Download or read book An Examination of Feedback Interactions Between Athletic TrainingStudents and Clinical Instructors written by Sara Lynn Nottingham and published by . This book was released on 2011 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feedback has been established as an important educational tool in athletic training clinical education. However, there is currently minimal understanding of the feedback provided during athletic training clinical education experiences. The purpose of this study was to examine the characteristics of feedback in athletic training clinical education, in addition to perceptions of and influences on the feedback that is occurring. Exploratory, qualitative methods primarily drawing from a case-study design were used to investigate this topic. Four clinical instructors (ci) and four second-year athletic training students from one CAATE-accredited entry-level master's athletic training program participated in this study. Two CIs were located in a Division 1 collegiate athletics setting and the other two CIs were located in an outpatient rehabilitation clinic. The researcher observed and audio recorded each CI-student pair during their normal daily interactions for three or four days of the student's clinical rotation. After observations were completed, each participant was interviewed individually to gain understanding of their perceptions of feedback and influential factors on feedback. A total of 88 feedback exchanges were recorded during 45 hours and 10 minutes of observation. CIs generally provided feedback that coincides with recommendations for effective feedback in the literature, including immediate, specific, and positive feedback. CIs and students had similar perceptions of the feedback that occurred during their interactions and had similar opinions of what is considered ideal feedback, including immediate, specific, verbal, and positive. Both CIs and students also described that several factors influence their feedback exchanges, including availability of time, personalities, and the patient. The findings of this study provide insight on the feedback that is currently occurring in athletic training clinical education. Athletic training educators can use this information when training CIs how to provide feedback to students, in addition to evaluating their effectiveness. The exploratory nature of this study also exposes several areas where further research is needed. Investigators need to continue examining the feedback that is occurring across several athletic training programs, in addition to learning more about the effectiveness of feedback training programs, the unique challenges faced by novice CIs, and the extent that personality, time, and the patient influence student learning. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Download or read book Professional Socialization in Athletic Training Education and Its Impact on the Development of Excellent Clinical Instructors written by Joseph Dante Susi and published by . This book was released on 2010 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Administrative Topics in Athletic Training written by Gary Harrelson and published by Taylor & Francis. This book was released on 2024-06-01 with total page 602 pages. Available in PDF, EPUB and Kindle. Book excerpt: Administrative Topics in Athletic Training: Concepts to Practice, Second Edition continues to be a dynamic text that addresses important administrative issues, practices, and procedures, as well as fundamental concepts, strategies, and techniques related to the management of all aspects of an athletic training health care delivery system. Uniquely, this text balances theory and application around management, administration, and leadership for the athletic trainer in multiple practice settings. Inside the Second Edition, Drs. Gary Harrelson, Greg Gardner, and Andrew Winterstein feature case studies and instructional activities, both within the text and instructor materials, to help athletic training students and clinicians understand and apply the concepts to “real world” scenarios. Numerous graphic elements such as boxes, callouts, tables, and illustrations are included throughout the text to enhance readability. New and updated features to the Second Edition: Numerous case studies, examples, and classroom activities 12 appendices provide tools and examples to aid in the application of concepts and principles addressed in the text Each chapter uses an Advanced Organizer to aid the reader in chapter orientation All chapters have been updated to include changes in laws, regulations and practices Issues in educational and clinical settings are broken into different chapters Chapters have been grouped into three sections to improve flow of the text— Personal Practices, Athletic Training Practices and Organizational Practices Faculty will have access to an Instructor’s Manual, PowerPoint slides, and Test Bank Questions Updated topics inside the Second Edition: Use of social media Multiple generations in the workplace Time management and prioritization Process of writing a business plan Athletic training as a business Starting your own business Administrative models in educational settings Impact of degree transition in athletic training Guidelines for appropriate medical coverage in secondary school and university settings Expanding roles of Athletic Trainers in clinical settings Included with the text are online supplemental materials for faculty use in the classroom. Administrative Topics in Athletic Training: Concepts to Practice, Second Edition provides beneficial information on administrative topics and will be a useful resource for athletic training students, practitioners, and any administrator responsible for supervision of athletic trainers and athletic training service programs.

