Master's Athletic Training Research Articles

Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

The Experiences of Professional Master's Athletic Training Students with Sexual Harassment During Clinical Education

Context Sexual harassment is a concern in health care professions and on college campuses nationwide. Athletic trainers are health care professionals who work in close conjunction with athletes, coaches, officials, and other stakeholders, predisposing them to potential sexual harassment occurrences. Objective To examine the experiences of sexual harassment of professional master's ATSs during their clinical education experiences. Design Mixed-method study. Setting Online questionnaire. Patients or Other Participants Eighty-seven athletic training students (68 women, 19 males; age = 23.40 ± 1.85 years; 44 first-year students, 43 second-year students) currently enrolled in Commission on Accreditation of Athletic Training Education (CAATE)–accredited professional master's athletic training programs. Data Collection and Analysis We sent an online questionnaire to CAATE-accredited professional master's athletic training program directors, along with a recruitment email encouraging program directors to send the questionnaire to students currently enrolled in the programs they lead. We validated the questionnaire using expert and peer review. We used a general inductive approach to analyze the results and used multi-analyst triangulation and peer review to ensure credibility. Results Our study revealed that 28.70% of participants reported they felt as though they were subjected to sexual harassment behaviors during clinical education. Themes reported through recipients' accounts of sexual harassment defined a timeline that started when sexual harassment most commonly manifested through inappropriate comments, followed by ATSs having to adjust after incidents instead of the perpetrators, and finally ended with insufficient resolution in which victims felt the situations should have been handled differently. Conclusions Sexual harassment affects some professional master's ATSs in clinical education settings. Athletic training program administrators should educate students on clearly defined policies and procedures that will lead to resolution when sexual harassment occurs during athletic training clinical education.

Racial Microaggressions During Clinical Education Experiences of Professional Master's Athletic Training Students

Context Racial microaggressions can be comments or actions that are often unconsciously or unintentionally directed toward members of marginalized groups. Athletic trainers have been found to be prone to organizational conflict and harassment; however, no studies have investigated whether racial microaggressions occur during athletic training student (ATS) clinical education experiences. Objective To examine the existence of racial microaggressions directed toward ATSs during clinical education, specifically identifying the resources that existed for students who perceived they were encountering racial microaggressions. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited professional master's programs. Patients or Other Participants One hundred fifteen second-year master's students (80 female, 33 male, 1 nonbinary/third gender, 1 wished to not disclose; age = 23.67 ± 3.41 years). Data Collection and Analysis We created a questionnaire based on the purpose of the study and the current literature that we validated via peer and expert review before initiation of the study. We used peer review and multiple-analyst triangulation to provide credibility and analyzed the data with a phenomenological qualitative approach. Results Three main themes emerged: (1) participants experienced forms of microaggression including, but not limited to, microassaults, microinsults, microinvalidations, and stereotypes; (2) participants experienced a lack of action after racial microaggressions; and (3) participants experienced a period of career reconsideration during which they questioned entering the profession because of feeling uncomfortable and discriminated against. Conclusions To reduce the number of racial microaggressions that students face, athletic training education program administrators and preceptors should be educated on racial microaggressions, validate athletic training student emotions, encourage brave spaces where students can openly communicate about what is transpiring at clinical sites, safely identify aggressors, and remove students from harmful environments.

Meaning Making Among Professional Master's Athletic Training Students

Context New approaches to education and pedagogy are needed in athletic training education to better support developmental benchmarks that cultivate skills for lifelong learning. Objective Explore and understand students' perceptions of their education and how those perceptions support their development toward self-authorship through the complexity of their meaning making. Design Qualitative, grounded theory. Setting Division I Commission on Accreditation of Athletic Training Education athletic training programs. Patients or Other Participants Twelve participants (9 female, 3 male; age = 24 ± 2 years) in their second year of athletic training education were recruited for the study. Of the 12 participants, 11 were engaged in an immersive clinical experience. Data Collection and Analysis Participants engaged in a semistructured video conference interview. Data were analyzed using grounded theory approach to understand the complexity of students' ways of making meaning cognitively, intrapersonally, and interpersonally. Data saturation, peer review, member checks, and theoretical triangulation were used to establish credibility. Results Participants exhibited meaning making in 2 distinct ways: (1) external guidance and (2) movement toward internal guidance. The categories were further broken down by theme. Placing responsibility for knowledge on authorities, need for step-by-step guidance, and seeking approval marked the themes of external guidance. Building confidence and role identity development marked themes of movement toward internal guidance. Conclusions Participants who were reliant on external guidance required external authorities for knowledge acquisition and learning. Some participants demonstrated deeper meaning making when discussing their experiences with clinical education.

