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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.
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
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.
Sexual harassment is an issue that occurs in healthcare professions and on college campuses nationwide. Athletic trainers employed at the collegiate setting are healthcare professionals who work in close conjunction with student-athletes, which may predispose a risk of a sexual harassment occurrence. A study was conducted to investigate the sexual harassment of athletic trainers and athletic training students by student athletes at the collegiate setting. A Qualtrics survey, containing closed- and open-ended questions, was sent out to 297 CAATE-accredited athletic training program directors; the athletic training staff at these institutions were also sent the survey as well. The program directors were asked to send the survey to the students currently enrolled in the program. Quantitative data were analyzed using Qualtrics and the qualitative data were analyzed using themes and coding. The study revealed that athletic trainers and athletic training students were sexually harassed by student-athletes on at least one occasion. 40% of the respondents stated being sexually harassed by a student-athlete, and 59% observed sexual harassment of a member of the athletic training staff on at least one instance.
Background: Professionalism is the combination of clinical competence, legal/ethical understanding, knowledge and humanistic qualities. Previous literature from varying disciplines indicates a decline in the perception of professionalism of healthcare providers. Medicine has a long standing contract with patients and to society as whole. Professionalism is the binding concept in this contract. Athletic Trainers are allied healthcare providers that interact and collaborate with a large and varied population of athletes, patients and clients. Purpose: The purpose of this research was several-fold. First, this research aims to enhance, promote and further the discussion of professionalism in athletic training. This research aims to examine the overall perception of professionalism in athletic training and whether athletic training student's perceptions differ from certified athletic trainers. Methods: Permission was granted to adopt and modify The Penn State College of Medicine Professionalism Questionnaire (PSCOM-PQ) for studying professionalism perceptions in athletic training. Participants were recruited through distribution emails to program directors (PD) in 12 Mid-American Conference ATEPS. The sample population included students (pre professional and professional phase) as well as certified athletic trainers (graduate students and faculty/staff). Data Analysis: A 4x6 way Analysis of Variance (ANOVA) with repeated measures on the ABIMs six a priori elements of professionalism was performed for aggregate rating and rank ordering scores. Post Hoc testing was accomplished with independent samples T-Tests by group (pre-professional phase, professional phase, graduate and faculty/staff). Results: Pre-professional students had the greatest significant between groups differences; when compared to professional phase students pre-professional students significantly differed in 4 of 6 a priori elements of professionalism. They included accountability (t=1.8, p=.03), altruism (t= 1.4, p= .04), excellence (t= 1.53, p= .011) and respect (t= 1.04, P= .04). Pre-professional students to graduate students significantly differed in the a priori element excellence (1.72, p= .04). There were no significant differences between any of the remaining groups. Pre-professional phase students significantly differed in honor/integrity (t=1.56, p=.03) compared to graduate students in the rank ordering analysis. Conclusion: Data from this study did not support the original hypothesis that athletic training students would differ in their perceptions of professionalism compared to certified athletic trainers.
The purpose of this study is to determine the perceptions of athletic training students, both with and without self-disclosed hidden disabilities, regarding the educational practices within their Athletic Training program (ATP) as measured by the Seven Principles for Good Practice in Undergraduate Education. It was our intent to determine how athletic training students perceive their educational experiences in their overall ATP and do perceptions differ between AT students with self-disclosed hidden disabilities and those without hidden disabilities. Data was collected from students (N = 129) who represented 30 of the 77 CAATE accredited undergraduate athletic training education programs in the US District 4 (GLATA). Five percent of participants (n = 7) self-identified with having a hidden disability, involving a diagnosis that affects their learning experience, including ADHD (n = 5), LD (n = 2), and some form of psychological (n = 1) or medical (n = 1) condition. Significant differences were found between groups when comparing students with a self-disclosed hidden disability and those without on the total instrument score (p= .001), and 4 out of the 7 subscales: Active Learning (p= .000), Prompt Feedback (p= .006), Time On Task (p= .002), and High Expectations (p= .011). AT educators could utilize the Seven Principles for Good Practice in Undergraduate Education to gather information regarding student perceptions of their educational experiences and use that as a basis to implement more UDL inspired approaches grounded in good practice in the didactic and clinical aspects of the program.