Athletic training education journal最新文献

{"title":"Standardized Patient Encounter to Enhance Care to LGBTQIA+ Patients","authors":"Melissa Marty Snyder, K. M. Singleton, Laura Marinaro, Kirk J. Armstrong","doi":"10.4085/1947-380x-23-010","DOIUrl":"https://doi.org/10.4085/1947-380x-23-010","url":null,"abstract":"\u0000 \u0000 Athletic trainers provide care for a variety of patients with diverse backgrounds, including members of the lesbian, gay, bisexual, transgender, queer, intersex, other diverse sexualities, other gender identities, or other gender expressions (LGBTQIA+) community. Learners who gain experience with patients who identify as LBGTQIA+ should be better prepared clinicians.\u0000 \u0000 \u0000 \u0000 The purpose of this paper is to describe a standardized patient (SP) experience for a patient who is gay and concerned about a sexually transmitted infection after a conversation with a previous partner.\u0000 \u0000 \u0000 \u0000 Patients who identify as LGBTQIA+ report substandard care and have poor health care experiences. Standardized patients are used in athletic training education as a method to teach and assess skills and can be used to improve the care that learners provide to patients who identify as gay.\u0000 \u0000 \u0000 \u0000 Education drives clinical practice, and incorporating SP cases in which learners must provide care for a patient who is gay will help the learners provide better inclusive patient-centered care as a clinician.\u0000 \u0000 \u0000 \u0000 Faculty may consider using a SP encounter to better prepare learners to provide care for a patient who is gay.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of Educational Opportunities for Social Determinants of Health in Health Professions Education: A Scoping Review","authors":"Kelsey J Picha, Bailey Jones, CJ Garcia, Zachary K. Winkelmann","doi":"10.4085/1947-380x-23-052","DOIUrl":"https://doi.org/10.4085/1947-380x-23-052","url":null,"abstract":"\u0000 \u0000 Health professions programs have recently increased their efforts to educate health care professionals about the social determinants of health (SDH); however, there seems to be a disconnect between graduate medical education and its applicability to other peer health professions. The current scoping review aims to map the literature that explores the implementation of educational opportunities focused on SDH in health professions education programs.\u0000 \u0000 \u0000 \u0000 PubMed, CINAHL, ERIC, Education Source, and the Health Policy Reference Center were searched to identify relevant articles.\u0000 \u0000 \u0000 \u0000 To be included in our review, articles had to have been published in the last 5 years and describe how material related to SDH was implemented into a graduate health professions education program. Outcomes were analyzed by thematic categories by type of curricular delivery (didactic, clinical education, service-learning experience, or reflection), timing of the implementation in the program, methods of implementation, and assessment after implementation.\u0000 \u0000 \u0000 \u0000 Our search identified 2006 articles that were reviewed by study authors; 36 were included in our full-text review. Information extracted included the study design, type of graduate education, aims of the studies, description of technique, timing of implementation, type of curricular delivery, and outcomes.\u0000 \u0000 \u0000 \u0000 The majority (23, 63.9%) of studies used an observational design and used 2 or more (27, 75.0%) types of curricular delivery presented to medical students. Didactic (19, 52.8%) and small-group discussion (14, 38.9%) methods were used most often. Assessments were mostly student reflections or self-report items. Overall, students reported increased knowledge and satisfaction with activities.\u0000 \u0000 \u0000 \u0000 Results of our scoping review indicated that various education opportunities related to SDH exist in graduate health professions education but are likely insufficient. More studies are necessary to investigate the purposeful implementation of SDH and the best methods to assess student knowledge of SDH. Future research should also investigate how to objectively assess student learning of SDH.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"265 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141028736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Awards Notice","authors":"","doi":"10.4085/1947-380x-24-21","DOIUrl":"https://doi.org/10.4085/1947-380x-24-21","url":null,"abstract":"","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"30 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140772207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporating Artificial Intelligence Into Athletic Training Education: Developing Case-Based Scenarios Using ChatGPT","authors":"Kyle Schneider, David Tomchuk, Ben Snyder, Tarrah Bisch, Gina Koch","doi":"10.4085/1062-6050-028.23","DOIUrl":"https://doi.org/10.4085/1062-6050-028.23","url":null,"abstract":"\u0000 \u0000 ChatGPT is an AI-based large language model platform capable of mimicking human language patterns by responding to user queries. Although concerns over AI-generated content exist in health care and higher education, the ChatGPT platform can assist athletic training educators in creating academic content to alleviate aspects of their academic workload and responsibilities.\u0000 \u0000 \u0000 \u0000 To provide a brief historical overview of ChatGPT, accepted positives and negatives, and examples of how athletic training educators can use ChatGPT for case-based scenario contention creation.