Clinical Education Research Articles

Examining Changes in Compassion Satisfaction, Burnout, Secondary Traumatic Stress and Work-Related Quality-of-Life of Rural Surgical and Obstetrical Nurses in British Columbia During the COVID-19 Pandemic.

This survey of rural nurses' experiences is part of a program evaluation of the Rural Surgical and Obstetrical Networks (RSON), a five-year initiative (2018-2023) to strengthen and stabilize rural hospitals in British Columbia (BC), Canada. Our aim was to measure changes in professional and work-related quality-of-life of rural surgical and obstetrical nurses in eight communities across BC and determine if the RSON initiative mitigated impacts of the COVID-19 pandemic on nurses' quality of life. This longitudinal evaluation was administered via online surveys in 2021 and 2023. Work-related quality of life was measured with 23 items that assess job satisfaction, general wellbeing, work-life balance, stress level experienced at work, control, and working conditions. Professional quality of life was measured along three dimensions: compassion satisfaction (CS), burnout, and secondary traumatic stress (STS) (10 items each). Responses were linked by code and changes in quality of life were analyzed using paired Student's t-test. 107 nurses participated at time 1 and 28 at time 2. Burnout and secondary traumatic stress scores at time 1 were lower among older nurses and those with children. Over the two-year period (2021 to 2023), significant increases were observed in burnout (p < 0.001), and secondary traumatic stress (p = 0.04), while work-related Quality-of-Life decreased significantly (p = 0.04). Compassion satisfaction decreased over time, though not statistically significant. While the RSON initiative could not mitigate decreases in professional and work-related quality-of-life during COVID-19, it offered opportunities for clinical education and professional development among rural nurses.

Bedside teaching – insights into the medical student experience and likely impact on future role as clinical teacher

BackgroundMedical students and doctors are rarely taught how to be educators, but are expected to perform the role of clinical teacher once qualified (Kloek AT, Van Zijl ACM, ten Cate OTJ, Perspect Med Educ. 5:325–331, 2016). Qureshi (Perspect Med Edu 3:69–72, 2014) suggests that development of teaching skills should be incorporated into the undergraduate medical curriculum, while Charnell et al. (Br J Med Pract. 11:a1103, 2018) advocate providing training after graduation and as an integrated part of an induction programme. No such strategies currently exist for our graduates, and there is a lack of opinion regarding their expectations and ability to deliver bedside teaching.MethodsThis qualitative study sought to explore the varied experiences of medical students with regards to bedside teaching, and the influence such encounters may have on their future potential role as educators. In-depth interviews were conducted with fourteen final year medical students to gain a detailed understanding. Thematic analysis was conducted to organise the data into themes and sub-themes.ResultsMedical students identified a range of affirmative and challenging aspects regarding their undergraduate experiences. All recognized important practices necessary to meet individual learning needs and highlighted the positive impact such experiences would have on their future role as educators. Students preferred receiving constructive feedback as opposed to positive or no feedback at all, and all acknowledged a sense of responsibility towards being a future educator.ConclusionThe findings of this study suggest that while medical students recognise the role of doctors as clinical educators, and strive to fulfil this responsibility based on their own undergraduate experiences, training in the art of clinical teaching would be of benefit to all.

Characterizing Residents' Clinical Experiences-A Step Toward Precision Education.

Characterizing Residents' Clinical Experiences-A Step Toward Precision Education.

Comparative Effectiveness of Blended Teaching Models with Micro-Teaching Assistants in Clinical Pharmacokinetics Education

