Professional Preparation Research Articles

What Does the World's Biggest Tech Event Tell Us? Key Pointers from CES 2024

Getting to know what's in the making by tech industry leaders is something transformative to anyone's awareness in the 21 century. It's like our grandparents having to read journal every morning. What would people at that time consider the person who doesn't read the journal at all? You name it. For tech it's the same; knowing how the technological landscape is shaping helps you prepare for the future by being emotionally ready. For software engineers, it's even critical than ordinary citizens. This is because it's more than emotional readiness. It is career and professional readiness as well. But how you will get to know the key technology industry leaders are working on? One of the key venues is the Consumer Electronics Show (CES). It is an annual giant event that brings in tech leaders in the industry to talk about their latest innovations. This paper brings to you key observations from CES 2024, held in January. From those observations you can extrapolate key future points about the tech ahead of us.

Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

Razvitie medicinskoj terminografii v Rossii v XI–XIX vv.

This article examines the history of the emergence and development of medical terminography in Russia, the key stages of the formation of the terminological foundation, the establishment of the first medical dictionaries, and the influence of intercultural exchange. The research presents the importance of medical terminological dictionaries in training and preparation of medical professionals during that time, the evolution and maturation of the concept of terminography in Russia.

Professional Readiness of a Teacher for Innovative Activities: a Qualitative Aspect

The article actualizes the importance of professional readiness of a teacher for innovative activities. At the same time, attention is payed to the importance and role of innovation in the organization of a modern school, to its purposeful process of creating, using and distributing innovations in order to ensure highly effective training and education of young students. In this context, attention is drawn to the teacher's readiness for innovative professional activity as an integrative quality of his/her personality, as a regulator and condition for successful professional activity aimed at creating, implementing and distributing educational innovations, which has a positive effect on improving the quality of Education. The article emphasizes that the success of educational transformations reflected on the pages of a number of regulatory legal acts depends on a number of innovations introduced into the educational process. It is also emphasized that the introduction of innovative processes determines the need for appropriate changes in the professional activities of the teaching staff of the relevant educational institution. A lot of attention is paid to the components of the teacher’s innovative competence. It is noted that innovative activity is the internal force that shapes the teacher's position (professional and personal qualities), is a prerequisite for effective work, the maximum realization of opportunities and the disclosure of creative potential. In addition to everything else, the author of the article pays attention to the need to establish appropriate criteria aimed at the teacher's readiness for innovative innovations, emphasizes the importance of the appropriate level of technological readiness for innovative activities. The article emphasizes that the professional readiness of a teacher for innovative activities is a natural result of his special training, self-determination, education and self-education, and upbringing. It is noted that one of the important components of professional readiness of a teacher for innovative activities is innovative competence (a system of motives, skills, knowledge, skills, personal qualities of a teacher, which ensures the effectiveness of using new pedagogical technologies in working with young students). The article also stresses that one of the important levers to strengthen the innovative activity of a teacher is his motivational interests and value orientations, the main components that contribute to the implementation of innovative measures in the educational process of the school are named.

INTERPLAY OF METABOLIC DYSREGULATIONS, OBESITY, PATHOLOGIES OF ABDOMINAL ORGANS, RESPIRATORY ORGANS, CARDIOVASCULAR SYSTEM, AND CHRONIC KIDNEY DISORDERS AS POTENTIAL RISK FACTORS FOR MALIGNANT NEOPLASMS IN THE CONTEXT OF PALLIATIVE MEDICAL PRACTICE

