Collegiate Setting Research Articles

Mini-Editorial Compilation for Special Section

Mini-Editorial Compilation for Special Section

Perceived Benefits of Service Learning: A Comparison of Collegiate Recreation Concentrations

Service learning is becoming a more utilized method of instruction in collegiate settings, and holds the potential to provide a deeper, more transferable meaning of course material for students. The purpose of this research was to examine if therapeutic recreation (TR) concentration students perceived service learning to be more personally and academically beneficial than non-TR concentrations in a collegiate recreation program. Undergraduate and graduate students in a recreation program at a regional, American university were asked to complete a survey in a class with a service learning component. A total of 307 surveys were completed, for a response rate of 76%. Results showed that the TR students perceived service learning as more personally and academically beneficial than the non-TR concentrations. Due to the scant amount of research available related to cognitive and affective effects of service learning on collegiate recreation students, this study will help bridge the gap between academia and the recreation workforce. The results of this study support future implementation of service learning at the collegiate level, specifically in recreation-related academic departments, and highlights possible discrepancies between TR and non-TR concentrations in the effectiveness of service learning on personal and academic outcomes.

A Qualitative Exploration of the Professional Commitment of Athletic Trainers Employed in the Professional Sports Setting

Professional commitment has been studied in multiple settings, yet little is known about the professional sport setting. A total of 27 male athletic trainers, employed full time in the professional sport setting, participated in this study. Our participants were 34 years old (range 30–58), with 21 ± 7 years of experience as a certified athletic trainer, and more than 17 ± 7 years of experience in the professional setting. We conducted online asynchronous interviews. All data were analyzed following an interpretative approach. Data saturation was met, and we used a peer review and researcher triangulation. Barriers to professional commitment included time away from family/home and negative work environment. The facilitators to professional commitment were competition, positive work environment, and off-season professional development. The professional sport setting is unique, much like the collegiate setting, and thus our findings highlight that time away and a negative workplace atmosphere can reduce an athletic trainer’s commitment. Commitment to the profession, however, is enhanced within this setting because of the chance to be around the high level of competition, as well as the chance to have time for professional development.

Tuck Jump Assessment: An Exploratory Factor Analysis in a College Age Population.

Lininger, MR, Smith, CA, Chimera, NJ, Hoog, P, and Warren, M. Tuck Jump Assessment: An exploratory factor analysis in a college age population. J Strength Cond Res 31(3): 653-659, 2017-Due to the high rate of noncontact lower extremity injuries that occur in the collegiate setting, medical personnel are implementing screening mechanisms to identify those athletes that may be at risk for certain injuries before starting a sports season. The tuck jump assessment (TJA) was created as a "clinician friendly" tool to identify lower extremity landing technique flaws during a plyometric activity. There are 10 technique flaws that are assessed as either having the apparent deficit or not during the TJA. Technique flaws are then summed up for an overall score. Through expert consensus, these 10 technique flaws have been grouped into 5 modifiable risk factors: ligament dominance, quadriceps dominance, leg dominance or residual injury deficits, trunk dominance ("core" dysfunction), and technique perfection. Research has not investigated the psychometric properties of the TJA technique flaws or the modifiable risk factors. The present study is a psychometric analysis of the TJA technique flaws to measure the internal structure using an exploratory factor analysis (EFA) using data from collegiate athletes (n = 90) and a general college cohort (n = 99). The EFA suggested a 3 factor model accounting for 46% of the variance. The 3 factors were defined as fatigue, distal landing pattern, and proximal control. The results differ from the 5 modifiable risk categories as previously suggested. These results may question the use of a single score, a unidimensional construct, of the TJA for injury screening.

Organizational Infrastructure in the Collegiate Athletic Training Setting, Part II: Benefits of and Barriers in the Athletics Model.

The athletics model, in which athletic training clinical programs are part of the athletics department, is the predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of this model, particularly as it relates to organizational hierarchy. To explore the perceived benefits of and barriers in the athletics model. Qualitative study. National Collegiate Athletic Association Divisions I and III. Eight full-time ATs (5 men, 3 women; age = 41 ± 13 years, time employed at the current institution = 14 ± 14 years, experience as a certified AT = 18 ± 13 years) working in the collegiate setting using the athletics model. We conducted semistructured interviews via telephone or in person and used a general inductive approach to analyze the qualitative data. Multiple-analyst triangulation and peer review established trustworthiness. Two benefits and 3 barriers emerged from the data. Role identity emerged as a benefit that occurred with role clarity, validation, and acceptance of the collegiate AT personality. Role congruence emerged as a benefit of the athletics model that occurred with 2 lower-order themes: relationship building and physician alignment and support. Role strain, staffing concerns, and work-life conflict emerged as barriers in the athletics model. Role strain occurred with 2 primary lower-order themes: role incongruity and role conflict. The athletics model is the most common infrastructure for employing ATs in collegiate athletics. Participants expressed positive experiences via character identity, support, trust relationships, and longevity. However, common barriers remain. To reduce role strain, misaligning values, and work-life conflict, ATs working in the athletics model are encouraged to evaluate their relationships with coaches and their supervisor and consider team physician alignment. Moreover, measures to increase quality athletic training staff from a care rather than a coverage standpoint should be considered.