Objective: This study aimed to evaluate the effectiveness of micro-teaching assistants within a hybrid online-offline teaching framework in the context of clinical pharmacokinetics education.Material and Methods: A total of 320 clinical pharmacy students participated, with 143 students from earlier cohorts forming the control group and 177 students from the 2019 and 2020 batches comprising of the observation group. Traditional teaching methodologies instructed the control group, while the observation group benefited from a novel, blended teaching approach incorporating micro-teaching assistants. The evaluation criteria encompassed theoretical knowledge acquisition, practical skill development, pass rates, and score distribution.Results: This investigation into clinical pharmacokinetics education demonstrates the superiority of a blended teaching model, enhanced by micro-teaching assistants, over traditional methodologies. The observation group, utilizing this approach, displayed a significant 15% increase in theoretical knowledge scores, maintained high practical skill levels, alongside achieving a 94.9% pass rate, markedly surpassing the control group’s 91.6%. Feedback from students corroborated the model’s effectiveness, with satisfaction scores exceeding 4.8 out of 5; despite potential respondent bias. Notably, the application of micro-teaching assistants was most pronounced in Pharmacology, highlighting its value in teaching complex theoretical content, and advocating for expanded use in medical education.Conclusion: This study concludes that the integration of micro-teaching assistants into blended teaching strategies for clinical pharmacokinetics significantly improves educational outcomes. This approach not only facilitates a more effective learning environment but also underscores the potential of innovative pedagogical tools in enhancing student performance, and comprehension in complex subjects.

Strategies supporting the implementation of simulation-based education in nursing and midwifery in Malawi: A mixed methods study

Background. Nursing and midwifery training institutions are responsible for preparing the future nursing and midwifery workforce to ensure that they practise in accordance with the applicable patient safety standards. As such, simulation-based education (SBE) is thoughtfully being implemented in many parts of the world to train nursing and midwifery students to help the graduates to acquire the technical and non-technical skills needed to deliver safe patient care. This study, therefore, attempted to identify strategies for implementing SBE in nursing and midwifery in Malawi. Objective. To identify strategies for implementing SBE in nursing and midwifery in selected education institutions and clinical sites in Malawi. Methods. The data were collected using mixed methods with questionnaires, in-depth interviews, focus group discussions and desk reviews of nursing and midwifery syllabuses and curricula documents in Malawi. Two hundred and ninety-three participants responded to the questionnaire (144 clinical instructors and 149 final-year nursing and midwifery students). Ten focus group discussions were held with fourth-year students. In-depth interviews with deputy hospital directors (nursing and midwifery services), college principals, deans, department heads and other key stakeholders were conducted. The College of Medicine Research and Ethics Committee granted ethical approval for the study. Quantitative data were entered into SPSS version 23.0 for descriptive statistics, and qualitative data were thematically analysed using NVivo 12. Results. The study identified several strategies for implementing SBE in Malawi, including building appropriate simulation infrastructure (n=115; 39.3%), training educators on simulation (n=130; 44.4%), training clinical instructors/preceptors (n=106; 36.3%) and purchasing appropriate equipment (n=202; 68.9%). Scenarios with standardised patients and collaborative work in simulation between clinical staff and academics in training institutions and clinical settings were critical strategies for implementing SBE in Malawi. Conclusion. The successful implementation of SBE in nursing and midwifery in Malawi relies on a holistic approach that encompasses infrastructure, educator training, collaboration, scenario development, curriculum integration and ongoing evaluation. The journey towards realising these goals will undoubtedly require dedication, persistence, and the collective efforts of all stakeholders involved in nursing and midwifery education in Malawi.

Rotational training structures and national employment in public health education: an organizational perspective

