Athletic Training Approved Clinical Instructors' Reports of Real-Time Opportunities for Evaluating Clinical Proficiencies

Armstrong, Kirk J.; Weidner, Thomas G.; Walker, Stacy E.

doi:10.4085/1062-6050-44.6.630

Cited by 27 publications

(31 citation statements)

References 16 publications

(38 reference statements)

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“…29,30 The use of simulations or scenarios to evaluate student learning and skill proficiency has become increasingly popular among ATEPs 31,32 because real-life opportunities often are limited, 29,30 particularly with medical emergency conditions such as EHS. The simulations discussed by our group of participants were informal and a means to create discussions among peer groups rather than to stimulate critical thinking or skill development because the students were not instructed to implement the skills but rather to speak hypothetically.…”

Section: Doug Echoed Those Concernsmentioning

confidence: 99%

Evidence-Based Practice and the Recognition and Treatment of Exertional Heat Stroke, Part I: A Perspective From the Athletic Training Educator

Mazerolle

Ruiz

Casa

et al. 2011

Journal of Athletic Training

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Context: Athletic trainers (ATs) know to diagnose exertional heat stroke (EHS) via rectal thermometry (T re ) and to treat EHS via cold-water immersion (CWI) but do not implement these recommendations in clinical practice.Objective: To gain an understanding of educational techniques used to deliver content regarding EHS.Design: Qualitative study. Setting: In-person focus groups at the National Athletic Trainers' Association (NATA) Annual Meeting in June 2009 and 2 follow-up telephone interviews to confirm emergent themes.Patients or Other Participants: Thirteen AT educators (11 men, 2 women) from programs accredited by the Commission on Accreditation of Athletic Training Education, with an average of 22 ± 9 years of clinical experience and 16 ± 10 years of experience as educators. Five NATA districts were represented.Data Collection and Analysis: Data were analyzed using inductive content analysis. Peer review and data source triangulation also were conducted to establish trustworthiness.Results: Four themes emerged from the analysis: educational techniques, educational competencies, previous educational training, and privacy/public opinion. Educational techniques highlighted the lack of hands-on training for T re and CWI. Educational competencies referred to the omission of T re and CWI as psychomotor skills. Previous educational training addressed educators not having the skills or comfort with the skills necessary to properly educate students. Privacy/public opinion comprised external inputs from various groups (parents and coaches), legal considerations, and social bias. Conclusions: Educators supplied students with the appropriate didactic knowledge about EHS, but their lack of training and misgivings about T re prevented them from allowing students to gain competence with this skill. Until the NATA competencies state the need to teach T re and CWI and until educators are provided with their own learning opportunities, evidence-based practice regarding EHS will be lacking.Key Words: education, exertion, rectal temperature, coldwater immersion, qualitative research Key Points• Previous experiences and training influenced the teaching practices of athletic training educators.• Hands-on training is necessary for skill competence and confidence with temperature assessment.• Teaching methods must match course and lesson objectives to be effective.

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Section: Doug Echoed Those Concernsmentioning

confidence: 99%

Evidence-Based Practice and the Recognition and Treatment of Exertional Heat Stroke, Part I: A Perspective From the Athletic Training Educator

Mazerolle

Ruiz

Casa

et al. 2011

Journal of Athletic Training

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“…Specifically, research has demonstrated the need for realistic learning opportunities in a safe, low-risk environment that engage critical thinking and clinical decision-making. 14,[39][40][41] Through the creation of a realistic clinical scenario used in both the CBL and the HS, we found the ability to provide realistic, low-risk teaching opportunities. The HS method provided hands-on opportunities and allowed for real-time clinical decision-making.…”

