bluuebunny/crossref_metadata_2025_split huggingface dataset:
Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student
Authors: Mazerolle Stephanie M. , Bowman Thomas G. , Dodge Thomas M. 
Published: June 2015

ContextProfessional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has primarily focused on the undergraduate level.ObjectiveGain insights from the program director at professional master's (PM) athletic training programs on methods used to socialize students into programs and the profession.DesignQualitative study.SettingOne-on-one telephone interviews.Patients or Other ParticipantsA total of 8 PM program directors volunteered for our study. The Table provides information on the institutions represented by these participants. Our program directors had 8 ± 6 years of experience in their current roles and were 41± 4 years old.Data Collection and AnalysisWe conducted 1-on-1 phone interviews and transcribed the interviews verbatim. We performed a general inductive analysis of the data. We also completed member checks, multiple analyst triangulation, and peer reviews to establish data and methodological credibility.ResultsOur findings indicated that PM programs utilize a combination of formal and informal processes to orient the student, which is comparable to those processes used by undergraduate programs to socialize their students. The formal processes included orientation sessions and introductory courses. Social gatherings and program outings along with peer mentoring were also methods employed by PM programs to assist in socializing the student, but these methods were informal in nature.ConclusionsProgram autonomy allows for athletic training programs to personalize their tactics to socialize the student, but it does appear that the use of orientation sessions and introduction courses allows PM programs to formally introduce the profession and program. Less structured socialization strategies include peer-driven mentoring and social engagements that promote interaction and stress-relief. Programs are encouraged to evaluate their current socialization tactics and take advantage of the benefits of peer support and times to directly communicate with their students.
Using Performance Assessments to Determine Competence in Clinical Athletic Training Education: How Valid Are Our Assessments?
Authors: Thompson Gayle A. , Moss Robert , Applegate Brooks 
Published: June 2015

ContextValidity arguments can be used to provide evidence that instructors are drawing accurate conclusions from the results of students' clinical performance assessments (PAs). Little research has been conducted in athletic training education to determine if the evidence supports the use of current PAs. Measurement theories designed to provide this evidence can be confusing and unfamiliar to athletic training educators.ObjectiveThe purpose of this article is to present contemporary concepts of validity and suggest approaches athletic training educators can use to offer evidence to support the best assessment methods.BackgroundEducators often use PAs to determine a student's competence for professional practice. Competence is a complex concept that is difficult to define clearly, thus making assessments of competent performance difficult as well. Most methods of PA used in athletic training education can be classified into 2 general approaches: behavioral and holistic. Athletic training educators, in an attempt to develop effective, appropriate, and user-friendly PAs to evaluate students, may be measuring skill but not truly measuring competence.DescriptionModern validity concepts focus on the interpretations and meanings of assessment scores, not just on the characteristics of the test itself. Using an updated concept of validity can guide the development of competence PAs to determine if educational outcomes are being met. A framework for developing a validity argument is presented.ConclusionsValidity can be used to provide a simple, but rational, defense of what clinical educators do. Knowing the process of establishing validity evidence will help educators revise PAs and educational standards to further promote the profession.
The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives
Authors: Benes Sarah S. , Mazerolle Stephanie M. , Bowman Thomas G. 
Published: June 2015

Context
Clinical education is an integral part of athletic training programs. This is where students should develop their professional identities and become socialized into the profession. Understanding the student and preceptor perspectives of the impact that clinical experiences have on students can provide valuable insight into this aspect of athletic training education.

Objective
To evaluate the impact of clinical education on the professional development of athletic training students from the student and preceptor perspective.

Design
Qualitative study.

Setting
Commission on Accreditation of Athletic Training Education–accredited undergraduate programs.

Patients or Other Participants
A total of 15 participants (7 athletic training students and 8 preceptors) from four schools enrolled in our study.

Data Collection and Analysis
One researcher conducted semistructured interviews over the phone or in person. Data analysis used a general inductive approach to reveal the dominant themes that related to our purpose. We achieved data credibility through multiple analyst triangulation, peer review, and member checks.

Results
Athletic training students and preceptors agree that clinical education is integral to the professional development process. Realistic and positive experiences and diversity in experiences were identified as factors affecting professional growth during clinical education experiences.

Conclusions
Athletic training students and preceptors have similar views on the importance of clinical placements on professional development. Clinical experiences provide students with the opportunity to learn more about the profession, affirm their career choice, practice knowledge and skills, and learn about themselves personally and professionally. The student and the fit/match of the placement directly impact the students' clinical experiences.
Effectiveness of Plastinated Anatomical Specimens Depicting Common Sports Injuries to Enhance Musculoskeletal Injury Evaluation Education
Authors: Tamura Kaori , Stickley Christopher D. , Labrash Steven J. , Lozanoff Scott 
Published: June 2015

