Role Of Training Research Articles

The Role of Athletic Trainers in the Occupational and Industrial Work Setting

The Role of Athletic Trainers in the Occupational and Industrial Work Setting

Seeking Greater Relevance for Athletic Training Education Within American Higher Education and the Health Care Professions

This paper addresses several of the challenges facing today's system of higher education, and discusses the implications of these challenges for the athletic training profession. Among the major challenges are cost, accountability, access, and value of a higher education. The paper next focuses on several issues about which athletic training educators should be thinking. They include the importance of a liberal arts education at the undergraduate level, athletic training's role in interprofessional education and practice, and the importance of diversity and inclusive excellence in helping to diversify the health care workforce and reduce health disparities. The paper concludes with a discussion of the evolution of athletic training from physical education to the health care professions and the transition to the professional master's degree as the entry-level degree in athletic training. The contents of this paper are based largely on the keynote address at the 2015 National Athletic Trainers' Association Athletic Training Educators' Conference in Dallas, Texas, February 27–March 1.

Narratives of experts by experience: the impact of delivering training in partnership on the subject of personality disorder

Purpose – As part of an attitudinal shift surrounding personality disorder stigma, a training package termed the Knowledge and Understanding Framework (KUF) is delivered in collaboration between experts by experience (EBE) and professionals. The purpose of this paper is to explore the narratives of EBE delivering KUF; in particular the impact of this role and its varying contexts. Design/methodology/approach – Eight women took part in the study and a narrative analysis explored their stories. Findings – The analysis suggested five temporal chapters: first, life before becoming involved: “Like being in a milk bottle screaming”; second, a turning point: “It wasn’t actually me that was disordered it was the life that I’d had”; third, taking up the trainer role: “It all just […] took off”; fourth, the emergence of a professional identity: “I am no longer a service user”; and fifth, impact on self, impact on others. Originality/value – The use of qualitative literature is sparse within co-production research. The study therefore adds value in exploring in-depth experiences of the phenomena.

Exploring the Athletic Trainer's Role in Assisting Student-Athletes Presenting With Alcohol-Related Unintentional Injuries.

Compared with their nonathlete peers, collegiate athletes consume higher quantities of alcohol, drink with greater frequency, and exhibit an increased propensity to engage in heavy episodic drinking (ie, binge drinking), which often may result in alcohol-related consequences. Moreover, collegiate athletes are also more likely to engage in other maladaptive lifestyle behaviors, such as participating in physical fights and riding with an intoxicated driver, and less likely to engage in protective behaviors, such as wearing a helmet while operating a motorcycle, moped, or bicycle. Taken together, these behaviors clearly pose a health risk for student-athletes and increase the likelihood that they will experience an alcohol-related unintentional injury (ARUI). An ARUI represents a risk not only to the health and well-being of collegiate athletes but also to their athletic performances, collegiate careers, and potential professional opportunities. Therefore, athletic trainers need to be equipped with the knowledge and skills to provide face-to-face brief interventions to student-athletes presenting with ARUIs and to evaluate the effect of their involvement. We address potential action items for implementation by athletic trainers.

The role of the practice trainer as an agent of co-configuration

Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally shaped. This paper draws on the findings of a case study which utilised the tools of activity theory to develop insights into the complexities of bridging educational institutions and the workplace in support of learners in order to build capacity in healthcare. The case study centres on development of a new assistant professional (AP) role, underpinned by a two-year foundation degree qualification. During the programme learners are supported by a ‘practice trainer’ who has a dedicated role in supporting learning across academic and workplace environments. The study explores the role of practice trainers in promoting expansive learning which creates new solutions to meet emerging demands. It is set within an interpretivist research paradigm with data gathered through semi-structured interviews and a focus group with key members of the partnership. The findings reveal the centrality of practice trainers in aligning the educational programme to the needs of the emerging AP role. A similar, dedicated role is recommended in other professional and vocational programmes to foster conditions which enable a more contextualised learning experience.

