Student Perceptions Of Athletic Training Preceptor Traits And Their Effects On Board Of Certification Examination Outcomes

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Student Perceptions of Athletic Training Preceptor Traits and Their Effects on Board of Certification Examination Outcomes

Author : Jennifer J. H. Huseman
Publisher :
ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis Student Perceptions of Athletic Training Preceptor Traits and Their Effects on Board of Certification Examination Outcomes by : Jennifer J. H. Huseman

Download or read book Student Perceptions of Athletic Training Preceptor Traits and Their Effects on Board of Certification Examination Outcomes written by Jennifer J. H. Huseman and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the perceptions Athletic Training Students' harbored of the traits of preceptors they have been assigned. The preceptor characteristics examined in this study were nurturing, contemplative, consolidative, management, inspirational, and rigorous. These perceived traits of preceptors were then compared to Athletic Training Programs who were compliant and non-compliant with CAATE Standard 11 for Professional Programs. The study investigated whether there would be a significant difference in any of the trait characteristics between programs in compliance and non-compliance with Standard 11. This was a quantitative study in which data were collected via Preceptor Effectiveness Survey. The data were analyzed through SPSS 23 using descriptive statistics and MANOVA. The MANOVA failed to result in a significant multivariate effect, however, the univariate results indicated a significant difference between programs (p [less than].05) for the "rigorous" trait, F(1, 105) = 7.210, p = 0.008. Overall, noncompliant programs presented lower mean scores on all traits when compared to compliant schools. The study can offer evidence for effective preceptor traits in programs with successful Board of Certification (BOC) outcomes. This could be utilized to improve training, recruitment, hiring, establishing appropriate student-preceptor ratios to individual preceptors, and enhancing the overall student clinical experience.

An Explanatory Sequential Mixed-method Investigation of Athletic Training Students' Perceptions of Preceptor Mentorship and Board of Certification Exam Success

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Author : Sabrina R. Fordham
Publisher :
ISBN 13 :
Total Pages : 244 pages
Book Rating : 4.:/5 (942 download)

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Book Synopsis An Explanatory Sequential Mixed-method Investigation of Athletic Training Students' Perceptions of Preceptor Mentorship and Board of Certification Exam Success by : Sabrina R. Fordham

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:

Athletic Training Students' Perceptions of Their Academic Preparations for the Board of Certification Examination

Author : Amy Whitman
Publisher :
ISBN 13 :
Total Pages : 78 pages
Book Rating : 4.:/5 (227 download)

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Book Synopsis Athletic Training Students' Perceptions of Their Academic Preparations for the Board of Certification Examination by : Amy Whitman

Download or read book Athletic Training Students' Perceptions of Their Academic Preparations for the Board of Certification Examination written by Amy Whitman and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: To examine athletic training students' perception of their Athletic Training Education Program (ATEP) in relation to their preparation for the Board of Certification (BOC) examination, participants completed an online survey consisting of 2 multiple choice questions and 13 questions utilizing a 5-point Likert scale. T-tests were performed to analyze all data. Alpha level was set at 0.05. The respondents perceived their academic preparation as either satisfactory (N=573, 87.6%) or unsatisfactory (N=81, 12.4%). Significant differences existed between those respondents passing the written, simulation, and practical portions of the exam on the first attempt compared to those who failed those portions. Of the content areas, only Pharmacology (M=3.31), Psychosocial Intervention (M=2.89), Nutrition (M=2.82), and Healthcare Administration (M= 2.71) had mean scores above 2.50 (1=Excellent, 5=Poor). As perceived by athletic training students who sat for the certification examination, ATEP's are adequately preparing their students for the BOC certification examination.

