Athletic Training Students Research Articles

Athletic Trainers' Perceptions of Implementing Psychological Strategies for Patient Management: A Systematic Review.

To synthesize the best available evidence regarding the perceptions and current clinical practices of athletic trainers (ATs) in integrating psychological skills into patient management. PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL; via EBSCOhost), PsycInfo (via EBSCOhost), SPORTDiscus (via EBSCOhost), and Scopus (via Elsevier). Studies had to investigate the current clinical practices and perceptions of certified ATs in integrating psychologically informed practice for patient management. Studies that had level 4 evidence or higher were included. Studies were excluded if they were published before 1999, the primary language was not English, they involved athletic training students or other rehabilitation specialists, or they explored the athlete's and/or patient's perception of psychosocial techniques or strategies. This systematic review is reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 Statement in Exercise, Rehabilitation, Sport Medicine and Sports Science guidance. A total of 1857 articles were reviewed, and 8 met inclusion criteria. Two studies had level 2a evidence, 4 studies had level 4a evidence, and 2 studies had level 4b evidence. Six studies were rated as good quality, and 2 studies were rated as lesser quality. The included studies demonstrated a high-quality body of evidence with consistent results, which strengthens the review findings. Athletic trainers have the knowledge to identify when athletes are psychologically affected by injury and can identify common psychological responses. Although ATs acknowledge the value of implementing psychosocial strategies, a lack of confidence in implementing basic or advanced techniques, feeling underprepared by their educational program, and a lack of clinical training appear to affect the use of psychosocial techniques in clinical practice and the rate of mental health recognition and referral among ATs.

Reflective Thinking in Athletic Training Students

Context Athletic training students, part of the broader healthcare system, are expected to maintain knowledge and skill levels, including reflection. Once graduated, students need to continuously evaluate themselves as clinicians, thus requiring some skill in reflecting at different levels. Objective To examine athletic training students’ level of reflective thinking in academic programs. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants Athletic training students (N = 126) currently enrolled in professional bachelor’s, professional master’s, postprofessional master’s, clinical doctorate, research doctorate, or residency/fellowship programs. Data Collection and Analysis Participants rated the 16-item Likert-style Reflective Thinking Survey on their experiences in their current program. The items were subdivided into 4 subscales: habitual action, understanding, reflection, and critical reflection. We used the Kruskal-Wallis test to assess individual items against participants’ current academic programs, followed by Mann-Whitney U post hoc tests due to nonnormality. Results We found differences between “In this course, we do things so many times that I started doing them without thinking about it” (H4 = 21.79, P < .001) and “This course has challenged some of my firmly held ideas” (H4 = 15.83, P = .003). Post hoc analysis showed differences on “…do things so many times…without thinking…” between professional bachelor’s and postprofessional master’s students (U = 20.50, P = .001), professional bachelor’s and clinical doctorate students (U = 135.0, P = .003), and professional master’s and postprofessional master’s students (U = 56.5, P < .001). Differences were found between professional bachelor’s and clinical doctorate students (U = 131.0, P = .003) and between professional master’s and clinical doctorate students (U = 158.0, P < .001) on the item “…challenged some of my firmly held ideas.” Conclusions Professional-level students reflected more on firmly held ideas, indicating more challenge with new knowledge exposure. Educators should, themselves, reflect on their goals when evaluating for a certain level of reflection and consider their program’s overall goals for preparing future and current athletic training students for practice.

Athletic training students’ experiences and perceptions of exertional heat stroke simulated encounters: A qualitative analysis