ECVET-trainer proposals for the gradual application of ECVET model in the four key productive sectors of the EU

The ECVET-Trainer project is aimed at facilitating the understanding of the ECVET model by VET trainers and centres in the four key productive sectors of the EU (agriculture, industry, construction and services). The contribution of VET teachers and trainers (hereafter VET trainers) to the European policies of Lifelong learning is widely known, as well as their acknowledgement as key stakeholders for the goals of the ET2020 and for the implementation of ECVET model and other European instruments, based on a learning outcomes approach. Up to now, VET teachers and trainers have not been officially involved in the implementation of ECVET. In some countries developing projects and pilot experiences, trainers have collaborated on the design of the different elements of ECVET, such as in the description of learning outcomes. In the development ECVET it is expected that they can assume tasks for assessing learning outcomes and develop guidance activities. One of the most important findings of this project deal with the possible role of VET teachers and trainers would assume in the development of ECVET taking into account the different principles of this credit methodology: description of qualifications, desing of units of learning outcomes, allocation of ECVET points, collaboration with competent institutions, participation in the Memorandum of Understanding and development of Learning agreements, assessment of learning outcomes and their contribution in the relation between ECVET and ECTS methodologies.

Construct validity and educational role for motion analysis in a laparoscopic trainer.

Laparoscopic models for ex vivo up-skilling are becoming increasingly important components of surgical education. This study aims to establish the construct validity and possible educational role of a new laparoscopic box trainer equipped with a motion-tracking device. A structured questionnaire was used to assign participants into novice, intermediate, or expert categories according to level of experience in minimal access surgery (MAS). Participants carried out a well-defined intracorporeal suturing task. Three specific motion analysis parameters (MAPs)-velocity, acceleration, and range-were measured and analyzed as movements in the four degrees of freedom available in traditional MAS using tracking sensors at the trocar insertion sites. The number of extreme velocity and acceleration events in all four degrees of freedom proved capable of differentiating between participants in the three categories of surgical experience using an ANOVA test (p<0.001). Post hoc analysis confirmed these differences in the number of extreme velocity and acceleration events between all groups tested except for the velocity of the roll between the intermediates and experts. These findings confirm construct validity for this new laparoscopic box trainer system, which employs a novel analysis based on motion parameters. Motion parameters provide information regarding the overall smoothness of the operator's instrument handling, an important aspect of a surgeon's technique. This preliminary data will be used to design a simulator with real-time motion feedback to enhance its educational value.

Recognize the valuable role of athletic trainers

The competitive nature of intercollegiate athletics is an alluring feature for fans, alumni and the media. This places great pressure for success on athletics departments, coaches and student‐athletes. This pressure may even extend into the medical care and well‐being of student‐athletes. The competitive nature of coaches and student‐athletes may color their reactions to medical decisions made by sports medicine staff members and team physicians, who base their decisions on the long‐term well‐being of the student‐athletes.

Surgical trainer roles should be reserved for the best consultants, college says

Only the best consultants should take up surgical trainer roles, the Royal College of Surgeons of Edinburgh has said, as it launched a set of standards for consultant surgical trainers across the UK, developed by its Faculty of Surgical Training. Many aspects of the current surgical training system were outdated and must be changed to safeguard standards and ensure the safety of patients, the college said. Speaking to The BMJ , Craig McIlhenny, the faculty’s surgical director, said, “Training at the moment by surgeons and for surgeons is really a default position. When you become …

Bridging Teaching and Socialisation : Trainers in the German Dual Vocational Training System

Competent teachers and trainers are essential for the quality of education. In the German system of dual vocational training, teachers are responsible for learning processes in vocational schools, while trainers support the young people’s competence development in companies. Three kinds of trainers can be differentiated: fulltime trainers who work in the companies’ training workshop (Lehrwerkstatt), part time trainers accompanying the apprentices during the regular work and external trainers. The focus of this article is to describe the role of trainers in German vocational education and training (VET), to explain how they were trained and to sketch perspectives on the further development of the trainers’ role.

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

ContextRetention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship.ObjectiveHighlight the use of the observation period for preparatory athletic training students as a means to promote retention.BackgroundMany ATPs require a period of observation as part of or as a precursor to application for admission. The experience gives students initial exposure to the profession while allowing the ATP to evaluate the student's potential for admission and success within the program and as a young professional. The roles of an athletic trainer are complex and challenging; therefore, ATPs need to ensure they are preparing their students for professional practice.SynthesisA review of the retention literature was conducted and specific applications suggested based upon the authors' professional experiences.ResultsEarly socialization into the profession is helpful for understanding an athletic trainer's role. Diversity during the observation period can facilitate a student's understanding, plausibly improving persistence.RecommendationsAthletic training programs are encouraged to provide the preparatory student with structured, required observations of athletic trainers. Specifically, students should be exposed to diverse clinical employment settings and the different domains of clinical practice for the athletic trainer. This exposure could plausibly facilitate retention.ConclusionsIt is important to identify strategies to help retain quality students in order to promote and advance the professional stature of athletic training. Focusing on clinical experiences, rather than quantity of hours, may benefit students who are evaluating their futures as athletic trainers.

