bluuebunny/crossref_metadata_2025_split huggingface dataset:
Feasibility and Acceptability of An Oral Pathology Asynchronous Tele-Mentoring Intervention: A Protocol
Authors: Northridge Mary E. , Littlejohn Tina , Mohadjeri-Franck Nathalie , Gargano Steven , Troxel Andrea B. , Wu Yinxiang , Bowe Robert B. , Testa Paul A. 
Published: June 2020

Introduction Oral cancer remains prevalent, despite being largely preventable. The widespread use of technology at chairside, combined with advances in electronic health record (EHR) capabilities, present opportunities to improve oral cancer screening by dentists, especially for disadvantaged patients with severe health needs. Design and methods Using a mixed-methods approach, we will evaluate the feasibility and acceptability of integrating a telementoring component into the identification of oral lesions using the following 3 methods: 1) administering provider surveys that consist of a checklist of 10 key components of the intervention based on process, and asking the dental provider subjects if each one was covered; 2) conducting semi-structured interviews informed by the Consolidated Framework for Implementation Research and the Implementation Outcomes Framework with dental resident subjects to assess specific barriers to sustaining the intervention and strategies for addressing these barriers to facilitate integration of the intervention into the routine workflow of the dental clinics; and 3) administering brief exit interviews with patient subjects regarding the acceptability of the intervention to assess satisfaction with the use of intra-oral cameras at chairside to screen for and refer patients with oral lesions and identification of these oral lesions via EHR and secure e-mail tele-mentoring with an oral pathology expert. Expected impact of the study for public health If successful, then later clinical trials will maximize the external validity of the intervention and facilitate the widespread implementation and dissemination of the model for the teaching of dentists and residents, with the ultimate goal of improving patient care.
Promoting Best Practices Regarding Exertional Heat Stroke: A Perspective from the Team Physician
Authors: Mazerolle Stephanie M. , Pagnotta Kelly D. , McDowell Lindsey , Casa Douglas J , Armstrong Lawrence 
Published: June 2020

Context: Knowing the team physician's perspective regarding the use of evidence-based practice (EBP) for treatment of exertional heat stroke (EHS) may help increase the number of athletic trainers (ATs) implementing best practices and avoiding the use of improper assessment tools and treatment methods.
Objective: To ascertain team physicians' perspectives regarding the AT's use of rectal temperature (Tre) and cold-water immersion (CWI) for recognition and treatment of EHS.
Design: Exploratory study using semi-structured focus groups and follow-up telephone interviews.
Setting: American College of Sports Medicine Annual meeting.
Patients or Other Participants: Thirteen family or internal medicine specialists who were currently serving as the team physician for a college/university or secondary school participated. The mean age was 44 ± 4 with 10 ± 8 years of sports medicine specific experience. Of these, 7 participated in a focus group and 5 completed a telephone interview.
Data Collection and Analysis: Data analysis included open coding procedures by a 3-member research team. Credibility was established by member checks and multiple analyst triangulations.
Results: Two major themes emerged regarding how ATs could be encouraged to use Tre assessment and CWI in clinical practice: 1) pre-certification and 2) post-certification. Pre-certification included two lower level themes: a) real-life experience and b) skill set mandate. The post-certification theme included one lower theme: professional development.
Conclusion: Physicians, in recognition of the dichotomy between best and actual practices, believe that ATs must receive both formal skill training in a structured learning environment and field experience using these methods, and remain current through annual professional development seminars and courses.
The Millennial Student: A New Generation of Learners
Authors: Monaco Michele , Martin Malissa 
Published: June 2020

Objective: Each generation comes to college with varying characteristics that distinguish them from their predecessors. Teaching has evolved into a learning centered classroom that focuses on student learning rather than on teacher delivery. The purpose of this article is to introduce the Millennial Student and identify various characteristics that influence teaching and learning.
Background: A new generation of learners has immersed themselves in the college classroom. They are determined, driven achievers who depend on technology and their support system. The method of teaching ten years ago is not the method to achieve learning with this generation. Their characteristics mimic the characteristics of the Silent Generation, those who were born between the years of 1925–1942, and are now grandparents to the Millennial. The Millennial are quite opposite of their predecessors, Generation X.
Description: There are key descriptors of the Millennial Generation that define their characteristics as a society. These characteristics are identified with a strategy to understand and use as teachers implement learning. A paradigm shift is occurring, and higher education cannot ignore the needs of these students. Teachers are taking on various roles in and out of the classroom to achieve student learning and successful teaching. Athletic training education serves the Millennial Generation not only in the classroom, but in the clinical setting as well. A new understanding of this student allows educators to develop learning skills didactically and clinically.
Advantages: Through the evolution of society, media, technology, and communication, teachers must understand their audience in order to develop instructional methods and delivery styles that will produce effective learning outcomes in the Millennial Student.
Engagement Theory in Action: An Investigation of Athletic Training Program Directors
Authors: Peer Kimberly S. 
Published: June 2020