IntroductionPostgraduate medical education (PGME) relies on structured training rotations and workplace-based learning (WBL) to provide comprehensive clinical training and professional development. Emphasizing WBL, PGME integrates theoretical knowledge with practical skills through direct patient care involvement, underscoring the pivotal role of training institutes in supporting these initiatives. While curricular changes in PGME have been extensively studied in clinical teaching hospitals, PGME programs in public health (PGME-PH) remain underexplored, yet their multidisciplinary nature post-COVID-19 underscores the urgency for effective curricular reforms. This study explores how training institutions offering PGME-PH navigate the adoption of structured training rotations and a transition to a national employer by examining organizational perspectives to enhance sustainability and integration of educational innovations in this unique context.MethodsSemistructured interviews were conducted with 14 participants from 8 training institutions offering PGME-PH in the Netherlands between October and November 2022 to explore their experiences with the implementation of a rotational training structure. The interviews were guided by the Consolidated Framework for Implementation Research (CFIR).ResultsThe analysis identified three pivotal themes influencing sustainable implementation and ownership: influence, communication, and motivation. Participants expressed concerns about reduced influence in organizing PGME-PH and noted significant communication challenges, such as ambiguity in roles, program frameworks, and financial aspects. Despite these obstacles, participants showed strong motivation for education and underscored the importance of collaboration and shared responsibility.ConclusionThe successful implementation of structured training rotations was negatively impacted by training institutions’ experience of limited influence and communication challenges. This led to diminished ownership of the new PGME-PH curriculum, potentially affecting its long-term sustainability. Despite these challenges, participants maintain high motivation for educational delivery. Enhancing sustainable implementation requires fostering ownership, promoting collective responsibility, establishing clear communication channels, and nurturing motivation. These factors are crucial for ensuring the success and longevity of educational programs such as PGME-PH.

Assessing how paramedical faculty’s professors and students at Kurdistan- Iraq Universities of Medical Sciences and Health Services perceive the quality of clinical learning environments through the application of the DREEM model

BackgroundThe education process in paramedical faculties is influenced by various factors affecting students’ learning.The present study aimed to assess the quality of clinical learning environments in the paramedical faculty of Kurdistan-Iraq Universities of Medical Science.MethodsThis study used a cross-sectional survey based on convenience sampling, involving 552 paramedical students and 125 professors from relevant departments within Kurdistan-Iraq’s medical sciences universities. Data analysis involved descriptive and inferential statistics, including frequency, mean, standard deviation,, t-test and ANOVA, conducted using SPSS version 22.ResultsThe mean scores of the overall DREEM scores for students and professors were 115.07 ± 31.65 and 95.16 ± 12.67, respectively. Significant differences were observed in students’ fields of study and in all areas of the attitudes questionnaire. Additionally, a significant difference was found between professors’ degrees in the scientific ability subscale of attitude towards the fields, and characteristics of clinical learning environments (p < .05).ConclusionThe findings suggest relative satisfaction among professors and students with the clinical education environment within the paramedical faculty.

Integrating digital technologies into teaching embodied knowledge in the context of physical examination.

There is a growing presence of digital technologies in clinical learning environments. However, there is little research into how such technologies shape embodied teaching and learning for health professional students. This study aims to explore current teaching practices in health disciplines to illuminate how digital technologies are used to facilitate the development of embodied knowledge during student learning of physical examination. A qualitative interpretive approach was undertaken, sensitised by body pedagogics as a theoretical frame. In-depth interviews with 18 clinical educators across the disciplines of medicine, physiotherapy, midwifery and nursing were held. These interviews explored their current practices for teaching physical examination. The data was analysed using reflexive thematic analysis combined with a 'thinking with theory' approach, in which the theoretical framework of body pedagogics was central to guiding the reflexive and interpretative process. We interpreted a framework of five approaches where digital technologies are used to develop bodily knowledge: for sensate knowing; for modelling; for rehearsing; for guiding practice and for providing feedback information. Findings suggest that in current teaching practices, digital technology may be used to facilitate multiple essential elements of physical examination instruction. We conceptualised a framework that extends body pedagogics, where we recognise the multiple roles of digital technology for developing bodily knowledge in the context of physical examination.

Factors that contribute to the perceived treatment effect of spinal manipulative therapy in a chiropractic teaching clinic: a qualitative study