Inclusão e processos de escolarização: narrativas de surdos sobre estratégias pedagógicas docentes

O que dizem os alunos surdos sobre as estratégias pedagógicas empregadas ao longo de sua escolarização? Quais docentes marcaram sua trajetória escolar? Por quê? Estas foram as indagações que nortearam a presente investigação, metodologicamente organizada no formato de entrevista semiestruturada. Nela foram entrevistados seis alunos do Ensino Médio de uma escola pública do Distrito Federal. Na análise dos relatos foram identificadas as estratégias pedagógicas docentes (positivas e negativas) vivenciadas pelos participantes, bem como as expectativas dos estudantes com relação aos seus processos de escolarização. Reafirma-se, na conclusão da análise, a centralidade da Libras para a aprendizagem dos surdos e o uso de recursos imagéticos como estratégia pedagógica fundamental para o êxito acadêmico desse alunado. Outros desdobramentos interessantes foram o papel de instrutores e professores surdos na escolarização e a urgência de se criarem políticas educacionais que viabilizem uma escola de surdos, para surdos e com surdos.

Portuguese

This paper is a part of a research whose objective is to analyze the role of the teacher trainer in a teacher training action experienced by a group of ten mathematics teachers from sixth to ninth grade of elementary school. This training was organized to discuss the use of educational laptops, focusing on the use of the software klogo, which was distributed in schools covered by the project Um Computador por Aluno/UCA (One Computer per Student), in the city of Terenos, in the state of Mato Grosso do Sul. The training action was guided by studies by Papert (2008), about the constructionist approach. Studies by Brousseau (2008), about the Theory of Didactical Situations, contributed to defining the role of the teacher trainer during the training of the teachers involved, and studies developed by Valente (2005) about the Cycle Action and Learning Spiral made it possible to understand some of the roles of teacher trainers in the construction of knowledge with computers. The analysis reveals some of the characteristics of the role of teacher trainers, such as to propose and create significant problems, not directly intervene in the knowledge in the proposed situations; create a challenging environment, constantly questioning teachers about their certainties, leading them to think about thinking and consequently favoring the process of knowledge construction. Keywords: Continuing Education; teacher trainer; Constructionist approach; Educational laptops. DOI: http://dx.doi.org/10.14244/19827199726

Central and North West London NHS Foundation Trust's (CNWL) Recovery College: the story so far …

Purpose – The purpose of this paper is to provide an introduction to recovery colleges, followed by an outline of the development and delivery of Central and North West London NHS Foundation Trust (CNWL) Recovery College, as well as key lessons learned. In doing so the aim is to help inform members of mental health organisations involved in the design or development of a recovery college or who aspire to create a college. A secondary purpose is to highlight the positive effects of recovery colleges for people using mental health services. Design/methodology/approach – The paper draws upon interviews with recovery college students and staff members, as well as other CNWL staff. Findings – Themes emerging include: the significant role of peer trainers; the importance of strong organisational support; how challenges were overcome without losing recovery principles; the shift in mind-set from clinical to educational ways of working. Quotes from students demonstrate the positive experiences gained through attending the college. Originality/value – The paper provides an informative account of one large NHS Trust's experience of running a recovery college, covering its planning, development, delivery and evaluation. Lessons from this experience may be of value to organisations aspiring to develop or already involved in the running of a recovery college.

A new national introductory simulation based course for ST3 level cardiothoracic surgical trainees

A new national introductory simulation based course for ST3 level cardiothoracic surgical trainees

An Assessment of the Consumption of Dietary Supplements by Players of Selected Sports

Abstract Introduction. Increasing interest in dietary supplements designed for athletes is accompanied by an increase in the number of commercial vendors offering a broad range of dietary supplements. It is also followed by phenomenon of wide availability and as a consequence universality of application of this group of preparations. The goal of this research project was to assess the use of dietary supplements by players of selected sports with consideration given to sex, age, education, level of physical activity and training experience. Material and methods. The study was conducted using the diagnostic survey method with the aid of a survey written by the authors themselves. The study population consisted of 216 athletes (100 powerlifters and 116 volleyball players) ages 16÷30. Statistical analysis of empirical material was conducted on the χ2 basis of an test (p≤0.05 or higher). Results. A clear majority of subjects claimed to be convinced that diet and dietary supplementation exerted an important influence on their athletic performance. Despite giving their own diet a favorable assessment, more than 95% of respondents reported having difficulty following the diet, while simultaneously reporting the causes of this difficulty. The subjects rated their knowledge of how diet and supplementation enhance athletic performance as either average or very good. Their primary sources of knowledge on this subject were: the Internet, periodicals and promotional materials. The role of trainers, dieticians and physiologists was relatively insignificant. Around 64% of subjects reported general use of dietary supplements, while 72.7% claimed dietary supplementation to have a positive influence on their fitness and efficiency. The popularity of supplement use depended on the character of the athletic discipline. The most frequently used supplements were, in order of popularity: vitamin and mineral preparations, creatine, carbohydrate and protein supplements, BCAA and caffeine. The subjects were convinced that supplements for athletes, despite the various contraindications concerning their use and the presence of substances banned in certain sports, are not harmful to their health. Conclusion. Use of dietary supplements by athletes is universal and depends on the type of sport played.