\u0000 \u0000 \u0000 \u0000 The initial development of ChatGPT began in 2018, with its public launch in November 2022. ChatGPT uses machine and in-context learning to replicate human language expression. Since its public launch, students, researchers, educators, clinicians, governments, and companies have sought to determine how to incorporate ChatGPT into their workflow operations.\u0000 \u0000 \u0000 \u0000 Athletic training educators can incorporate ChatGPT into their academic content creation methodology. With the capability of ChatGPT, athletic training educators have the potential to facilitate athletic training student learning more efficiently.\u0000 \u0000 \u0000 \u0000 ChatGPT can ease the academic workload of athletic training educators while being a beneficial clinical tool that athletic training students may use in their future workplace settings.\u0000 \u0000 \u0000 \u0000 Athletic training educators should consider using ChatGPT or a similar AI-based large language model platform when developing education content and simulation scenarios.\u0000 \u0000 \u0000 \u0000 ChatGPT can lessen athletic training educator workload and potentially facilitate athletic training student learning.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"54 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139540070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Athletic Training Students’ Perceptions of Translating Knowledge From Classroom to Clinical Practice","authors":"Cailee E. Welch Bacon, Ryan Kroskie, Alicia M. Pike Lacy, Julie M. Cavallario","doi":"10.4085/1947-380x-22-075","DOIUrl":"https://doi.org/10.4085/1947-380x-22-075","url":null,"abstract":"As the health care landscape evolves, athletic training students (ATSs) must gain the skills necessary to effectively translate new evidence into practice to optimize patient outcomes. Knowledge translation is an iterative process that promotes the application of new knowledge by users, but little is known about how students perceive this translation process during athletic training education. To explore ATSs’ perceptions of knowledge translation. Cross-sectional. Web-based survey with open-ended questions. A total of 255 professional ATSs accessed the survey; 168 students (118 women, 48 men, 2 missing; age = 22 ± 2.3 years) completed the entire survey (69.5% completion rate). A Web-based survey composed of 6 open-ended questions was distributed to ATSs via a recruitment e-mail forwarded by the Commission on Accreditation of Athletic Training Education-accredited athletic training program director on behalf of the research team. Due to the textual nature of the data, we used a multiphased, multianalyst data analysis approach guided by the consensual qualitative research tradition to analyze responses to the open-ended items. Self-reported topics that ATSs translated into clinical practice were categorized into the preestablished practice analysis domains identified by the Board of Certification. Topics within the examination, assessment, and diagnosis domain were most frequently reported by respondents. In addition to the topics translated, 3 themes emerged during data analysis. Students discussed their perceptions regarding the (1) application of knowledge gained in clinical practice, (2) challenges prohibiting successful knowledge translation, and (3) strategies to promote the knowledge translation process. Findings from this study suggest a need to promote synergy between faculty and preceptors to ensure that didactically taught knowledge is aligned with what students are encountering during clinical experiences. Incorporating established knowledge translation strategies may help ATSs bridge the knowledge-to-practice gaps they perceive as current challenges inhibiting successful translation of new knowledge into the clinical environment.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":" 56","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139144660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Athletic Training Students’ Preparation and Perception of Resources Available to Them Following a Critical Incident","authors":"Julie A. Wonch, Jamie L. Mansell, Zachary K. Winkelmann, L. Eberman, E. Neil","doi":"10.4085/1947-380x-22-077","DOIUrl":"https://doi.org/10.4085/1947-380x-22-077","url":null,"abstract":"Although catastrophic injuries are rare, athletic trainers must be ready for emergencies. It is unknown how athletic training students (ATSs) are prepared for postcritical incident management. To explore the perceived availability and helpfulness of resources available to ATSs after critical incidents. Qualitative. Individual interviews. Eleven current ATSs and/or recent graduates (5 women, 4 men, and 2 prefer to not share; age = 24 ± 4 years) who experienced a critical incident during clinical education. We used criterion sampling for recruiting participants in multiple modes until data saturation was achieved. Participants completed demographic surveys and participated in semistructured interviews regarding their involvement, resources available after the incident, and perceived helpfulness of the resources. All transcripts were deidentified and coded by a 3-person team following the consensual qualitative research tradition. Member checking, triangulation, external auditing, and peer discussion among researchers established credibility and trustworthiness for the