Download or read book Defining Non cognitive Behaviors Perceived to Interfere with Success of Athletic Training Students written by Scott Ray Sailor and published by . This book was released on 2004 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Implementation of Curricular Reform in Athletic Training Education written by Paul Hajime Alvarez and published by . This book was released on 2004 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Athletic Training Students Perceptions of Video feedback for the Self assessment of Clinical Skills written by Christina Edine Landreth and published by . This book was released on 2016 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to assess undergraduate athletic training students’ perceptions of GoPro® and traditional video methods as feedback mechanisms for self-assessment of their lower extremity clinical evaluation skills. Participants: Undergraduate athletic training students who had successfully completed a lower extremity evaluation course (n=13) were recruited from two accredited athletic training programs. Intervention: Participants completed two standardized patient scenarios, with a one-week interval between sessions, while being recorded using either the GoPro® or traditional video capture method. Participants completed a demographic questionnaire and confidence questionnaire prior to each scenario, a confidence questionnaire following the scenario, and an additional confidence questionnaire and video technology questionnaire following individual review of each scenario. Main Outcome Measures: Video technology questionnaire scores and confidence questionnaire scores. Results: Students perceived both GoPro® (x̄=31.44) and traditional video (x̄=33.15) to be effective methods for feedback on their clinical skills with 7 of 13 (53.8%) participants preferring GoPro® over traditional video. Self-assessment combined with video feedback had no significant effect on confidence, nor was any change in confidence determined across time for either of the video capture conditions. Conclusion: Athletic training students perceived GoPro® and traditional video feedback to be effective methods for reviewing their clinical skills. Further research should focus on longitudinal review as well as instructor feedback in combination with both GoPro® and traditional video methods in athletic training education.

Download or read book An Examination of Reflective Practices in Athletic Training written by Alexandra Schubert and published by . This book was released on 2013 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's health care professionals must labor in multifaceted and challenging health care systems. Therefore, allied health care professionals often find themselves in an environment that can be positively influenced by reflective practices. These professionals must keep up with the changing environment that surrounds them and update their skills to solve complex patient and health care problems. Given the importance of reflection in advancing clinical practice and clinical education, research in athletic trainer's reflective practices is warranted. Therefore, there are three purposes of this study: 1.) to describe the reflective practices of athletic training students, novice athletic trainers and experienced athletic trainers, 2.) to use reflection characteristics to categorize the participants depth of reflection and 3.) to describe the relationship between job engagement and the reflective practices exhibited by the participants.

Download or read book A Supervision Program for Approved Clinical Instructors in Athletic Training written by Nancy Diana Groh and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Teacher education programs use the process of clinical supervision (planning conference, field observation, and feedback conference) to continually work with student teachers while they are engaged in the teaching process to support and assist them in improving upon their educator practices. This study explored the learning outcomes from the implementation of a clinical supervision program for the training of approved clinical instructors (ACIs) in athletic training. Three ACIs with varied level of experience (12, 5, and 1 year) participated in the program over a four week time period. Pre and post intervention measures of the percentage of time spent using identified clinical educator behaviors were calculated using a systematic observation tool, Dondanville's (2005) Observational Record of Clinical Educator Behavior (ORCEB). The findings show that all three ACIs increased the use of clinical educator behavior that promoted active learning (explaining, demonstrating, and questioning), while simultaneously decreasing those behaviors that do not promote learning in the clinical environment (working in office, unrelated conversations, and treating athletes without student interaction). A post-intervention ACI survey and focus group were also conducted. Both reflected positive changes in ACI perception and behavior following the intervention. All three ACIs agreed or strongly agreed that the intervention had positive impact on their role as an ACI and created a positive learning experience."--Abstract from author supplied metadata.