Section: Discussionmentioning

confidence: 99%

Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education

Kinslow

Schmies

Armstrong

et al. 2019

Athletic Training Education Journal

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Context: Athletic training education should focus on evidence-based teaching through providing authentic learning opportunities.Objective: To examine the effectiveness of 2 different instructional methods' impact on pre-athletic training students' assessment and treatment of a patient with exertional heat stroke (EHS). Design:A pretest, posttest randomized control trial study design was used.Setting: Five undergraduate athletic training programs.Patients or Other Participants: Thirty-six pre-athletic training students volunteered to participate. Thirty-two participants completed the research interventions (19 ¼ hybrid simulation [HS], 13 ¼ case-based learning [CLB]). Intervention(s): All participants received educational material and classroom presentation regarding EHS. Participants completed the preintervention Knowledge, Preferences, and Practices of Certified Athletic Trainers Regarding Recognition and Treatment of Exertional Heat Stroke (KPP-EHS) survey. Approximately 2 to 3 weeks after receiving the educational material, the participants completed HS or CBL intervention protocol and completed the postintervention KPP-EHS survey. The HS intervention consisted of a clinical scenario using a standardized patient and rectal thermometer task trainer. The CBL intervention involved completing a case-study worksheet regarding a clinical scenario. At the 6-week follow-up time point participants completed the KPP-EHS survey. Main Outcome Measure(s): Composite and subscale scores from the KPP-EHS survey.Results: A factorial repeated measure 2 3 3 (Group 3 Time) analysis of variance revealed a statistically significant main effect for time of the total composite score of both groups (F ¼ 28.005, P ¼ .000, partial g 2 ¼ 0.659). Bonferroni post hoc testing revealed a statistically significant difference between time points 1 and 2 (mean difference ¼À25.176, P ¼ .000, 95% confidence interval À34.036, À16.317) and time points 1 and 3 (mean difference ¼ À32.842, P ¼ .000, 95% confidence interval À44.917, À20.767).Conclusions: Athletic training educators should consider the use of HS and CBL in conjunction with didactic course work to prepare students to appropriately manage EHS.Implementation of scenario-based learning methods is an effective way to increase knowledge in novice students. Hybrid simulation and case-based learning provide a transitional learning experience from didactic knowledgebased learning to clinical skill application. Providing a realistic learning opportunity in a safe, lowrisk environment can promote critical thinking and clinical decision-making.

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“…6 Preceptors are expected to create an effective learning environment at their clinical site with intentions to prepare the P-ATS for independent clinical practice, yet some authentic patient encounters and day-today tasks may not be possible because of the nature of the clinical site. 2,7 As such, P-ATSs report clinical deficiencies in areas with minimal opportunities for meaningful encounters such as health care administrative tasks during their transition to practice. 8,9 Previous research has identified that preceptors in athletic training turn to simulations when real-time opportunities are not available to assess P-ATSs' abilities to meet their current curricular content standards.…”

Section: Introductionmentioning

confidence: 99%

Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies

Burton

Winkelmann

Eberman

2019

Athletic Training Education Journal

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Context Athletic training programs blend didactic experiences with clinical practice opportunities with varied patient populations. Traditionally, clinical education relies heavily on the preceptor to supervise, instruct, and mentor the professional athletic training student (P-ATS) during clinical education. Objective To describe a preceptor-led educational technique focused on creating meaningful clinical experiences that guide the P-ATS to self-reflect and improve clinical decision-making. Background Preceptors are expected to create an effective learning environment at their clinical site that prepares the P-ATS for independent clinical practice, yet some authentic patient encounters and administrative tasks may not be possible because of the nature of the clinical site. By implementing novel clinical education techniques that mimic clinical practice, the P-ATS can engage in meaningful clinical experiences in a safe environment, which aids in professional readiness for independent clinical practice that address learner goals and deficiencies in areas with minimal opportunities for real-time encounters. Description The preceptor designed educational techniques to cultivate meaningful clinical experiences that included incognito standardized patient encounters, structured debriefing, and reflective journaling. Clinical Advantages A 3-fold benefit exists. First, the P-ATS engages in meaningful clinical experiences to enhance professional readiness for replication of independent clinical practice. Second, the P-ATS develops soft skills, such as metacognitive reflection and quality improvement strategies, after completing the debrief sessions and reflective journaling. Lastly, the preceptor shares contemporary expertise through designing and implementing instructional strategies that mentor the P-ATS through difficult conversations and unique patient presentations. Conclusions Implementation of novel instructional strategies within clinical education demonstrates the ability for the P-ATS to engage in real-time clinical experiences in a safe environment and under the guidance of the preceptor.

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Athletic Training Approved Clinical Instructors' Reports of Real-Time Opportunities for Evaluating Clinical Proficiencies

Cited by 27 publications

References 16 publications

Evidence-Based Practice and the Recognition and Treatment of Exertional Heat Stroke, Part I: A Perspective From the Athletic Training Educator

Evidence-Based Practice and the Recognition and Treatment of Exertional Heat Stroke, Part I: A Perspective From the Athletic Training Educator

Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education

Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies

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