ContextPlastination techniques have emerged as effective methods for preserving human tissue and enabling human specimens to be utilized in a fashion similar to anatomical models with much greater accuracy. Opportunities to observe and experience human specimens in classroom settings should be beneficial to undergraduate and graduate students in health professions such as athletic training since understanding the spatial orientation of anatomical structures is critical for learning palpation skills and diagnostic tests.ObjectiveTo assess the perceived value of a unique series of plastinated specimens depicting common sport injuries in enhancing musculoskeletal injury evaluation education.DesignSurvey study.SettingWe collected data via a questionnaire in the classroom setting.Patients or Other ParticipantsUndergraduate students, graduate students, and certified athletic trainers.Intervention(s)Dissected specimens were plastinated following standard room temperature plastination methods. We used a Likert scale questionnaire to evaluate the usefulness of the plastinated specimens for conveying associated learning issues. Participants completed the questionnaire following a didactic presentation of injury mechanism, symptoms, and diagnostic clinical testing while utilizing the plastinated specimens.Main Outcome Measure(s)Perceived usability and the need for plastinated injury model use by students and certified athletic trainers.ResultsWe found that plastinated injury models were perceived by a majority of the participants as being useful and needed for learning anatomy 3-dimensionally (98.6%), developing palpation skills (94.6%), and enhancing the concept of diagnostic testing used in injury assessment (95.9%).ConclusionsPlastination of human specimens is a unique and effective approach that provides students with a learning experience not available through other instructional delivery systems. The ability to practice injury evaluation techniques, especially palpation skills, while using actual anatomical structures provides students with superior learning experiences and should be made more widely available in classroom settings.
Defining the Engaging Learning Experience from the Athletic Training Student Perspective
Authors: Mazerolle Stephanie M. , Bowman Thomas G. , Benes Sarah S. 
Published: June 2015

Context
Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. However, some clinical education experiences may not allow athletic training students to become clinically integrated.

Objective
To explore athletic training students' perspectives on their clinical learning experiences, specifically as they relate to an engaging learning environment.

Design
Qualitative study.

Setting
Commission on Accreditation of Athletic Training Education accredited undergraduate programs.

Patients or Other Participants
Twenty-one athletic training students (6 juniors; 15 seniors) with an average age of 22 years (20–23 years) from 4 National Athletic Trainers' Association districts volunteered to participate in our study.

Data Collection and Analysis
Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure website QuestionPro. Data were analyzed using open coding that was guided by a general inductive procedure. Data credibility was established through peer review, interpretative member checks, and multiple analyst triangulation.

Results
Our cohort identified an engaging learning environment as one that allowed active learning and participation as an athletic trainer and included communication between the student and preceptor, patient interactions, and instructor feedback regarding development and application of skills and knowledge.

Conclusions
Athletic training students prefer a more active learning style and value observing their preceptor engage in patient care, but they also want the opportunity to practice their athletic training skills to gain competence and confidence.
Preceptors' Influence on Athletic Training Students' Development of Excitement and Commitment to the Field of Athletic Training
Authors: Dodge Thomas M. , Mazerolle Stephanie M. 
Published: June 2015

Context
Athletic training students (ATS) who are excited about their chosen profession are likely to persist to graduation. Preceptors exert significant influence on ATS; however, little is known about the methods that preceptors use to help ATS develop their own professional commitments.

Objective
To investigate the methods used by preceptors to facilitate the development of excitement and professional commitment to athletic training among ATS.

Design
An exploratory qualitative study.

Setting
Athletic training education programs.

Patients or Other Participants
Seventeen preceptors (3 males, 14 females) volunteered for our study. The participants had an average of 6 ± 2 years of experience as a preceptor and were engaged in clinical education an average of 20 ± 3 hours each week.

Main Outcome Measure(s)
One-on-one interviews followed a semistructured format. Interviews were transcribed and shared with participants before analysis. Data were analyzed with a grounded theory approach consisting of open, axial, and selective coding. Multiple analyst triangulation and member checks were included as steps to establish data credibility.

Results
Mentoring, the central emerging theme, was characterized by modeling excitement for athletic training, accurate representation of professional practice, strong preceptor/ATS communication, and providing ATS with hands-on experience. Teaching and learning was identified as a positive attribute associated with being a preceptor. Preceptors indicated that their excitement for athletic training often stemmed from a desire to help others and the dynamic nature of the field.

Conclusions
Preceptors mentor ATS by displaying excitement for their profession and providing them with realistic learning experiences that are aimed at accurately representing the profession. The dynamic nature of athletic training appears to be an attractor to the profession, but it is a responsibility of the preceptor to help ATS develop an appreciation for that dynamic nature if they are to persist to graduation and eventual professional practice.
Description of Professional Master's Athletic Training Programs
Authors: Bowman Thomas G. , Pitney William A. , Mazerolle Stephanie M. , Dodge Thomas M. 
Published: June 2015

Context
Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs.

Objective
Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement.

Design
Mixed-method study.

Setting
Professional master's ATPs.

Patients or Other Participants
We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%).

Main Outcome Measure(s)
We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review.

Results
Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs.

