Download or read book Influences Impacting the Development of Entry level Masters Athletic Training Programs written by Jennifer E. Deranek and published by . This book was released on 2015 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Athletic training is an allied health profession in which individuals receive education in prevention, emergency care, clinical diagnoses, therapeutic intervention and rehabilitation for injuries and medical conditions. Currently, the route for an individual to become a certified athletic trainer is to graduate from an institution accredited by the Commission on Accreditation of Athletic Training Education. Most commonly, entry level education for athletic trainers is gained at the 331 institutions that host a bachelors level professional program. However, there is a recent desire to change the educational requirements and to require a professional masters degree. If the degree change would occur, athletic training would have a stronger alignment with other health care professions and support the increasing knowledge base needed for certified athletic trainers. If a degree change is mandated, there is the potential for significant programmatic changes at the institutions which currently host baccalaureate athletic training programs. Program development is influenced by many factors within the institution and also external factors. The purpose of this research was to examine which of those factors have influenced the development of six current entry level masters athletic training program. Using a multiple case study design, 11 individuals were interviewed on the processes and influences that impacted the creation of the CAATE accredited entry level masters athletic training programs. Although each institution had a unique journey in the development of their professional masters program, the most common influential factors on the development of these programs were institutional support, faculty load and structure, resources, graduate work expectation, and accrediting agencies. This research helps to provide a guiding framework for a substantive degree change and can help institutions navigate through the process of changing degree requirements.

Download or read book Professional Master s Athletic Training Students Career Influences written by Ryan D Nokes and published by . This book was released on 2020 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: As athletic training education continues its transition to a professional master's degree, it is essential to understand how professional master's athletic training students' professional experiences influence their perceptions of athletic training and their career intentions after graduation. Objective: 1) To examine second-year professional master's athletic training students' perceptions of athletic training and identify the factors that influenced their perceptions. 2) To examine the career intentions of second-year professional master's athletic training students and identify the factors that influenced their intentions. Design: Convergent mixed-methods. Setting: Online surveys and individual phone interviews. Patients or Other Participants: A total of 80 second-year professional master's students who graduated in 2019 completed the online survey. Ten survey respondents elected to participate in the follow-up phone interviews. Data Collection and Analysis: We created an online survey and semi-structured interview guide to answer the research questions. We validated the instruments using a content validity index tool. The data from both methodological approaches were blended. As a result, we displayed our findings in one comprehensive results section. We established trustworthiness through triangulation, member checks, memos, and peer debriefing. Results: Five higher-order themes emerged from the data. 1) Perceptions of the athletic training profession: lack of appreciation and awareness for the profession from others, rewarding profession, and dynamic profession. 2) Perceptions of a career in athletic training: low pay, long hours and inconsistent schedules, and inability to have work-life balance. 3) Factors influencing perceptions: clinical experience, interactions with athletic trainers, interactions with the general public, and interactions with other healthcare professionals. 4) Career progression: short-term career plans, concerns over lack of experience, and long-term career plans. 5) Factors influencing career intentions: clinical experience and mentorship. Conclusions: Second-year professional master's athletic training students developed positive and negative perceptions of the athletic profession and a career in the professional during their professional education experiences. Additionally, their professional education experiences allowed them to develop career paths and career goals after graduation. The factors identified were all key socializing agents to the profession and had a profound impact on how they developed their perceptions of athletic training and career paths. The mentorship they received from their clinical preceptors and faculty members were also influential to the development of their career goals and career intentions after graduation.

Download or read book Perceptions of and Factors Influencing Professional Preparedness Among Entry level Athletic Trainers written by Kathryn Courtney and published by . This book was released on 2019 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differences in perceptions of professional preparedness and factors influencing professional preparedness among entry-level athletic trainers between graduates of professional bachelor's (PB) and professional master's (PM) degree programs were investigated through a mixed-methods study design. A survey and the option for a follow-up interview was sent to a random sample of 1000 entry-level athletic trainers. After applying inclusion criteria, there was a final N of 56. There were no significant differences in perceptions of professional preparedness between PB and PM graduates in any domain of athletic training. In PB and PM program graduates, perceptions of preparedness were significantly lower in the domain of Healthcare Administration and Professional Responsibility compared to all other domains, the domain of Injury Prevention and Wellness Protection (p=.000), the domain of Examination, Assessment, and Diagnosis (p=.000), the domain of Immediate and Emergency Care (p=.000), and the domain of Therapeutic Intervention (p=.000). Clinical Education was ranked to be the most influential factor to professional preparation among PB and PM program graduates. Results call for increased focus on the domain of Healthcare Administration and Professional responsibility through didactic coursework and clinical experiences.