Objective: To examine the use of good practice indicators by athletic training program directors and to provide a theoretical framework using engagement theory, a learner-centered process focusing on program improvement through continuous planning and evaluation, as a foundation for implementing good practices in athletic training education programs.
Design and Setting: Athletic training education program directors completed the study's instrument. Responses were analyzed using correlations and regression models following return of the instruments via United States mail.
Subjects: Seventy-three undergraduate athletic training education program directors for CAAHEP (now CAATE)-accredited, entry-level programs completed the instrument for this study.
Measurements: Subjects completed a demographic sheet indicating Carnegie classification (research and doctoral or comprehensive and baccalaureate), appointment type (administrative/academic or academic/athletic), and degree type (education or non-education). The participants also completed a faculty inventory based on the “Seven Principles for Good Practice in Undergraduate Education.” Data were analyzed using SPSS (Version 10.0). The independent variables were institution type, program director appointment type, and terminal degree type. The dependent variables were the collective and individual subscale scores on the inventory.
Results: There were no differences in self reported principles of good practice between program directors of different institution, appointment or terminal degree types. It was clear however, that athletic training program directors across the country report use of quality practices in their teaching.
Conclusions/Recommendations: Engagement theory provides a strong foundation for implementing quality indicators in both didactic and clinical instruction in athletic training education programs. The faculty inventory used in this study provides athletic training educators an instrument to use to reflect upon current practices to determine whether they reflect the quality indicators that promote engagement.
Using a Web-Based Database to Record and Monitor Athletic Training Students' Clinical Experiences
Authors: Brown Kirk W. , Williams Lisa , Janicki Thomas 
Published: June 2020

Objective: The purpose of this article is to introduce a documentation recording system employing the Microsoft Structured Query Language (MS-SQL) database used by the Athletic Training Education Program (ATEP) for recording and monitoring of athletic training student (ATS) clinical experiences and hours.
Background: Monitoring ATSs clinical experiences and hours can be a monumental task for an athletic training education program director (PD). This article seeks to explain and demonstrate how a web-based database is incorporated into an athletic training education program to manage the ATSs clinical experiences. To date, a thorough review of the literature did not reveal any published documentation of a web-based database being used for monitoring ATSs clinical experiences. In our ATEP, prior documentation of the ATSs clinical experiences consisted of a paper-based system which involved the ATS writing down their clinical hours and having their assigned approved clinical instructor (ACI) or clinical instructors (CI) verify them. After reviewing other software application programs (i.e., Microsoft Excel and Microsoft Access), it was determined that these programs did not provide the flexibility needed for a program-wide database. Therefore, time management and evaluation accessibility constraints played a pivotal role in the decision to move to a web-based database.
The Delphi Method: An Approach for Facilitating Evidence Based Practice in Athletic Training
Authors: Sandrey Michelle A. , Bulger Sean M. 
Published: June 2020

Objective: The growing importance of evidence based practice in athletic training is necessitating academics and clinicians to be able to make judgments about the quality or lack of the body of research evidence and peer-reviewed standards pertaining to clinical questions. To assist in the judgment process, consensus methods, namely brainstorming, nominal group technique and the Delphi method can be used. The purpose of this paper is to review the literature related to the Delphi Method and its potential implications for evidence-based practice and peer-reviewed standards in athletic training.
Data Sources: We searched PubMed and MEDLINE (1978–2007), CINAHL (1993–2006), Dissertation Abstracts (1979–2006) and Google Scholar (1983–2007) using the terms “Delphi method,” “modified Delphi technique,” “consensus methods,” “Delphi technique,” and combined search terms of “Delphi method AND allied health, AND medicine AND dentistry, AND nursing.
Data Synthesis: Textual support for the use of the Delphi Method in athletic training and a brief review of the literature pertaining to the: objectives; advantages; limitations commonly associated with the use of the Delphi Method; and research protocol.
Conclusions/Recommendations: The Delphi Method in athletic training has been used to fulfill two objectives; the need for evidence based practice and the need to establish policies and procedures when none are in existence or it is difficult for one individual to make a decision. The Delphi Method and other consensus development methods should not be viewed as a scientific method for creating new knowledge, but rather as processes for making the best use of available information, be that scientific data or the collective wisdom of participants.
Development of the Online Assessment of Athletic Training Education (OAATE) Instrument
Authors: Carr W. David , Frey Bruce B. , Swann Elizabeth 
Published: June 2020