An Exploration of Factors Affecting Student Persistence Into Athletic Training Education Programs

Author : Heather Hartsell
Publisher :
ISBN 13 :
Total Pages : 290 pages
Book Rating : 4.:/5 (88 download)

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Book Synopsis An Exploration of Factors Affecting Student Persistence Into Athletic Training Education Programs by : Heather Hartsell

Download or read book An Exploration of Factors Affecting Student Persistence Into Athletic Training Education Programs written by Heather Hartsell and published by . This book was released on 2013 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to examine the factors that contribute to student persistence into athletic training education programs (ATEPs). The researcher also gauged prospective athletic training students' perceptions on experiences that contributed to their decision to either apply or not apply to ATEPs. -- Invited study participants included all freshmen prospective athletic training students who were enrolled in the Athletic Training Introductory course/s at three participating CAATE-accredited ATEPs with a secondary admissions process occurring in the fall. Contact persons from each ATEP were e-mailed a study introduction letter and asked to e-mail a student letter with a survey link to students in introductory course/s. The researcher merged two retention theories and developed a survey to gather data with regards to how program attributes, social, academic, clinical integration, and program commitment affect student persistence. Additionally, the survey included demographic items. The researcher also conducted semi-structured interviews with contact persons from each ATEP and gathered institution demographics, program demographics, and program attributes. Mann Whitney U tests were conducted to determine if differences among group responses existed. Spearman Rho correlation analyses were utilized to determine relationships between each independent variable (i.e., academic, social, clinical integration, program attributes, and program commitment) and each group (i.e., persisters and non-persisters). Establishing correlation significance allowed for the application of Binary Logistic Regression analysis to seek predictive variables. All qualitative responses provided in the survey data were coded utilizing an interpretive method of data coding. Overall descriptive statistics were computed on all survey items. -- With the results of this study, it was established that both a difference and relationship existed between each group and student persistence with Mann Whitney U and Spearman Rho correlations demonstrating significant results. Binary Logistic regression analysis did not yield predictive variables. The greatest correlation existed between program commitment and persistence. These findings suggested that strong program commitment is more influential in persistence than other variables. Qualitative results revealed that persisters and non-persisters manage the pre-application period differently, resulting in either persistence or non-persistence. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence.

Athletic Training Student Perceptions of the Clinical Learning Environment in an Integration and Immersive Clinical Model for Education

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Author : Brett A. Winston
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Athletic Training Student Perceptions of the Clinical Learning Environment in an Integration and Immersive Clinical Model for Education by : Brett A. Winston

Download or read book Athletic Training Student Perceptions of the Clinical Learning Environment in an Integration and Immersive Clinical Model for Education written by Brett A. Winston and published by . This book was released on 2019 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The current study was designed to investigate if differences existed in professional degree athletic training student (ATS) perceptions of the clinical learning environment with regards to immersive and clinical integration models of clinical education and preceptor to student ratios. In order to investigate ATS perspectives of the clinical learning environment a 34 item, four factor scale was developed by the researcher and named the Clinical Learning Environment Inventory – Athletic Training (CLEI-AT). Participants included 1,491 professional degree ATSs from across the United States who were recruited based on non-certified student membership status with the National Athletic Trainers Association (NATA). Participants completed the CLEI-AT using Qualtrics Software (Provo, UT) and a 2 x 3 multivariate analysis of variance was computed to determine if mean vector differences existed among the independent variables with regard to the four subscales of the CLEI-AT. No significant multivariate differences were found therefore univariate analyses were conducted. A significant (p

Accuracy of Athletic Training Student Performance Factors for Determining BOC Exam First-Time Pass Outcomes

Author : Zachary Hobson
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Accuracy of Athletic Training Student Performance Factors for Determining BOC Exam First-Time Pass Outcomes by : Zachary Hobson