Organizational Infrastructure in the Collegiate Athletic Training Setting, Part III: Benefits of and Barriers in the Medical and Academic Models.

Academic and medical models are emerging as alternatives to the athletics model, which is the more predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of these models. To investigate the perceived benefits of and barriers in the medical and academic models. Qualitative study. National Collegiate Athletic Association Divisions I, II, and III. A total of 16 full-time ATs (10 men, 6 women; age = 32 ± 6 years, experience = 10 ± 6 years) working in the medical (n = 8) or academic (n = 8) models. We conducted semistructured telephone interviews and evaluated the qualitative data using a general inductive approach. Multiple-analyst triangulation and peer review were completed to satisfy data credibility. In the medical model, role congruency and work-life balance emerged as benefits, whereas role conflict, specifically intersender conflict with coaches, was a barrier. In the academic model, role congruency emerged as a benefit, and barriers were role strain and work-life conflict. Subscales of role strain included role conflict and role ambiguity for new employees. Role conflict stemmed from intersender conflict with coaches and athletics administrative personnel and interrole conflict with fulfilling multiple overlapping roles (academic, clinical, administrative). The infrastructure in which ATs provide medical care needs to be evaluated. We found that the medical model can support better alignment for both patient care and the wellbeing of ATs. Whereas the academic model has perceived benefits, role incongruence exists, mostly because of the role complexity associated with balancing teaching, patient-care, and administrative duties.

Womanist Pedagogical Love as Justice Work on College Campuses: Reflections from Faithful Black Women Academics

In this chapter, the authors decenter soulless curricular and administrative practices in collegiate settings and re‐conceptualize justice work through faith as a labor of love.

Mental Health Services in NCAA Division I Athletics: A Survey of Head ATCs.

Background:There is a growing awareness of the importance of mental health care in National Collegiate Athletic Association (NCAA) student-athletes; however, there is a lack of literature on mental health resources in collegiate settings. Identifying current practices can set the stage to improve the delivery of care.Hypothesis:There is great variability in resources and current practices and no “standard of care” exists.Study Design:Observational, quantitative.Level of Evidence:Level 5.Methods:One hundred twenty-seven (36% response rate) head athletic trainers at Division I NCAA member colleges completed a web-based survey. Questions assessed several aspects of mental health clinicians, perception of care coordination, and screening.Results:Seventy-two percent of respondents noted that counseling took place in a counseling center, and 20.5% of respondents indicated that they had a mental health provider who worked in the athletic training room. Mental health clinician credentials included marriage and family therapist, psychologist, clinical social worker, and psychiatrist. The majority of athletic trainers (ATCs) noted that they are satisfied with the feedback from the mental health provider about the student-athletes’ mental health (57.3%) and believe that they would be able to provide better care to student-athletes if mental health services occurred onsite in the training room (46.4%). Fewer than half (43%) indicated that they use screening instruments to assess for mental health disorders.Conclusion:There is wide variability on how mental health services are provided to NCAA Division 1 student-athletes. Some mental health care providers are located offsite, while some provide care in the training room setting. Also, there are inconsistencies in the use of standardized screening tools for mental health evaluation. There is no standard collaborative or integrated care delivery model for student-athletes.Clinical Relevance:Opportunities exist for standardization through integrated care models and increased use of validated screening tools to deliver comprehensive care to student-athletes.

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I.

Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. To explore the professional socialization of GAs in the collegiate setting. Qualitative study. Phone interviews. A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II.

Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. To explore the supervisor's role in the professional development of GAs in the collegiate setting. Qualitative study. Phone interviews. A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice.

Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. Qualitative study. Individual phone interviews. Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants. Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability. The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring. Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.

Navigating Motherhood and the Role of the Head Athletic Trainer in the Collegiate Setting.