Professional Master's Athletic Training Students' Career Influences Part I: Perceptions of Athletic Training

ContextAs athletic training education transitions to a professional master's degree, understanding the perceptions professional master's athletic training students have of athletic training is important.ObjectiveTo examine second-year professional master's students' perceptions of the athletic training profession, a career in the profession, and identify the factors that influence their perceptions.DesignConvergent mixed methods.SettingOnline surveys and individual phone interviews.Patients or Other ParticipantsA total of 80 second-year professional master's students (63 female, 13 male, 4 no response, age = 24.63 ± 2.29 years), who were enrolled in the final semester of their program in the spring of 2019, completed the online survey. Ten survey respondents completed the follow-up phone interviews.Data Collection and AnalysisA survey instrument and a semistructured interview guide were developed to answer the research questions. Both were validated externally by 3 independent researchers using a content-validity indexing tool. The data from the survey and interviews were woven together and merged to provide 1 comprehensive results section. Trustworthiness was established using triangulation, member checks, memos, and peer debriefing.ResultsThree higher-order themes emerged from the data: (1) perceptions of the athletic training profession: lack of appreciation and awareness for the profession from others, rewarding profession, and dynamic profession; (2) perceptions of a career in athletic training: low pay, long hours and inconsistent schedules, and inability to have work-life balance; (3) factors influencing perceptions: clinical experiences and interactions with athletic trainers.ConclusionsSecond-year professional master's athletic training students developed positive and negative perceptions about the profession and a career in the profession during their professional education experiences. The factors identified were professional socializing agents and should be considered when designing clinical education experiences.

Professional Master's Athletic Training Students' Career Influences Part II: Short-Term and Long-Term Career Intentions

Context As athletic training education continues to evolve to a professional master's degree, understanding the career intentions of students preparing to graduate from professional master's programs is essential. Objective To examine the career intentions of second-year professional master's athletic training students and identify the factors that influence their intentions. Design Convergent mixed methods. Setting Online surveys and individual phone interviews. Patients or Other Participants A total of 80 second-year professional master's students (63 women, 13 men, 4 no response, age = 24.63 ± 2.29 years) who were enrolled in the final semester of their program in spring 2019 participated in the online survey. Ten survey respondents participated in follow-up phone interviews. Data Collection and Analysis An online survey was designed and administered to answer the research questions. Semistructured phone interviews were conducted as a follow-up to the survey to gain further insight into the research questions. The data from the survey and interviews were woven together and merged to provide a comprehensive display of results. Triangulation, member checks, memos, and peer debriefing were completed for trustworthiness. Results Two higher-order themes emerged from the data: career progression and factors influencing career intentions. We identified 3 lower-order themes for career progression: short-term career plans, concerns over lack of experience, and long-term career plans. Two lower-order themes were identified for factors influencing career intentions: clinical experience and mentorship. Conclusions Second-year professional master's athletic training students have short-term and long-term career plans. Their career intentions were influenced by past clinical experiences and the mentorship received from their clinical preceptors and faculty members during their professional education. Unfortunately, many students were having difficulty obtaining positions after graduation due to a lack of professional experience. As a result, some turned to internship or residency positions to gain experience.

Optimism, But Not Locus of Control, Moderates Burnout in Professional Master's Athletic Training Students