Download or read book Accuracy of Athletic Training Student Performance Factors for Determining BOC Exam First-Time Pass Outcomes written by Zachary Hobson and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Athletic training (AT) programs are required to maintain a three-year aggregate first-time pass rate of 70% on the Board of Certification (BOC) exam. Currently, there are no uniform entrance-to-major criteria for AT programs to employ when attempting to identify students poised for such success. Various academic variables have been previously identified as single and combined predictors of first-time success; however, these investigations reflect prior versions of the credentialing examination based on what are now obsolete editions of the professional practice analysis. Therefore, the purpose of this study was to determine the accuracy of AT student performance factors as indicators of successfully passing the current version of the BOC exam on a first attempt. An additional aim was to determine the utility of a unique composite score that may serve as a potential all-inclusive metric lending to establishing admission criteria for AT programs. Per pilot data, we hypothesized that cumulative grade point average (GPA) upon admission to an AT program would be the most accurate secondary admissions criterion, as determined by receiver operating characteristic curve analysis. Additionally, we sought to identify the threshold indicative of success for each variable of interest using the index of union method. Cumulative GPA upon graduation provided fair accuracy in predicting first-time success on the BOC exam; however, SAT outcomes provided excellent accuracy. Although not the most accurate of all variables, the unique composite score may represent an all-inclusive indicator of success. Program administrators and AT educators may use these outcomes to shape their related programmatic operations.

The Psychosocial Content Area in Athletic Training Education

Author : Leah M. Washington
Publisher :
ISBN 13 :
Total Pages : 154 pages
Book Rating : 4.:/5 (979 download)

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Book Synopsis The Psychosocial Content Area in Athletic Training Education by : Leah M. Washington

Download or read book The Psychosocial Content Area in Athletic Training Education written by Leah M. Washington and published by . This book was released on 2016 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Athletic trainers are often a significant source of support for athletes coping with psychosocial issues, both in terms of directly assisting the athlete through psychosocial interventions (e.g., goal setting, motivations) and offering access to other resources (i.e., mental health counseling referrals), as well as providing various types of social support (Barefield & McCallister, 1997; Robbins & Rosenfeld, 2001; Tracey, 2008). Moreover, athletic training education includes a specific content area, Psychosocial Strategies and Referral, to prepare students to meet the athletes' needs. Athletic trainers (ATs) have expressed an interest in, and increasing acceptance of, the use of psychological skills with athletes who are injured (Clement, Granquist & Arvenin-Barrow, 2013; Cramer Roh & Perna, 2000; Hamson-Utley, Martin & Walters, 2008; Larson, Starky & Zaichowsky, 1996). However, ATs often feel underprepared to assist athletes through the use of psychological skills (Stiller-Ostrowski & Ostrowski, 2009; Moulton, Molstad, & Turner, 1997; Misasi, Davis, Morin, & Stockman, 1996). This study aims to further understand the gap between required athletic training education and feelings of lack of preparedness on behalf of athletic training students. To that end, athletic training Program Directors, Preceptors, and Students were surveyed regarding five specific psychosocial competencies. It was found that while there was no difference in how Program Directors value the selected competencies, there was differentiation among both Preceptors and Students. Students value, feel prepared to use, and are more likely to use competencies PS6, PS7 and PS8, but not PS9 or PS10. Preceptors also valued PS9 and PS10 the least. For Preceptors, modeling the behavior was the strongest predictor of competency value. Multiple regressions were run to determine predictors of student values, preparedness, and likelihood of use. Results were inconsistent across competencies, however where the competency is taught and the value of the Program Director for that competency emerged the most often as significant predictors. Lastly, a regression was run to predict students' likelihood of using a competency from value and preparedness. Across all competencies, value and preparedness were significantly predictive of likelihood of use, and in only one competency was value the only predictor. Results indicate that more research is necessary to understand student values of competencies as well as the influence of clinical instructors on educational experiences. Implications of the results and directions for further research are discussed."--Abstract from author supplied metadata.