Introduction: Athletic trainers are trained to recognize exertional heat stroke (EHS), which is critical to implementing lifesaving measures. Rectal thermometry is the best practice for recognizing EHS, and the Commission on Accreditation of Athletic Training Education (CAATE) requires students to learn rectal thermometry. Rooted in transformative learning theory, this study explored the perceptions and experiences of athletic training students following simulated EHS encounters with either high-fidelity (HF) simulators or standardized patients (SPs). Methods: This was a qualitative study using phenomenological theory. Through semi-structured qualitative interviews, we explored participants' personal experiences and perceptions following their simulation interventions. Participants included sixteen first-year Master of Athletic Training students (HF=8, SP=8; 4 males and 4 females in each group) ages 21-38 (23.69±4.48) who were enrolled in a course discussing exertional heat illnesses. Data Analysis: We recorded and transcribed the interviews verbatim. We used qualitative software, Nvivo (Denver, CO), to categorize the data into themes and codes. To ensure trustworthiness, we used member checking and investigator triangulation. Results: Three themes emerged from the data: 1) Simulation environment, 2) Mindset shifts, and 3) Perceptions of other simulation types. Participants from both groups described positive learning experiences in a foreign yet low stakes learning environment emphasizing repetition for learning the skill. The HF group shared beneficial aspects of patient-history-taking opportunities. The SP group shared the benefits and applicability of developing a patient-provider relationship through communicating with their SP. Most participants from both groups could immerse themselves in the encounter for a realistic experience. Both groups discussed how their mindset towards EHS and rectal thermometry changed after their encounter. Lastly, both groups agreed their simulation intervention was superior to practicing on a task trainer. Conclusions: Instructors of athletic training programs should strive to implement realistic simulated encounters for emergency skills training of athletic training students. A safe space for learning in a low-stakes environment should be fostered. Based on the shared perceived benefits of SP encounters for building provider-patient rapport and feedback opportunities, instructors should consider implementing SPs throughout their curriculum.

Observers Have Similar Improvements in Student Learning Outcomes as Participants in Athletic Training Simulation Education: A Pilot Study

Introduction: The use of standardized patient (SP) encounters in athletic training education programs have become more common; however, due to time and space constraints, it is possible that not all athletic training students will be able to participate and some must be observers. The objective of this study was to determine if observers experience similar improvements in student learning outcomes as participants for SP encounters. Methods: A pretest/posttest, non-randomized controlled trial was utilized. Nine athletic training students volunteered to participate in the research study. All participants completed a pretest survey including a knowledge assessment and confidence rating scale, followed by either a telehealth or in-person SP encounter of a lower extremity evaluation, and finished with a posttest survey. Results: Two separate repeated measures ANOVAs of the composite knowledge scores and confidence rating scale found significant differences between the pretest and posttest respectively (F = 14.117, p = 0.007, = 0.669; F = 88.439, p < 0.001, = 0.927), with no significant difference between the participant or observer roles for either knowledge assessment (F = 0.213, p = 0.658, = 0.030) or confidence rating scale (F = 2.669, p = 0.146, = 0.276). Conclusion: Athletic training students demonstrated similar increases in knowledge and confidence as a result of telehealth and in-person SP encounters regardless of their role as an observer or participant. Athletic training educators should consider implementing SP encounters into their educational curriculums even if not all students are be able to be participants.

Athletic Training Students’ Use of Evidence-Based Practice Professional Behaviors During Clinical Experiences: A Report From the Association for Athletic Training Education Research Network

With the incorporation of evidence-based practice (EBP) during patient care as a curricular content standard, professional programs must prepare athletic training students (ATSs) for the application of EBP during the delivery of patient care. We aimed to examine ATSs’ implementation of professional behaviors associated with EBP during patient encounters (PEs). Through a multisite panel design, we tracked numerous factors associated with PEs experienced by 363 ATSs of 12 professional athletic training programs. Generalized estimating equation models were used to analyze the likelihood that students included EBP behaviors during 30,522 PEs. Clinical site type (p < .001), student role (p < .001), and encounter length (p < .001) were associated with all three EBP professional behaviors while clinical site type (p < .001) was also associated with whether the ATS asked a question of a clinician, including their preceptor. Program administrators seeking to promote the greatest opportunities for ATSs to implement EBP during patient care should seek clinic-based or other nonacademic site types that promote longer PEs in which students can perform or assist their preceptor.

