Many college students struggle with food insecurity due to limited income and competing financial interests for tuition and housing. Students in health care professions may be at an even higher risk of food insecurity; for instance, researchers have indicated that over 50% of nursing students experience food insecurity. However, little is known about the frequency and attributing factors to food insecurity in professional athletic training students. To investigate the frequency and attributing factors of food insecurity experienced by professional athletic training students. Cross-sectional study. One hundred sixteen participants completed the survey (11.6% completion rate). Twenty-four were males, and 92 were females. Participants received an e-mail with a link to the online survey by the National Athletic Trainers’ Association Research Survey Services. Participants completed the US Household Food Security Survey Module: Six-Item Short Form to identify food insecurity frequency, along with demographic questions and questions about dietary habits, academic demands, and mental health to identify factors that may contribute to food insecurity. We used a series of χ2 tests to determine if any significant group differences existed between food security groups and the personal and demographic questions. One hundred sixteen participants completed the survey; 35.3% reported having high or marginal food security, 37.1% reported low food security, and 27.6% reported very low food security. We found that participants with high to marginal food security were more likely to live with family or a spouse. Over 60% of professional athletic training students reported low to very low food security. Professional athletic training programs should be aware of this risk and create policies to help ease the challenges to food security among their students.
With the shift to a graduate-level professional degree in athletic training, it was hypothesized that immersive clinical experiences (ICEs) would be more effectively integrated into curricula than non-ICEs (N-ICEs) and better prepare students for practice. To longitudinally compare clinical engagement opportunities in ICEs versus N-ICEs and assess if these opportunities are associated with changes in student confidence in performing related tasks. Prospective, longitudinal, time-diary study using a Web-based survey. Fifty-three first-year, master’s-level athletic training students from 21 programs. Participants reported their type of clinical experience (ICE, N-ICE, or none), the setting, and hours spent at clinical each day. They quantified the percentage of time spent on 8 categories of athletic training and patient care tasks and rated their confidence in performing these tasks. Independent samples t tests (P < .05) were used to compare confidence ratings and time spent on activities across all students, and the analysis was repeated within students who participated in both ICEs and N-ICEs. Most clinical experiences occurred in traditional athletic training settings. Immersive clinical experiences led to more time spent on administrative tasks, waiting, and therapeutic interventions, while N-ICEs involved more time in practice coverage, skills practice, diagnostic labs or tests, and applying protective devices. Within students, N-ICEs showed more time on skills practice, but other outcomes were not significant. Immersive clinical experiences resulted in higher confidence in integrating business practices and communicating with health providers and administrators. Immersive clinical experiences may offer more engagement opportunities and increase confidence in specific tasks, while engagement opportunities are influenced more by the student than the type of clinical experience. Both ICEs and N-ICEs have valuable roles in clinical education; each providing different types of engagement opportunities.
Patient-centered care (PCC) has been widely studied in health care. Often, PCC is considered a mindset; however, there are specific behaviors to address in PCC, such as medical interviewing, exploring a patient’s health literacy, and providing patient education. Much of the data specific to PCC relate to patient satisfaction rather than exploring provider behaviors. To assess the extent to which athletic trainers (ATs) create a patient-centered environment using a standardized case vignette and behavior checklist. Qualitative procedures with quantitative analysis. Individual, audio-only interview. Twenty-seven ATs (age = 34 ± 10 years; women = 15, men = 12; clinical experience = 10 ± 9 years) from the physician practice (n = 10), college (n = 9), or secondary school (n = 8) setting. Participants completed a 1-on-1 interview guided by a case vignette. In their verbal response, the participants were asked to share how they would approach care for the patient specific to their job setting, focusing on practical, real-world responses. Two researchers who reviewed each transcript independently scored the responses using the Assessment of Patient-Centered Care Checklist. The trustworthiness of the coding was ensured by using a multianalyst review of the data and an external audit. ATs reported several positive behaviors yet lacked an overall PCC approach, with an average score of 26.6% on the tool. No significant differences were identified for ATs based on job setting, years of experience, or highest degree earned. Our case vignette design allowed participants to share their approach to PCC through a common orthopedic patient scenario. The data gathered suggested that ATs are aware of the skills and strategies that PCC can use in clinical practice, yet they have the opportunity for improvement. Our data suggest that the lack of behaviors was not job, experience, or education specific, demonstrating the need for profession-wide training and feedback on PCC.