Objective: To establish the validity and reliability of an online assessment instrument's items developed to track educational outcomes over time.
Design and Setting: A descriptive study of the validation arguments and reliability testing of the assessment items. The instrument is available to graduating students enrolled in entry-level Athletic Training Education Programs (ATEPs).
Methods: Validity was established with the creation of a national advisory board of Athletic Training educators. Construct validity was established with the creation of a test blueprint to guide the development of items for the knowledge exam. Internal reliability estimates for each domain were calculated. A single scale reliability analysis was conducted using all items. An item analysis was conducted by calculating difficulty and discrimination indexes for each item.
Results: The internal reliability estimates ranged from .23 to .44 suggesting that individual domain scores for this draft of the instrument were not reliable. The single scale total score reliability however, produced an alpha = .84 suggesting a high level of reliability. Difficulty index scores ranged from .03 to .99 (mean = .74 ± .25). Discrimination index scores ranged from −.01 to .41 (mean = .21 ± .09).
Conclusions: While the individual domain reliability was low, the overall single scale score is acceptable. Difficulty and discrimination index scores allowed the removal and revision of items to increase the overall reliability of the test bank.
Employer Perceptions of the Academic Preparation of Entry-Level Certified Athletic Trainers
Authors: Massie J. Brett , Strang Adam J. , Ward Rose Marie 
Published: June 2020

Objective: To determine employers' (clinic based ATs) perceived satisfaction of the academic preparation of entry-level ATs, and to identify perceived inadequacies of the (ATEP) curriculum.
Design and Setting: Athletic trainers employed in clinical setting completed an online survey instrument.
Subjects: One-hundred-four ATs serving in the NATA defined clinical employment setting who had supervised an entry-level employee.
Measurements: Participants completed an online survey evaluating their employee's didactic and clinical preparation for entry-level employment on a 4-point scale and 34 statements on a 5-point Likert scale to ascertain their satisfaction of the employee's academic preparation across the content areas comprising the BOC domains of knowledge and skills. Statistical analysis was conducted using a Cronbach's Alpha to evaluate internal consistency (.79–.88) of the scales.
Results: Only 104/1716 (6%) of employers responded to the survey. These employers rated the didactic and clinical preparation of their entry-level employees as adequate (75%, N=77), and there were no apparent deficiencies in employee preparation when comparing across content areas. Employers did report that interpersonal skills, as opposed to technical skills, were an area that could be expanded upon.
Conclusions: Employers perceived that ATEP's are adequately preparing students, both academically and clinically, for entry-level positions within the profession, although they should provide students more opportunities for interpersonal communications with coaches, parents, and the medical community.
Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?
Authors: Doherty-Restrepo Jennifer L. , Hughes Brian J. , Del Rossi Gianluca , Pitney William A. 
Published: June 2020

Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influence both CPE program development and evaluation.
Data Sources: We conducted a review of pertinent literature from 2005–2008 using the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various combinations: andragogy, adult education, continuing education, continuing professional education, lifelong learning, and evaluation. This search resulted in approximately 190 hits.
Data Synthesis: We reviewed research studies that examined CPE effectiveness and the application of adult learning theories in program development. Our findings revealed that most CPE programs fail to assess acquisition or retention of knowledge in allied healthcare professions. To date, no studies in athletic training have investigated the extent to which CPE influences patient care.
Conclusions/Recommendations: We suggest conducting learning outcome studies to examine how ATs acquire and retain CPE program content and then apply it to their professional practice. Furthermore, we recommend incorporating adult learning theory into all CPE practices, including conference planning.
Athletic Training Students' Perception of Significant Clinical Instructor Demographic Characteristics
Authors: Mulholland Carlen , Martin Malissa 
Published: June 2020