Motherhood has been identified as a barrier to the head athletic trainer (AT) position. Role models have been cited as a possible facilitator for increasing the number of women who pursue and maintain this role in the collegiate setting. To examine the experiences of female ATs balancing motherhood and head AT positions in the National Collegiate Athletic Association Division II and III and National Association of Intercollegiate Athletics settings. Qualitative study. National Collegiate Athletic Association Divisions II and III and National Association of Intercollegiate Athletics. A total of 22 female head ATs (average age = 40 ± 8 years) who were married with children completed our study. Our participants had been certified for 15.5 ± 7.5 years and in their current positions as head ATs for 9 ± 8 years. We conducted online interviews with all participants. Participants journaled their reflections on a series of open-ended questions pertaining to their experiences as head ATs. Data were analyzed following a general inductive approach. Credibility was confirmed through peer review and researcher triangulation. We identified 3 major contributors to work-life conflict. Two speak to organizational influences on conflict: work demands and time of year. The role of motherhood, which was more of a personal contributor, also precipitated conflict for our ATs. Four themes emerged as work-life balance facilitators: planning, attitude and perspective, support networks, and workplace integration. Support was defined at both the personal and professional levels. In terms of the organization, our participants juggled long work hours, travel, and administrative tasks. Individually and socioculturally, they overcame their guilt and their need to be present and an active part of the parenting process. These mothers demonstrated the ability to cope with their demanding roles as both moms and head ATs.

The Clinical Utility of a Concussion Rebaseline Protocol After Concussion Recovery.

To evaluate the clinical utility of "rebaseline" testing (ie, new baseline) before the season after an athlete's concussion recovery by (1) determining differences between baseline and rebaseline scores, and (2) comparing differences to clinical reliable change indices (RCIs). Retrospective cohort. Clinical research center. Thirty-four Division I collegiate athletes (16 females, 18 males; baseline age = 18.38 ± 0.78 years). Neurocognitive, balance, and symptom testing was conducted at 3 times: (1) original baseline, (2) final postinjury before return-to-play, and (3) rebaseline completed before the next competitive season. Physicians diagnosed concussions, and all concussed athletes' returned-to-play during the same season. Dependent variables included all neurocognitive domains, balance composite, and total symptom scores. Mean differences between sessions were compared with 80% RCIs to clinically interpret statistical findings. Statistically significant improvements in neurocognitive performance were observed between baseline and rebaseline sessions: psychomotor speed (F1,33 = 13.79, P = 0.001), cognitive flexibility (F1,33 = 7.99, P = 0.008), processing speed (F1,32 = 15.93, P < 0.001), executive functioning (F1,33 = 9.61, P = 0.004), and reasoning (F1,32 = 7.63, P = 0.009). We observed significant improvement in balance (F1,29 = 22.26, P < 0.001), but no difference in total symptom score (P = 0.719). Participants performed statistically better at last postinjury compared with rebaseline in visual memory (F1,29 = 5.64, P = 0.024) and complex attention (F1,31 = 11.38, P = 0.002), but worse in processing speed (F1,30 = 8.92, P = 0.006). Participants reported more symptoms (F1.28 = 10.83, P = 0.003) at rebaseline than last postinjury. No observed mean differences exceeded RCIs. All between-session improvements were within RCIs and therefore within expected test-retest variation. Our results suggest limited clinical utility for rebaseline assessments in the collegiate setting. Despite statistically significant differences between test sessions, no differences exceeded RCIs, suggesting the differences were of little clinical utility in the interpretation of neurocognitive, balance, and symptom scoring.

Personality Traits and Burnout Among Athletic Trainers Employed in the Collegiate Setting.

Burnout, a psychological state of mental weariness that occurs when work stresses become overwhelming, has frequently been documented in athletic trainers and has been hypothesized to affect professional retention. Experiences of burnout may be influenced by individual-level factors such as gender or personality, though few researchers have investigated such interactions in athletic trainers. To investigate the relationship between personalities, as measured by the Big Five Personality Inventory, and burnout. Cross-sectional study. Online Web-based survey. A total of 189 athletic trainers working in the collegiate setting, 65 men (34.4%) and 124 women (65.6%), with an average of 5 ± 3 years certified and 2.5 ± 2 years working in their current position. Data were collected using a Web-based survey instrument consisting of 3 sections: (1) demographics, (2) burnout survey, and (3) Big Five Personality Inventory. Likert responses for the burnout score were summed. Independent t tests, Pearson correlations, and multiple regressions were calculated to evaluate the relationships between demographics and burnout and between burnout and personality. This group of athletic trainers experienced moderate burnout, regardless of gender. A weak negative correlation was present between burnout score and both agreeableness and extraversion. A weak positive correlation existed between burnout and neuroticism. These variables did not predict burnout scores; only neuroticism added significantly to the weak predictive value. Personality explained only 17.3% of the variability in burnout scores. Our study confirms the findings of previous researchers highlighting moderate burnout in athletic trainers employed in the collegiate setting. We did not find that personality significantly predicted burnout, though it did account for a small amount of the variance in burnout scores. Thus, organizational-level factors may play a greater role in determining burnout in athletic trainers than individual-level factors such as personality.

