Research Engagement: A Model for Athletic Training Education

Martin, Malissa; Myer, Gregory D.; Kreiswirth, Ethan; Kahanov, Leamor

doi:10.1123/att.14.1.27

Cited by 5 publications

(6 citation statements)

References 2 publications

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“…Available time and mentorship may also be constraints to ATs' research collaborations. 14 Our data suggested that authors with terminal degrees were critical contributors for manuscripts published in JAT, while collaborations with MDs provided a small authorship component (Figures 5 and 6). When performing collaborative, randomized controlled trials, an important hurdle to overcome is the potential fundamental difference between the extrinsic professional motivators of the AT to provide the ''best care'' and those of the researcher, who aims to determine the best evidence through randomized trials (which may involve providing patients with placebo or sham treatment strategies).…”

Section: Discussionmentioning

confidence: 68%

“…However, some current undergraduate athletic training educational models are emerging that infuse a research focus early in the undergraduate education process in order to foster an educational framework for future ''producers'' of the medical literature. 14 A major question remains. Has the athletic training profession evolved with current trends of evidence-based medicine?…”

Section: Discussionmentioning

confidence: 99%

“…The continued engagement of clinical ATs in research through evidence-based mentorship and collaboration with the scientific community may foster the desired evolution for the athletic training profession. 11,14,16 That way, JAT and other athletic training publications can continue to grow beyond the ''low-hanging fruit'' evidence, and clinical ATs can shift from research consumption to evidence-based implementation and production.…”

Section: Discussionmentioning

confidence: 99%

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Longitudinal Evaluation of Journal of Athletic Training Author Credentials: Implications for Future Research Engagement in Athletic Training

Myer

Kreiswirth

Kahanov

et al. 2009

Journal of Athletic Training

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Joseph, Cincinnati, OHPurpose: To employ retrospective trend analysis in an attempt to provide a layered description of the relative contribution (per credential) of clinical athletic trainers (those without terminal degrees) to authoring scientific literature in the Journal of Athletic Training (JAT ). From these data, our secondary purpose was to evaluate trends relative to changes in journal policy and increased educational rigor or professional limitations over the past decade, discussing how they may affect the potential for clinical athletic trainers to contribute to JAT.Design: Exploratory study design with trend analysis. Participants: Data collection and analysis included a trend evaluation of the credentials of clinical athletic trainer authors in JAT and the teams (by credential) of authorship to determine the credentials of authors who published in JAT.Measurements: Longitudinal tabulation of JAT author credentials from 1995 through 2007.Results: We noted increases in the absolute number of research articles per volume and the number of authors per article and a decrease in the relative percentage of authors who were athletic trainers. The results also suggested that the bachelor of science degree (BS-ATC, representative of clinical athletic trainers without advanced degrees) and Doctor of Medicine (MD) credential may be underrepresented in JAT authorship.Conclusions: Postgraduate research training may facilitate scientific article contribution by athletic trainers. Continued evolution in the athletic training evidence-based medicine movement should foster research-based mentorship during education. Cultivating collaborations between clinical athletic trainers and research teams may also promote outcomes assessment trials, which will benefit athletic training practices.

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Section: Discussionmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Longitudinal Evaluation of Journal of Athletic Training Author Credentials: Implications for Future Research Engagement in Athletic Training

Myer

Kreiswirth

Kahanov

et al. 2009

Journal of Athletic Training

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“…Research and educational strategies for implementation of EBP have been developed for athletic training education, but much of this focuses on including EBP in portions of the didactic curriculum. 8,[22][23][24] Medical researchers have shown that residents who learn about EBP in didactic coursework do not incorporate EBP in their clinical skills without directed clinical implementation. 25 Athletic training students must see their ACIs modeling clinical behavior that integrates the didactic and clinical skills the students have learned to effectively influence the clinical practice of students.…”

mentioning

confidence: 99%

Perceptions of Approved Clinical Instructors: Barriers in the Implementation of Evidence-Based Practice