The Athletic Training Education Journal (ATEJ) was established in 2006. Editor-in-Chief Kenneth Knight implored us to "nurture it and guide its growth."1(p1) Looking back to that first issue in January 2006, we have seen the ATEJ provide a platform for scholars and educators to publish their research, innovative ideas, and best practices in education. The journal has had steadfast leadership in the Editor-in-Chief role, starting with Ken Knight and followed by William Pitney, Kimberly Peer, and David Berry. Educators at heart, they brought their individual passions and visions to the journal that have allowed it to flourish over the last 18 years. We would be remiss in failing to thank them for guiding the journal and advocating for its value in our profession.As the journal prepares to move forward and embark on a journey of change, it is important to acknowledge the ATEJ's roots, struggles, and growth.With the intention to provide an outlet for topics that advance educational practices for the student, preceptor, and educator, the ATEJ was born. In 2006, the mission of the journal wasThe mission has changed slightly over time, but the ATEJ has continued to solicit "high-quality scholarly works that will address and advance the continuum of teaching and learning from educational preparation to professional development and continuing education."Since 2006, the journal has published 406 papers, which were reviewed by more than 330 athletic training educators, scholars, and practitioners. These papers include original research, literature reviews, educational techniques, and commentaries. In publishing these papers, the ATEJ has most definitely accomplished the goals established by Ken Knight to advance the field of athletic training pertaining to teaching, curriculum design, and development and maintain a rigorous review process and by Kim Peer to demonstrate a commitment to excellence through teamwork (section editors, editorial board members, reviewers, and editorial staff), scholarly intrigue, and lifelong learning.2 As a part of this commitment, educational programming through the Athletic Training Education Conference and workshops facilitated training and encouraged involvement of scholars at all levels of their careers.Bill Pitney eloquently stated, "we [the journal] cannot operate effectively without good personnel."3 As we look to the future, the journal will continue to rely on the leadership team and editorial staff to, in Ken Knight's words, "nurture and guide its growth."1(p.1)Despite the success of the ATEJ, we have recently experienced challenges, including delays in publication, difficulty finding reviewers, and fewer submissions. As Dave Berry shared, time to publication was a challenge with a quarterly journal, often resulting in a 3- to 6-month publication process for accepted articles.4 A move to continuous publication has speeded up the process, offering benefits to both authors and readers; this, however, does not mean that challenges do not exist with publication delays.A fair amount of pressure is placed on the peer reviewer community, as they help maintain and uphold the journal's rigor as well as help maintain the flow of publications for the journal. Reviewers are a limited resource, and although we are not alone with struggles to find individuals to complete the peer review process, we have certainly been guilty of overusing the pool of reviewers, which has often contributed to those publication delays mentioned above.5Despite publishing over 400 papers, in the last few years, a marked decline in the number of submissions has occurred (Figure). Many of the authors who submitted to the journal have secured tenure, reducing the need and frequency to publish in ATEJ, but also the journal is not yet indexed, thus limiting its ability to have an impact factor, and for many early career faculty, impact factors influence where authors may choose to submit their work.Growth comes with the need for reflection and, of course, change. The journal leadership is embarking on the revamp of the ATEJ in the form of a name change and an expansion of the journal's scope. In June 2025, the journal will become known as the Journal of Athletic Training Education and Practice (JAT-EP). The National Athletic Trainers' Association (NATA) Prioritized Research Agenda for the Athletic Training Profession identified the research priorities for the athletic training profession, many of which directly align with our new mission:When I accepted the position of Editor-in-Chief, I committed to moving the journal forward with a central focus on obtaining indexing in scholarly databases. As mentioned previously, the journal has faced a decline in submissions, likely in part due to the lack of impact factor. By expanding the scope of the journal, we can capture content often submitted to the Journal of Athletic Training but rejected or referred to other non-NATA journals, or athletic training–focused ones.In addition, I pledged to provide a platform for new and young scholars and reviewers while also improving the diversity and breadth of knowledge being disseminated in the journal. By expanding the range of journal topics that align with the NATA's Prioritized Research Agenda, I believe that the revamp will allow us to achieve these additional identified goals. I am excited for the future of the journal and hope that you embrace the change as a sign of the collective evolution of the Journal of Athletic Training and the newly coined JAT-EP.As we begin this new chapter, I welcome your comments and suggestions (stephanie.m.singe@uconn.edu).