Sex Differences in the Incidence of Anterior Cruciate Ligament, Medial Collateral Ligament, and Meniscal Injuries in Collegiate and High School Sports

Background: Previous research has noted sex-based differences in anterior cruciate ligament (ACL) injury rates in young athletes, while little is known about medial collateral ligament (MCL) and meniscal injury rates in this population. The objective of this study was to compare injury rates for traumatic knee injuries (ie, ACL, MCL, and meniscal injuries) in collegiate and high school (HS) varsity student-athletes across multiple sports. Hypothesis: Knee injury rates vary by sex and across different sports and levels of competition. Study Design: Descriptive epidemiology study. Methods: Injury and athlete-exposure data were utilized from the National Athletic Treatment, Injury and Outcomes Network (NATION) and National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) during the 2009-2010 to 2013-2014 academic years. Analyses focused on ACL, MCL, and meniscal injuries. Injury rates and injury rate ratios (IRRs) with 95% CIs were calculated for basketball, ice hockey, lacrosse, soccer, and baseball/softball. Results: The ACL injury rate was higher for female than male athletes at the collegiate (IRR, 2.49; 95% CI, 1.81-3.41) and HS (IRR, 2.30; 95% CI, 1.67-3.18) levels. At the collegiate level, the highest ACL IRR comparing female to male athletes was reported in softball/baseball (IRR, 6.61; 95% CI, 1.48-29.55). At the HS level, the highest ACL IRR was reported in basketball (IRR, 3.68; 95% CI, 1.91-7.10). The MCL injury rate was higher for female than male athletes at the HS level (IRR, 2.11; 95% CI, 1.25-3.56) but lower for female than male athletes at the collegiate level (IRR, 0.73; 95% CI, 0.59-0.92). The meniscal injury rate was lower for female than male athletes at the HS level (IRR, 0.47; 95% CI, 0.31-0.71), while no differences by sex were seen at the collegiate level (IRR, 1.35; 95% CI, 0.90-2.02). Conclusion: Knee injury rates varied by sex across 5 different sports in the HS and collegiate settings. Female athletes sustained ACL injuries at a higher rate than male athletes at both the HS and collegiate levels in these 5 sports; however, there was not a distinct sex disparity in MCL and meniscal injuries. Future studies should examine the rates of concomitant and recurrent injuries to inform injury prevention and rehabilitation programs.

A Longitudinal Examination of Work-Life Balance in the Collegiate Setting.

The literature regarding work-life balance (WLB) is plentiful, particularly in the National Collegiate Athletic Association Division I collegiate setting due to its demanding nature as defined by work hours and travel. Despite the comprehensive understanding of factors contributing to WLB for athletic trainers (ATs) in this setting, the effect of time of year has yet to be investigated. To determine the influence sport season timing (ie, preseason, in-season, off-season) can have on perceptions and experiences of WLB for ATs. Qualitative, case-study design. Division I collegiate practice setting. Six ATs employed in the Division I college setting (3 women, 3 men) volunteered and completed our study over 1 year. The average age of participants was 31.0 ± 3 years, and they had 9.0 ± 3 years of experience. We conducted semistructured one-on-one phone interviews with each participant at 4 points during the year (August, November, February, June). All interviews were transcribed verbatim. Data were analyzed inductively, and we used peer review, multiple-analyst triangulation, and member checks for credibility. Time of year (eg, competitive in-season), organizational demands (eg, hours and travel), and life stage (eg, roles assumed) were factors that influenced WLB for ATs in the collegiate setting. Having a positive and adaptable mind-set; having coworker, supervisor, and personal support; and engaging in personal or family time were factors that counterbalanced the inhibitors. Our results indicate that a career as an AT in the collegiate setting can create WLB concerns; these concerns, however, seem to peak during the competitive in-season for the AT's primary coverage team. Additionally, conflict that arises for ATs seems to be stimulated by time, as work roles are often less accommodating due to the athletic atmosphere.

The Role of Personality in Job Satisfaction Among Collegiate Athletic Trainers.

