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.