Context The transition to practice process is complex and facilitated by many formal and informal processes. The coronavirus disease 2019 global pandemic presented unique challenges for athletic trainers. An identity-specific focus is necessary to understand better the transition to practice process during the pandemic. Objective To understand (1) what socializing factors influence a cohort of women athletic trainers who graduated from the same professional master’s (PM) athletic training program as they transitioned to practice and (2) the unique challenges the women athletic trainers faced as they sought employment and transitioned into their first professional roles during the pandemic. Design Qualitative phenomenological cohort study. Setting Semistructured, in-depth, 1-on-1 videoconference interviews. Patients or other Participants Six women (24.83 ± .96 years old) who graduated from the same PM athletic training program now working in various athletic training settings. Data Collection and Analysis We conducted semistructured interviews via Zoom (Zoom Video Communications). Interviews were transcribed, and a general phenomenological approach to analysis was used. Member checks, multiple analyst triangulation, and peer review were used to ensure trustworthiness. Results Three main themes emerged that describe the effects of the pandemic on the transition to practice of women athletic trainers: (1) personal identity, (2) relational identity, and (3) professional identity. Several subthemes were also identified to further illustrate the participants’ lived experiences. Conclusions Although some of the participants’ socialization and transition to practice experiences were similar to other graduates described in the literature, the personal, relational, and professional identities of these women athletic trainers were influenced by the pandemic. The participants purposefully sought women mentors to assist them with navigating the challenges of developing a professional identity during the pandemic. There is a need to create gender-specific networks to support individuals during their growth from novice to professional.
Context Immersive clinical education experiences (ImCEs) are a recent addition to the Commission on Accreditation of Athletic Training Education standards. As such, there is little information on how athletic training programs design and implement ImCEs into the curriculum. Objective The purpose of this study was to explore the structure of ImCEs among athletic training programs and practices relating to identifying and developing ImCEs. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants A total of 103 of 265 Coordinators of Clinical Education for Commission on Accreditation of Athletic Training Education-accredited professional programs participated (women = 69, men = 29, 4 = prefer not to disclose, 1 = unanswered). Main Outcome Measures Coordinators of Clinical Education provided information about their program, timing and length of ImCEs, and the settings used. Program practices for preceptor selection and development, curricular design for simultaneous didactic coursework, and resources available to students were also investigated. Results The average number of ImCEs was 1.9, with a length of 4 to 28 weeks. Most programs have the first ImCE in the second year and primarily rely on college/university and secondary school settings. Programs reporting ImCEs less than 4 weeks in length and those requiring synchronous coursework during clinical immersion are of concern. Conclusions Athletic training programs are integrating ImCEs in a variety of ways. There may be confusion as to best practices and Commission on Accreditation of Athletic Training Education requirements for ImCEs.
Context Athletic trainers provide care for a variety of patients with diverse backgrounds, including members of the lesbian, gay, bisexual, transgender, queer, intersex, other diverse sexualities, other gender identities, or other gender expressions (LGBTQIA+) community. Learners who gain experience with patients who identify as LBGTQIA+ should be better prepared clinicians. Objective The purpose of this paper is to describe a standardized patient (SP) experience for a patient who is gay and concerned about a sexually transmitted infection after a conversation with a previous partner. Background Patients who identify as LGBTQIA+ report substandard care and have poor health care experiences. Standardized patients are used in athletic training education as a method to teach and assess skills and can be used to improve the care that learners provide to patients who identify as gay. Educational Advantage Education drives clinical practice, and incorporating SP cases in which learners must provide care for a patient who is gay will help the learners provide better inclusive patient-centered care as a clinician. Conclusions Faculty may consider using a SP encounter to better prepare learners to provide care for a patient who is gay.
