Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
Overall, participants reported a positive opinion of environmental sustainability topics related to athletic training. However, many barriers to practicing green techniques were identified.
Context Mobile applications (apps) are growing in popularity due to the increased use of smartphones. Many available apps are educational in nature and may provide both students and educators freedom for learning to occur outside of the typical classroom environment. Objective To provide a description of relevant apps along with a brief synopsis of the suggested use by both athletic training educators and students. Additional information that may affect a user's app selection, such as cost, size of the download, and consumer ratings, if available, is also included. Background Applications (apps) are computer programs written specifically for Internet connected mobile phones and tablets. These programs perform specific functions for the user, usually through a touchscreen interface. Synthesis Connected devices are especially popular among the Millennial and Generation Z students now enrolled in various pre-professional healthcare programs. These students were raised with technology inundating their lives; therefore, they tend to desire the use of technology more frequently than older adults. Results Many apps are available, however this article highlights selected apps in the categories of (1) injury evaluation and management, (2) anatomy, and (3) productivity. Recommendation(s) Educators should become knowledgeable in mobile app technology in order to meet the needs of the new generation of students. Conclusion(s) Incorporating apps into athletic training education can enhance the delivery and retention of student knowledge and provide unique educational opportunities.
Context: As health care education evolves, so do the required educational degree levels. In athletic training, the master's degree has traditionally represented the advanced degree option, but clinical doctoral education is relatively new and not well understood. Objective: To explore stakeholders' perceptions of the postprofessional clinical doctorate in athletic training (DAT). Design: Population survey. Patients or Other Participants: Survey participants included 254 faculty members, 150 administrators, 334 clinicians, and 131 employers. Intervention(s): Four surveys designed to gauge perceptions of the DAT. Main Outcome Measure(s): Descriptive statistics were calculated to describe perceptions. Qualitative data from open-ended questions were analyzed inductively and organized into themes. Results: Faculty and administrators were more familiar with various degrees (71.8%–82.3%), whereas clinicians and employers indicated no or little (52.5%–58.0%) familiarity with clinical doctoral degrees. There was discord between faculty and administrators regarding the viability of the DAT as an alternative to the postprofessional master's degree. Faculty believed the DAT would help advance knowledge and clinical skills among practitioners. Administrators believed in increased education and clinical expertise of faculty, increased productivity, and an alternative avenue for hiring faculty for those with a DAT. Hiring concerns, research productivity, friction among degree holders, program expense, and lack of understanding of the degree were negative implications reported by administrators. Clinician interest in pursuing a DAT was divided (47.5% interested, 52.5% not interested). Reasons for pursuing the DAT included increased clinical ability, desire to transition to a faculty role, and advancement. Employers were divided as to whether they would hire a DAT. Employer concerns included lack of adequate compensation and lack of significant difference in clinician skills. Conclusions: Support for the DAT by all stakeholders exists. However, there are concerns and a general lack of understanding about the degree that should be addressed among all stakeholder groups.
Objective: To describe a pedagogical method using an Audience Response System (ARS), commonly referred to as “clickers,” for use in preparing athletic training students (ATSs) for the Board of Certification (BOC) exam. Background: The BOC is the only certifying agency for athletic trainers in the United States. ATSs may become a certified athletic trainer (AT) upon graduating from a Commission on Accreditation of Athletic Training Education (CAATE) accredited Athletic Training Education Program (ATEP) and successfully passing the BOC exam. In 2012, CAATE standards were revised to require programs to publish their graduates' recent exam scores on their website (in aggregate form). Description: Preparation for the BOC exam can be a monumental and stress-inducing task for the ATS due to the plethora of information to review. Most ATEPs include test preparation assistance within the curriculum. To date, a review of the literature revealed no published documentation of successful test preparation strategies. Clinical Advantages: The data collected from use of the ARS during BOC exam preparation can be a valuable tool in identifying domain areas in which an ATS may be deficient. In doing so, an ATS may redirect study time to focus on weaker concepts. Additionally this data, when trended, can provide invaluable programmatic information when used as part of a larger assessment plan. As part of the revised CAATE standards, programs are also required to meet or exceed a score of 70% for the first-time pass rate. As a result, there may be a heightened need for test preparation strategies. Conclusion: Athletic training educators seeking a pedagogical method for BOC exam preparation may benefit from the implementation of an ARS to increase ATS motivation and accountability. As an additional benefit, programmatic educational assessment data may also be collected.
Participants reported concern regarding the waste produced by athletic training. The amount of waste varies depending on practice size and setting. Future researchers should use direct measures to determine the amount of waste created by the practice of athletic training.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.