Download or read book The Effects of Learning and Teaching Style Interactions on Student Success in Athletic Training Clinical Education written by Amy L. Everitt and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceived Attitude Towards Feedback in Athletic Training Clinical Education written by Jessica Lynn Emlich and published by . This book was released on 2008 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Athletic Training written by Kevin F. Rooney and published by . This book was released on 2013 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Athletic trainers work in clinical settings such as secondary schools, colleges and universities, sports medicine clinics, professional sports, hospitals, and other healthcare environments. However, with the rapid expansion of athletic training education programs (ATEP) over the years, another role for the athletic trainer has developed, the athletic trainer educator. Consequently, it is currently becoming increasingly apparent that athletic trainers must also be equipped with the knowledge and expertise to teach, mentor, and train the future generations of certified athletic trainers within the classroom. Recently, researchers (Hertel et al., 2001; Craig, 2006; Rich, 2009) have argued that athletic training instructors lack the necessary pedagogical knowledge to be more effective instructors. However, athletic training education is a unique environment that provides both a wealth of content knowledge and many opportunities for students and professionals to engage in inquiry, action, interaction, mentoring, and reflection. Does the athletic training environment provide informal opportunities for students and instructors to gain pedagogical expertise? To learn more about instructors' preparation for teaching, this dissertation explored athletic training instructors perceived preparedness for teaching in an ATEP. This study used a mixed methods research approach through a self-developed and pre-piloted electronic questionnaire. The approach consisted of collecting and analyzing scalable quantitative and qualitative data as well as written narrative qualitative responses from 364 participants currently teaching within an ATEP. In addition, quantitative data was collected from ATEP program directors regarding their perceptions of pedagogy on instructor preparation and its place within athletic training (AT) education. Through the study's findings, it became evident that instructors' perceived preparedness for teaching is explained by several theories of learning, such as the mentor/protege model of learning, experiential learning theory, and social learning theory. Demonstrated by their actions, attitudes, and beliefs, participants placed high value on pedagogy, its importance on effective teaching, and its place within AT education. Furthermore, from within athletic training's unique clinical field and classroom settings, participants demonstrated how each environment provided them with their perceived foundations for teaching within an ATEP. Despite these findings, formal pedagogical preparation and its place within athletic training curricula needs further exploration. -- Abstract.

Download or read book Assessing Effective Teacher Behaviors in Athletic Training Clinical Education written by Rebecca Abigail Dondanville and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "The present study assessed the use of effective teacher behaviors in athletic training clinical education. Research involved development and use of: 1) the 20-question Survey of Effective Clinical Educator Behaviors (SECEB) to assess student and instructor perceptions of clinical instructor use of effective teaching behaviors; and 2) the Observational Record of Clinical Educator Behaviors (ORCEB) interval recording instrument to objectively measure instructor's demonstrated behaviors in the clinical setting. The SECEB was distributed to twelve Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education programs in the National Athletic Trainers' Association (NATA) District 3. Subjects (n=186) representing ten of those schools returned usable data. SECEB item statements were grouped into four subcategories of effective teaching behaviors (Information, Evaluation, Critical Thinking, and Physical Presence), and were ranked on a scale from 'Never (1)' to 'Very Often (5)'. While educators rated themselves and their perceived ideal, students evaluated their current and an ideal clinical instructor. Cronbach's alpha for all items showed excellent internal consistency (α=.858). Results found that students (4.56".33) and clinical instructors (4.56".24) had nearly identical perceptions of an ideal instructor's behavior, but that students consistently rated current instructors higher (4.09".52) than the instructors rated themselves (3.93".36). In addition to the survey data, four approved clinical instructors (ACIs) were observed using the ORCEB as they interacted with patients and students for five 30-minute sessions. Inter-rater and intra-rater reliabilities as determined by simple correlation of behavior frequencies between two independent coders were r=.964 and r=.974, respectively. The ORCEB was used to assess clinical instructor demonstration of twelve target behaviors. Results indicate that instructors use only 24% of each clinical education session for teaching/learning behaviors; of the remaining time, 32% was devoted to patient care without student interaction, 35% to behaviors unrelated to clinical education, and 9% in downtime when no students or patients were present. Furthermore, student ranking of these instructors based upon their SECEB scores was identical to that created by ORCEB behavior percentages, indicating that students' perceptions of their instructor's behavior are accurate."--Abstract from author supplied metadata.

Download or read book An Examination of the Relationship Between the Mentorship of Student Athletic Trainers and Their Outcome on the National Athletic Trainers Association Certification Examination written by Jerry Vance Pickard and published by . This book was released on 2003 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The purpose of this study was to determine if the mentorship of student athletic trainers affects outcome on the National Athletic Trainers' Association Board of Certification (NATABOC) examination. Method . Results from the Athletic Training Mentor Questionnaire and NATABOC examination test scores for each part (written, oral, written simulation) were used as variables within the study. The sample population for this study consisted of 119 participants who completed both sections of the required study information and delimiting questions applied to the population. Proper methods of selection were incorporated into the study to assure that a national population would be represented. Results . Each hypothesis was analyzed using selected statistical methods. The finding of this study showed now statistically significant difference between mentorship scores and the outcome of the NATABOC examination. The results indicated that not only does mentoring relationships not affect outcome, but mentoring relationships are not measured by the NATABOC examination. Analysis did determine that the Athletic Training Mentor Questionnaire developed for this study was reliable and valid in ascertaining the mentor relationship that existed between the student athletic trainer and his/her mentor. Further research should be given to determine the role of mentoring in athletic training education and its effect on outcome of the NATABOC examination.