Metabolic changes, obesity, diseases of the abdominal cavity organs, respiratory organs, cardiovascular system, and chronic kidney diseases are risk factors for the development of malignant neoplasms. This poses new challenges in palliative practice: the use of integrated methods, the study of new biomarkers, and the application of modern technologies, the formation of professional readiness of medical personnel for activities in the field of palliative and hospice care. Objective. The study aims to conduct an epidemiological analysis of the prevalence and comorbidity of malignant neoplasms among patients in northern Bukovyna and to analyze the relationship between metabolic changes, obesity, diseases of the abdominal cavity organs and respiratory organs, cardiovascular system, and chronic kidney diseases as risk factors for the development of malignant neoplasms in the context of palliative medical practice. Material and methods. Clinical data of patients, data on metabolic status and obesity, information on the condition of abdominal cavity organs, respiratory organs, cardiovascular system, and kidneys, results of diagnostic tests, as well as applied statistical methods for assessing the relationships between different factors and the risk of malignant neoplasms were utilized.Results. The obtained results indicate a significant impact of metabolic changes, obesity, and diseases of various organs on the increased risk of malignant neoplasms in patients undergoing palliative care. The identified correlations underscore the necessity of an integrated approach to treatment, focused on managing metabolic status and systemic diseases. The discussion complements this by highlighting potential interaction mechanisms and pointing out opportunities for improving palliative care through emphasis on prevention and management of these risk factors.Conclusion. The research highlights the importance of understanding and managing metabolic, organic, and systemic risk factors, as they are interdependent in palliative practice, pointing to potential opportunities for improving treatment outcomes and the quality of life for patients with malignant diseases.

Preparing Catholic Educators for Flourishing in a Secularized Society: A Case Study

As culture experiences secularization, and the importance of religion and prevalence of people holding religious worldviews diminishes, the work of forming Catholics who can live out their profes­sional and Christian vocations as teachers in different types of schools becomes simultaneously more crucial and more complex. This article explores the importance of preparing Catholic teachers for em­ployment in contemporary educational settings in the United States to respond to accelerating seculari­zation. It argues that the Catholic Church’s vision for education can be implemented within the limita­tions of US education policy, especially through the careful preparation of Catholic teachers in Catholic Educator Preparation Programs (EPPs). First, it presents the unique context of US education, illustrating the setting in which such programs function and the associated challenges. Next, it shares the Church’s vision for well-prepared Catholic educators, identifying three key anthropological conflicts linked to sec­ularization and explaining how the Church’s teaching on Catholic education as presented by Archbishop Michael Miller’s “Five Essential Marks of Catholic Schools” provides needed guidance for EPPs located in Catholic universities. Next, it offers a case study presenting one EPP’s efforts to respond to secu­larization through its program redesign according to a framework that integrates Miller’s Five Marks. Finally, it explains the difficulties facing Catholic EPPs as they integrate their mission with the demands of professional preparation.

Fulbright as Opportunity for U.S. Nursing Educators and International Nursing Schools.

Nursing education across the globe is rapidly evolving in terms of curricular expectations and professional preparation. While there is a plethora of curricular resources and graduate programs in the United States, in some countries, these resources are limited. The Fulbright Specialist program, the application process, and challenges as well as the benefits of the role are described. The deliverables by the Fulbright Specialist, e.g. demonstrating classroom pedagogical methods, providing access to an online doctoral program, and explaining publication strategies, are noted. Immediate and 2-month follow-up information regarding the Specialist's deliverables are described. The benefits to the Specialist are also detailed. Nursing educators in the U.S. and leaders of nursing schools outside of the U.S. are invited to share pedagogical practices and provide faculty development through the Fulbright Specialist program. The benefits of a collaboration are mutually beneficial. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The structure of methodical competence of a physical education teacher

