Context: Many newly credentialed athletic trainers gain initial employment as graduate assistants (GAs) in the collegiate setting, yet their socialization into their role is unknown. Exploring the socialization process of GAs in the collegiate setting could provide insight into how that process occurs.Objective: To explore the professional socialization of GAs in the collegiate setting to determine how GAs are socialized and developed as athletic trainers.Design: Qualitative study. Setting: Individual phone interviews.Patients or Other Participants: Athletic trainers (N ¼ 21) who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men [76%], 5 women [24%]; years of supervision experience ¼ 14.6 6 6.6).Data Collection and Analysis: Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team with a consensual qualitative-research design. The team independently coded the data and compared ideas until a consensus was reached, and a codebook was created. Trustworthiness was established through member checks and multianalyst triangulation.Results: Four themes emerged: (1) role orientation, (2) professional development and support, (3) role expectations, and (4) success. Role orientation occurred both formally (eg, review of policies and procedures) and informally (eg, immediate role immersion). Professional development and support consisted of the supervisor mentoring and intervening when appropriate. Role expectations included decision-making ability, independent practice, and professionalism; however, supervisors often expected GAs to function as experienced, full-time staff. Success of the GAs depended on their adaptability and on the proper selection of GAs by supervisors.Conclusions: Supervisors socialize GAs into the collegiate setting by providing orientation, professional development, mentoring, and intervention when necessary. Supervisors are encouraged to use these socialization tactics to enhance the professional development of GAs in the collegiate setting.Key Words: professional development, orientation, mentoring, qualitative research Key PointsSupervisors believed graduate assistantships were important in the professional growth of new athletic trainers to help transition them into clinical practice. Several processes were used to socialize graduate assistants into their roles in the collegiate setting, including orientations and providing mentorship and support. Supervisors were responsible for professionally developing graduate assistants, but several supervisors had unrealistic expectations for graduate assistants to practice as full-time staff and experienced athletic trainers.

Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown.Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels.Design: Cross-sectional study. Setting: Online survey instrument.Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%.Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables.Results: Athletic trainers demonstrated low knowledge scores (64.2% 6 1.29%) and mild to moderate confidence (2.71 6 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 6 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P ¼ .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P , .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 6 0.91), whereas clinicians demonstrated the lowest scores (3.62 6 1.35). Individuals with terminal degrees had higher (P , .001) total knowledge scores (4.31 6 1.24) than those with bachelor's (3.78 6 1.2) or master's degrees (3.76 6 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 6 0.40 out of 4.0) than did those in all other athletic training roles (P , .001).Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession.Key Words: athletic training setting, educational preparation, clinical practice Key PointsAthletic trainers valued the concept of evidence-based practice and recognized its importance to the profession. However, their level of knowledge about evidence-based practice and their level of confidence in that knowledge were both low. Evidence-based practice should be taught not only in the educational curricula for athletic training students but also to practicing clinicians.

An educational intervention consisting of 10 Web-based modules was an effective mechanism to increase knowledge of foundational EBP concepts among ATs. However, it is not known whether ATs are integrating EBP into daily clinical practice. Researchers should determine whether increased knowledge of EBP affects the daily clinical decision making of ATs.

Athletic trainers had positive attitudes toward the implementation of EBP within didactic education and clinical practice. However, accessibility and resource use remained low for some EBP-related resources. Although the perceived barriers to implementation are minimal, effective integration of EBP within athletic training will present challenges until these barriers dissolve.

Context:The shift to a culture of evidence-based practice (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not practicing in an evidence-based manner. Exploring perceived strategies to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to practice to improve patient care.Objective: To explore beneficial strategies and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical practice.Design: Qualitative study. Setting: Individual telephone interviews.Patients or Other Participants: Twenty-five ATs (12 educators, 13 clinicians; athletic training experience ¼ 16.00 6 9.41 years) were interviewed.Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data.Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily practices.Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create strategies that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs and to determine successful strategies to implement EBP into didactic curricula and clinical practice. Additional focus should be given to which strategies most effectively produce changes in clinical practice.Key Words: professional responsibility, mentorship, evidence-based medicine, qualitative research Key PointsParticipants perceived that certain strategies might enhance the inclusion of evidence-based practice concepts throughout athletic training. Researchers should continue to identify effective educational interventions for athletic trainers and determine successful strategies to implement evidence-based practice into didactic curricula and clinical practice. Focus also needs to be placed on strategies that most effectively achieve knowledge translation to effect change in clinical practice.