Context Burnout is a common concern in the field of athletic training that may affect athletic training students. They may experience burnout because of stressors related to their clinical education responsibilities and course load. Various buffers have been suggested to reduce burnout in other health care settings; however, there is a limited body of research examining the effect of locus of control and optimism as buffers against burnout in athletic training populations. Objective To investigate whether a perceived internal locus of control and/or optimism can provide a buffer against burnout in athletic training students. Design and Setting A cross-sectional observational research design via Qualtrics survey. Patients or Other Participants A total of 48 professional master's athletic training students enrolled in Commission on Accrediting Athletic Training Education–accredited programs. Data Collection and Analysis Participants were sent a survey link that included demographic questions, the Copenhagen Burnout Inventory, Life Orientation Test–Revised, and the Rotter Internal/External Locus of Control Scale. Three multiple regression analyses were conducted to examine the relationships of personal burnout, work-related burnout, and client-related burnout with optimism and locus of control. A Pearson correlation was conducted on the significant findings to determine the strength of relationship among variables. Main Outcome Measure(s) Copenhagen Burnout Inventory, Life Orientation Test–Revised, Rotter Internal/External Locus of Control Scale. Results Significant relationships were identified between optimism and personal burnout (t = −3.30, P = .002) and between optimism and work-related burnout. (t = −2.48, P = .02). No significant relationships were identified between locus of control and any of the burnout-related variables (P > .05). Conclusion Optimism could be an effective buffer against student burnout in professional master's athletic training programs. Athletic training programs should implement various strategies to promote student optimism including proper social support strategies, time management, and stress management to help reduce the onset of burnout in students.

Career Aspirations of Recent Graduates From Professional Master's-Level Athletic Training Programs

Context Transition to clinical practice is a topic receiving substantial attention. Many reports have focused on the educational program's role and have stopped short of identifying the impact of the initial year of employment on desire to persist and future career goals. Objective To examine the career aspirations of athletic trainers in their first year of employment who graduated from professional master's programs. Design Qualitative. Setting Nine professional master's athletic training programs, variety of employment settings. Patients or Other Participants Seven men and 7 women (age = 25.6 ± 3.7 years). Data Collection and Analysis A general inductive approach was used to analyze data from individual interviews conducted 6 and 12 months into the first year of clinical practice. Multiple-analyst triangulation and peer review ensured credibility. Results Graduates of professional master's programs in athletic training plan to stay in the profession. However, newly credentialed athletic trainers do not plan to remain with their initial employer beyond 2 years; 11 of 14 participants (79%) stated their first job was transitional. The first year of employment did not change participants' perceptions, as the graduates knew upon taking their first job that it would be temporary. Though participants planned to change jobs, most (79%) planned to continue to engage in clinical practice as athletic trainers. Conclusions Understanding newly credentialed athletic trainers' perceptions of the impact of the first year of employment can provide educators and employers important insight to assist in retention and persistence of young professionals. Graduates regard their first years of employment as impermanent. However, the majority do not wish to leave clinical practice. Participants viewed their first job as a way to gain valuable experience that did not dissuade them from continuing in the field. Recent graduates demonstrated ambitions to experience different work settings and higher-level positions with greater responsibilities.

Athletic Training Education: Educating the Future Athletic Training Professionals

Athletic Training Education: Educating the Future Athletic Training Professionals

A Theoretical Model of Transition to Practice for Athletic Trainers.

The transition to practice of newly credentialed athletic trainers (ATs) has become an area of focus in the athletic training literature. However, no theoretical model has been developed to describe the phenomenon and drive investigation. To better understand the lived experience of the transition to practice and develop a theoretical model of transition to practice for ATs. Qualitative study. Telephone interviews. Fourteen professional master's athletic training students (7 men, 7 women, age = 25.6 ± 3.7 years, from 9 higher education institutions) in the first year of clinical practice as newly credentialed ATs. Participants completed semistructured phone interviews at 3 timepoints over 12 to 15 months. The first interview was conducted just before graduation, the second 4 to 6 months later, and the third at 10 to 12 months. The interviews were transcribed and analyzed using a grounded theory approach. We developed a theoretical model to explain the causal conditions that triggered transition, how the causal conditions were experienced, the coping strategies used to persist through the first year of practice, and the consequences of those strategies. The model provides a framework for new athletic training clinicians, educators, and employers to better understand the transition process in order to help new clinicians respond by accepting or adapting to their environment or their behaviors.

Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs

Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation, a consensual qualitative analysis approach was employed to determine themes. Data trustworthiness was achieved through triangulation, member checking, and use of an external auditor. Results More than half of the programs represented in this study (11 of 17) report that IPE activities are a required component of their didactic curriculum. Themes for integration of IPE include delivery methods, educational content and objectives, assessment, and logistics. Sample IPE activities include case-based discussions, dedicated IPE courses, online modules, and simulation. Conclusions Integration of IPE into the curriculum requires logistical considerations such as determining which health care disciplines to include, resources available (time, space, personnel), as well as overall institutional support. Program faculty in our study described varied methods to deliver IPE learning activities that meet content goals and objectives. Prior to integrating IPE into an athletic training curriculum, program faculty should determine the method of delivery and what content will work to achieve the goals of relevant stakeholders. Consideration of these components for didactic integration should work to create cohesive and meaningful learning experiences.

Professional Program Preparation, Orientation, and Mentoring Tactics Used to Develop Professional Responsibility in Early-Career Athletic Trainers

Context Transition to practice is a pivotal period in an athletic trainer's (AT) career that includes higher-than-average job-related stress due to many changes. Objective To assess how early-career ATs from professional master's athletic training programs (PMATP) developed professional responsibility during their transition to practice. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants A total of 137 participants who graduated from a PMATP and who were board certified from 2016 to 2018 completed the study. Intervention(s) The Web-based survey asked which transition-to-practice tactics were used, if they were helpful, and how they were helpful with respect to preparation (formal coursework and clinical experiences), orientation, and mentorship. Main Outcome Measure(s) We calculated frequencies for each tactic in transition to practice, the tactic's helpfulness, and what the tactic specifically aided during the participant's transition. Results Overall, 78.8% (108/137) of participants perceived their PMATP prepared them to transition to practice. Regarding formal coursework, the majority indicated they discussed professional behaviors (78.1%, 107/137), which was very helpful (43.9%, 47/107) in developing professional communication (70.1%, 96/137). The most frequent tactics in clinical experiences included being encouraged to make patient-care decisions (82.5%, 113/137, extremely helpful = 76.1%, 86/113) and being provided feedback about performance (81.8%, 112/137, extremely helpful = 76.1%, 86/113), which developed confidence (75.9%, 104/137). Few participants (24.1%, 33/137) indicated they were exposed to formal orientation. Almost half reported having informal orientation by learning on the job (39.4%, 54/137). Few participants were assigned a mentor (25.5%, 35/137); those who were indicated that the mentor was extremely helpful (40.0%, 14/35) for understanding the role of an AT. Conclusions Early-career ATs perceived that their PMATP, informal orientation, and unassigned mentors were helpful in developing professional responsibility. Often these tactics were effective at developing confidence, but other tactics may be necessary to assist role understanding, managing patient load and administrative duties, and resolving conflicts.

Burnout Levels and Mood States Among Athletic Training Students in Professional Master's Programs

Context Professional master's athletic training students are at high risk for changes in mood state and an increase in burnout levels during an academic semester due to stressors including academic workload, clinical expectations, and/or research projects, among other factors. Objective To determine mood states and burnout levels among professional master's students during the middle and end of an academic semester. Design Cross-sectional study. Setting Online survey. Patients or Other Participants The sample consisted of first and second year professional master's students (males = 11, females = 30, age = 23.39 ± 1.44 years) who attended Commission on Accreditation of Athletic Training Education accredited athletic training programs. Interventions The independent variable was time (midsemester and end of semester). We sent the link to the online survey via e-mail to program directors and asked them to forward it to all students in the professional master's programs they led. Main Outcome Measure(s) The dependent variables were the subsets of burnout (depersonalization [DP], personal accomplishment, and emotional exhaustion [EE]) along with the overall mood state score. We used the modified 22 item Maslach Burnout Inventory and the modified 40 item Profile of Mood States. Results Burnout scores from the personal accomplishment subscale of the Maslach Burnout Inventory were statistically different between the 2 time points ({\rm{\chi }}_1^2 = 5.765, P = .016) in comparison to DP ({\rm{\chi }}_1^2 = 0.027, P = .869) and EE ({\rm{\chi }}_1^2 = 1.256, P = .262). For Profile of Mood States scores, the composite total mood disturbance score was not statistically different between the 2 time points ({\rm{\chi }}_1^2 = 0.200, P = .655). Conclusions Our findings indicated that, as a whole, high level stressors were reported from lack of personal accomplishment. Clinically, mood states were reported to not change from midsemester to end of the semester.