Examining Preceptors’ Perceptions of Need Around Facilitating Clinical Immersion Experiences

Context Clinical immersion experiences allow students to gain firsthand, authentic experiences to help them successfully matriculate into the profession. Preceptors supervise athletic training students during these experiences and are critical in the student’s clinical competence development. It is important to understand their needs to help facilitate a successful experience for the student. Objective To explore the needs of preceptors as they facilitate clinical immersion experiences for their athletic training students. Design Qualitative case study. Setting Athletic training practice settings facilitating clinical immersion. Patients or Other Participants Eight preceptors (6 female, 2 male) who met our inclusion criteria participated in our study. Data Collection and Analysis An exploratory, multiple-case study design was completed with preceptors. Results Four major themes emerged regarding preceptor needs for facilitating a clinical immersion experience: onboarding, communication on individual student needs, professional development as an educator, and relying on social support network. Conclusions Preceptors in our study communicated several needs that would better assist them in facilitating an immersive clinical experience for their students. Understanding these needs as a program administrator can better enhance the relationship between the didactic and clinical components of the educational program. Preceptors must also ask for additional information, resources, and support to help serve their needs in facilitating an immersive clinical experience for a student.

Lecture-Based Instruction on Salary Negotiation for Professional Athletic Training Students: An Educational Technique

Lecture-Based Instruction on Salary Negotiation for Professional Athletic Training Students: An Educational Technique

Rehabilitative Health Care Professionals' Perceptions of Appearance-Based Professionalism.

Professionalism has been discussed and defined in a variety of ways, including attire and other forms of self-expression. To determine athletic trainer (AT), physical therapist (PT), and athletic training or PT students' perceptions of appearance-based professionalism in the workplace and, secondly, to ascertain how perceptions differed across professions. Cross-sectional study. Web-based survey. Athletic trainers, PTs, and athletic training and PT students who were predominantly White, non-Hispanic, female, aged 30 ± 9 years, and recruited via listservs and social media. The independent variables were participant demographics. The dependent variables were self-reported perceptions of professionalism for each photo. The survey consisted of 3 sections: demographics, 8 photos of ATs or PTs with depictions of patient-provider interactions, and open-ended responses. For each photo, participants selected yes, no, or unsure regarding the photo. An open-ended response was prompted with a no or unsure selection. The participant further described the reason for that choice. Most participants determined the health care provider depicted in 7 photos appeared professional. Only 1 photo was deemed unprofessional by the professional majority. Significant differences existed between students and professionals for 5 photos. The proportion of participants who reported the photos were unprofessional differed among professions for 2 photos. From our qualitative analysis, we found 6 domains: (1) unprofessional attire and hair, (2) situation-dependent attire, (3) role confusion and health care employer or employee identification, (4) nonappearance related, (5) tattoo-related bias, and (6) rethinking after question is displayed. What is considered appropriate and professional is not concrete. Differing concepts of professionalism generated biased judgments and criticisms. Our findings should lead providers to reexamine the definition of professionalism. The past should not dictate the future, and today's social mores can help shape the definition as it should be considered in today's settings.

The Effects of Debriefing Methods on Athletic Training Students’ Self-Efficacy

Purpose: Simulation-based education is a teaching method used successfully in nursing and medical education, as well as in the military and aviation fields. It provides students with safe learning environments and opportunities to practice skills not seen or used during clinical rotations. Debriefing is an essential component of simulation where learning occurs while also fostering critical thinking, clinical reasoning, and promoting self-efficacy with clinical skills. However, the evidence rarely indicates which debriefing method is best at increasing clinical evaluation skills self-efficacy. The purpose of this study was to compare the effects of debriefing methods on students’ clinical evaluation self-efficacy. Methods: In this quasi-experimental, retrospective pretest-posttest study the researcher explored the effect of four common debriefing methods on students’ clinical evaluation self-efficacy. Using the Confidence Rating Scale, the researcher collected students’ self-efficacy scores before and after a simulated experience with debriefing through an online survey that was distributed to current athletic training students. Results: The analysis did not find any statistically significant relationship between the type of debriefing method and pretest self-efficacy. There were also no statistically significant relationships found between the type of debriefing and students’ pretest to posttest changes in self-efficacy. Conclusions: The literature recognizes that debriefing is the component of simulation where learning occurs, but there remains minimal research on which debriefing method is the best at increasing students’ self-efficacy.