Download or read book The Effects of the COVID 19 Pandemic on the Experiences of Entry Level Master of Athletic Training Students written by Caitlin Hargrave and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: The COVID-19 pandemic impacted the delivery of higher education during the 2020 spring semester. Specifically, various components of the anticipatory socialization process for professional Master of Athletic Training student, such as in-person and hands-on learning, were abruptly halted as a result of the COVID-19 pandemic. Objective: Develop an understanding of the effects of the COVID-19 pandemic on the educational experiences and mental health of entry-level Master of Athletic Training students. Design: Qualitative phenomenological study Setting: Higher education institutions with professional Master of Athletic Training programs Participants: Fourteen students (9 female, 5 male; average age = 26 ± 4 years) who were enrolled in a professional Master of Athletic Training program during the 2020 spring semester participated in our study. Data Collection and Analysis: One-on-one virtual Zoom interviews were conducted using a semi-structured interview guide. Interviews were recorded and transcribed following their conclusion, and transcripts were analyzed using a phenomenological approach. Credibility was achieved through peer review, data saturation, and multiple-analyst triangulation. Results: Three major themes emerged from the data, including educational impact and emotional impact. Each major theme encompasses a myriad of subthemes. Educational impact subthemes include: 1) didactic challenges, 2) didactic benefits, 3) clinical challenges, 4) clinical benefits, and 5) strategies for success. Subthemes for emotional impact include: 1) mental health, 2) physical health, and 3) stress-relief techniques, and 4) strategies for success. Conclusions: Distance learning presented challenges for students, such as communication barriers, decreased motivation, and work-life balance guilt. It also highlighted the potential benefits of providing breaks in education on student wellness and success. These findings should be considered as programs continue to transition to entry-level master's programs that utilize clinical immersion and distance learning.

Download or read book Current Issues in Athletic Training written by David E. Colt and published by . This book was released on 1995 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Influencing Athletic Training Students Selection of Graduate Programs written by Sonja Askew and published by . This book was released on 2012 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no published research known to the author on factors that influence athletic training student enrollment in the graduate programs. An investigation was conducted to determine the factors influencing students' selection of graduate programs and their relationship to gender, age, and ethnicity. A web-based survey was developed with content adapted from the work of Johanson (2004; 2007) and Wilcox, Weber, and Andrew (2005) to assess the factors. The survey was validated through a pilot study and by a panel of experts. Newly accepted, currently enrolled, and graduate students in athletic training master's program were eligible to participate. Respondents (n=410) ranked the importance of 41 factors and submitted open-ended responses to provide further insight on their choices. Data were analyzed using descriptive statistics, percentages, frequencies, and cross tabulations. Overall, the graduate assistantship factor was found to be the most influential. In addition, gender, age, and ethnicity were related to certain factors (e.g., geographic factors). Implications of this study include further research on the factors influencing athletic training student's selection of graduate programs and the need for better promotion of graduate programs.

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 The Impact of Master s Level Status on Athletic Training Programs Planning and Implementation of Interprofessional Education Curricula written by Zachary Ryan Hobson and published by . This book was released on 2021 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a significant difference in the extent of interprofessional education (IPE) implementation exists between recently-transitioned and established Master of Athletic Training (MAT) programs, as well as if a significant difference in the extent of IPE implementation exists between MAT programs’ didactic curriculum and clinical education. Additionally, this study evaluated if the number of years a program has been at the MAT status is predictive of successful IPE implementation. The researcher used the 10-item form of the Interprofessional Education Assessment and Planning Instrument for Academic Institutions to collect data on IPE implementation from 66 program directors of Commission on Accreditation of Athletic Training Education (CAATE)-accredited MAT programs across the United States. An independent samples t test did not reveal a statistically significant difference in IPE implementation at an alpha level of .02 between recently-transitioned and established MAT programs. Furthermore, a Wilcoxon signed rank test did not reveal a statistically significant difference in IPE implementation between MAT programs’ didactic curriculum and clinical education. Lastly, a bivariate linear regression analysis failed to produce a strong, statistically significant model to predict IPE implementation from the number of academic years at the MAT status. The lack of statistically significant results may be the function of limited survey responses, especially among established MAT programs. The researcher recommends additional research on IPE implementation, as more athletic training programs make the transition to the MAT degree. Finally, the researcher posits that further guidance from the CAATE will improve IPE implementation across both recently-transitioned and established MAT programs.