Hankemeier

Lunen

2013

Journal of Athletic Training

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Context: As evidence-based practice (EBP) becomes prevalent in athletic training education, the barriers that Approved Clinical Instructors (ACIs) experience in implementing it with students need to be understood.Objective: To investigate barriers ACIs face when implementing EBP concepts in clinical practice and in teaching EBP to professional athletic training students and to investigate the educational emphases to improve the barriers.Design: Qualitative study. Setting: Telephone interviews.Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as an athletic trainer ¼ 10 6 4.7 years, experience as an ACI ¼ 6.81 6 3.9 years) were interviewed.Data Collection and Analysis: We interviewed each participant by telephone. Interview data were analyzed and coded for common themes and subthemes regarding barriers and educational emphases. Themes were triangulated through multipleanalyst triangulation and interpretive verification.Results: Barriers to EBP incorporation and educational emphasis placed on EBP were the main themes reported. Resources, personnel, and student characteristics were subthemes identified as barriers. Resource barriers included time, equipment, access to current literature, and knowledge. Coworkers, clinicians, and coaches who were unwilling to accept evidence regarding advancements in treatment were identified as personnel barriers. Programmatic improvement and communication improvement were subthemes of the educational emphasis placed on EBP theme. The ACIs reported the need for better integration between the clinical setting and the classroom and expressed the need for EBP to be integrated throughout the athletic training education program.Conclusions: Integration of the classroom and clinical experience is important in advancing ACIs' use of EBP with their students. Collaborative efforts within the clinical and academic program could help address the barriers ACIs face when implementing EBP. This collaboration could positively affect the ability of ACIs to implement EBP within their clinical practices.Key Words: education, curricular integration, collaboration Key PointsResources, opportunities, and integration should be provided to Approved Clinical Instructors (ACIs) to help create an educational program that focuses on valuing the best evidence, patient values, and clinical expertise. A culture of evidence-based practice (EBP) needs to be promoted in clinical practice. Understanding the barriers that ACIs face while implementing EBP within their clinical practices and with students can help athletic training education programs better prepare ACIs to incorporate EBP. Collaboration between the clinical and academic programs could help ACIs address barriers and improve their abilities to implement EBP in their clinical practices.

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“…Current research in athletic training, predominantly published in the Journal of Athletic Training, has begun to increase in both quantity and quality (Turocy, 2002). Martin et al (2009) suggest that while research production and comprehension in athletic training is vastly improving, it is "lagging behind" that of other allied health care professions (p. 27).…”

Section: Introductionmentioning

confidence: 99%

Program Directors' Perceptions of Quality in NATA-Accredited Post-Professional Athletic Training Education Programs

Pendleton

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The National Athletic Trainers' Association (NATA) is a member organization that oversees the health care profession of certified athletic trainers. A large body of research focused on the structure and content of curriculum for undergraduate programs has played a prominent role in the increase in their quantity and quality. Although attention has been called to graduate-level athletic-training education programs, there is currently a lack of research focused on NATA-accredited postprofessional athletic training education programs (PPATEPs). Using qualitative analysis, program directors' perceptions of quality in these NATA-accredited PPATEPs was assessed. In-depth phone interviews were conducted regarding topics such at the accreditation standards, curricular content, perceived benefits of attending a program, and the future or sustainability of accredited PPATEPs. After these topics were discussed with participants, three main themes emerged. Program directors of NATA-accredited PPATEPs undergo a special accreditation process that assesses and attempts to improve upon the quality of their program. Participants felt that there were specific benefits that accreditation serves to highlight. Participants also felt that the future of postprofessional athletic training education was uncertain but on the right track. Evidence-Based Medicine 12 Mentorship 13

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Research Engagement: A Model for Athletic Training Education

Cited by 5 publications

References 2 publications

Longitudinal Evaluation of Journal of Athletic Training Author Credentials: Implications for Future Research Engagement in Athletic Training

Longitudinal Evaluation of Journal of Athletic Training Author Credentials: Implications for Future Research Engagement in Athletic Training

Perceptions of Approved Clinical Instructors: Barriers in the Implementation of Evidence-Based Practice

Program Directors' Perceptions of Quality in NATA-Accredited Post-Professional Athletic Training Education Programs

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