Drawing for Retention: Using Visual Arts to Teach Cardiovascular Pathophysiology in Athletic Training

Context Sudden cardiac arrest is the leading cause of sport-related deaths in young athletes. Athletic training students must understand cardiovascular anatomy and physiology in addition to pathophysiology to appropriately care for patients with cardiovascular conditions. Objective Describe a teaching technique to actively engage students in lecture about cardiovascular anatomy, physiology, pathophysiology, and electrocardiograms. Background Drawing for retention is an educational technique used in medical education to help students recognize patterns, reinforce knowledge, and retain information. Using drawing for abstract concepts that cannot always be visualized or applied enhances comprehension. Description An educational technique using drawing for retention to teach cardiovascular concepts, conditions, and basic electrocardiogram interpretation was implemented in an emergency care in athletic training course. The instructor drew and lectured on concepts of anatomy, physiology, pathophysiology, electrocardiograms, and interventions while the students drew and took notes on the concepts. Educational Advantage(s) Students describe this activity as a beneficial way to learn and apply cardiovascular anatomy and physiology to cardiovascular conditions and treatment. Conclusions Faculty may consider implementing drawing for retention as an active learning technique to engage students with complex or abstract topics.

Professional Conflict in Athletic Training and Nursing Environments: A Commentary on Comparisons and Solutions

The athletic training and nursing professions have similar characteristics regarding workplace environment and challenges with interdependence. Professionals in both fields often face conflict with stakeholders while fulfilling their job responsibilities. Although sources and antecedents of conflict differ somewhat between the professions, the consequences of conflict are nearly identical. Job-related stress, depression and burnout, and interpersonal conflict can take a toll on clinicians’ mental and physical health. Greater efforts must be made to better prepare clinicians to diffuse and resolve conflict. Compared with athletic training, nursing has placed a greater emphasis on developing students’ conflict resolution skills in the professional curriculum. Therefore, athletic training educators and preceptors can learn from nursing education and adopt similar educational experiences for athletic training students. Providing students with tools early on can give them confidence to address conflict promptly and constructively, which may mitigate negative impacts of the conflict on patient care.

Barriers and Facilitators to Enhance Interprofessional Education for Rehabilitation Science Graduate Students

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE teaching methods and delivery: (1) addressing roles and responsibilities (2) student collaboration and communication (3) engaging with faculty and (4) enhancing realism and diversity of experiences. The themes suggested that IPE can either facilitate or create barriers for students when learning roles and responsibilities, collaborating, and communicating with fellow students, and engaging with faculty. Enhancing the realism and diversity of represented professionals were perceived as potential facilitators for future IPE sessions.

Incorporating Artificial Intelligence Into Athletic Training Education: Developing Case-Based Scenarios Using ChatGPT

Context ChatGPT is an AI-based large language model platform capable of mimicking human language patterns by responding to user queries. Although concerns over AI-generated content exist in health care and higher education, the ChatGPT platform can assist athletic training educators in creating academic content to alleviate aspects of their academic workload and responsibilities. Objective To provide a brief historical overview of ChatGPT, accepted positives and negatives, and examples of how athletic training educators can use ChatGPT for case-based scenario contention creation. Background The initial development of ChatGPT began in 2018, with its public launch in November 2022. ChatGPT uses machine and in-context learning to replicate human language expression. Since its public launch, students, researchers, educators, clinicians, governments, and companies have sought to determine how to incorporate ChatGPT into their workflow operations. Data Synthesis Athletic training educators can incorporate ChatGPT into their academic content creation methodology. With the capability of ChatGPT, athletic training educators have the potential to facilitate athletic training student learning more efficiently. Results ChatGPT can ease the academic workload of athletic training educators while being a beneficial clinical tool that athletic training students may use in their future workplace settings. Recommendation(s) Athletic training educators should consider using ChatGPT or a similar AI-based large language model platform when developing education content and simulation scenarios. Conclusions ChatGPT can lessen athletic training educator workload and potentially facilitate athletic training student learning.