The article reveals the theoretical foundations of the development of methodological competence of future physical education teachers during their studies at higher education institutions. The essence and structure of the concept of ”methodical competence of a physical education teacher” was identified as one of the factors of proficiency which provides the teacher with knowledge, abilities and skills of organizing physical education and health activities, health methods and technologies for providing students with motor activity, skills and conducting the educational process on the subject “Physical education”. The purpose of the article is to study the structure of the methodical competence of the physical education teacher and to establish the components that must be developed during the training of students. The analysis of scientific and methodical literature shows a large number of different approaches to determining the structure of a teacher's methodical competence. We have identified the following structural components of the physical education teacher's methodological competence: motivational-targeted, organizational-contentual, procedural-active, reflective-creative. To ensure the development of each of the components of the methodological competence of the future physical education teacher, it is necessary to: 1) to create scientifically based planning of the educational process consisting of mandatory and optional educational components at the higher education institution; 2) to ensure unity and interconnection of theoretical, methodical and practical training of students; 3) to create a high but accessible level of difficulty in training classes, quick and high- quality mastery of the technique of performing exercises and mastering the method of their improvement; 4) to create maximum activity and independence of the students during classes; 5) to combine individual and collective physical culture and health activities of the students; 6) ensure the educational process with a sufficient quantity and quality of technical and sports equipment; 7) to ensure wide use of innovative technologies of physical culture, health and sports activities. The methodical competence of a physical education teacher depends on his professional preparation while studying at a higher education institution, namely: methodical, professional-pedagogical, psychological-pedagogical knowledge as well as knowledge in the fields of physical culture, health and sports, abilities and skills, motivational and valuable attitude towards his profession. The uniqueness of the methodical competence of a physical education teacher is determined by the specifics of solving training, educational and health-improving tasks regarding the formation of physical, psychological, spiritual and social health of student youth.

HESA Graduate Students’ International Involvements and Civic Engagement

This study maps the types of international involvement opportunities available to HESA: Higher Education and Student Affairs graduate students in the U.S.A., as seen through the eyes of the students, and analyzes the impact of these students’ diverse international involvements on their orientation towards social responsibility. The study follows a survey research design. The study’s results indicate low levels of international exposure amongst HESA graduate students across diverse programs, and moderate rates of orientation towards civic responsibility. HESA students’ orientation towards social responsibility can successfully be predicted by a combination of five variables, three of which represent curricular and co-curricular environmental engagements: listening to an international speaker, discussing the ways the U.S. higher education links to the rest of the world, and attending presentations of study abroad students. The findings aim to inform program directors and faculty on existing opportunities for international exposure, on the rate of student involvements in them, as well on the importance of international exposures for their students’ future professional preparation.

Analysis of Coastal Management in Ecuador

Ecuador is one of the countries that, despite having a considerable extension of marine coast, still presents a deficiency in the elements that should be part of a legal framework for Integrated Coastal Management. In this article, the situation of coastal management in Ecuador is highlighted, for this reason, a compilation of information was carried out regarding the public policies implemented by the government, the regulations decreed, the powers for the domains at different levels. of government, institutions, instruments such as Plans and Programs, the training or preparation of professionals in relation to the ICM, economic resources, knowledge and information, education for sustainability and the participation of those involved in Integrated Coastal Management issues. Keywords: Integrated Coastal Management, management, public policies, coastal zone.

Improving Health Professional Recognition and Response to Child Maltreatment and Intimate Partner Violence: Protocol for Two Mixed Methods Pilot Randomized Controlled Trials.