BackgroundDespite the progress made in better understanding the potential mechanisms of spinal manipulative therapy (SMT) and its treatment effects, a knowledge gap continues to exist when identifying the specific factors that contribute to the perceived treatment effect associated with SMT. The purpose of the study was to explore the perceptions of chiropractic clinicians, interns, and patients regarding what factors during a doctor-patient encounter contribute to the perceived treatment effect associated with SMT.MethodsThis study used convenience sampling to enroll participants from a chiropractic teaching clinic in the United States. Semi-structured interviews were used as the main form of data collection, which took place from January-April 2024. The data was subsequently analyzed using thematic analysis and organized into themes through an iterative open coding process.ResultsSix rounds of interviews were conducted for a total of 18 interviews. Each round consisted of one patient who received treatment including SMT, one intern who performed the treatment, and one clinician who oversaw the treatment. After analyzing the interview data, the following five themes were identified: Treatment Outcome, Therapeutic Alliance, Adjunctive Therapies, Significance of Cavitation, and Psychomotor Skills. Each theme consisted of multiple subthemes which were mentioned by the participant groups at varying frequencies. Patients frequently mentioned the importance of improvement in symptoms following treatment, as well as good communication skills and the use of adjunctive therapies. Interns valued functional change following treatment, while clinicians focused on confidence levels and psychomotor skills. There were differing views on the significance of cavitation, ranging from indifference to an indication of a successful treatment.ConclusionThis qualitative study identified several themes which describe factors that may contribute to the perceived effect associated with SMT. In addition to the psychomotor skills required to perform SMT, educators and practitioners should consider factors such as the therapeutic alliance between patient and provider, use of adjunctive therapies, and assessment of the outcome associated with the intervention.

From Clinician to Commissioner

The need to develop a workforce who can deliver on the purpose of enhancing equity of access to primary care has been identified by one of the 31 Primary Health Networks (PHN) established by the Australian Government in 2015. Over almost a decade, Hunter New England and Central Coast PHN has been undertaking assessments of its organisational capability to commission primary care services for the local community. The outcome of these assessments and of a training needs analysis for team members engaged in commissioning has lead to the development of a training program which is growing in sophistication. This has lead to the development of a Primary Care Commissioning Development Centre, which coordinates education and training for PHN teams, service providers and primary care clinicians in many aspects of the commissioning of primary care.

Benefits and challenges of the integration of haptics-enhanced virtual reality training within dental curricula.

Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education. A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided. VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation. VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.

Docencia MIR y universitaria en pediatras de Atención Primaria en Euskadi en 2023: ¿están satisfechos con el reconocimiento de su labor docente?

Introduction and objectives: the Basque Association of Primary Care Pediatrics (AVPap), sought to determine the degree of recognition and satisfaction of primary care paediatricians engaged in teaching at both the undergraduate and postgraduate levels. Method: survey conducted through a Google Forms questionnaire distributed to the mailing list of AVPap members between May-June 2023. Results: the sample included 92 responses (30% of the membership). Eighty-seven percent of respondent were female; 33% were aged 51-60 years , 31.5% less than 40 years, 20.5% between 40-50 years and 15% more than 60 years. As regards teaching , 52.17% (48) reported teaching medical resident-intern (MIRs) trainees in paediatrics , 75% (69) MIR trainees in family medicine and 57.6% (53) medical students. Among those teaching in the paediatrics MIR programme, 1% were primary clinical supervisors, 55% supporting clinical instructors and 44% reported teaching but not knowing their specific role. Among those teaching medical students, there was only one associate professor. Twenty-nine percent were recognised as venia docendi (authorization by university administration for academic role in official educational progammes for staff other than teachers); 22% received certificates and 48% have no form of academic recognition or remuneration for their teaching activity. The proportion that expressed dissatisfaction with the recognition for their teaching activity was 66.5% of those involved in MIR training and 51% of those involved in medical undergraduate education. Conclusions: only 30% of respondents involved in undergraduate education were officially recognised (venia docendi). Among those involved in paediatrics MIR training, only 1% were primary clinical supervisors and half were support instructors. Sixty percent considered the recognition of their work insufficient.

Teaching Procedural Skills: Integrating Educational Theory Into Practice.

Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired t test. Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = strongly disagree, 5 = strongly agree]). Postworkshop scores improved significantly for all five attitudinal questions, including "I can apply instructional design theory when teaching procedural skills" (pre: 2.2 vs. post: 4.3 on a 5-point scale, p < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop. A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.