An Exploratory Case Study: Examining the Design of Clinical Immersion from the Preceptors’ Perspective

Context The clinical immersion experience is a key part of the socialization of the professional athletic training student. Clinical immersion offers the student the chance to experience the totality of the role of the athletic trainer. Programmatic autonomy allows many athletic training educators the opportunity to be creative in the implementation of clinical immersion(s). Objective Examine clinical immersion from the preceptors’ perspective to understand their opinions regarding the structure of the experience and preferences they may have surrounding clinical immersion structure. Design Qualitative exploratory case study design. Setting Individual one-on-one video-conference interview. Patients or Other Participants Eight athletic training preceptors (6 female, 2 male) completed one-on-one interviews and were 38 ± 6 years old with 10 ± 3 years of experience as a preceptor and 14 ± 7 years of experience as a certified athletic trainer. Data Collection and Analysis Semistructured interviews were conducted with all preceptors. Interviews were recorded and transcribed using a video-conferencing software. An iterative approach with principles of phenomenological research was used to code the data. Data saturation guided recruitment and cessation of new interviews. Basic member checks, reflexivity, and multiple analyst triangulation were used to determine trustworthiness. Results The following four major themes emerged: (1) preceptors prefer the clinical immersion experience to be longer than the minimum accreditation requirement, (2) preceptors prefer to supervise second-year students in the immersion experience, (3) immersion allows for meaningful relationship development between the preceptor and student, and (4) preceptors treat immersions as a transition to practice mechanism. Conclusions Preceptors perceived the clinical immersion experience to be a facilitator of strong preceptor-student relationships and a facilitator of transition to practice. They believed that the clinical immersion should be longer than 4 weeks and occur late in the athletic training curriculum.

Athletic Training Students’ Perceptions of Translating Knowledge From Classroom to Clinical Practice

Context As the health care landscape evolves, athletic training students (ATSs) must gain the skills necessary to effectively translate new evidence into practice to optimize patient outcomes. Knowledge translation is an iterative process that promotes the application of new knowledge by users, but little is known about how students perceive this translation process during athletic training education. Objective To explore ATSs’ perceptions of knowledge translation. Design Cross-sectional. Setting Web-based survey with open-ended questions. Patients or Other Participants A total of 255 professional ATSs accessed the survey; 168 students (118 women, 48 men, 2 missing; age = 22 ± 2.3 years) completed the entire survey (69.5% completion rate). Data Collection and Analysis A Web-based survey composed of 6 open-ended questions was distributed to ATSs via a recruitment e-mail forwarded by the Commission on Accreditation of Athletic Training Education-accredited athletic training program director on behalf of the research team. Due to the textual nature of the data, we used a multiphased, multianalyst data analysis approach guided by the consensual qualitative research tradition to analyze responses to the open-ended items. Self-reported topics that ATSs translated into clinical practice were categorized into the preestablished practice analysis domains identified by the Board of Certification. Results Topics within the examination, assessment, and diagnosis domain were most frequently reported by respondents. In addition to the topics translated, 3 themes emerged during data analysis. Students discussed their perceptions regarding the (1) application of knowledge gained in clinical practice, (2) challenges prohibiting successful knowledge translation, and (3) strategies to promote the knowledge translation process. Conclusions Findings from this study suggest a need to promote synergy between faculty and preceptors to ensure that didactically taught knowledge is aligned with what students are encountering during clinical experiences. Incorporating established knowledge translation strategies may help ATSs bridge the knowledge-to-practice gaps they perceive as current challenges inhibiting successful translation of new knowledge into the clinical environment.

Athletic Training Students’ Preparation and Perception of Resources Available to Them Following a Critical Incident