Download or read book Entry level Master s Athletic Training Education Program written by Kendall R. Williams and published by . This book was released on 2012 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clinical Athletic Training written by Jeff G. Konin and published by Slack. This book was released on 1997 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical Athletic Training by Jeff Konin, MEd, ATC, MPT, has been written to provide the athletic trainer with a well-rounded understanding of the non-traditional athletic training setting. The primary goal of this book is to prepare athletic trainers for clinical settings with relevant and practical information. The textbook has been carefully planned to meet the needs of today's student, while still serving as an excellent reference for those currently certified and practicing in clinical settings. Here is what David Perrin, PhD, ATC of the University of Virginia says in the foreword of Clinical Athletic Training, edited by Jeff Konin, MEd, ATC, MPT plus 19 outstanding contributors. As these powerful words describe, this book will be an asset to all athletic training students. Special Features Content delivered from a practical and realistic viewpoint. Scientifically based, yet practically delivered. Addresses in great detail the role of the clinical athletic trainer. Delivers pertinent information in the areas of management, fiscal planning, and communication. Thoroughly explains the current health care delivery system and the roles and responsibilities of other providers. Forewords by James R. Andrews, MD, and David H. Perrin, PhD, ATC.

Download or read book Minority Enrollment and Retention in Athletic Training Programs written by Karlita L. Warren and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Minorities are underrepresented in the health professions. Presently, research regarding race and ethnicity, student enrollment, and retention in athletic training programs is unknown. The objective is to explore the demographic composition of accredited entry-level undergraduate athletic training programs (AT programs) and to examine the factors affecting minority student enrollment, retention, and academic success in AT programs.

Download or read book A Phenomenological Study of Professional Master s Athletic Training Graduates Lived Clinical Experiences written by Laura Ann Wamsley and published by . This book was released on 2018 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the shared clinical experiences of post Spring 2014 graduates of CAATE-accredited professional master’s degree programs. The theories guiding this qualitative study were Kolb’s (1984) experiential learning theory as it theorizes that students learn best through experiences, such as clinical education (Witt, Colbert, & Kelly, 2013), and Astin’s (1999) student involvement theory that claims that the effectiveness of any educational policy or program is directly related to the capacity of that policy or practice to increase student involvement, meaning that a clinical education program that is designed to encourage student involvement will be more successful than programs that lack efforts to increase involvement. The researcher sought to answer the question of how master’s level athletic training program graduates describe their clinical education experiences. Qualitative data was collected through semi-structured interviews, asynchronous online focus group discussion forums, and prompted journaling. Research participants were graduates of master’s entry-level athletic training programs post Spring 2014. Data collection occurred in-person, on the telephone, and via the Internet. Data was analyzed by the researcher using transcendental phenomenological coding methods. The phenomenon was described as an active experience that required hard work and was influenced by the preceptors and resources available during clinical education.

Download or read book Identifying Developmentally Effective Experiences and Self Authorship Among Professional Masters Athletic Training Students written by Sarah Myers and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context. An understanding of valuable as well as ineffective learning experiences from the perspective of the professional masters (PM) athletic training student and how their level of development connects to these perceptions is needed to continue to encourage growth in the adult learner, a new type of scholar in many athletic training education programs (ATP). Objective. Develop an understanding about the learning experiences that resonate positively and negatively with second year PM athletic training students, both in the classroom as well as in their clinical education. Create a theory about developmental level and perceptions of learning. Design. Exploratory, qualitative using a general inductive approach and aspects of grounded theory. Setting. Division 1 CAATE athletic training programs. Participants. 12 participants (9 female, 3 male; 24 2 years old). Data Collection and Analysis. Participants engaged in a semi-structured video conference interview. Data were analyzed using aspects of general inductive approach and grounded theory to evaluate the raw data from the interviews. Reaching data saturation, peer review, and member checks were used to establish credibility. Results. The valuable learning experience needed to prepare masters level athletic training students for educational success is the clinical experience which offers opportunities to practice autonomy and hands-on learning. Two main categories emerged from the data describing negative or ineffective aspects of learning: course design and educator effectiveness. From a developmental perspective, participants exhibited meaning making in two distinct ways: external guidance and transformative learning experiences. The developmentally effective experience that was the catalyst for deeper meaning making was the clinical experience. Conclusion. Athletic training students highly value aspects of their education best delivered in a clinical setting but do not value all aspects of their education, especially those delivered in a traditional didactic setting. Educators should seek opportunities to fine tune their course design and find ways to increase effectiveness as educators. Additionally, considerations regarding the developmental level of students should be made by instructors when creating effective learning experiences.

