Standardized Patient Encounters and Individual Case-Based Simulations Improve Students' Confidence and Promote Reflection: A Preliminary Study

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.

Section: Clinical and Professionalism Skill Developmentmentioning

confidence: 99%

Section: Engaging the Studentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Burton

Winkelmann

Eberman

2019

“…Researchers in athletic training have examined the effectiveness of either SPs or high-fidelity simulations on educational outcomes such as confidence, clinical skills, and knowledge. 11,20,28,[31][32][33][34] Therefore, the purpose of this study was to compare 2 learning strategies, CBL using a case study and HS using a SP and a rectal mannequin task trainer, to evaluate the pedagogic effectiveness.…”

Section: Introductionmentioning

confidence: 99%

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

Kinslow

Schmies

Armstrong

et al. 2019

Self Cite

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.

“…6 The benefits of simulation are referenced in health care literature for professions such as nursing, 7,8 medicine, 9,10 and athletic training. 11,12 In the current landscape of athletic training education, simulation-based learning has been used in professional preparation under several pseudonyms, including mock cases and low-stakes practical experiences. Although athletic training educators and students may use misnomers for these educational experiences, the objectives are synonymous with learner exposure to a low-stakes, instructorcurated experience with the primary goal of improving clinical skill development.…”

mentioning

confidence: 99%

Curation of a Simulation Experience by the Clinical Scholar: An Educational Technique in Postprofessional Athletic Training

Winkelmann

Eberman

Edler

et al. 2018

Context: Postprofessional athletic training programs continue to prepare advanced-practice leaders in the profession. As part of being leaders and clinical scholars within the field, it is important that students pursing postprofessional graduate education be exposed to curriculum and instructional theory, practice, and strategies. Objective: To describe an education technique focused on the curation of a simulation assignment as part of a postprofessional athletic training course as a means to develop an appreciation of instructional strategies as a clinical scholar. Background: The postprofessional athletic training student (PP-ATS) may be working as a full-time clinician, graduate assistant, or novice educator, or as an intern within an athletic training clinic. Regardless of employment status, PP-ATSs engage with several key stakeholders, ranging from parents and legal guardians to coaching staff and professional athletic training students. The PP-ATS may be tasked to provide education to these stakeholders in the form of patient participation status to a coach, describing the pathogenesis of a condition to a patient, and rationale for care to professional athletic training students. Description: The PP-ATSs were placed in learning communities of 3 to 5 students. The learning communities were tasked with the development of high- and low-fidelity simulations for learners (the other PP-ATSs in the course) to engage in during an intensive and focused learning session, facilitation of the experience, and a debrief encounter. Clinical Advantage(s): A 2-fold benefit exists. First, PP-ATSs are engaged in the design and development of a simulation experience as an instructional intervention. Second, simulation learners are gainfully engaged in low-stakes patient encounters that promote professional growth. Conclusion(s): Developing and implementing learner-curated simulation experiences exposes PP-ATSs to an innovative instructional strategy in athletic training.