student Persistence Survey was used to measure freshmen athletic training student level of satisfaction with various aspects of their program in CAAHEP-accredited ATEPs in the United States to determine factors that influence the decision to apply.
Subjects: Three hundred and forty-seven freshmen athletic training students (113 males and 234 females) enrolled in CAAHEP-accredited ATEPs.
Measurements: Students' level of satisfaction with the ATEP as defined by the constructs, demographic information, and the decision to apply to the ATEP.
Results: All of the constructs except Clinical Education were found to be significantly different between the two groups (P &lt; .05). None of the demographic variables were related to a student's decision to apply. Cumulative college grade point average and the grades received in athletic training and science courses did influence a student's decision to apply. (P &lt; .05).
Conclusions: Freshman student satisfaction with the ATEP is predictive of a student's decision to apply to the program. Factors affecting the decision to apply included social integration, intellectual integration, commitment, and the clinical education experience.
The Intra-rater Reliability of Nine Content-Validated Technical Skill Assessment Instruments (TSAI) for Athletic Taping Skills.
Authors: Lagumen Niko G. , Butterwick Dale J. , Paskevich David M. , Fung Tak S. , Donnon Tyrone L. 
Published: June 2020

Objective: To establish the intra-rater reliability of nine content-validated Technical Skill Assessment Instruments (TSAI) for the skills of athletic taping.
Setting: University of Calgary.
Subjects: Canadian Certified Athletic Therapists, CAT(C), with a mean ± SD of 9.6 ± 10.8 years as a CAT(C), 7.8 ± 10.9 years as a Supervisory Athletic Therapist, 8.5 ± 12.0 years teaching athletic taping skills, and 9.2 ± 11.5 years evaluating athletic taping skills.
Design: Six Certified Athletic Therapists from Canada completed the repetitive evaluations of nine different athletic taping scenarios. Each rater evaluated the performance of a student therapist taping a standardized patient while using the appropriate TSAI designed for each athletic taping scenario. Evaluations occurred once per month for five successive months. Raters viewed the performances on a portable DVD player at a central testing site.
Measurements: The percent scores of 270 completed TSAIs were used for analysis. ICC (3, k) was used to quantify the intra-rater reliability. We used a One-way ANOVA with repeated measures to determine if mean differences across testing months existed within raters. Significance was achieved with α = 0.05.
Results: ICC values for the nine TSAIs ranged from 0.65 to 0.95 with Ankle 3 and Thumb 2 achieving the lowest and highest ICC values respectively. One-way ANOVA with repeated measures did not provide significant mean differences between testing months within each rater.
Conclusion: The nine TSAIs possess substantial to almost perfect reliability with seven TSAIs appropriate for summative evaluations and two appropriate for formative evaluations.
Applying Mastery Learning to Athletic Training Education
Authors: Schellhase Kristen C. 
Published: June 2020

Objective: Historical and current athletic training education literature rarely references any educational theory or instructional model. This article reviews research related to mastery learning and athletic training educational history. It focuses on the possibility that mastery learning was the implicit foundational instructional model of athletic training education and evaluates its correlation with current athletic training educational programs (ATEPs). This review illustrates the need to identify the historical and current educational theory or instructional model for athletic training education.
Sources: Studies reviewed include published articles, books, and dissertations involving mastery learning and the history of athletic training education.
Conclusions: Evidence suggests that mastery learning and the outcomes movement set a strong foundation for athletic training education. Athletic training education has evolved, and the correlation between mastery learning and current athletic training education is less strong. The field of athletic training education should not exist in a vacuum, yet our publications make little mention of our wider educational roots. A clear view of historical educational foundations and current practice will enhance planned systemic and local program reform.
Clinical Instruction for Professional Practice
Authors: Gardner Greg , Sexton Patrick , Guyer M. Susan , Willeford K. Sean , Levy Linda S. , Barnum Mary G. , Fincher A. Louise 
Published: June 2020

Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner.
Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and generally do not spend a great deal of time designing learning experiences, appropriate supervision techniques, or mentoring strategies within the students' clinical experiences.
Description: Concepts of adult learning, such as task maturity, self-concept, and self-directed learning, are keys to the development of competent practitioners. As espoused by Knowles, the Dreyfus five stage model of skill acquisition supports the concepts of adult learning and is easily applied to clinical education of the ATS. Modifications of this model and other adult learning models place students along a learning continuum where their progress can be enhanced or delayed depending on the instructional strategies employed by their clinical instructor (CI).
Clinical Advantages: If instructional strategies are changed to correctly match the learner's progression, the learner will continue to move toward becoming a competent entry-level practitioner. These instructional adjustments will also allow the student to become more competent and self-confident in his or her clinical and decision-making skills.
Employment Characteristics, Educational Histories, and Pedagogical Training of Educators in CAATE-Accredited Athletic Training Education Programs
Authors: Rich Valerie 
Published: June 2020

Context: With the rapid expansion of ATEPs in the last decade, the demand for doctoral-trained athletic training educators has increased exponentially. As more athletic training educators enter higher education, it is important to fully understand how well prepared these educators are for life in academe.
Objective: To describe employment characteristics, educational histories, and pedagogical training of athletic training educators.
Design: Descriptive study.
Setting: Entry-level undergraduate and graduate ATEPs
Patients or Other Participants: The Demographic and Educational History Questionnaire (DEHQ) was distributed to 338 program directors (PDs) of CAATE accredited ATEPs. Twenty-four potential respondents were eliminated from the study due to incomplete responses. Thirty percent of PDs (n=102) completed the survey in its entirety. PDs were also asked to forward the DEHQ to other educators in their respective ATEPs, which resulted in the inclusion of 72 additional individuals, for a total of 174 participants.
Main Outcome Measures: Questionnaire items were analyzed using descriptive statistics.
Results: Participants included 92 men (53%) and 82 women (47%). Sixty-seven percent held the rank of assistant professor or instructor, and forty-six percent held a doctorate. A total of 22 different undergraduate majors, 18 minors, 16 graduate content areas, and 24 postgraduate areas of study were reported. On average, athletic training educators completed 8 collegiate courses and attended 8 professional workshops based on improving pedagogical practices throughout their career.
Conclusions: Contemporary athletic training education is now fully integrated into higher education, with junior faculty members leading the way. Athletic training educators in this study predominantly held the assistant professor rank, possessed degrees across a variety of disciplines, and had completed some form of pedagogical training.
Perceptions of Participants Involved in Peer Assisted Learning in a Professional Athletic Training Education Program
Authors: Mackey Theresa , Kamphoff Cindra , Armstrong Joseph 
Published: June 2020

Objective: The objective of this study was to examine the perceptions, values, and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program.
Design and Setting: A qualitative research approach borrowing from grounded theory was used.
Subjects: 15 participants, consisting of 9 athletic training students (ATS) and 6 Approved Clinical Instructors (ACIs), participated in this study.
Measurements: Semi-structured interviews were recorded and transcribed verbatim for analysis. The interview data was analyzed inductively, borrowing from the grounded theory approach, utilizing both open and axial coding. Furthermore, a peer review, member checks by the participants, and the use of multiple data sources were used to establish trustworthiness.
Results: Six main themes emerged from the analysis: 1) Defining PAL; 2) Role recognition; 3) Preference for active informal learning; 4) Value of PAL; 5) Peer Limitations; and 6) Recommendations related to PAL.
Conclusions: Overall, this study provides an in-depth understanding of athletic training students' and ACIs' perceptions of PAL, and supports the conclusion that athletic training students in this program prefer to experience active and informal educational exchanges that occur naturally in the clinical setting rather than more formal learning experiences. These results suggest that PAL is beneficial and worthwhile.