The optimal educational approach for preparing health professionals with the knowledge and skills to effectively recognize and respond to family violence, including child maltreatment and intimate partner violence, remains unclear. The Violence, Evidence, Guidance, and Action (VEGA) Family Violence Education Resources is a novel intervention that can be completed via self-directed learning or in a workshop format; both approaches focus on improving health professional preparedness to address family violence. Our studies aim to determine the acceptability and feasibility of conducting a randomized controlled trial to evaluate the effectiveness of the self-directed (experimental intervention) and workshop (active control) modalities of VEGA, as an adjunct to standard education, to improve learner (Researching the Impact of Service provider Education [RISE] with Residents) and independent practice (RISE with Veterans) health professional preparedness, knowledge, and skills related to recognizing family violence in their health care encounters. The RISE with Residents and RISE with Veterans research studies use embedded experimental mixed methods research designs. The quantitative strand for each study follows the principles of a pilot randomized controlled trial. For RISE with Residents, we aimed to recruit 80 postgraduate medical trainees; for RISE with Veterans, we intended to recruit 80 health professionals who work or have worked with Veterans (or their family members) of the Canadian military or the Royal Canadian Mounted Police in a direct service capacity. Participants complete quantitative assessments at baseline, after intervention, and at 3-month follow-up. A subset of participants from each arm also undergoes a qualitative semistructured interview with the aim of describing participants' perceptions of the value and impact of each VEGA modality, as well as research burden. Scores on potential outcome measures will be mapped to excerpts of qualitative data via a mixed methods joint display to aid in the interpretation of findings. We consented 71 individuals to participate in the RISE with Residents study. Data collection was completed on August 31, 2023, and data are currently being cleaned and prepared for analysis. As of January 15, 2024, we consented 34 individuals in the RISE with Veterans study; data collection will be completed in March 2024. For both studies, no data analysis had taken place at the time of manuscript submission. Results will be disseminated through peer-reviewed publications; academic conferences; and posting and sharing of study summaries and infographics on social media, the project website, and via professional network listserves. Reducing the impacts of family violence remains a pressing public health challenge. Both research studies will provide a valuable methodological contribution about the feasibility of trial methods in health professions education focused on family violence. They will also contribute to education science about the differences in the effectiveness of self-directed versus facilitator-led learning strategies. ClinicalTrials.gov NCT05490121, https://clinicaltrials.gov/study/NCT05490121; ClinicalTrials.gov NCT05490004, https://clinicaltrials.gov/study/NCT05490004. DERR1-10.2196/50864.

Evaluation of Awareness and Preparedness for Medical Emergencies among Dental Practitioners in Twin Cities of Punjab: A Cross-sectional Study

OBJECTIVE: The purpose of this study was to evaluate the awareness of medical emergencies among dental practitioners, to assess the degree of expertise and readiness of dental professionals to handle medical crises in their dental practices and to ascertain if medical emergency medications are offered in dental offices. METHODOLOGY: A prospective study including 208 practitioners were given access to the survey through Google Form, along with information on the study and a consent form .The questionnaire consisted of demographic details, years of experience, and specialty of practitioners and 20 closed-ended questions with 10 assessing knowledge and rest evaluating the competence and preparedness to handle medical emergencies. An emergency whether medical or dental is a serious, acute, and unexpected event that requires a quick and timely intervention. Since some diseases and their treatments increase the likelihood of a medical emergency during dental treatment. The most often encountered medical emergencies in a dental office are vasovagal syncope, angina pectoris, hypoglycemia, and hypertensive crisis. One of the mainstays of prevention of medical emergencies is by taking a thorough and detailed history, and vital signs monitoring and modifying the treatment plan. RESULTS: A response rate of 96% was achieved by including all 200 of the study’s 450 dental professionals. Just 69% of the participants had emergency kits on hand, even though roughly 77.5% of the dentists in the study felt confident in their ability to handle emergencies in the dental office. CONCLUSION: In this study, dental professionals demonstrated a moderate level of understanding in medical situations, and many of them have low to moderate perceived competency in managing medical emergencies. Every dental clinic should have well-communicated emergency protocols in place that should be updated periodically. KEYWORDS: Medical emergency, Dental Practitioner, Emergency kit, BLS, Dental Clinics

Enrollment at Adult High Schools in Riyadh, Saudi Arabia: An Exploration of Motivation, Age, and Gender Using Boshier's EPS A-Form

Motivation plays a crucial role in adult learners’ decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups.

Professional competence of primary education teachers to educate pupils with disabilities