Utilization of Clinical Teaching Models in Athletic Training Clinical Education

Author : Jason Graham
Publisher :
ISBN 13 :
Total Pages : 200 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Utilization of Clinical Teaching Models in Athletic Training Clinical Education by : Jason Graham

Download or read book Utilization of Clinical Teaching Models in Athletic Training Clinical Education written by Jason Graham and published by . This book was released on 2021 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context : Clinical education comprises over half the time students spend in an athletic training program. Preceptors are tasked with overseeing these clinical experiences and mentoring students while simultaneously engaging in patient care. Preceptors have a limited training in clinical education or background in andragogy. Preceptors have previously reported teaching and learning as their highest topic of interest in preceptorship professional development. Objective: The purpose of this study is to examine the awareness of and how often preceptors use specific clinical teaching models within athletic training clinical education. This study also examines the preceptor's perceptions of the benefits and barriers to using specific clinical teaching models and the perceptions of preceptor training in educating them on clinical teaching models. Design: Sequential mixed methods. Setting: Online qualitative survey and virtual qualitative semi-structured interviews. Patients or Other Participants: 165 preceptors affiliated with masters and bachelors level accredited athletic training programs participated in the survey and 10 participants completed follow-up interviews. Data Collection and Analysis: Surveys were administered via Qualtrics, and interviews were completed using Zoom. Frequency tables and chi square tests of independence were used to analyze the survey data. A phenomenological approach of inquiry was used to analyze the interview data. Trustworthiness was established with member checking, triangulation using 2 data collection methods and independent data analysts, and external peer review. Results: The Supervision, Questioning, Feedback (SQF) model was used by most preceptors. The One-Minute Preceptor (OMP) or the SNAPPS model were less common. Components related to the SQF model were used more frequently, on a daily or weekly basis over components unique to the OMP or SNAPPS models. Participants described using teaching techniques similar to the SQF model but acknowledge they are generally unaware of clinical teaching models that exist. Participants report perceptor training focuses more on programmatic administration rather than clinical teaching. Only 68% of preceptors reported completing any institutional preceptor training related to clinical teaching, and 24% have completed the Master Preceptor Level I training program. Participants would like to have consistent and ongoing training that incorporates experiential learning to educate them on clinical teaching models as they did display enthusiasm towards improving their clinical teaching abilities. Participants report clinical teaching models are beneficial in helping students build confidence in clinical reasoning, providing a structured teaching strategy, and fostering a positive learning environment. However, the biggest barier reported is balancing role strain in the simultaneous role of being a healthcare provider and educator. Conclusions: Preceptors are largely unaware that clinical teaching models exist. Most preceptors believe preceptor training does not adequately prepare them how to teach in the clinical setting. The context and frequency of institutional preceptor training needs to be reassessed to ensure preceptors are being adequately educated on clinical teaching. Enhancing their clinical teaching practices will reduce preceptor role strain, improve their professional growth, and improve student learning.

Athletic Training Clinical Preceptors' Perceptions of Their Pedagogical Methods for Facilitating Critical Thinking in Athletic Training Students

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Author : Keri Lyn Heickert
Publisher :
ISBN 13 :
Total Pages : 228 pages
Book Rating : 4.:/5 (962 download)

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Book Synopsis Athletic Training Clinical Preceptors' Perceptions of Their Pedagogical Methods for Facilitating Critical Thinking in Athletic Training Students by : Keri Lyn Heickert

Download or read book Athletic Training Clinical Preceptors' Perceptions of Their Pedagogical Methods for Facilitating Critical Thinking in Athletic Training Students written by Keri Lyn Heickert and published by . This book was released on 2016 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

An Exploratory Investigation of Grit and Its Relationship to Student Integration in Athletic Training Education Programs

Author : Carlos Jose Gual
Publisher :
ISBN 13 :
Total Pages : 129 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis An Exploratory Investigation of Grit and Its Relationship to Student Integration in Athletic Training Education Programs by : Carlos Jose Gual