analysis. strategies acquired before the incident, management during the incident, and postincident regulation of a review of the resources that had been available. In strategies acquired before the incident, participants described that program preparation, previous personal/clinical experiences, and self-regulating mental health strategies all assisted in managing emotions after the incident. During the incident and the time immediately after, participants discussed managing emotions with formal debriefing, sound policies and procedures, and communication with athletic training faculty and peers. After the incident, some noted that they had an abundance of resources available to them during the critical incident, whereas others noted feeling isolated. ATSs have resources available to them and an awareness of the impact critical incidents have on mental well-being. They relied on convenient coping mechanisms (eg, peers, preceptors, or faculty debrief) rather than formal counseling. Athletic training programs should provide students with resources and support before and after incidents.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139144630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Validation of an Active Educational Resource to Address Quality Gaps Regarding Clinical Documentation","authors":"Cailee E. Welch Bacon, Sara L. Nottingham, Tricia M Kasamatsu","doi":"10.4085/1062-6050-015.23","DOIUrl":"https://doi.org/10.4085/1062-6050-015.23","url":null,"abstract":"Athletic trainers (ATs) have self-reported inadequate documentation of patient encounters and a desire for more educational resources to inform their documentation practices. However, continuing education opportunities regarding clinical documentation are limited and not easily accessible by all ATs. To develop and validate a comprehensive educational resource on clinical documentation using an established personalized learning pathway (PLP) framework. Multiphase development process consisting of consensus development, subject matter expert content validation, and pilot implementation. Asynchronous, web-based educational resource. Three subject matter experts thoroughly reviewed the educational resource for face and content validity. Ten ATs and 23 professional athletic training students participated in pilot implementation. Through a consensus process, the research team developed a comprehensive educational resource regarding clinical documentation in athletic training. The clinical documentation PLP includes 7 overarching topic areas that are necessary for a comprehensive understanding of clinical documentation. A variety of learning formats were used to help engage learners, and content was curated and delivered by members of the research team, 14 practicing ATs, and 2 content area experts. Subject matter experts considered the content of the Clinical Documentation PLP and the delivery mechanism of the learning resource to be excellent; minor feedback to enhance the overall face and content validity was implemented as suggested by the subject matter experts. All 10 ATs and 23 professional athletic training students completed the PLP in its entirety. Minor feedback to enhance the overall user experience was implemented as suggested by the pilot participants. The Clinical Documentation PLP was developed based on central principles of adult learning theory and cognitive load theory to provide comprehensive knowledge and best-practice recommendations regarding clinical documentation to ATs. The PLP is relatable, cost-free, continuously available, and conveniently accessible from any location or device.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Athletic Training Students’ Mental Health Recognition and Referral Skills, Part 2: Perceptions of Pedagogical Strategies","authors":"Alyssa S. Anderson, W. Pitney, Kirk J Armstrong, Beth Kinslow","doi":"10.4085/1947-380x-23-002","DOIUrl":"https://doi.org/10.4085/1947-380x-23-002","url":null,"abstract":"The increased prevalence of mental health conditions and the use of telehealth for patient care have exposed gaps in athletic training professional and continuing education. Here, we explore athletic training students’ perceptions of virtual pedagogical strategies for the delivery and application of concepts related to mental health recognition and referral, which may help educators determine best practices. To examine students’ experiences and perceptions of Mental Health First Aid (MHFA) training, case-based learning, and standardized patient encounters. Qualitative portion of a sequential, explanatory mixed-methods design. Individual interviews via video conference. A convenience sample of graduate athletic training students from Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs who participated in the MHFA training and secondary encounters were recruited. Twenty-two participants (11 from each intervention group; 45.5% male, 54.5% female; age = 24.59 ± 2.3) were interviewed. Interviews were recorded using Zoom and then transcribed. The Qualitative Analysis Guide of Leuven method was used to analyze the data to determine emergent themes. Strategies to enhance trustworthiness included an audit trail, member checks, and peer debriefing. Five higher order themes emerged from the interview data, as follows: (1) perceived value of MHFA training, (2) engaged learning and facilitated feedback, (3) capability, (4) comfort and confidence, and (5) authenticity. These themes were organized into the following 3 overarching dimensions: knowledge, skills, and pedagogy. Participants described how the opportunity to apply their knowledge and practice their skills with an athletic training-specific scenario helped them feel more equipped for future patient care. Regardless of simulation strategy, the opportunity to practice influenced participants’ knowledge and feelings of confidence and capability. The MHFA training and simulated encounters were engaging techniques that incorporated feedback and provided elements of authentic patient interaction.