The Use of Discovery Learning in Athletic Training Education

Ryan, Robert E.; Murray, Steven R.; Martin, Malissa

doi:10.1123/att.14.4.32

Cited by 1 publication

(1 citation statement)

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“…Activities such as written simulations, case studies, discovery learning, independent research, and evidence-based decision-making activities have been suggested to promote both critical-thinking and clinical decision-making skills. 12,35,47,49,50,[55][56][57][58] Class activities should be purposely designed to challenge students to think and then, ideally, to be able to apply information in the clinical setting. It is important for students to see the practical application of the information they learn in the classroom to the real-world setting.…”

Section: Statedmentioning

confidence: 99%

Exploring Athletic Training Educators' Development as Teachers

Payne

Walker

Mazerolle

2017

Athletic Training Education Journal

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Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide professional development. Objective: To gain a better understanding of how athletic trainers develop as educators and how their experiences as an educator influence their teaching. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: We interviewed 11 doctorally trained athletic trainers teaching in undergraduate professional athletic training programs. Main Outcome Measure(s): Data were collected through in-depth interviews, and additional artifacts (curricula vitae, syllabi, videotaped teaching lessons) were used to triangulate data collected during the interviews. We used a phenomenological approach to analyze the data and maintained trustworthiness through member checking, data-source triangulation, multiple-analyst triangulation, and peer review. Results: Two main themes emerged from the data: (1) role induction through role continuance and (2) teaching for student learning. Participants discussed how their teaching evolved over the course of their careers, how they valued their clinical practice, how they promoted student learning, and how they aimed to challenge students to transfer knowledge learned into clinical practice. Conclusions: From the data, we are able to understand that athletic training educators develop their teaching practices through engaging in their role as a teacher. This was an informal, continual process of learning how to be an educator.

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