The degree to which an individual likes his or her job is known as job satisfaction. A person with higher job satisfaction is less likely to depart from a profession than a person with lower job satisfaction. Researchers studying job satisfaction among other allied health professionals suggest a personality component could explain why the reasons for departure can be so individual. Collegiate institutions. To determine the relationship between job satisfaction and personality among collegiate athletic trainers (ATs). A total of 202 ATs (68 [33.7%] men and 134 [66.3%] women), were recruited using the National Athletic Trainers' Association e-mail database. We excluded any AT from this study who worked outside of the collegiate setting. The response rate was 20.2%. Data were collected using a Web-based survey instrument consisting of 3 sections: (1) demographics, (2) job satisfaction survey, and (3) Big Five Personality Inventory. Independent t tests were run to determine sex differences, and correlations were run to evaluate relationships between demographics and job satisfaction and between job satisfaction and personality. Women reported higher levels of neuroticism than men. Extroversion and conscientiousness showed a weak positive relationship with job satisfaction. A moderate positive relationship was found between agreeableness and job satisfaction. A moderate negative relationship was noted between neuroticism and job satisfaction. Based on our findings, head ATs or other organizational leaders may consider using personality assessments during interview processes, or athletic training program directors may be able to better guide students interested in athletic training based on knowledge of their personalities.

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

Context Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate. Objective To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 ± 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multi-analyst triangulation. Results Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions. Conclusions Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.

Sex and Employment-Setting Differences in Work-Family Conflict in Athletic Training.

Work-family conflict (WFC) has received much attention in athletic training, yet several factors related to this phenomenon have not been examined, specifically a practitioner's sex, occupational setting, willingness to leave the profession, and willingness to use work-leave benefits. To examine how sex and occupational differences in athletic training affect WFC and to examine willingness to leave the profession and use work-leave benefits. Cross-sectional study. Multiple occupational settings, including clinic/outreach, education, collegiate, industrial, professional sports, secondary school, and sales. A total of 246 athletic trainers (ATs) (men = 110, women = 136) participated. Of these, 61.4% (n = 151) were between 20 and 39 years old. Participants responded to a previously validated and reliable WFC instrument. We created and validated a 3-item instrument that assessed willingness to use work-leave benefits, which demonstrated good internal consistency (Cronbach α = 0.88), as well as a single question about willingness to leave the profession. The mean (± SD) WFC score was 16.88 ± 4.4 (range = 5 [least amount of conflict] to 25 [highest amount of conflict]). Men scored 17.01 ± 4.5, and women scored 16.76 ± 4.36, indicating above-average WFC. We observed no difference between men and women based on conflict scores (t244 = 0.492, P = .95) or their willingness to leave the profession (t244 = -1.27, P = .21). We noted differences among ATs in different practice settings (F8,245 = 5.015, P <.001); those in collegiate and secondary school settings had higher reported WFC scores. A negative relationship existed between WFC score and comfort using work-leave benefits (2-tailed r = -0.533, P < .001). Comfort with using work-leave benefits was different among practice settings (F8,245 = 3.01, P = .003). The ATs employed in traditional practice settings reported higher levels of WFC. Male and female ATs had comparable experiences of WFC and willingness to leave the profession.

Preceptor Understanding, Comfort, and Use Related to Evidence-Based Practice Competencies

Context The Fifth Edition of the National Athletic Trainers' Association Athletic Training Education Competencies includes the significant addition of competencies covering evidence-based practice (EBP). While the concept of EBP is not new, the terminology in the Competencies may be new to clinical practitioners who did not receive the same educational experiences. Objective The objective was to explore the understanding, comfort, and use related to EBP competencies by preceptors. Specifically, we explored the efficacy of an educational intervention designed to increase preceptors' understanding of, comfort with, and use of the EBP competencies. Design Participants were assigned to an experimental or control group. A pretest and posttest design was used to measure understanding, comfort, and use. An educational intervention designed to increase understanding, comfort, and use of the EBP competencies was used with the experimental group. The education intervention was a combination of presentations, student-led article reviews, and a student-led project. Setting The study was completed at a large state-affiliated Midwest university. Patients or Other Participants Nineteen preceptors from the collegiate and high school setting (12 men and 7 women, average age = 32 ± 8.3 years, average experience = 8.1 ± 8.8 years). Main Outcome Measures A survey instrument (EBP Preceptor Survey) was designed and tested for reliability (α = .979). All participants completed the EBP Preceptor Survey before and then after the intervention. Experimental preceptors completed the education intervention. Repeated-measures analysis of covariance was used to detect pretest to posttest differences at the P ≤ .01 significance level. Results Statistically significant results indicate that after the intervention the experimental preceptors increased understanding for 4 of the 14 competencies, comfort for 9 of the 14 competencies, and use for 1 of the 14 competencies. Conclusions A focused education intervention may increase understanding and comfort but might not increase use of EBP concepts.