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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.
This study investigated strength and conditioning programs in athletic departments of NCAA Division I universities in the Mid-American Conference (MAC). Little research has been conducted on the perceptions of constituents associated with these programs causing a gap in the literature. The purpose of this research was to examine the perceptions of head athletic directors and strength and conditioning coaches about the organization, structure, and function of strength and conditioning programs. The theoretical lenses used in this study included Weber's bureaucratic theories on higher education universities and Birnbaum's problematic issues with bureaucracies. A semi-structured interview process was used to interview 10 participants (5 athletic directors and 5 strength and conditioning coaches). An analysis of the participants' perceptions revealed six common themes. First, strength and conditioning programs within the MAC have great value, but some athletic departments clearly value their strength and conditioning programs by providing more financial resources than others. Secondly, mission statements are important documents in the daily operations of athletic departments, but the perceptions vary regarding the need for more specialized mission statements. Third, the organizational infrastructure of the MAC athletic departments is characterized by high levels of expertise and the need to add more staff to strength and conditioning programs. Fourth, resources are perceived to be the one of the most critical issues, especially in light of the rising costs of running athletic departments and the expectations to be fiscally responsible. Fifth, communication is important to athletic directors and strength and conditioning coaches in the operations of their department. Sixth, athletic directors and strength and conditioning coaches both perceive maintaining budgetary restrictions, adapting to the current economic environment, and experiencing growth and exposure as projected. Recommendations for practice include (1) staffing strength and conditioning programs appropriately, (2) developing long-term contractual agreements with performance-based incentives, (3) developing mission statements for all athletic departments and strength and conditioning programs, (4) producing and disseminating empirical data, and (5) separating strength and conditioning coaches so that they stand out from head sport coaches and occupy a higher-profile position on organizational charts.