Having the opportunity the serve as the Editor-in-Chief of the Athletic Training Education Journal is an experience that comes with humility, pride, and some self-doubt. I remember drafting my cover letter and gathering my materials to apply for the open call for the position and thinking "am I really qualified to assume this role?" I had the experiences and the training to step into the role, but I knew there would be a learning curve, and I had some insecurities about my ability to handle the expectations.There is a name for feeling this way: imposter syndrome.1 Although imposter syndrome is thought to impact those with less experience, many professionals navigate imposter syndrome at various stages of their professional careers.1,2 New responsibilities or a change in role can also stimulate these feelings. Imposter syndrome is almost always hallmarked by a lack of confidence, self-doubt, and a feeling of being a fraud.2 As I tried to challenge those self-defeating thoughts, I shifted my thinking to what advice would I give to one of my students or mentees if they were feeling like an imposter. As educators, we have all had students who talk about their insecurities, lack of confidence, and trepidations regarding their pending transition to a certified athletic trainer for the first time. We should remember to give this same advice and encouraging words to ourselves while navigating our professional careers regardless of if we are 5, 10, or 30 years into it.Transitioning to any new role is a process that requires a person to have patience as the process can take 6 months to 1 year.3,4 During this transition period, uncertainty is inevitable, but over time, with experience, one can find rhythm in the chaos.3 Over the last year, I have taken the time to reflect and embrace the journey I have been on as the Editor-in-Chief of the Athletic Training Education Journal. Although I still have self-doubt, my confidence has grown. I can attribute my ability to navigate imposter syndrome to the following strategies.Do not do it alone. The transition to practice literature is rich with recommendations around the importance of mentorship and support networks.4–6 I remember reaching out to my mentors, including a past Editor-in-Chief of the journal, to gain perspective. I was given great advice and a reminder of my strengths as a reviewer, section editor, and researcher. I have relied on my support network, which includes the leadership within the journal as well as my peers. Their feedback and confidence in me have helped me gain traction in my role and quieted those trepidations on my leadership capabilities.Trust the process and those around you. Role transitions take time to navigate as you learn the "ropes," gain a sense of the expectations or workload, and come to appreciate the complexities that may accompany the role.3,4 Gain assurance in traversing the transition as it will be overwhelming and a bit chaotic and yet oddly exciting, as with the new roles comes growth, opportunity for self-reflection, and the chance to gain new skills or knowledge. Trust that you will find rhythm,3 as you give yourself grace and have faith in those individuals who are in your circle.Address the elephant in the room. Be honest with yourself and your mentors on what you are feeling and why you might have self-doubt and uncertainty. Acknowledgement of these feelings with yourself and mentor can alleviate the weight of those feelings but also begin a reframing opportunity2 for you with the support of your mentor.3,4 Admit to yourself that you are feeling like an imposter and struggling with the new role.2 Allow your mentor to redirect your thoughts, establish goals, and have them validate your feelings while reframing them more positively.Sometimes you must be okay with being uncomfortable. In those moments when we are uncertain, trial and error can lead to learning the ropes. Transitioning athletic trainers identify the need to engage in trial and error as it facilitates on-the-job learning more efficiently.6 Often this is because we are sponges soaking in new information, processing it, and reflecting. Over the last year, I have found that being uncomfortable has allowed me to be vulnerable asking questions to seek answers but also to share that I do not always know the answers. Without curiosity and transparency, I would not have gained the answers and the knowledge to be successful.Although taking the role of Editor-in-Chief for the Athletic Training Education Journal was the trigger for me, something else might be the trigger for you. I hope that the strategies I shared that helped me quiet those doubts and negative self-appraisal will assist you if you too are experiencing imposter syndrome. Regardless of the trigger, we have had to navigate those feelings to succeed in the new role that we have assumed. When these moments occur, be reflective, solicit guidance from your mentors, and capitalize on the support surrounding you.
Context Cultural knowledge and skills are essential for all health care professionals. With evolving patient demographics, all providers must be equipped to adapt to a variety of cultures to provide patient-centered care. Objective Investigate athletic training students’ (ATSs’) current cultural awareness, sensitivity, and behavior levels and determine if their knowledge after a diversity educational intervention increases their ability to provide culturally competent care. Design Cross-sectional study. Setting Private Division III institution. Patients or Other Participants First-, second-, and third-year students enrolled in an accredited master’s athletic training program. Main Outcome Measure(s) A paired samples t test determined a significant change between ATS Cultural Competence Assessment Inventory scores before and after the intervention. Results Athletic training students demonstrated higher levels of cultural competence after the intervention. Group 1, ATSs who completed the entire intervention, showed increased cultural awareness and sensitivity (CAS; P = .03) and cultural competence behavior (CCB; P = .02) scores after the intervention. Group 2, ATSs who partially completed the intervention, revealed no difference in CAS scores (P = .50) but showed increased CCB (P = .001) scores after the intervention. Lastly, Group 3, ATSs who did not complete the intervention, showed no statistical difference in CAS (P = .21) and CCB (P = .25) scores. Conclusions Evidence has shown that diversity training may be a successful tool to increase cultural competence. ATSs who fully or partially completed the intervention can demonstrate culturally congruent practice. Providing culturally competent care is a continual process, and therefore, access to diversity education within the curricula may help increase outcomes among ATSs.