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

Локальні студії радянського повсякдення: досвід, уроки, виклики

The purpose of the article is an attempt to analyze the results of the activities of domestic researchers of the history of Soviet everyday life (historians, ethnologists, cultural scientists, anthropologists, sociologists, art critics), which were presented at seven all-Ukrainian scientific and theoretical seminars of the series «Everyday Life: Visions and Meanings», held at Vinnytsia State Pedagogical University M. Kotsyubynskyi during 2015-2023. The research methodology is based on a combination of general scientific, special-historical and interdisciplinary methods and tools of socio-cultural analysis. The scientific novelty of the work lies in the fact that it attempts a primary (self) analysis and generalization of the local experience of the problematization of the Soviet past through the lens of everyday life. Conclusion. The initiative of the scientists of the Center for the Study of Everyday History of the Faculty of Vinnytsia Pedagogical University was launched in the context of the beginning of Russian aggression as a response to the request for an in-depth historical-anthropological and socio-cultural study of the (un)completed Soviet past through the visions and meanings of the life world of an ordinary Soviet person. Researchers of leading scientific institutions and higher educational institutions of Ukraine actively responded to the proposal of a scientific and theoretical dialogue between specialists. Some summaries of the journey can be expressed in several theses. First, the choice of topics for each subsequent seminar was not arbitrary. It is determined, on the one hand, by specific public requests and the professional readiness of researchers, and on the other hand, it arose from the specific interdisciplinary work of each previous seminar. Secondly, in Ukraine as result, a stable core of qualified researchers of the Soviet past from various scientific fields has formed, to which new generations of researchers are interested. Systematic scientific dialogues contributed to the expansion of the subject field of Soviet everyday life, deepened and improved the methodology of its study, significantly for the development of an adequate understanding and interpretation of the Soviet past.

100 Years of the American Public Health Association's Public Health Education and Health Promotion Section: Celebrating the Past, Forging the Future.

The American Public Health Association's Public Health Education and Health Promotion (APHA PHEHP) Section celebrates its 100th anniversary by reflecting on its humble beginnings and early contributions to the field of health education. This article highlights the often-unsung history of our field and its fledgling beginnings, which is important to scholars and students alike. First codified as the Health Education and Publicity Section in the early 1920s, we trace the history and challenges of using new modes of publicity such as motion pictures and innovative exhibits to help curb the spread of infectious diseases (e.g., tuberculosis, venereal disease). Evart G. Routzahn, credited as the Section's father, worked tirelessly to increase the Section's visibility (renamed the Health Education Section in 1927 and the Public Health Education and Health Promotion Section in 1990) and in advancing the professionalization of health education during a time when there were no formal professional preparation programs in health education. Over the years, the Section has played significant roles in strengthening the practice of health education and communication; advancing APHA's overall leadership, infrastructure, and governance; and contributing to the unified voice and advocacy for the health education profession and health equity. We conclude by describing contemporary initiatives that reflect the continued spirit and vibrancy of the Section in setting the stage for the next 100 years.

State of physical education in urban and rural institutions of general secondary education

The quality of training of higher education students in specialty 014 «Secondary Education (Physical Education)» was and remains an important task of the state. The role of a highly qualified physical education teacher in general secondary education institutions is extremely important today. His professional formation begins even before entering a higher educational institution, namely in the walls of a gymnasium, a lyceum, when the motivation to choose a future profession is formed. However, experience shows that the school stage of training entrants to institutes (faculties) of physical culture is not used enough. First-year students have low physical preparedness, which, in turn, makes it difficult to acquire motor skills in various sports. The purpose of the research: studying the state of physical education in urban and rural institutions of general secondary education and determining its role in the training of future teachers. Research methods: analysis and generalization of educational and scientific literature, questionnaires, surveys. Results of the research. In the course of the study, it was found that the physical preparedness and motor skills of 36,4% of students who entered the first year of a higher educational institution in 2022 are insufficient for quality mastery of educational programs. The students did not possess the level of basic knowledge and skills in physical education that needed to be consolidated and improved within the walls of the lyceum, school, and on their basis to acquire new theoretical and methodical knowledge and form more complex skills in various sports. An anonymous questionnaire, in which 66 students took part (36 persons studied in the city, 24 - in the village, 6 - in urban-type settlements), made it possible to identify a number of reasons for insufficient professional preparation of the entrants to the Faculty of Physical Culture, Sports and Health. Conclusions. Among the reasons that slow down the process of obtaining programmatic learning outcomes by students in the specialty 014 «Secondary Education (Physical Education)» are violations in the system of organizing the educational process and methods of teaching sections of the physical education program in general secondary education institutions.