Conclusions
We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.
Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review
Authors: Seegmiller Jeff G. , Nasypany Alan , Kahanov Leamor , Seegmiller Jennifer A. , Baker Russell 
Published: June 2015

ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.
Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart
Authors: Bowman Thomas G. , Pitney William A. , Mazerolle Stephanie M. , Dodge Thomas M. 
Published: June 2015

Context
Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs.

Objective
Explore program directors' perceptions of the reasons athletic training students persist and depart from PM ATPs.

Design
Qualitative study.

Setting
Professional master's athletic training programs.

Patients or Other Participants
We asked directors from all PM ATPs nationwide to complete an online survey. We obtained responses from 60.0% (15 out of 25) of the population. We also completed follow-up telephone interviews with directors from 8 PM ATPs.

Main Outcome Measure(s)
Directors of PM ATPs completed an online survey asking for reasons for student persistence and departure. We also conducted follow-up telephone interviews with randomly selected participants. During the telephone interviews, we asked participants for additional detail regarding the enrollment decisions of students.

Results
PM ATP directors stated that students persist due to their commitment to the profession and the interpersonal relationships they build with the program stakeholders. Conversely, students depart PM ATPs due to the rigor associated with completion, a change in career aspirations, and financial concerns.

Conclusions
Athletic training educators should strive to keep commitment and motivation levels high while fostering positive interpersonal relationships by providing a welcoming atmosphere and engaging clinical education experiences. Finally, mentors should be available to assist students with program completion, and students should have options available for defraying the cost associated with completing the PM ATP.
The Assessment of Athletic Training Students' Knowledge and Behavior to Provide Culturally Competent Care
Authors: Nynas Suzette Marie 
Published: June 2015

ContextCulturally competent knowledge and skills are critical for all healthcare professionals to possess in order to provide the most appropriate health care for their patients and clients.ObjectiveTo investigate athletic training students' knowledge of culture and cultural differences, to assess the practice of culturally competent care, and to determine efficacy of cultural competency instruction.DesignA mixed methods research design with a case study approach was utilized for this study.SettingThis study was conducted in an athletic training course over a 2-week time period.Patients or Other ParticipantsTen athletic training students enrolled in a professional athletic training program at the master's level participated in this project. Sampling of participants was purposeful and based on convenience.Data Collection and AnalysisThe Cultural Competence Assessment (CCA) instrument was administered and analyzed to determine athletic training students' cultural awareness, sensitivity, and behavior. An assessment questionnaire and focus group were used to determine the athletic training students' experiences in diversity and cultural competency education, to evaluate the efficacy of classroom activities, and to solicit athletic training students' feedback for recommendation regarding the delivery of cultural competency knowledge and skills in the athletic training curriculum.ResultsThe study revealed that athletic training students demonstrated good cultural awareness and sensitivity. However, it was also discovered that athletic training students were less likely to practice culturally competent care.Conclusion(s)Both didactic and clinical experiences increased athletic training students' cultural competency; however, athletic training students wanted to spend more time on cultural competency within the curriculum. Athletic training students also believed it was important to use various tools to teach about cultural competency.
Standardized Patient Encounters Improved Athletic Training Students' Confidence in Clinical Evaluations
Authors: Armstrong Kirk J. , Jarriel Amanda J. 
Published: June 2015

Context
Researchers have reported that interacting with standardized patients (SPs) is a worthwhile and realistic experience for athletic training (AT) students. These encounters enhance students' interviewing skills, confidence as a clinician, clinical skill development, and interpersonal communication.

Objective
To determine how SP encounters impacted students' confidence in performing clinical evaluations.

Design
Pretest-posttest survey design.

Setting
Athletic training simulation lab.

Patients or Other Participants
Thirty-five students from the junior (n = 20) and senior (n = 15) AT cohorts from a public liberal arts institution in the Southeast.

Intervention(s)
Athletic training students completed 2 SP encounters per semester throughout an academic year in the AT program, totaling 4 SP encounters.

Main Outcome Measure(s)
Each student completed a 17-item Likert scale (1 = strongly disagree, 5 = strongly agree) that rated confidence levels immediately before and after each SP encounter. The confidence rating assessed students' confidence regarding how the SP encounter affected their confidence in completing patient evaluations (eg, identifying history questions, interpreting results of special tests). We computed descriptive statistics for all items Wilcoxon signed rank tests determined differences in pre-encounter and should be postencounter confidence ratings.

Results
Overall, students from both cohorts reported that the SP encounter improved confidence in completing clinical evaluations. Specifically, students reported a significant increase from pre-encounter to postencounter confidence ratings after nutrition-based (Z = −2.991, P = .004), knee (Z = −3.261, P = 0.001), concussion (Z = −3.294, P = .001), psychosocial intervention (Z = −3.062, P = .002), and general medical (Z = −3.524, P &gt; .001) SP encounters.

Conclusions
The authenticity and fidelity of the SP encounter provided the AT students a real-time clinical evaluation in a nonthreatening environment. Students reported that their confidence improved after each encounter. By providing these experiences, AT students can become comfortable interacting with patients in clinical evaluations.