Context Digital health represents a transformative shift in health care, emphasizing patient-centric outcomes over mere technological advancements. Digital health tools include artificial intelligence, telehealth, augmented or virtual reality, wearables and sensors, and electronic health records to enhance patient care and outcomes. However, challenges persist in preparing future health care providers for this evolving landscape, particularly in athletic training programs. Objective To explore current trends in integrating digital health tools within professional athletic training programs. Specifically, we assessed educators’ teaching practices related to digital and computer skills, their anxiety toward technology, and the incorporation of digital health tools in both classroom and clinical settings. Design Cross-sectional study. Setting Online survey. Patients or Other Participants One hundred twenty-eight athletic training educators from Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Data Collection and Analysis Between February 2024 and April 2024, participants completed an online survey that explored teaching practices, technology anxiety using the Abbreviated Technology Anxiety Scale, and integration of digital health tools. Descriptive statistics were used for data analysis. Results Findings indicated that a significant portion of educators needed to be teaching foundational computer literacy or digital health equity. Most participants expressed low to mild technology anxiety. Although educators are open to adopting digital health tools, only 45% had previous preparation in digital health, suggesting a need for formal faculty training in this area. Despite this, there was a high level of interest in integrating digital health tools into curricula, though uncertainty remained about expanding Commission on Accreditation of Athletic Training Education standards related to digital health. Conclusions The study highlights a gap between the rapid advancement of digital health technologies and the current educational practices in athletic training programs. Enhanced instructional strategies and continued professional development focused on digital health tools are needed to prepare future providers. Addressing these gaps will ensure that emerging technologies are effectively integrated into athletic training education and future patient care.
Context Reciprocal agreements allow members of both the Board of Certification and the Canadian Athletic Therapy Association to practice after passing the certification exams. For both, there is an initial baseline level of emergency management (EM) knowledge. A high level of decay among skills and knowledge occurs when not used or reviewed. Objective The purpose of this study was to identify a definition of EM as well as themes relating to perspectives on EM maintenance requirements in athletic trainers and athletic therapists, as these appear to be absent from the current research base. Design Qualitative study. Setting Individual interviews. Patients or Other Participants A purposeful sampling method recruited 10 participants (5 from Canada and 5 from the United States; 4 men and 6 women; 4 academics and 6 clinicians; 2 to 35 years of experience) with content expertise in EM. Data Collection and Analysis The primary investigator conducted interviews, which were recorded, transcribed, and checked for accuracy. Interviews were evaluated through consensual qualitative analysis for themes, subthemes, and quotes. Triangulation occurred, and data saturation was reached by the tenth interview. Results Four main themes emerged: (1) a definition of EM, (2) EM as a foundational skill, (3) efforts to gain and maintain knowledge and skills, and (4) perceptions regarding requiring a higher-level certification. We have identified a thematic definition of EM and established EM as a foundational skill set. Participants emphasized practice for gaining and maintaining proficiencies in EM; however, no consensus on higher-level certification was reached. Conclusions With the thematic definition of EM identified, the focus shifts to investigating effects of personal practice on knowledge and skill levels. This study found that recertification timelines exceed timelines for knowledge and skill decay. Clinicians and academics agree that frequent personal practice is preferred over formal continuing education for maintenance of best practice.
