Simulations and Standardized Patients in Athletic Training: Part 2 Athletic Training Educators' Perceived Barriers to Use

Abstract

ContextSimulations and standardized patients (SPs) are currently being used by athletic training educators to teach and evaluate students. There is currently a lack of information about the ways in which simulations and SPs are used in athletic training education. Understanding their use and any barriers to their use could assist with development of future resources for faculty.ObjectiveThe purpose of this study was to explore how athletic training educators are using simulations, including SPs, and their associated perceptions of the barriers to the use of these strategies.DesignQualitative.SettingConference room with table and chairs.Patients or Other ParticipantsTwenty-one athletic training educators (6 males and 15 females, 39.4 ± 7.96 years) participated who currently used SPs and/or simulations in the education of their students.Main Outcome Measure(s)Semistructured focus group interviews, lasting 45 to 50 minutes, were conducted, and a general inductive approach was used to analyze the data. Trustworthiness was established via member checking, peer debriefing, and multiple-analyst triangulation.ResultsFour themes emerged: (1) standardized patient encounters, (2) simulations, (3) valued educational experiences, and (4) barriers. This article will focus on the theme of barriers. Six of the 21 participants were using SPs in the education of their students, while all participants were using some form of simulations. The overarching theme of barriers was further divided into the subthemes of faculty time, access to resources, and financial cost.ConclusionsBarriers exist regarding the implementation of simulations and/or SP use in athletic training educational curricula. These barriers place restraints on faculty time and institutional resources. Institutional and program access to resources as well as the financial cost associated with the use of SPs and/or simulations are concerns that should be discussed when considering the use of these educational strategies within a program.