Ein Konzept zur Verbesserung von Präparationskursen in der HNO-Heilkunde

In literature and scientific societies no binding methodical-didactic recommendations or guidelines exist in order to design surgical training courses. The educating institutions plan, organise and evaluate the educational program on their own initiative. Through a research project surgical training courses were investigated through structured surveys, expert discussions with course responsibles and trainers and analysis of participant's questionnaires. The investigation was performed by an pedagogical-psychological research institution. First implementations were installed and immediately included in the running process of evaluation. From the evaluation, specific alterations in the organisational and micro didactic process were implemented. In addition, changes in a long term process had to be implemented such as: (a) conception of the trainer role, (b) giving feedback and judge performance and (c) provide contents in a sophisticated manner. For advanced medical training providers a long term cooperation with a pedagogical institution seems to be highly advisable.

GMC to introduce formal recognition for trainers, mentors, and educational supervisors

The General Medical Council (GMC) is set to formally recognise the role of doctors who train medical students and graduates in a bid to boost educational standards and, ultimately, patient safety. The move follows a consultation earlier this year in which most respondents supported the GMC’s plans to strengthen the role of trainers, mentors, and educational supervisors. The new arrangements, which give the organisations who deliver training a clear steer on …

What is the impact of health trainer interventions within a mental health setting?

This paper relates to a single case study that was part of a larger project using a tried and tested evaluation methodology to evaluate the role of health trainers (HTs) working with groups who are considered ‘difficult’ to engage in health care. In this example, the HTs were based in a mental health centre run by a charity. The service was commissioned by a Primary Care Trust (PCT) located in the North East of England. Data collected between April 2010 and July 2011 included quantitative data from 72 service users from the National Data Collection and Reporting System. Additional quantitative data were obtained from the HTs relating to the usage of group activities and a satisfaction questionnaire completed by service users. Qualitative data included interviews with four key stakeholders, a focus group with service users, case studies and progress reports provided as part of the Centre's annual reporting requirements for the PCT. Findings reveal that more service users aged 26–44 used the service compare...

A COLABORAÇÃO EM UM GRUPO DE ALUNAS DA PEDAGOGIA QUE ENSINARÃO MATEMÁTICA

O texto se refere a uma pesquisa que buscou investigar de que forma as práticas colaborativas adotadas como estratégias formativas, em um grupo de estudos com alunas da Pedagogia, contribuíram para uma (re)significação quanto à matemática e seu ensino para essas alunas. Analisamos as diferentes estratégias formativas que foram adotadas no grupo e que foram consideradas como promotoras de aprendizagem docente, bem como, investigamos o processo de aprendizagem, no duplo sentido: das licenciandas como futuras professoras que ensinarão matemática na Educação Básica e da pesquisadora, como formadora. Esta pesquisa foi desenvolvida em um grupo de trabalho constituído no interior da Universidade São Francisco, campus de Bragança Paulista-SP (GEEM – Grupo de Estudos em Educação Matemática), composto por licenciandas em Pedagogia e pela pesquisadora, que também assumiu o papel de formadora. Os dados foram produzidos a partir da audiogravação dos encontros do grupo, produção de escritas das participantes, entrevistas e diário de campo da pesquisadora. Analisamos as diferentes estratégias formativas que proporcionaram a esse grupo momentos de reflexão e aprendizagem sobre a matemática e seu ensino. Destacamos a leitura de narrativas escritas por professores/autores como uma estratégia que se mostrou muito significativa para as participantes. Os resultados oferecem indicações para a formação de professores que ensinam (ensinarão) matemática nos anos iniciais do ensino fundamental, a partir da constituição de grupos colaborativos, das leituras compartilhadas e da postura problematizadora do formador. Palavras-chave: Grupos colaborativos; Formação inicial de professores; Estratégias formativas; Educação matemática.