Download or read book An Exploratory Investigation of Grit and Its Relationship to Student Integration in Athletic Training Education Programs written by Carlos Jose Gual and published by . This book was released on 2021 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students must enroll in rigorous accredited academic programs and pass the National Board of Certification (BOC) examination to become athletic trainers. Therefore, studies in athletic training and student achievement focus on student persistence/retention and BOC Examination pass rates. The majority of studies conclude that cognitive measures like grade point average (GPA) have a relationship with both retention and exam pass rates. However, research should also consider meta-cognitive factors (i.e., personality traits). The purpose of this study was to examine the relationship between athletic training students’ grit (a metacognitive factor) and their academic, clinical, and social integration. The population for this study was athletic training students in a professional athletic training program in Florida. The study reported a correlational analysis to determine the relationship between grit and student integrations. Analysis of the data failed to find a statistically significant relationship between grit and student integration. However, further research with a larger sample size could identify the correlation between grit and student integration. A relationship between grit and student integration can affect three components of athletic training education: program admissions, clinical placements, and student advising.

The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education

Author : Darrell Jon Gililland
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (956 download)

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Book Synopsis The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education by : Darrell Jon Gililland

Download or read book The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education written by Darrell Jon Gililland and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the effects of problem-based learning (PBL) as a tutoring intervention in narrowing the theory application gap within the treatment and rehabilitation domain of Regional Universities athletic training education program (ATE). Research indicates there are theory application gaps between didactic and practical applications in nursing, physical therapy, athletic training, and teacher education programs. This theory application gap exists when a transfer of knowledge breakdown occurs in the classroom and clinical practice integration. Students at Regional University in Texas have scored well below the national average in the treatment and rehabilitation domain of the Board of Certification, Inc. national certification examination. Athletic students within the RU ATE volunteered for participation in the study and provided the sample of convenience (N=15). The sample size consisted of student cohorts from each academic level within the ATE: Level-I (N=5), Level-II (N=5), and Level-III (N=5). Students participated in the study for five-weeks during the spring of 2013. Students received an orientation to PBL during the first week followed by the PBL tutoring intervention in the subsequent weeks. This study utilized a convergent parallel mixed methods design as the methodological framework. The Elizondo-Montemayor Criterion Reference (EMCR) self-assessment for PBL was utilized as the pre and posttest quantitative tool. Descriptive analysis was performed on the EMCR followed by the Kruskal-Wallis statistical analysis to and a post-hoc Mann-Whitney U analysis. Qualitative data was collected using the transcripts from focus groups and student reflection journals. A constant comparative method of analysis was used to review data from the focus groups and reflection journals. The EMCR self-assessment PBL objectives guided the thematic coding process. Through the constant comparative method of analysis, sub-themes emerged in both the focus groups and reflection journals. The results of the study indicate a statistical significance in the pre-posttest in the PBL objects of application of knowledge, clinical reasoning, and self-directed learning. However, the average self-directed learning EMCR score rated the academic levels as "poor". Qualitative results corroborate the self-directed learning quantitative findings, students also perceived the theory application gap within ATE as one that hinders learning. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155381

Preceptors' Perceptions of Evidence-based Practice in Teaching Athletic Training Students

Author : Melanie Stanton
Publisher :
ISBN 13 :
Total Pages : 170 pages
Book Rating : 4.:/5 (19 download)

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Book Synopsis Preceptors' Perceptions of Evidence-based Practice in Teaching Athletic Training Students by : Melanie Stanton

Download or read book Preceptors' Perceptions of Evidence-based Practice in Teaching Athletic Training Students written by Melanie Stanton and published by . This book was released on 2015 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Perceptions of Athletic Training Education Program Directors on Their Students' Persistence and Departure Decisions

Author : Thomas G. Bowman
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (814 download)

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Book Synopsis Perceptions of Athletic Training Education Program Directors on Their Students' Persistence and Departure Decisions by : Thomas G. Bowman

Download or read book Perceptions of Athletic Training Education Program Directors on Their Students' Persistence and Departure Decisions written by Thomas G. Bowman and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Evolution of Athletic Training and Perceptions of the BOC Examination Change to a Computer-based Format

