Athletic training education journal最新文献

{"title":"Recruiting and Retaining Racially Minoritized Students into Professional Postbaccalaureate Athletic Training Programs","authors":"K. White, Zachary K. Winkelmann, J. Nye, L. Eberman","doi":"10.4085/1947-380X-20-29","DOIUrl":"https://doi.org/10.4085/1947-380X-20-29","url":null,"abstract":"\u0000 \u0000 Racially diverse individuals are underrepresented in the field of athletic training. Previous research identified multiple factors that may contribute to diversity concerns including a lack of access to higher education, underrepresentation, financial instability, lack of programming, and mentoring for minoritized students through matriculation in health care education programs.\u0000 \u0000 \u0000 \u0000 To identify current recruitment and retention strategies aimed at racially minoritized students in athletic training programs.\u0000 \u0000 \u0000 \u0000 Consensual qualitative research.\u0000 \u0000 \u0000 \u0000 Individual interviews.\u0000 \u0000 \u0000 \u0000 A total of 14 professional athletic training program directors (age = 47 ± 7 years; years credentialed = 25 ± 7 years; years in role = 13 ± 7 years).\u0000 \u0000 \u0000 \u0000 This qualitative study used consensual qualitative research methodology with the incorporation of multianalyst triangulation and member checking to establish trustworthiness. The interview protocol consisted of questions regarding current recruitment and retention strategies used by directors of professional master's programs.\u0000 \u0000 \u0000 \u0000 Four domains emerged from the study: (1) benefits of diversity, (2) marketing, (3) individualized support, and (4) enrollment management strategies. Participants expressed that diversity could lead to a more inclusive and positive learning environment and could improve patient care through establishing race concordance on the program Web site, social media, and other print materials. Program directors demonstrated a lack of awareness relative to available professional resources and the difference between creating equal versus equitable resources. Participants demonstrated variability in their awareness of enrollment management strategies, specific to admissions resources and professional resources.\u0000 \u0000 \u0000 \u0000 Program directors appreciate the benefits of racial diversity and are actively engaged in marketing strategies to recruit minoritized students. They are also working to retain minoritized students but may be providing equal, rather than equitable, resources. Professional athletic training programs must continue to develop and promote effective strategies for admissions, support matriculation, and increase identifiable and equitable resources to better serve minoritized students.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125019020","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":"A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum","authors":"Emily Hildebrand, R. Patterson, Nunzia Esposito, M. Gaffney","doi":"10.4085/1947-380x-20-97","DOIUrl":"https://doi.org/10.4085/1947-380x-20-97","url":null,"abstract":"\u0000 \u0000 Knowledge and understanding of effective practices for integration of patient-reported outcome measures (PROMs) within athletic training curricula are necessary to bridge the gaps between didactic application, content assessment, and clinical implementation.\u0000 \u0000 \u0000 \u0000 To provide athletic training educators with a tiered approach to implement content and assessments related to PROMs in the athletic training curriculum.\u0000 \u0000 \u0000 \u0000 An emphasis in the athletic training community is the need to incorporate patient-oriented evidence that matters into clinical practice. One way of achieving this transfer of knowledge is incorporating PROMs into athletic training curriculum. The 2020 Commission on Accreditation of Athletic Training Education (CAATE) Standards include PROMs and strategies to evaluate them for use in clinical practice to improve patient care. Thus, stakeholders responsible for students' education must have the knowledge and ability to properly address these standards in order for students to utilize these skills as future athletic trainers.\u0000 \u0000 \u0000 \u0000 This article offers an approach for educators to teach and assess PROMs within their athletic training curriculum.\u0000 \u0000 \u0000 \u0000 By utilizing an effective teaching approach for the implementation of PROMs, educators, preceptors, and students may collectively integrate these validated tools accurately into patient care to provide a more holistic practice. In addition, using a tiered approach will increase understanding and confidence for athletic trainers who have identified barriers and may not have prior clinical experience in the implementation of PROMs with patient care.\u0000 \u0000 \u0000 \u0000 The knowledge and use of PROMs are expected of students in CAATE-accredited athletic training programs. In order to ensure and enhance the transfer of knowledge from the didactic setting to clinical practice, the use of a tiered approach may benefit athletic training educators as they integrate this content into coursework. In turn, perhaps future clinicians may be more apt to value the benefits of PROMs.