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Context:Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking.Objective:To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians.Design:Qualitative study.Setting:Professional master's athletic training programs.Patients or Other Participants:Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs.Main Outcome Measure(s):An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review.Results:We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences.Conclusions:Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

Prediction Modeling for Academic Success in Professional Master's Athletic Training Programs

Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging proposition. No studies to date have examined admission predictors of professional master's athletic training programs (PMATP).Objective: The purpose of this study was to identify program applicant characteristics that are most likely to predict academic success within a PMATP.Design: Cohort-based.Setting: University professional PMATP.Patients or Other Participants: A cohort of 119 students who attended a PMATP for at least 1 year.Intervention(s): Common application data from subjects' applications to the university and the PMATP were gathered and used to create the prediction models.Main Outcome Measure(s): Sensitivity, specificity, odds ratio, and relative frequency of success were used to determine the strongest set of predictors.Results: Multiple logistic regression analyses yielded a 3-factor model for prediction of success in the PMATP (undergraduate grade point average ≥ 3.18; Graduate Record Examination quantitative [percentile rank] ≥ 141.5 [≥12]; taking calculus as an undergraduate). A student with ≥2 predictors had an odds ratio of 17.94 and a relative frequency of success of 2.13 for being successful in the PMATP. This model correctly predicted 90.5% of PMATP success.Conclusions: It is possible to predict academic success in a PMATP based on common application data.

Retention Initiatives Used by Professional Master's Athletic Training Program Directors

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

Context Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective Explore program directors' perceptions of the reasons athletic training students persist and depart from PM ATPs. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants We asked directors from all PM ATPs nationwide to complete an online survey. We obtained responses from 60.0% (15 out of 25) of the population. We also completed follow-up telephone interviews with directors from 8 PM ATPs. Main Outcome Measure(s) Directors of PM ATPs completed an online survey asking for reasons for student persistence and departure. We also conducted follow-up telephone interviews with randomly selected participants. During the telephone interviews, we asked participants for additional detail regarding the enrollment decisions of students. Results PM ATP directors stated that students persist due to their commitment to the profession and the interpersonal relationships they build with the program stakeholders. Conversely, students depart PM ATPs due to the rigor associated with completion, a change in career aspirations, and financial concerns. Conclusions Athletic training educators should strive to keep commitment and motivation levels high while fostering positive interpersonal relationships by providing a welcoming atmosphere and engaging clinical education experiences. Finally, mentors should be available to assist students with program completion, and students should have options available for defraying the cost associated with completing the PM ATP.

Description of Professional Master's Athletic Training Programs

Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.

Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student

ContextProfessional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has primarily focused on the undergraduate level.ObjectiveGain insights from the program director at professional master's (PM) athletic training programs on methods used to socialize students into programs and the profession.DesignQualitative study.SettingOne-on-one telephone interviews.Patients or Other ParticipantsA total of 8 PM program directors volunteered for our study. The Table provides information on the institutions represented by these participants. Our program directors had 8 ± 6 years of experience in their current roles and were 41± 4 years old.Data Collection and AnalysisWe conducted 1-on-1 phone interviews and transcribed the interviews verbatim. We performed a general inductive analysis of the data. We also completed member checks, multiple analyst triangulation, and peer reviews to establish data and methodological credibility.ResultsOur findings indicated that PM programs utilize a combination of formal and informal processes to orient the student, which is comparable to those processes used by undergraduate programs to socialize their students. The formal processes included orientation sessions and introductory courses. Social gatherings and program outings along with peer mentoring were also methods employed by PM programs to assist in socializing the student, but these methods were informal in nature.ConclusionsProgram autonomy allows for athletic training programs to personalize their tactics to socialize the student, but it does appear that the use of orientation sessions and introduction courses allows PM programs to formally introduce the profession and program. Less structured socialization strategies include peer-driven mentoring and social engagements that promote interaction and stress-relief. Programs are encouraged to evaluate their current socialization tactics and take advantage of the benefits of peer support and times to directly communicate with their students.

Accuracy and Reliability of Peer Assessment of Athletic Training Psychomotor Laboratory Skills

Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n = 5) and second-year (n = 8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the φ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (φ = 0.79) for the Faber test, with 1 participant on 2 occasions (φ = 0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (φ = 0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.