Context Although catastrophic injuries are rare, athletic trainers must be ready for emergencies. It is unknown how athletic training students (ATSs) are prepared for postcritical incident management. Objective To explore the perceived availability and helpfulness of resources available to ATSs after critical incidents. Design Qualitative. Setting Individual interviews. Patients or Other Participants Eleven current ATSs and/or recent graduates (5 women, 4 men, and 2 prefer to not share; age = 24 ± 4 years) who experienced a critical incident during clinical education. Data Collection and Analysis We used criterion sampling for recruiting participants in multiple modes until data saturation was achieved. Participants completed demographic surveys and participated in semistructured interviews regarding their involvement, resources available after the incident, and perceived helpfulness of the resources. All transcripts were deidentified and coded by a 3-person team following the consensual qualitative research tradition. Member checking, triangulation, external auditing, and peer discussion among researchers established credibility and trustworthiness for the analysis. Results Three domains emerged strategies acquired before the incident, management during the incident, and postincident regulation of a review of the resources that had been available. In strategies acquired before the incident, participants described that program preparation, previous personal/clinical experiences, and self-regulating mental health strategies all assisted in managing emotions after the incident. During the incident and the time immediately after, participants discussed managing emotions with formal debriefing, sound policies and procedures, and communication with athletic training faculty and peers. After the incident, some noted that they had an abundance of resources available to them during the critical incident, whereas others noted feeling isolated. Conclusions ATSs have resources available to them and an awareness of the impact critical incidents have on mental well-being. They relied on convenient coping mechanisms (eg, peers, preceptors, or faculty debrief) rather than formal counseling. Athletic training programs should provide students with resources and support before and after incidents.

Development and Validation of an Active Educational Resource to Address Quality Gaps Regarding Clinical Documentation

Context Athletic trainers (ATs) have self-reported inadequate documentation of patient encounters and a desire for more educational resources to inform their documentation practices. However, continuing education opportunities regarding clinical documentation are limited and not easily accessible by all ATs. Objective To develop and validate a comprehensive educational resource on clinical documentation using an established personalized learning pathway (PLP) framework. Design Multiphase development process consisting of consensus development, subject matter expert content validation, and pilot implementation. Setting Asynchronous, web-based educational resource. Participants Three subject matter experts thoroughly reviewed the educational resource for face and content validity. Ten ATs and 23 professional athletic training students participated in pilot implementation. Main Outcome Measure(s) Through a consensus process, the research team developed a comprehensive educational resource regarding clinical documentation in athletic training. The clinical documentation PLP includes 7 overarching topic areas that are necessary for a comprehensive understanding of clinical documentation. A variety of learning formats were used to help engage learners, and content was curated and delivered by members of the research team, 14 practicing ATs, and 2 content area experts. Results Subject matter experts considered the content of the Clinical Documentation PLP and the delivery mechanism of the learning resource to be excellent; minor feedback to enhance the overall face and content validity was implemented as suggested by the subject matter experts. All 10 ATs and 23 professional athletic training students completed the PLP in its entirety. Minor feedback to enhance the overall user experience was implemented as suggested by the pilot participants. Conclusions The Clinical Documentation PLP was developed based on central principles of adult learning theory and cognitive load theory to provide comprehensive knowledge and best-practice recommendations regarding clinical documentation to ATs. The PLP is relatable, cost-free, continuously available, and conveniently accessible from any location or device.

Utilizing interprofessional education to foster diversity, equity, and inclusion concepts related to gender affirming care

Interprofessional education (IPE) is on the rise in healthcare fields for several reasons. IPE teaches the collaborative skills necessary for healthcare students to succeed in an increasingly diverse workforce. IPE also creates space for healthcare organizations to develop diversity, equity, and inclusion (DEI) objectives within curriculum and clinical practice. IPE's focus on diversity is important because recent research indicates a lag in DEI initiatives in healthcare. To better integrate DEI objectives into healthcare curricula, faculty from an OTD and MAT program developed an interprofessional assignment that could be implemented across multiple programs. The assignment was designed to improve DEI and IPE competence in OT and AT education.An OTD and a MAT course were chosen to pilot the IPE assignment. These courses were selected for two reasons: curricular content and logistic feasibility. A virtual synchronous and asynchronous format was determined as the best structure for the assignment. Students were asked to complete assigned readings and review a video about culturally sensitive topics, meet as an interprofessional group to discuss a healthcare encounter between a clinical staff and a transgender individual, and participate in an intraprofessional discussion board activity.The primary student learning outcomes for this assignment were threefold 1) Demonstrate use of interprofessional collaborative skills such as communication and roles responsibilities 2) Analyze how interprofessional collaborative skills might be utilized to care for diverse populations and 3) Integrate the use of DEI constructs within discussions of planned care. A rubric was used to assess students in each of these areas. Additionally, a thematic analysis was generated to understand how students’ use of interprofessional education skills and knowledge could enhance the care of diverse populations.Both groups of students in the pilot scored well. The average overall grade for occupational students was 37.25/40 (93 %) and the average overall grade for the athletic training students was 36/40 (90 %). The assignment analysis identified three improvements in student understanding, specifically enhanced quality of care, decreased knowledge gaps, and greater ability to check biases and accountability.

