The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs

Abstract

Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development. Conclusions Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.

Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development

“…The variance in handson clinical education can affect the effectiveness of the immersive clinical experience, warranting specific training for the preceptors. [21][22][23] Each preceptor should go through a formal training by the professional athletic training program and identify an area of contemporary expertise, 23 and preceptors should be chosen and trained strategically in order to best serve the athletic training students.…”

Program Administrators' Perceived Challenges Associated With Developing Preceptors

“…who confirmed final themes and categories. We consulted the Standards for Reporting Qualitative Research 9 to ensure the highest quality design and reporting of qualitative research.…”

Preceptor Perceptions of the Immersive Clinical Experience in Athletic Training Education

“…It is our recommendation that preceptors complete formalized training, specific to immersive clinical experiences, to provide optimal, authentic, and situated learning for ATS. 38 Considering the lack of communication described by the participants, there appears to be a need for more defined and ongoing definition of preceptor duties and responsibilities.…”