Context Athletic training students, part of the broader healthcare system, are expected to maintain knowledge and skill levels, including reflection. Once graduated, students need to continuously evaluate themselves as clinicians, thus requiring some skill in reflecting at different levels. Objective To examine athletic training students’ level of reflective thinking in academic programs. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants Athletic training students (N = 126) currently enrolled in professional bachelor’s, professional master’s, postprofessional master’s, clinical doctorate, research doctorate, or residency/fellowship programs. Data Collection and Analysis Participants rated the 16-item Likert-style Reflective Thinking Survey on their experiences in their current program. The items were subdivided into 4 subscales: habitual action, understanding, reflection, and critical reflection. We used the Kruskal-Wallis test to assess individual items against participants’ current academic programs, followed by Mann-Whitney U post hoc tests due to nonnormality. Results We found differences between “In this course, we do things so many times that I started doing them without thinking about it” (H4 = 21.79, P < .001) and “This course has challenged some of my firmly held ideas” (H4 = 15.83, P = .003). Post hoc analysis showed differences on “…do things so many times…without thinking…” between professional bachelor’s and postprofessional master’s students (U = 20.50, P = .001), professional bachelor’s and clinical doctorate students (U = 135.0, P = .003), and professional master’s and postprofessional master’s students (U = 56.5, P < .001). Differences were found between professional bachelor’s and clinical doctorate students (U = 131.0, P = .003) and between professional master’s and clinical doctorate students (U = 158.0, P < .001) on the item “…challenged some of my firmly held ideas.” Conclusions Professional-level students reflected more on firmly held ideas, indicating more challenge with new knowledge exposure. Educators should, themselves, reflect on their goals when evaluating for a certain level of reflection and consider their program’s overall goals for preparing future and current athletic training students for practice.
Context Athletic training has evolved dramatically in the last decade. Professional education has changed to the graduate level. Advanced training has manifested itself in doctoral and residency programs. Clinical practice settings have also evolved along with the knowledge and skills required to care for the diverse patients in these settings. Athletic training specialties are accompanying these changes, and now athletic training has specialty certifications to formally validate a specialty and recognize the athletic trainer (AT) specialist. Objective This article conveys key information about credentialing, highlights historical events in the development of AT specialty certifications, and examines the concept of general practice. The purpose of conveying this information is to better understand and explore specialties and certifications in athletic training, which requires also conceptualizing athletic training as a general practice. Background One of the earliest documents mentioning specialty certifications within athletic training was published in 1997. In 2018, the Board of Certification formed the Specialty Council to validate athletic training specialties and oversee specialty certifications. Synthesis Earning a specialty certification is a rigorous process requiring the credentialed AT to gain, as well as maintain, postprofessional education and experience in a focused practice area. This education and training can come from an accredited residency program but also from on-the-job training and professional development. Results Practitioners of a validated athletic training specialty can become board-certified specialists with advanced clinical experience or after completing postprofessional education and training and passing the respective specialty certification examination. Recommendations We recommend conceptualizing athletic training as general practice so that we can differentiate the relationships of general, advanced, and specialty practices. Conclusions Athletic trainer specialty certifications are part of athletic training. Growing existing and creating new specialties and specialty certifications requires conceptualizing athletic training as general, advanced, and specialized practices.
Context Athletic trainers (ATs) appreciate the accessibility of web-based continuing education (CE) opportunities. ATs describe needing more CE opportunities related to clinical documentation, but the effectiveness of CE in this content area has not been studied. Objective Obtain ATs’ perceptions of their experiences accessing web-based CE specific to clinical documentation. Design Qualitative study. Setting Web-based audio interviews. Patients or Other Participants Twenty-nine ATs, averaging 36.2 ± 9.0 years of age, including 16 women and 13 men who represented 8 different clinical practice settings. Data Collection and Analysis Participants previously completed 1 of 2 web-based CE modules specific to clinical documentation, a personalized learning pathway (PLP) or passive reading list (PAS). After completing the modules, 1 investigator interviewed each participant regarding their experiences accessing and completing the modules. Following the Consensual Qualitative Research approach, 4 investigators (3 primary coders and 1 internal auditor) inductively analyzed the interview transcripts. We completed 5 rounds of consensus coding and finalized themes and supporting categories. Results We identified 2 themes: (1) structure and (2) barriers to completing the modules. Although both groups were satisfied with the content of the modules, PLP participants were more satisfied with the structure and experience of accessing the resources than the PAS participants. PLP participants enjoyed the engagement of the variety of resources included, whereas PAS participants inconsistently accessed reading materials based on personal preference. Both groups described time as a barrier to completing the modules, and some participants experienced technology barriers. Conclusions ATs value web-based CE opportunities that compile information related to a topic. Learners find a variety of learning formats, including videos, case studies, knowledge checks, and reflection prompts, to be more engaging than only reading materials. Although time continues to be a barrier to completing CE, offering accessible and engaging learning opportunities improves satisfaction with completing CE.