The Athletic Training Student as a Core Member of an Interprofessional Student-Led Clinic: An Educational Technique

Context Athletic trainers (ATs) collaborate with other professionals to improve the health and well-being of their patients. To prepare ATs to care for individuals, communities, and populations, it is important for athletic training students to experience interprofessional (IP) education, social determinants of health (SDOH), and varying health conditions, in a variety of practice settings. Objective To describe an educational technique that provides athletic training students with an IP experience at a student-led clinic. Background Athletic trainers care for clients/patients who have limited resources for health care and personal needs. To care for these individuals, ATs must have collaborative practices that engage them with parents/guardians, school-based social workers, and nurses through a variety of settings, including free/low-cost clinics and social services. A purposeful educational strategy that provides direct clinical experiences using IP education and IP practice to address SDOH in multiple settings is important in preparing future health care providers. Student-led IP clinics provide community-based teaching and learning to prepare students for clinical practice. Description First-year graduate-level athletic training students enrolled in clinical courses participated in this educational technique. A clinical experience provided students the unique opportunity to learn and apply IP practice with students and faculty in multiple academic programs (undergraduate and graduate nursing, undergraduate public health, undergraduate and graduate social work) while caring for underserved individuals and communities in the rural Midwest region. Clinical Advantages This educational strategy positively impacts the community, students, faculty, academic programs, and the university. Participation in community-based IP student-led clinics prepares athletic training students to care for a variety of individuals, populations, and health conditions through a collaborative approach. This approach also addresses gaps in health care delivery, particularly among underserved groups with varying SDOH, while introducing students to practice settings they may not have considered previously. Conclusions Incorporating the athletic training student into an IP student-led clinic provides unique learning opportunities for students to care for underserved individuals, populations, and communities, preparing them to provide whole-person care as clinicians.

The Relationship Between Psychosocial Factors and Student Success in Athletic Training Students

Context Many athletic training programs are not meeting accreditation standards involving measures of student success, causing programs to be noncompliant with these standards and showing current and prospective students that their program may not prepare them for a successful career. Studies have shown that psychosocial factors, including psychological needs and measures of student motivation, may be related to student success. Objective To examine the relationships between psychological needs (autonomy, competence, and relatedness), measures of student motivation (controlled and autonomous motivation, self-efficacy, and academic and athletic trainer identity), and measures of student success (persistence, intention to leave, perceived academic performance, and grade point average [GPA]) in athletic training students. Design Cross-sectional. Setting Entry-level master’s athletic training programs. Patients or Other Participants Ninety-seven current entry-level master’s athletic training students who held a noncertified student National Athletic Trainers’ Association membership in 2020. Data Collection and Analysis Responses to surveys were estimated using a path model, in which 4 measures of student success were specified to be predicted by psychological needs directly and indirectly through measures of student motivation. Results Persistence was positively predicted by autonomy and autonomous motivation. Intention to leave was positively predicted by controlled motivation. Perceived academic performance was positively predicted by competence and autonomous motivation. Finally, GPA was predicted positively by academic identity and negatively by athletic trainer identity. Findings also showed an indirect relationship between competence and GPA through academic identity. Overall, findings showed that autonomy, competence, autonomous motivation, and academic identity were important predictors of student success. Conclusion(s) Athletic training students should be provided opportunities to practice athletic training skills and knowledge and to make choices regarding patient care in real-life situations and regarding their learning environment. These opportunities for independence may result in greater autonomy, competence, autonomous motivation, and academic identity, and, in turn, greater student success.