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116840131","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":"Biotensegrity Is Needed in Athletic Training Professional Education","authors":"David Tomchuk, Barton E. Anderson","doi":"10.4085/1947-380X-20-86","DOIUrl":"https://doi.org/10.4085/1947-380X-20-86","url":null,"abstract":"\u0000 \u0000 Tensegrity is a structural-organization model initially described in the architecture and design fields. By applying tensegrity design principles to biological structures, scientists have developed biotensegrity to explain a complex systems-on-systems structural-organization philosophy for integrated human movements.\u0000 \u0000 \u0000 \u0000 To provide a brief historical overview of tensegrity and biotensegrity principles, including recommendations and benefits for integrating these structural models into athletic training education.\u0000 \u0000 \u0000 \u0000 Tensegrity and biotensegrity structures require constant interaction between continuous tension and discontinuous compression elements that connect through focal adhesion points. During the 1970s and 1980s, scientists applied tensegrity concepts to biological organisms to create an integrated model of human structure and interaction. Since then, biotensegrity has grown as an accepted biological structural model capable of explaining complex and integrated human movements.\u0000 \u0000 \u0000 \u0000 By teaching tensegrity and biotensegrity principles, athletic training educators can provide athletic training students with a basic and consistent human body structural model. With this knowledge, students can better comprehend the integrated kinetic chain, including current and future prevention, examination, and rehabilitation paradigms.\u0000 \u0000 \u0000 \u0000 Although absent from the Practice Analysis, seventh edition, and the 2020 Commission on Accreditation of Athletic Training Education curricular content standards, tensegrity and biotensegrity relate to many injury prevention, examination, treatment, and rehabilitation concepts regularly taught in professional athletic training programs.\u0000 \u0000 \u0000 \u0000 Athletic training educators should consider ways to incorporate biotensegrity models into professional athletic training programs to improve critical thinking and whole-person health care principles of athletic training students.\u0000 \u0000 \u0000 \u0000 Integrating tensegrity and biotensegrity principles into professional athletic training programs provides a structural hierarchy of human body organization that athletic training students can apply to a multitude of current and future methodical approaches.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115016814","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":"Complementary Teaching Strategies Anchored in the Peer-Assisted Learning Model","authors":"Elisabeth Rosencrum, Emily Hildebrand, Meghan Negron, Claire Adkinson","doi":"10.4085/1947-380X-20-87","DOIUrl":"https://doi.org/10.4085/1947-380X-20-87","url":null,"abstract":"\u0000 \u0000 Peer learning often happens naturally in athletic training education. Deliberate use of evidence-based learning models and strategies related to peer learning could make the peer work more effective.\u0000 \u0000 \u0000 \u0000 To describe the approach to learning in the athletic training classroom, using the peer-assisted learning model, reciprocal teaching style, and structured peer feedback, that may improve student progress toward learning outcomes.\u0000 \u0000 \u0000 \u0000 The 3 complementary strategies have been described independently in the athletic training literature as well as in other health care curricula. The positive findings related to student learning continues to support the use of these pedagogic practices; however, they have not been explored as a collective way to design a course that includes a multitude of cognitive and psychomotor competencies. The reciprocal teaching style and structured peer feedback complement the peer-assisted learning model, offering a familiar didactic environment to address learning outcomes.\u0000 \u0000 \u0000 \u0000 Two therapeutic modalities courses were taught using the peer-assisted learning model with the use of reciprocal teaching style to encourage the expected student roles and behaviors. Structured peer feedback offered opportunities for increased student socialization and focus on improving clinical skills through low-stakes interactions.\u0000 \u0000 \u0000 \u0000 The integration of reciprocal teaching style and structured peer feedback within the peer-assisted learning model may allow students to deliberately interact with each other and progress through course content and application.\u0000 \u0000 \u0000 \u0000 Through purposeful course design, athletic training educators may foster a classroom environment (lecture and lab) that focuses students on practicing skills and reinforcing correct technique through productive and constant communication.