Effective remote clinical teaching: leveraging technology to improve Radiology Case readouts.

The shift to remote learning in medical education is rapidly evolving and likely permanent. The recent increase in remote radiology staffing presents challenges for both educators and trainees. However, many of the barriers to teaching can be overcome by technology. The overarching goal in creating a conducive remote teaching environment is to replicate the in-person experience as much as possible. With that goal in mind, creating an environment with clear expectations, open and effective communication, and defined staffing models promotes education in the remote environment. Video conferencing and messaging applications should be utilized freely to enhance case discussions. While these tools can present barriers for users who are uncomfortable with technology-based solutions, they can result in advantages over in-person education. In this review, we present strategies to help radiology educators enhance clinical teaching in a remote setting.

Program Evaluation of the Clinical Education Based on Four-Component Instructional Design (4C/ID) Model

Background: Clinical education is a key step in medical education. The study aimed to evaluate clinical education in undergraduate medical education programs based on the Four-Component Instructional Design (4C/ID) model. Methods: The cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2023-2024. Fifteen departments where medical students studied the clerkship and internship courses were evaluated. An evaluation checklist was used including four domains, 23 questions, and 100 items. The evaluation was implemented in three steps including "Preparation of evaluation", "Execution of evaluation" and "Preparation of evaluation report and application of results". Data were analyzed using descriptive tests (mean, standard deviation, SD, and frequency). Results: The findings showed that the status of the departments in the "educational goals and learning tasks" domain in the clerkship and internship courses were 48.33 and 49.26, which achieved the highest level of compliance. The lowest compliance reported in the domain of "practice opportunities" was 14.30 and 15.77 in the clerkship and internship courses. The compliance in the domain of "procedural information in educational events" in the clerkship courses was 33.15 and in the internship courses was 36.17 and in the domain of "supportive information" in the clerkship courses was 24.36 and internship was 23.46, indicating a medium to a low level of compliance. Conclusion: Clinical learning is recognized as a complex learning, which requires supportive information and practice opportunities for learning. The results showed that lower compliance was reported in the domains of "practice opportunities" and "supportive information" in the educational department clerkship and internships. Therefore, it is recommended to plan for the development of support resources on various platforms. It also requires an appropriate educational design to deliver practice opportunities in simulation and workplace environments in undergraduate medical education.

Artificial Intelligence as a Discriminator of Competence in Urological Training: Are we there?

Assessments in medical education play a central role in evaluating trainees' progress and eventual competence. Generative artificial intelligence (AI) is finding an increasing role in clinical care and medical education. The objective of this study is to evaluate the ability of the large language model ChatGPT to generate exam questions that are discriminating in the evaluation of graduating urology residents. Graduating urology residents representing all Canadian training programs gather yearly for a mock exam that simulates their upcoming board certifying exam. The exam consists of a written multiple-choice questions (MCQs) exam, and an oral OSCE. In 2023, ChatGPT Version 4 was used to generate 20 MCQs that were added to the written component. ChatGPT was asked to use Campbell-Walsh Urology, AUA, and CUA guidelines as resources. Psychometric analysis of the ChatGPT MCQs was conducted. The MCQs were also researched by 3 faculty for face validity and to ascertain if they came from a valid source. The mean score of the 35 exam takers on the ChatGPT MCQs was 60.7% versus 61.1% for the overall exam. 25% of ChatGPT MCQs showed a discriminating index > 0.3, the threshold for questions that properly discriminate between high and low exam performers. 25% of ChatGPT MCQs showed a point biserial > 0.2, which is considered a high correlation with overall performance on the exam. The assessment by faculty found that ChatGPT MCQs often provided incomplete information in the stem, provided multiple potentially correct answers, were sometimes not rooted in the literature. 35% of the MCQs generated by ChatGPT provided wrong answers to stems. Despite what appears to be similar performance on ChatGPT MCQs and the overall exam, ChatGPT MCQs tend not to be highly discriminating. Poorly phrased questions with potential for AI hallucinations are ever present. Careful vetting for quality of ChatGPT questions should be undertaken before their use on assessments in urology training exams.