Context Athletic training educators are tasked with designing experiences that meet the standards set forth by the Commission on Accreditation of Athletic Training Education standards and foster student engagement and learning, including the new standards on quality improvement (QI) and quality assurance, communication, and advocacy. As newer curricular content standards, many educators are exploring ways to engage students in these processes in meaningful, engaging ways. Objective Describe an educational experience for students to engage in a real-time QI project aimed to improve campus access to automated external defibrillators (AEDs). Background This project focused on QI in AED access and time-to-shock for out-of-hospital survival rates in sudden cardiac arrest. AEDs should be available and administered within 2 to 3 minutes of collapse to improve out-of-hospital sudden cardiac arrest survival rates. Description Using the Plan, Do, Study, Act cycle for QI, students engaged in a structured real-life QI project as part of coursework and in-class activities. As a multiyear, continuous project various cohorts got to learn and build off previously completed work to improve campus access to AEDs. Advantage(s) This project can be completed in a didactic or clinical setting. Various Commission on Accreditation of Athletic Training Education standards were taught and assessed while providing students with the real-life experience and hands on experiences grounded in the social constructivism learning theory. Conclusion(s) Creating real-life learning experiences for students to engage in a QI project centered around campus access for AEDs improves student learning of QI, emergency preparedness, and advocacy through real-life, problem-based activities and highlights the impact athletic trainers and athletic training students can have on campus safety plans.
Context Since the consensus statement on relative energy deficiency in sport (REDs) was released in 2014, little research has been done to increase awareness to expand prevention and early detection efforts. Collegiate athletes have a high risk for the health and performance consequences of REDs due to busy schedules and social pressures, yet knowledge about the syndrome is limited among collegiate athletic staff. As integral members of the support staff for college athletes, it is important for athletic trainers (ATs) to have a strong understanding of REDs and an ability to recognize potential risk factors to play a role in prevention and early detection. Objective To provide prevention and intervention strategies for REDs in college athletes. Background The goal of this curriculum is to offer standardized REDs education to collegiate ATs so they can more easily identify at-risk athletes. With proper training, ATs can refer these athletes to appropriate medical professionals for evaluation and treatment. Description Registered dietitians (RDs) can use this technique to educate collegiate ATs about REDs. Athletic trainers can help bridge the gap between college athletes and the limited access they have to an RD. Educational Advantage(s) Early referral to a sports medicine physician and RD for further evaluation and treatment increases athletes’ health and ability to excel in their sport. This curriculum in particular bridges the gap between scientific literature and commercial programs designed to spread awareness of REDs. Conclusion(s) Increasing REDs awareness with this novel curriculum could help athletes avoid injury and illness, including potential long-term health consequences of REDs.
Context There is a prominent need to include high-quality educational content within professional athletic training programs relevant to the unique needs of lesbian, gay, bisexual, transgender, intersex, and asexual (LGBTQIA+) patients. Although the Commission on Accreditation of Athletic Training Standards for Professional Programs details the requirement for diversity, equity, inclusion, and social justice education (DEI 1 and 2), there is no specific requirement to include LGBTQIA+ content within the curriculum. Objective To detail a cased-based learning strategy to implement LGBTQIA+ content related to the social determinants of health within the curriculum. Background Athletic trainers and other healthcare professions have reported a lack in educational opportunities that would prepare them to competently provide care to LGBTQIA+ patients. Description This case scenario, and associated discussion and debrief questions, explores the intersection of minority stress and social determinants of health that negatively affect the health and well-being of an LGBTQIA+ patient, particularly in the secondary school setting. Educational Advantages Integrating active learning strategies allows students to engage in active thinking, group discussion, and clinical decision-making that prepare them better for clinical practice than passive learning strategies. Conclusion Intentional inclusion of LGBTQIA+ content within the curriculum will better prepare students to provide culturally competent care to LGBTQIA+ patients while fostering cultural humility.
