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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
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.
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.
This study examined the relationship between personality differences between preceptor and athletic training student to evaluation scores. The personality differences of seven preceptors and their paired ATS were measured using the Myers-Briggs Type Indicator test. From the quantitative findings, we cannot conclude at this time a relationship exists between the two variables. However, the qualitative data insisted a positive relationship between preceptor and ATS is imperative for a productive learning environment. The pairing of an ATS and preceptor should be considered by the Clinical Education Coordinator to benefit the learning process of clinical education.
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.
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.