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"78 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139329984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emergency Skills in Athletic Training: Perceived Knowledge and Continuing Education","authors":"Brian Gerlach, Jessica Jochum, Paul Salamh, Elizabeth S. Moore","doi":"10.4085/1062-6050-052.22","DOIUrl":"https://doi.org/10.4085/1062-6050-052.22","url":null,"abstract":"Continuing education (CE) in health care, particularly in athletic training, often fails to meet the needs of its participants. Rapid increases in available information make it necessary for CE to be delivered as efficiently as possible. To explore whether an interactive teaching strategy and various characteristics of athletic trainers affected the perceived knowledge of emergency skills among certified athletic trainers. Quasiexperimental study with a single-group pretest-posttest design. Certified athletic trainers (N = 81) at the Great Lakes Athletic Trainers' Association Annual Meeting and Symposium. Emergency skills practice session for anaphylaxis, opioid overdose, diabetes, and asthma. Participants completed a preintervention perceived knowledge questionnaire (PKQ) that included background information questions and completed a postintervention PKQ. A statistically significant difference (P < .001) in PKQ scores from pretest to posttest was found with pretest scores being lower than posttest scores (89.59 and 103.02, respectively). Age and years of experience had a weak correlation with PKQ pretest scores (rs = .32 and rs = .33, respectively). Participant characteristics including additional certification (P = .012), anaphylaxis experience (P = .036), opioid overdose experience (P < .001), diabetes experience (P = .025), and combined emergency experience (P = .029) had significantly different pretest PKQ scores. The use of an interactive teaching strategy in CE and certain athletic trainer characteristics significantly affected athletic trainers' perceived knowledge of emergency skills.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139329750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Athletic Training Student as a Core Member of an Interprofessional Student-Led Clinic: An Educational Technique","authors":"Ellanora Kraemer, Anne W. Vande Berg, Jennifer R. Timm, Charissa K. Eaton, Amy Reitmaier Koehler","doi":"10.4085/1947-380x-22-089","DOIUrl":"https://doi.org/10.4085/1947-380x-22-089","url":null,"abstract":"Athletic trainers (ATs) collaborate with other professionals to improve the health and well-being of their patients. To prepare ATs to care for individuals, communities, and populations, it is important for athletic training students to experience interprofessional (IP) education, social determinants of health (SDOH), and varying health conditions, in a variety of practice settings. To describe an educational technique that provides athletic training students with an IP experience at a student-led clinic. Athletic trainers care for clients/patients who have limited resources for health care and personal needs. To care for these individuals, ATs must have collaborative practices that engage them with parents/guardians, school-based social workers, and nurses through a variety of settings, including free/low-cost clinics and social services. A purposeful educational strategy that provides direct clinical experiences using IP education and IP practice to address SDOH in multiple settings is important in preparing future health care providers. Student-led IP clinics provide community-based teaching and learning to prepare students for clinical practice. First-year graduate-level athletic training students enrolled in clinical courses participated in this educational technique. A clinical experience provided students the unique opportunity to learn and apply IP practice with students and faculty in multiple academic programs (undergraduate and graduate nursing, undergraduate public health, undergraduate and graduate social work) while caring for underserved individuals and communities in the rural Midwest region. This educational strategy positively impacts the community, students, faculty, academic programs, and the university. Participation in community-based IP student-led clinics prepares athletic training students to care for a variety of individuals, populations, and health conditions through a collaborative approach. This approach also addresses gaps in health care delivery, particularly among underserved groups with varying SDOH, while introducing students to practice settings they may not have considered previously. Incorporating the athletic training student into an IP student-led clinic provides unique learning opportunities for students to care for underserved individuals, populations, and communities, preparing them to provide whole-person care as clinicians.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139331000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}