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"The present study assessed the use of effective teacher behaviors in athletic training clinical education. Research involved development and use of: 1) the 20-question Survey of Effective Clinical Educator Behaviors (SECEB) to assess student and instructor perceptions of clinical instructor use of effective teaching behaviors; and 2) the Observational Record of Clinical Educator Behaviors (ORCEB) interval recording instrument to objectively measure instructor's demonstrated behaviors in the clinical setting. The SECEB was distributed to twelve Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education programs in the National Athletic Trainers' Association (NATA) District 3. Subjects (n=186) representing ten of those schools returned usable data. SECEB item statements were grouped into four subcategories of effective teaching behaviors (Information, Evaluation, Critical Thinking, and Physical Presence), and were ranked on a scale from 'Never (1)' to 'Very Often (5)'. While educators rated themselves and their perceived ideal, students evaluated their current and an ideal clinical instructor. Cronbach's alpha for all items showed excellent internal consistency (α=.858). Results found that students (4.56".33) and clinical instructors (4.56".24) had nearly identical perceptions of an ideal instructor's behavior, but that students consistently rated current instructors higher (4.09".52) than the instructors rated themselves (3.93".36). In addition to the survey data, four approved clinical instructors (ACIs) were observed using the ORCEB as they interacted with patients and students for five 30-minute sessions. Inter-rater and intra-rater reliabilities as determined by simple correlation of behavior frequencies between two independent coders were r=.964 and r=.974, respectively. The ORCEB was used to assess clinical instructor demonstration of twelve target behaviors. Results indicate that instructors use only 24% of each clinical education session for teaching/learning behaviors; of the remaining time, 32% was devoted to patient care without student interaction, 35% to behaviors unrelated to clinical education, and 9% in downtime when no students or patients were present. Furthermore, student ranking of these instructors based upon their SECEB scores was identical to that created by ORCEB behavior percentages, indicating that students' perceptions of their instructor's behavior are accurate."--Abstract from author supplied metadata.
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
The Athletic Trainer's Pocket Guide to Clinical Teaching is a user-friendly handbook designed to provide practical information on effective clinical teaching. With an understanding that athletic trainers are sometimes unfamiliar with their specific roles and responsibilities when serving as Approved Clinical Instructors, Dr. Thomas Weidner has created the go-to resource that can be called upon while in the clinical setting. The Athletic Trainer's Pocket Guide to Clinical Teaching is a condensed, well-organized reference tool that will assist Approved Clinical Instructors, Clinical Instructor Educators, and others associated with clinical education with the roles and responsibilities of the clinical education team. Each chapter concludes with reflection questions to help make connections with one's own unique environment and situation. Features include: • A general background on effective clinical teaching • Relevant educational theory • Specific ideas and strategies for teaching in different clinical settings and situations • Evaluation and feedback • Content on how to approach challenges in clinical teaching • Information for conducting initial and continuing Approved Clinical Instructor (ACI) training The Athletic Trainer's Pocket Guide to Clinical Teaching has answered the call to provide a book that offers information specific to the athletic training clinical instructor.
Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.
ABSTRACT: The current study was designed to investigate undergraduate athletic training students (ATS) perceptions of the clinical learning environment (CLE) using the Clinical Learning Environment Inventory (CLEI) survey, as well as, to determine if major differences existed between on and off campus clinical education sites (Newton, Jolly, Ockerby, & Cross, 2010). In addition, the researcher explored if differences existed in the CLE between males and females, and sophomores, juniors, and seniors. The participants included 105 undergraduate ATS between the ages of 18 and 24 years. Participants were recruited from three East Coast, CAATE accredited,undergraduate athletic training programs. All participants completed the CLEI survey. A total of six 2 x 2 x 3 Independent Groups Analyses of Variance (ANOVA) were computed to determine if interactions or differences existed among the independent variables with respect to the six subscales on the CLEI survey. A significant (p .05) difference was found for the main effect of year in school with regard to the subscale, innovation, on the CLEI. All other findings were considered none significant (p .05), however, many practical implications were noted from the data.
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.].
The purpose of this study was to determine to what extent the clinical education aspect of the athletic training preparation program at a Division II university aligns with the clinical standards. The program evaluation focused on current undergraduate athletic training candidates who were officially accepted into the current athletic training program. An assessment was given to better understand the current students' perceptions of their clinical instructor. Along with current students, alumni of the athletic training program were surveyed to evaluate their readiness attitude as they entered entry-level positions in athletic training. The clinical instructors also completed an evaluation form to categorize the clinical instruction taking place in the athletic training program. Using the mixed methods approach to gather qualitative and quantitative data assisted the stakeholders in evaluating the current status of clinical instruction. This enabled the program to create a strategic plan including the establishment of long-term and short-term goals. The program evaluation enabled the stakeholders to set measurements to determine if goals and benchmarks were achieved.
In the literature the concept of mentoring has been defined many different ways; however, the importance of the mentoring relationship to the development of the novice has not been disputed. In recent years the growing body of knowledge on entry-level athletic training education has begun to demonstrate that the quality of the learning experience plays a vital role in the development of the athletic training student. In addition, the literature suggests that the mentoring provided by athletic training educators is very important to this development. Hence, the purpose of this study was to examine the effectiveness of specific mentoring behaviors of athletic training clinical supervisors as perceived by their students. To accomplish this, a modification of the Principles of Adult Mentoring Scale - Postsecondary Education was used to compare differences in the perceptions of students completing NCAA Division I and NCAA Division III intercollegiate athletic training field experiences. Differences in student perceptions were also compared among the various athletic training student/clinical supervisor gender relationships. The results of this study, as based on the mentoring scale, rated athletic training clinical supervisors to be effective when motivating students to make decisions that could lead to future success (i.e., Mentor Model), and less effective when introducing alternative beliefs and values that may help to achieve future goals (i.e., Facilitative Focus). They were, however, rated as being not effective when establishing trust (i.e., Relationship Emphasis), offering tailored advice (i.e., Information Emphasis), challenging unproductive behaviors (i.e., Confrontive Focus), and encouraging personal initiative (i.e., Student Vision). In addition, the descriptive statistics suggested that athletic training students completing NCAA Division III intercollegiate field experiences perceived their clinical supervisors to be slightly more effective mentors than those students completing NCAA Division I field experiences. These results suggest the possibility that organizational and/or environmental factors may influence the perceived mentoring effectiveness of athletic training clinical supervisors. Furthermore, the results of this study suggest that athletic training educators, and possibly athletic training students, may require instruction on the intricacies of being an effective mentor.