Download or read book Praeger Handbook of Sports Medicine and Athlete Health written by Claude T. Moorman III and published by Bloomsbury Publishing USA. This book was released on 2010-11-02 with total page 943 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive set covers every aspect of sports medicine, from how to play healthy to how to pursue a career in this varied field. The groundbreaking, three-volume Praeger Handbook of Sports Medicine and Athlete Health introduces readers to sports medicine and explains what we can do to prevent or recover from sports injuries—of body or mind. The astoundingly comprehensive set is chock full of everything anyone would want to know about the subject, from how to pursue a career in sports medicine to how to understand, treat, and avoid various injuries and psychological problems that may arise from participation. Volume 1, Sports Medicine History, Careers offers personal descriptions of the career path of professionals in sports medicine, covering virtually all of the numerous specialties. Volume 2, Athlete Health, Injuries, and Prevention is focused around specific injury locations with accessibly written descriptions of the anatomical location, how injuries happen, and how the injury is treated. Volume 3, Athlete Mental Health serves as a broad survey and discussion of everything from teamwork to performance anxiety, body-image distortion, family pressures, and issues associated with aging.

Download or read book The Effectiveness of an Entry level Education on Professional Preparedness in Recently Graduated Certified Athletic Trainers of CAAHEP accredited Athletic Training Education Programs Based on the Athletic Training Clinical Proficiencies written by Stephanie L. Ludtke and published by . This book was released on 2003 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Analysis of Leadership Factors Impacting Athletic Training Education Program Directors and Clinical Education Coordinators written by and published by . This book was released on 2019 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Athletic Training specific research supports the need for athletic trainers to possess and utilize leadership knowledge, skills, and competencies. The expanding roles and responsibilities of Program Directors (PDs) and Clinical Education Coordinators (CECs) in colleges and universities has led to a multifaceted position that has increased in complexity and workload. The purpose of this study is to investigate leadership factors impacting program director and clinical education coordinator in athletic training education programs. Athletic Training PDs and CECs were asked to respond to questions related to demographics, motivations for taking on the role, professional identity, prior leadership training, time to competence, primary stressors of the role, and length of service/retention. A quantitative cross-sectional web-based survey was used to obtain the responses of PDs and CECs of CAATE accredited athletic training programs. An email request was sent to 807 individuals (391 PDs and 416 CECs) requesting they complete a Qualtrics survey. A total of 128 PDs (32.7%) and 181 CECs (43.5%) completed and returned the survey utilizing the survey link provided. Analyses used were chi -square, Wilcoxon-Mann Whitney, MANOVA and independent t-test . Findings indicated there is a statistically significant difference between athletic training program directors and clinical education coordinators in their motivation for taking on the role, professional identity, main stressors, and length of service. Results also indicated that PDs or CECs receive minimal leadership training to perform in their roles. Ideas for PD and CEC training are discussed as well as other implications, limitations and suggestions for future research."--Leaf 3.

Download or read book Educational Backgrounds and Teaching Styles of Athletic Training Educators in Entry level CAAHEP Accredited Athletic Training Programs written by Valerie J. Rich and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to describe the educational backgrounds and teaching styles of athletic training educators and to see if a relationship existed between educational backgrounds and teaching styles. An electronic survey was e-mailed to 338 Program Directors of CAAHEP accredited undergraduate and graduate athletic training education programs. The survey was also posted on the athletic training educator's listserv to recruit more participants. The survey contained questions regarding demographics and educational history, as well as the Teaching Styles Inventory (Grasha, 2002). A total of 198 athletic training educators responded to the survey, and 174 filled out the survey in its entirety. An overwhelming majority of the participants were White (98%) and about 50% were male or female. Over half of the participants were program directors (59%) and 38% were at the assistant professor rank. Thirty-one percent were currently employed at a liberal arts institution. Most were employed in a College of Education (36%), working in a department of health, physical education, and recreation (25%). These athletic training educators had diverse educational backgrounds. A Bachelor of Science degree had been awarded to 78% of the respondents, and 33% of the Bachelor's degrees were in physical education. Forty-five percent did not have a minor degree. At the master's level, most of the degrees that had been awarded were Master's of Science (63%) and 23% were in athletic training/sports medicine. Most of the participants did not hold a post-graduate level degree (37%). Of those with a post-graduate degree, 27% held a Doctorate of Philosophy. Nine percent were in curriculum and instruction. On average, athletic training educators had been teaching for 8 years, had completed 8 courses in pedagogy, and had attended 8 workshops that were based on improving pedagogical practices. The predominant teaching style among athletic training educators was personal model (50%). Surprisingly, none of the participants had a delegator teaching style as their predominant style. The results of the MANOVA suggested that a significant relationship did not exist between educational backgrounds and teaching styles among these athletic training educators.