Facilitators and barriers of pre-employment transition services implementation: Preliminary findings and recommendations

BACKGROUND: Employment rates for people with disabilities have only slightly changed since the passage of WIOA. As possible reauthorization nears, it is necessary to reassess the provision and coordination of pre-employment transition services (Pre-ETS) to increase employment outcomes for students with disabilities. OBJECTIVE: This article identifies facilitators and barriers to Pre-ETS implementation and provides practical recommendations to align with the original intent of WIOA. METHOD: Researchers used independent samples t-tests to analyze 56 students’ pre and post-test quiz scores following Pre-ETS lessons. Researchers then employed qualitative thematic analysis of research artifacts collected during one phase of a three-year study to gather data on instructors’ experiences of facilitating Pre-ETS services. RESULTS: Results reveal higher student quiz scores reported with a small effect demonstrating increased student knowledge in job exploration (d = 0.312) and workplace readiness (d = 0.275). In addition, five qualitative themes emerged including silos, performative technology, career alienation, absenteeism, and instructional autonomy. CONCLUSION: Findings show increased student knowledge in job exploration and workplace readiness. The study also identifies 1) family engagement, interagency collaboration, and technology as possible barriers to Pre-ETS implementation while 2) instructor autonomy acted as a potential facilitator. Recommendations suggest personnel preparation and training of educators and VR professionals to support improved collaboration.

Kompetencje społeczne nauczycieli szkół średnich a ich samoocena

Modern schools place high demands on teachers in terms of broadly understood professional preparation, which is supported not only by knowledge of what and how to teach, but also by social competences manifested by interpersonal skills, enabling effective teaching and upbringing of children and adolescents. These competences are strongly conditioned by personality traits. The article takes into account self-esteem as a correlate of social competences of secondary school teachers, which is an attitude towards oneself, especially towards one’s own capabilities and other socially valuable features. Therefore, the aim of the research was to determine the relationship between the social competences of the surveyed teachers, their profiles and self-esteem. To obtain answers to the research problems, the PROKOS Questionnaire and the Rosenberg Self-Esteem Scale (SES) were used. The obtained results allowed us to confirm the working hypothesis about the relationship between the presented variables. There were positive correlations both between the level of self-esteem of the surveyed teachers and the overall result of their social competences, as well as all the analyzed profiles of these competences.

Secondary School Athletic Trainers' Experiences Managing Workplace Organizational- Professional Conflict.

Athletic trainers (ATs) face organizational-professional conflict (OPC), often surrounding return-to-sport decisions. To prioritize patient safety and establish a healthy work environment, OPC must be mitigated, yet little research has determined how ATs manage conflicts with stakeholders. To explore ATs' experiences with OPC in the secondary school setting. Qualitative study. Telephone interviews. 16 ATs (9 females, 7 males; age = 43±11 years; years certified = 17±9; years in their current positions = 9±6). We digitally recorded telephone interviews and had them professionally transcribed. Data saturation guided recruitment efforts, and was met. To ensure rigor and trustworthiness of the data, we completed basic member checks along with multiple analyst triangulation. We analyzed the qualitative data using an interpretive phenomenological approach. Four themes emerged: effective communication, professional relationships, stakeholder education and professional experience. Participants used effective communication described as frequent, open, and direct, during interactions with stakeholders to manage OPC. OPC was reduced when ATs built professional relationships with stakeholders centered on trust and respect. Participants used stakeholder education as a primary strategy for managing OPC by educating stakeholders about prognosis and return-to-sport timelines post-injury and providing rationale for decisions made. Additionally, years of experience served as a mitigating factor of conflict, in that as ATs gained experience and confidence, they perceived less OPC. Participants suggested various interpersonal relationship development strategies that can be implemented to manage OPC, especially when starting a new position or building rapport with stakeholders. Specifically, educating various stakeholders on reasons for clinical decisions via effective communication and developing strong professional relationships built on mutual respect assisted in avoiding OPC. Since professional experience appears to alleviate conflict, OPC management strategies should be taught during professional preparation and used early during transition to autonomous practice.