Cancer Nursing Frameworks to Guide Clinical Capability, Education and Careers: A Scoping Review of the International Literature.

This review aimed to provide a current global profile of all existing cancer nursing competency, capability, education and career frameworks and map capabilities and competencies to the clinical, facilitation of education, management and research pillars of practice. Scoping review. Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Library, Epistemonikos, Google Scholar, Medline, and PubMed. Gray literature searches and reference list searches were also performed. This review was guided by Arksey and O'Malley's method and followed PRISMA guidelines for reporting. Screening and data extraction was conducted independently by two or more authors. The quality of frameworks were assessed using The Joanna Briggs Institute (JBI) critical appraisal checklist for textual evidence: policy/consensus guidelines. Data were analyzed and narratively synthesized by experienced cancer nurse researchers. Thirty-four articles were included, comprising of 29 cancer nursing frameworks. Frameworks were categorized as competency frameworks, career and education frameworks, education/learning pathways, and career/professional development frameworks. Competencies and capabilities described in the frameworks were mapped to the four pillars of practice including clinical (n = 27), facilitation of learning (n = 20), leadership and management (n = 23), and research and scholarship (n = 24). Comprehensive cancer nursing frameworks are pivotal in enabling nurse leaders to grow and develop the cancer nursing workforce globally. They are also integral to support cancer nurses in providing high-quality, effective, and safe care for patients and their families across the cancer continuum. This is the first review to comprehensively capture and synthesize the capabilities, educational components, and career pathways outlined in existing cancer nursing frameworks worldwide and highlights where areas of improvement are needed to support professional growth, job satisfaction and retention of cancer nurses. This article is a review of frameworks and does not include patient or public contribution.

Training future dentists: Acquisition of "soft skills" during oral medicine clinical chairside teaching in an undergraduate dental school.

Training future dentists: Acquisition of "soft skills" during oral medicine clinical chairside teaching in an undergraduate dental school.

Clinical Teaching Learning Trajectory: Exploring Field Supervisor Written Feedback on Clinical Teacher Pedagogy

Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers’ (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates two broad pedagogical categories and nine separate skills. We quantize these feedback codes to identify the variation in the presence of these codes across PST characteristics, and then use several modeling techniques to indicate that specific feedback codes are negatively associated with evaluation score. Managing student attention was most detrimental to scores in early observations, whereas instructional feedback (e.g., lesson delivery) and verbal corrections were prioritized later in clinical teaching. Findings inform teacher preparation policy on understanding PST development and improving supervisory feedback.

Athletic Trainers’ Perceived Knowledge and Competence on Sexual Assault Management

One in five college females will experience sexual assault (SA), and the athletic environment increases the risk of SA occurring. Athletic trainers (ATs) must be knowledgeable and competent to handle reports, but the effectiveness of the institutional sexual violence prevention (SVP) training ATs receive is unknown. The purpose of this study was to assess how ATs’ perceived knowledge and competence in managing student-athlete reports of SA differ across training formats and facilitators. Collegiate ATs (N = 283) completed a survey assessing formal psychosocial clinical education, institutional SVP training format and facilitator, and perceived knowledge and competence on SA policies and management. Two one-way MANOVAs compared perceived knowledge and competence by format and facilitator. Overall, any form of SVP training was associated with greater perceived knowledge and competence than no training. Regarding format, ATs who received face-to-face or a combination of face-to-face and online training felt most knowledgeable and competent. Regarding facilitators, ATs whose SVP training was led by an external, professional facilitator or multiple facilitators felt more knowledgeable than ATs whose program was self-guided or led by a staff member of the institution. Lastly, ATs who had been certified longer reported feeling more knowledgeable than recently certified ATs. A face-to-face format with an external or professional facilitator or a combination of formats and facilitators appears to be the optimal method for ATs’ SVP training. Whether this translates to improved care for the athlete who experiences SA is still unknown and requires further research.