Self-Perceived Educational Preparedness of Entry-Level Athletic Trainers Regarding Preventing Sudden Death in Sport

Abstract

ContextAs the first medical professionals on scene when emergency situations arise in sport, athletic trainers (ATs) need to be proficient in recognizing and managing these conditions. Recent evidence regarding exertional heatstroke indicates a lack of educational training as a factor preventing implementation of best practices, yet other causes of sudden death exist, and little is known about the educational training provided to the AT.ObjectiveTo gain insight into the entry-level AT and athletic training students' (ATSs') perceptions of education received in the area of emergency care techniques.DesignMixed methods study.SettingAthletic training programs (ATPs) and practice settings.Patients or Other ParticipantsThirteen first-year ATs (n = 7) or recent ATS graduates before employment (n = 6).Data Collection and AnalysisOne-on-one phone interviews were conducted and transcribed verbatim. Data were analyzed inductively using a grounded theory approach and open coding. Close-ended questions were analyzed by calculating frequencies, means, and standard deviations. Multiple analyst triangulation and peer review were used to establish data credibility.ResultsOne main theme emerged: participants revealed they perceived their education to be compartmentalized. Compartmentalization comprised 3 subthemes: cognitive knowledge, skill implementation, and clinical integration. Participants received the cognitive knowledge through traditional teaching methods but had minimal hands-on laboratory practice in the area of basic emergent and immediate care skills. Instructors placed greater focus on situations or cases that educators had encountered versus on the broader scope of conditions. Contrived, discussion-based instructional methods rather than real-life integration were used to evaluate the ATSs' ability to apply the knowledge and skills.ConclusionsBeyond providing ATSs with the necessary didactic knowledge and hands-on practice through structured laboratory sessions, educators must also provide the opportunity for clinical application of knowledge and skills. Athletic training students must be provided opportunities to apply emergent care skills in order to demonstrate competency and critical thinking.