bluuebunny/crossref_metadata_2025_split huggingface dataset:
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.
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 &lt; .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 &lt; .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.
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.
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 &lt; 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.