Download or read book Use Of Simulated Patient Experiences In Athletic Training Education written by Katharine Pietz and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of communication based simulated patient experience in graduate-level athletic training students and athletic training educators and clinical practitioners serving as mentoring coaches. This mixed methods study included the evaluation of the perceived confidence of athletic training students following simulated patient experiences. Students completed a post confidence survey using the NLN Student Satisfaction and Self-Confidence in Learning, and students and mentoring coaches completed a written reflection following the experience. Participants included 14 athletic training students within a first year cohort and four mentoring coaches. Findings from the survey results include positive mean scores for overall perceived confidence following the simulated patient experience in athletic training students. Student reflections described themes of a positive experience, confidence growth, and focus on patient centered care. Mentoring coach reflections included three themes of challenges during debrief, providing different perspectives, and self-reflection during the experience.

Download or read book How Athletic Training Student Skill Development Ratings in Clinical Learning Courses are Related to Entry level Professional Proficiency written by Katherine B. Pirog and published by . This book was released on 2021 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to quantify how athletic training students demonstrate evidence of growth in clinical proficiency with direct patient care during clinical courses. Progressive clinical growth is the pathway to a level of proficiency suitable for entry-level professional practice. Athletic training clinical education is founded on principles and concepts derived from the field of adult learning, which provides a framework for skill development and growth toward proficiency. Using longitudinal data, the study investigated how skill development ratings in clinical courses related to proficiency at completion of clinical education. The research used correlational analysis to examine the relationship between clinical skill proficiency assessments given by preceptors and self-assessments made by athletic training students at four time points in clinical courses that offered real-world patient care. The research revealed the statistically significant relationship that exists between Comprehensive Objective Structured Practical Exam results and Comprehensive Clinical Proficiency Rating scores. A one-way repeated measure analysis of variance (ANOVA) was used to differentiate levels of relative progress toward proficiency for athletic training students at successive clinical education time points.

Download or read book An Explanatory Sequential Mixed method Investigation of Athletic Training Students Perceptions of Preceptor Mentorship and Board of Certification Exam Success written by Sabrina R. Fordham and published by . This book was released on 2015 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding the Perceptions of Professionalism in Athletic Training with the Use of a Professionalism Questionnaire written by Nathan C. Blue and published by . This book was released on 2012 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Professionalism is the combination of clinical competence, legal/ethical understanding, knowledge and humanistic qualities. Previous literature from varying disciplines indicates a decline in the perception of professionalism of healthcare providers. Medicine has a long standing contract with patients and to society as whole. Professionalism is the binding concept in this contract. Athletic Trainers are allied healthcare providers that interact and collaborate with a large and varied population of athletes, patients and clients. Purpose: The purpose of this research was several-fold. First, this research aims to enhance, promote and further the discussion of professionalism in athletic training. This research aims to examine the overall perception of professionalism in athletic training and whether athletic training student's perceptions differ from certified athletic trainers. Methods: Permission was granted to adopt and modify The Penn State College of Medicine Professionalism Questionnaire (PSCOM-PQ) for studying professionalism perceptions in athletic training. Participants were recruited through distribution emails to program directors (PD) in 12 Mid-American Conference ATEPS. The sample population included students (pre professional and professional phase) as well as certified athletic trainers (graduate students and faculty/staff). Data Analysis: A 4x6 way Analysis of Variance (ANOVA) with repeated measures on the ABIMs six a priori elements of professionalism was performed for aggregate rating and rank ordering scores. Post Hoc testing was accomplished with independent samples T-Tests by group (pre-professional phase, professional phase, graduate and faculty/staff). Results: Pre-professional students had the greatest significant between groups differences; when compared to professional phase students pre-professional students significantly differed in 4 of 6 a priori elements of professionalism. They included accountability (t=1.8, p=.03), altruism (t= 1.4, p= .04), excellence (t= 1.53, p= .011) and respect (t= 1.04, P= .04). Pre-professional students to graduate students significantly differed in the a priori element excellence (1.72, p= .04). There were no significant differences between any of the remaining groups. Pre-professional phase students significantly differed in honor/integrity (t=1.56, p=.03) compared to graduate students in the rank ordering analysis. Conclusion: Data from this study did not support the original hypothesis that athletic training students would differ in their perceptions of professionalism compared to certified athletic trainers.