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115161458","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":"Prevalence and Predictors of Burnout in Athletic Training Students: A Comparison of Undergraduate and Graduate Students","authors":"A. Vineyard, Andrew R. Gallucci, Kathleen E. Adair, Leslie W. Oglesby, K. White, Christopher J Wynveen","doi":"10.4085/1947-380X-20-22","DOIUrl":"https://doi.org/10.4085/1947-380X-20-22","url":null,"abstract":"\u0000 \u0000 Burnout is a psychological syndrome consisting of increased emotional exhaustion (EE), depersonalization (DP), and decreased personal accomplishment (PA). To date, examinations of burnout among athletic training students (ATS) is limited.\u0000 \u0000 \u0000 \u0000 To determine prevalence and antecedents of burnout among ATS.\u0000 \u0000 \u0000 \u0000 Cross-sectional study.\u0000 \u0000 \u0000 \u0000 Web-based survey.\u0000 \u0000 \u0000 \u0000 Students enrolled in athletic training programs (ATP).\u0000 \u0000 \u0000 \u0000 A survey assessed demographics, stressors, and burnout measured by the Maslach Burnout Inventory–Human Services Survey.\u0000 \u0000 \u0000 \u0000 Multiple regression analyses were used to determine relationships between variables.\u0000 \u0000 \u0000 \u0000 A total of 725 students participated. Most respondents were undergraduates (n = 582, 80%), female (n = 518, 71%), Caucasian (n = 564, 78%), and single (n = 422, 58%). Mean burnout scores for EE, DP, and PA were 33 ± 10, 17 ± 4.5, and 39 ± 5.8, respectively. Survey responses showed that 70.8% of undergraduate and 62.9% of graduate students reported high EE. All the students (100%) in both samples reported high DP. Undergraduates pursuing internships or residencies (b = −7.69, P < .001) and who were currently enrolled in non–Division I institutions (b = −2.90, P < .01) had decreased EE. Increased stress revealed increased EE (overall stress: b = 3.11, P < .001; social stress: b = 1.32, P < .05; class stress: b = 1.45, P < .05). Increases in clinical hours also related to increased EE (b = 1.49, P < .001). Those pursuing internships or residencies (b = −2.10, P < .05) and who were female (b = −2.10, P < .05) reported decreased DP. Being married (b = 2.87, P < .01), increased clinical hours (b = 0.77, P < .001), and social stress (b = 0.59, P < .05) resulted in increased DP. Increased PA was seen in students intending to pursue graduate education (b = 1.76, P < .05) and female students (b = 1.17, P < .05). Graduate students' stress levels revealed increased EE (b = 6.57, P < .01) and DP (b = 0.98, P < .05).\u0000 \u0000 \u0000 \u0000 Differences exist between undergraduate and graduate burnout scores and associated predictors. Further research is needed to identify student responses to burnout.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130650857","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":"Leadership and Management Perspectives from Athletic Health Care Executives","authors":"L. Eberman, J. Nye, E. Neil, K. Games","doi":"10.4085/1947-380X-19-078","DOIUrl":"https://doi.org/10.4085/1947-380X-19-078","url":null,"abstract":"\u0000 \u0000 In today's health care environment, the need to engage personnel in quality improvement to demonstrate value to patient care is vital. Health care executives are responsible for leading within their organizations, and athletic trainers (ATs), similar to other health care executives, have typically risen to positions of authority without leadership training.\u0000 \u0000 \u0000 \u0000 To explore the lived experiences of ATs as health care executives, specific to their path to leadership and their role in leading continuous quality improvement.\u0000 \u0000 \u0000 \u0000 Consensual qualitative research.\u0000 \u0000 \u0000 \u0000 Web-based phone interviews.\u0000 \u0000 \u0000 \u0000 A total of 20 participants (age = 41 ± 10 years; experience = 18 ± 10 years) indicated they held a position of authority, had personnel management responsibilities, and had influence over organizational change within their health care systems; however, after completing the interviews, we determined that only 17 participants met the inclusion criteria.\u0000 \u0000 \u0000 \u0000 The primary investigator completed interviews. We analyzed the data with a 3-person data-analysis team and an internal auditor. Trustworthiness was established through member-checking and multiple-researcher triangulation.\u0000 \u0000 \u0000 \u0000 Participants described various forms of preparation including mentors and both self-directed and required resources that assisted in preparing for their management and leadership roles. Participants described how they influenced personnel, including identifying individualized motivators, establishing goals, and building relationships. Participants explained the culture they hoped to establish, characterized by a growth mindset, transparency, and both self-reflective and systems-level improvement practices. Many of the participants depicted characteristics of strong leaders through an individual growth mindset, embodiment of the behaviors they wanted to see in their personnel, and transformational leadership strategies.\u0000 \u0000 \u0000 \u0000 Athletic health care executive have the responsibility to lead and transform their organizations. However, few in these positions have had formal training to prepare them for the role. ATs seeking health care executive positions should seek formal training to acquire the skills necessary to create organizational change and serve as transformational leaders.