Context Adopting diverse perspectives is increasingly important for athletic trainers (ATs) to provide care that fosters inclusion for all patients. Despite the NATA’s commitment to diversity, NATA membership remains approximately 80% White. Additionally, although ATs work with people from ethnically diverse backgrounds with unique body expression and body-size characteristics, it is unknown whether athletic training textbooks represent this diversity. Objective To investigate diversity characteristics of images including patients and clinicians within athletic training textbooks. Design Cross-sectional study. Patients or Other Participants Twenty percent (n = 15) of athletic training and health care textbooks included on the Board of Certification reference list were selected. Twenty percent of chapters from those textbooks were then randomly selected for inclusion. Main Outcome Measure(s) Descriptive statistics were calculated for person (athlete, nonathlete, clinician), setting (athletic venue, clinic, physician office, other), and demographic categories (perceived skin tone, race/ethnicity, age, gender, body size, body expression). Chi-square tests of goodness of fit were performed to determine significant differences between categories, and χ2 tests of independence were performed to determine differences across person type and category and across textbook domain and category. Results One thousand six hundred sixty-seven people were assessed from 1190 images. Images depicted statistically more persons with light skin tone (86%) assumed to be White (86%), young adults (75%) of average weight (95%), with no body expression diversity (95%). There were no major differences in subject characteristic majorities across person type or textbook domain. Conclusions Like other health care professions, a lack of image diversity was demonstrated within athletic training textbooks. To better recruit diverse students to the athletic training profession, and to prepare professional students to provide culturally competent and patient-centered care, these resources should better represent the diversity of ATs and their patients.
Context Interprofessional collaborative practice (IPCP) is a required component of athletic training education, yet more needs to be learned about how professional and residency programs integrate IPCP into their curricula. Objective Identify current strategies used in the integration, assessment, and quality of IPCP clinical experiences in athletic training programs. Design Cross-sectional survey. Patients or Other Participants Forty-two of the 288 (14.6% response rate) invited individuals participated. All reported being faculty members affiliated with a professional or residency athletic training program. Data Collection and Analysis The IPCP implementation and assessment was e-mailed to all accredited professional and residency program directors to evaluate: (1) institutional or organizational support for and integration of IPCP; (2) faculty, learner, or preceptor preparation for IPCP engagement; and (3) tools for assessment and quality of IPCP experiences. Survey instrumentation was validated through peer and expert review. Descriptive statistics were calculated for quantitative data, and open coding was used to analyze open-ended questions. Results Respondents reported favorable support from their institution or organization (administrative, financial, and organizational structure) to integrate IPCP experiences. The most common methods for IPCP implementation included clinical simulations (n = 22, 22.9%), grand rounds (n = 13, 13.5%), morbidity and mortality conferences (n = 3, 3.1%), journal clubs (n = 6, 6.3%), direct patient care (n = 14, 14.9%), and intentional clinical education experiences (n = 28, 29.2%). Respondents reported formal IPCP training for faculty (n = 7, 16.7%) and learners (n = 23, 54.8%) but not for preceptors (n = 25, 73.5%). While programs assess their learners’ IPCP experiences (n = 25, 59.5%), the quality of those experiences is not formally captured (n = 19, 45.2%). Conclusion(s) Interprofessional collaborative practice experiences within athletic training education continue to evolve. As such, in this study, we highlight the need for formalized training in IPCP for faculty, learners, and preceptors. Additionally, program faculty should consider implementing quality assessments of IPCP experiences to assess the quality and degree to which learners experience interprofessional collaboration.
Context In previous research, athletic trainers (ATs) have identified the formal coursework and clinical experiences of their professional program as contributing to preparedness for autonomous practice. However, new graduates have reported a perceived lack of skills necessary for practicing autonomously. Objective The purpose of this study was to evaluate how programs provide progressively autonomous clinical education experiences and the role of these experiences in preparing future ATs. Design Qualitative study. Setting Virtual interviews. Patients or Other Participants A sample of 17 program administrators (program directors = 12, coordinators of clinical education = 5) representing 16 master of science in athletic training programs participated in this study. Main Outcome Measure(s) Each program completed a virtual interview guided by a semistructured interview protocol. A 3-person data analysis team identified emerging domains and categories through a multiphase approach. Member checking, multiple researcher triangulation, and auditing were used to establish trustworthiness. Results Four domains emerged from participant responses: (1) curricular design, (2) preparatory experience and outcomes, (3) preceptor role, and (4) assessments. We found that intentionality in curricular design to promote progressive autonomy was beneficial in facilitating transition to practice through improved knowledge, skills, and confidence. Due to the importance of clinical education in AT preparation, preceptors played a critical role in creating opportunities for learning in the clinical environment. However, the degree to which experiences were autonomous and the effectiveness of the student in those encounters were rarely measured. Limitations outlined by participants included accreditation and program length. Conclusions The development of knowledge, skills, and confidence through intentionally selected clinical experiences and guided by preceptor feedback are critical to establishing an autonomous practitioner. However, the program’s evaluations were predominantly traditional practice assessments and informal feedback, instead of an assessment of readiness for practice.