Author : Daniel J. Christoffer
Publisher :
ISBN 13 :
Total Pages : 174 pages
Book Rating : 4.:/5 (813 download)

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Book Synopsis The Evolution of Athletic Training and Perceptions of the BOC Examination Change to a Computer-based Format by : Daniel J. Christoffer

Download or read book The Evolution of Athletic Training and Perceptions of the BOC Examination Change to a Computer-based Format written by Daniel J. Christoffer and published by . This book was released on 2011 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Outcomes of a Peer Assessment/feedback Training Program in an Undergraduate Sports Medicine Course

Author : Melissa Catherine Marty
Publisher :
ISBN 13 :
Total Pages : 213 pages
Book Rating : 4.:/5 (646 download)

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Book Synopsis Outcomes of a Peer Assessment/feedback Training Program in an Undergraduate Sports Medicine Course by : Melissa Catherine Marty

Download or read book Outcomes of a Peer Assessment/feedback Training Program in an Undergraduate Sports Medicine Course written by Melissa Catherine Marty and published by . This book was released on 2010 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Peer assessment/feedback is clearly occurring in athletic training education programs. However, it remains unclear whether students would improve their ability to assess their peers and provide corrective feedback if they received formal training in how to do so. The purpose of this study was to determine the following: 1) if a peer assessment/feedback (PAF) training program affected the quality of feedback students provided to their peers and if feedback improves over time, 2) if students' perceptions of and preferences for PAF changed over time and as a result of a PAF training program, and 3) if PAF training affected skill performance. Two sections of an introductory sports medicine class were used to examine the effects of a PAF training program and time on different aspects of PAF. The subjects had three sets of laboratory skills with two days of lab practice for each set. One section received the PAF training after the first set of labs (n = 33); the control section received not training (n = 36). Two groups of four students from each section were videotaped in order to observe the feedback they provided. Surveys were completed at the beginning of the semester and the end of the semester to examine perceptions and preferences of all subjects. The videotaped data analysis suggests that PAF training potentially shaped the consistency of descriptive feedback, use of strategic questioning, staying on task and the amount of reaffirming feedback provided. Findings also suggest that other factors shaped the peer feedback, such as baseline ability to provide quality feedback, difficulty of the skill and the number of errors performed while executing the skills. Some of the strategies discussed in the PAF training were used by the control groups even though they did not receive training. The training could be beneficial for all students to either reinforce what they already do or to teach new strategies. Subjects in the PAF training found it beneficial, which may improve the acceptance of feedback and their wiliness to provide feedback. The subjects, regardless of group, overwhelmingly had positive perceptions of the benefits of peer learning, benefits of PAF and the PAF process. Students preferred peers for the activities related to practicing and refining skills while preferring instructors for initial learning and grading. Preferences for PAF increased for six of the 11 items with no differences between the experimental and control groups. Finally, there were no significant differences in exam grades thus the PAF training did not affect skill performance."--Abstract from author supplied metadata.

Test Anxiety and Performance of First-time Candidates Taking the National Athletic Trainers' Association Board of Certification Examination

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Author : Patrick James Sexton
Publisher :
ISBN 13 :
Total Pages : 390 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Test Anxiety and Performance of First-time Candidates Taking the National Athletic Trainers' Association Board of Certification Examination by : Patrick James Sexton

Download or read book Test Anxiety and Performance of First-time Candidates Taking the National Athletic Trainers' Association Board of Certification Examination written by Patrick James Sexton and published by . This book was released on 2002 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

An Examination of Feedback Interactions Between Athletic TrainingStudents and Clinical Instructors

Author : Sara Lynn Nottingham
Publisher :
ISBN 13 : 9781124682884
Total Pages : 217 pages
Book Rating : 4.6/5 (828 download)

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Book Synopsis An Examination of Feedback Interactions Between Athletic TrainingStudents and Clinical Instructors by : Sara Lynn Nottingham

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.].