Context: Characteristics of a model clinical instructor (CI) continue to be defined. However, certain characteristics are still unknown.
Objective: To more fully define and describe quality clinical instruction by examining the impact of employment status, years of experience as a certified athletic trainer (AT), and employment setting on athletic training students' (ATS) perceptions of their CI.
Design: We used the Perception of Clinical Teaching Behavior questionnaire, previously validated by Laurent and Weidner.6
Setting: ATSs from athletic training education programs (ATEPs) accredited by the Commission on Accreditation of Athletic Training Education (CAATE) located in District Nine of the National Athletic Trainers' Association (NATA).
Patients or Other Participants: 371 ATSs from 16 professional ATEPs.
Main Outcome Measure(s): Multiple regression analyses were used to predict CI modeling of professionalism, attitude toward teaching, and humanistic orientation characteristics by employment status and years of experience. A multivariate analysis of variance (MANOVA) was used to examine differences in Cl's characteristics across CI employment setting.
Results: Employment status and years of experience as an AT did not predict a statistically significant percentage of the variability in CIs' modeling of professionalism, attitude toward teaching, or humanistic orientation characteristic (p &gt; .05). Modeling of professional behavior did not differ statistically across employment setting. CIs who were employed in secondary school settings were rated significantly higher on CI attitude toward teaching and humanistic orientation characteristics (p &lt; .01) than CIs employed at colleges.
Conclusion: Athletic training students perceived CIs working in the secondary school setting to have a better attitude toward teaching and greater humanistic orientation. In order to improve our young professionals' education experience, CI demographics need further exploration as characteristics of the helpful CI continues to be established.
Athletic Training Students' Perceptions of and Academic Preparation in the Use of Psychological Skills in Sport Injury Rehabilitation
Authors: Kamphoff Cindra S. , Hamson-Utley J. Jordan , Antoine Beth , Knutson Rebecca , Thomae Jeffrey , Hoenig Catherine 
Published: June 2020

Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological skills to speed recovery has become increasingly popular.
Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological skills in the rehabilitation of sport injury as well as their academic preparation in their use, and examine the differences in perceived effectiveness for those with and without formal training in the skill.
Design: Survey.
Setting: Athletic training students enrolled in CAATE-accredited athletic training programs.
Participants: 180 athletic training students (males, n = 76; females, n = 104) from nine universities.
Data Collection & Analysis: The survey included 15 questions from the Attitudes About Imagery (AAI) survey and a demographic section including questions about their educational preparation, use of, and interest in psychological skills training. Two chi-square analyses, two ANOVAs, and a MANOVA were computed to investigate differences in athletic training students' educational preparation, use of, and interest in psychological skills training.
Results: While athletic training students agreed that it is important to treat the psychological aspects of injury (mean = 4.47 out of 5), only 50.6% reported that they had taken a course in sport psychology or psychological skills training. No differences in the perception of effectiveness were found between students that reported formal training in psychological skills compared to those that did not (χ24,176= 7.48, P = .11). Overall, the ratings of the effectiveness of psychological skills were positive as indicated by mean AAI scores between 4.31 to 6.17.
Conclusions: We found positive perceptions of psychological skills. However, the students' mean AAI scores were generally lower than previously surveyed athletic trainers and physical therapists.
The Relationship Between Student Evaluation of Instruction Scores and Faculty Formal Educational Coursework
Authors: Schellhase Kristen C. 
Published: June 2020

Context: Emphasis is placed on athletic training educators' content area expertise and not on their formal training in educational concepts.
Objective: The purposes of this study were to identify the amount of educational coursework completed by ATEP faculty and investigate the relationship between ATEP instructors' student evaluation of instruction scores and their formal educational coursework completed.
Design: Survey design that included demographic and questionnaire components.
Setting: Self-administered questionnaires
Participants: The population for the study was athletic trainers working as full-time faculty in Florida ATEPs (n = 19; mean age 39.2 ± 8.03; mean teaching experience 8.84 ± 5.79 years).
Data Collection: Faculty participants completed a demographic questionnaire. Students in a non-laboratory based and non-clinical education course taught by the faculty member completed the Students' Evaluation of Educational Quality questionnaire.
Analysis: Correlations and independent samples t-tests were analyzed.
Results: Faculty completed 9.25 ± 7.39 education courses. The study found positive correlations of moderate/large effect sizes between 7 of the 9 Student Evaluation of Educational Quality (SEEQ) subscales as well as the total SEEQ score, and the number of education courses taken by faculty. The positive correlation between the “Assignments/Readings” subscale and the number of education courses taken by faculty was significant. Independent samples t-tests demonstrated that when faculty had taken more than 10 courses related to education, their students rated them significantly higher on the “Learning/Academic Value” and “Assignments/Readings” subscales than faculty who have taken 10 or fewer courses.
Conclusion(s): There is a lack of uniformity among ATEP faculty regarding the quantity of formal educational coursework. The results of this study provide some evidence that a positive relationship exists between educational coursework and some student evaluation of instruction subscale scores.