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"Clinical experiences are integral to the education process in many professions. Professional socialization is one area of students' development enhanced by clinical experience. Professional socialization includes learning in the affective domain by experiencing moral, ethical and legal practice as well as developing confidence in students' clinical practice. This study examined the role of clinical experience for professional socialization in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited athletic training education programs. This was done by examining entry-level athletic trainers' perceptions of the importance of four common clinical experiences in the development of selected affective domain educational competencies. These experiences were peer practice, approved clinical instructor (ACI) instruction, practice coverage and game coverage. The affective domain competencies were chosen because they included aspects of professional socialization such as role identity and moral ethical and legal practice of athletic training. A quantitative, researcher developed, web based survey was designed and used to collect perception data from newly certified athletic trainers who had graduated from a CAAHEP accredited athletic training education program. While all four common clinical experiences were reported as important to subject mastery of the competencies, ACI instruction and practice coverage were reported to be more important than both peer practice and game coverage. These results are important to athletic training educators as they try to develop the best possible combination of classroom, laboratory and clinical experience to better prepare future generations of confident and successful practicing athletic trainers."--Abstract from author supplied metadata.
Athletic training is an allied health profession in which individuals receive education in prevention, emergency care, clinical diagnoses, therapeutic intervention and rehabilitation for injuries and medical conditions. Currently, the route for an individual to become a certified athletic trainer is to graduate from an institution accredited by the Commission on Accreditation of Athletic Training Education. Most commonly, entry level education for athletic trainers is gained at the 331 institutions that host a bachelors level professional program. However, there is a recent desire to change the educational requirements and to require a professional masters degree. If the degree change would occur, athletic training would have a stronger alignment with other health care professions and support the increasing knowledge base needed for certified athletic trainers. If a degree change is mandated, there is the potential for significant programmatic changes at the institutions which currently host baccalaureate athletic training programs. Program development is influenced by many factors within the institution and also external factors. The purpose of this research was to examine which of those factors have influenced the development of six current entry level masters athletic training program. Using a multiple case study design, 11 individuals were interviewed on the processes and influences that impacted the creation of the CAATE accredited entry level masters athletic training programs. Although each institution had a unique journey in the development of their professional masters program, the most common influential factors on the development of these programs were institutional support, faculty load and structure, resources, graduate work expectation, and accrediting agencies. This research helps to provide a guiding framework for a substantive degree change and can help institutions navigate through the process of changing degree requirements.
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.
Administrative Topics in Athletic Training: Concepts to Practice is a dynamic text that addresses important administrative issues and procedures as well as fundamental concepts, strategies, and techniques related to the management of all aspects of an athletic training health care delivery system. Unlike traditional organization and administration textbooks, this text delivers a multitude of content focused on classical management theory. Drs. Gary Harrelson, Greg Gardner, and Andrew Winterstein have presented a balance of theory and application in Administrative Topics in Athletic Training: Concepts to Practice, including case studies and scenarios in each chapter to help students realize immediate application of the content. Content areas covered include: - Leadership and management theory and concepts - Risk management and legal issues - Finance - Human Resources - Ethical issues - Athletic Training Administration - Medical records and documentation - Insurance and reimbursement - Organizational skills - Improving organizational performance - Employment issues - Case studies Unique benefits and features include: - Extensive discussion of management theory - Chapters on ethics and risk management - Strong focus on professional development issues - Presentation of unique reimbursement models - Discussion of issues in the educational setting With its valuable information, insightful theoretical concepts, helpful models, and practical case studies, Administrative Topics in Athletic Training: Concepts to Practice is a valuable text for any undergraduate, entry-level, or graduate education program in athletic training.