Available financial and personnel resources often dictate the specifics of concussion policies and procedures in the secondary school setting. The purpose of this qualitative study was to explore athletic trainers' perceived challenges toward comprehensive concussion management in the secondary school setting. The findings indicate several challenges exist toward concussion management in the secondary school, including facility, personnel, and community resources, education levels of various stakeholders, and general perceptions of concussion and athletic trainers. It is important to identify challenges athletic trainers may face in order to develop strategies to align current concussion management procedures with current best practices.Keywords: concussion education, traumatic brain injury, return-to-play, multidisciplinary collaborationIn the United States, between 1.1-1.9 million sport-related concussions occur annually among adolescents under the age of 18, and approximately 2,800-5,000 of these concussion cases result in hospitalization. 1 Therefore, proper assessment and management of this public health concern is crucial. Current best practice guidelines suggest concussion assessment should include a multidimensional evaluation (i.e., cognition, symptoms, balance assessment, oculomotor function) both pre-and postinjury. 2,3 While the most current consensus recommendations suggest the use of baseline testing is inconclusive, 2 benefits of baseline testing not only include an opportunity to educate student-athletes about the risks associated with concussion and the importance of reporting concussion symptoms, 4 but also provide clinicians with individualized patient data that can be used for direct comparison during postinjury concussion management. 5 However, although the utility and frequency of baseline testing for student-athletes that are still maturing and developing has been argued, 6-8 researchers have reported that baseline assessment scores improve as an adolescent matures. [8][9][10][11] Therefore, if baseline testing is considered for adolescent studentathletes, it is recommended that the student-athlete complete baseline testing for a second time prior to tenth grade, 9 if not on an annual basis.Following a concussion, a multifaceted approach, similar to baseline testing, is recommended for the diagnosis and management of a concussed student-athlete. 2,3 To effectively monitor the concussed student-athlete and manage all aspects of the studentathlete's health-related quality of life, a multidisciplinary concussion management team is recommended. 12 Outside medical professionals (e.g., primary care physician, concussion specialist) and school-affiliated health care personnel (e.g., athletic trainer, school nurse) should evaluate, monitor, and track symptoms, while school personnel should monitor and track academic and emotional changes of the concussed student-athlete. In the home environment, family members should monitor symptoms, including sleep-related symptoms, as well as impose prescribed...
Clinical Question: What personal and environmental characteristics are associated with burnout in athletic trainers, as measured by the Maslach Burnout Inventory (MBI) and Athletic Training Burnout Inventory (ATBI)? Clinical Bottom Line: There is strong evidence suggesting that personal and environmental factors are associated with burnout in athletic trainers, as measured by the MBI and ATBI. While it is difficult to identify a single contributing factor that increases the athletic trainer’s perception of burnout, athletic trainers should be aware of the characteristics associated with the condition and take appropriate action to reduce the risk of burnout.
Context Health care professions use a unique learning pattern in which education occurs both didactically and clinically. Previous research has focused on preceptor selection and training, but there has been limited emphasis on the perceived roles of didactic and clinical educators. Identifying potential discrepancies in perceived roles in student development may help improve athletic training student education through a shared understanding of role delineation. Objective To understand the perceived roles of faculty and preceptors in athletic training student development. Design Consensual qualitative research. Setting Videoconference focus group interviews. Patients or Other Participants Eight faculty, 7 preceptors, and 7 dual-role faculty/preceptors representing professional athletic training programs participated in this study. Data saturation guided the number of focus groups conducted. Data Collection and Analysis Semistructured focus group interviews were conducted and transcribed verbatim. Four researchers used a consensus process to analyze data, identify emergent themes, and create a codebook independently. We created a consensual codebook using identified themes and subgroups. Trustworthiness was established with the use of multiple researchers and an external auditor. Results Three themes emerged from the data: (1) contributors to role achievement, (2) challenges to role achievement, and (3) perceived improvements. Factors contributing to role achievement included positive relationships, effective communication, role development, student development, and socialization. Challenges to role achievement included preparation for the role, student commitment, role strain, ineffective communication, authenticity of learning, and preceptor willingness. Suggestions for perceived improvements included concept integration and application, programmatic leadership, and culture. Conclusions Some participants identified ineffective communication as a challenge to role development. Others noted effective communication as a contributor to role development. Limited formal training exists for faculty and preceptors relative to their respective roles in student development, and many draw from their own past experiences to better fulfill those roles.
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