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130857497","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":"Preceptor Perceptions of the Immersive Clinical Experience in Athletic Training Education","authors":"Cameron M. Eldred, E. Neil, Zachary J. Dougal, S. Walker, A. Grimes, L. Eberman","doi":"10.4085/1947-380X-20-36","DOIUrl":"https://doi.org/10.4085/1947-380X-20-36","url":null,"abstract":"\u0000 \u0000 Clinical immersion is a newly required concept within athletic training education, and preceptors play a critical role in facilitating athletic training students' learning during those experiences.\u0000 \u0000 \u0000 \u0000 To explore the perceptions of preceptors currently supervising athletic training students who participate in immersive clinical experiences.\u0000 \u0000 \u0000 \u0000 Qualitative study.\u0000 \u0000 \u0000 \u0000 Individual phone interview.\u0000 \u0000 \u0000 \u0000 Preceptors from various clinical sites (4 females [40%] and 6 males [60%]) with an average age of 41 ± 18 years. Participants also had an average 7 ± 8 years of experience as a preceptor.\u0000 \u0000 \u0000 \u0000 Interviews occurred via individual phone interviews using a semistructured interview script. All interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on a consensus process. Credibility was established with multiple researchers, an external auditor, and member checks.\u0000 \u0000 \u0000 \u0000 Three domains emerged from the data: (1) exposure, (2) benefits, and (3) insufficient training. Participants stated that as a result of exposure the athletic training students experienced increased responsibility and trust, increased realistic work environment, increased collaborative practice experiences, and skill use and refinement. Preceptors indicated that the added benefits of immersive clinical experiences led to confidence in clinical and professional interactions. Preceptors noted insufficiency in their training, specific to the expectations of an immersive clinical experience. Many preceptors sought out independent learning opportunities to enhance their role as preceptor. There was a misunderstanding as to what the main differences were between traditional and immersive clinical experiences, as well as a lack of communicated or standardized goals and objectives.\u0000 \u0000 \u0000 \u0000 Participants indicated that the immersive clinical experiences were beneficial for the athletic training students' professional development. The insufficiency of training and misunderstanding of the immersive clinical experience are concerning and could be enhanced with clearly set goals and objectives.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130961375","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":"Responding in Crisis: Considerations for Administrators and Faculty","authors":"Robert S. Charles-Liscombe","doi":"10.4085/1947-380X-20-68","DOIUrl":"https://doi.org/10.4085/1947-380X-20-68","url":null,"abstract":"Having finished the last weeks of the spring 2020 semester, never in my imagination did I envision having led a department and an athletic training program through a pandemic, a sudden shift to remote teaching and learning, and planning and strategizing for a Fall semester that may continue remotely. Like many readers of the Athletic Training Education Journal, I have been amazed at my students’ resilience, have been concerned for the patients, preceptors, and partners in clinical practice that are essential to athletic training education, and have been relying on the innovative offers of support to continue teaching. Regrettably, during this most difficult time, I was also responsible for the difficult task of announcing the closure of a graduate professional education athletic training program, before it had even had the chance to enroll students. We were in the ‘‘teach-out phase’’ of our undergraduate program—one remaining class of seniors preparing to graduate in May 2020. We had spent the 2018 to 2019 and 2019 to 2020 academic years recruiting for an inaugural class in 2020. In February, before the pandemic, I was asked to reconsider starting the graduate program. Ultimately, it was decided: we would never finish the final step in the Substantive Change Process. We announced Voluntary Withdrawal of Accreditation and program closure in April 2020.","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124238662","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 a New Competency Framework for Athletic Therapy in Canada","authors":"M. Lafave, J. Owen, B. Eubank, R. Demont","doi":"10.4085/1947-380X-20-080","DOIUrl":"https://doi.org/10.4085/1947-380X-20-080","url":null,"abstract":"\u0000 \u0000 Competency-based education (CBE) is entrenched in educating health professionals in Canada. CBE is a framework that identifies desired performance characteristics in training competent, entry-level health professionals.\u0000 \u0000 \u0000 \u0000 To update, develop, and validate a new Canadian Athletic Therapists Association (CATA) framework for athletic therapy education.\u0000 \u0000 \u0000 \u0000 Framework development occurred in 4 phases and was developed through a multistage process that involved a scoping review (phase 1) and consensus methodology (ie, a blending of modified Ebel and modified Delphi consensus methods; phases 2–4).\u0000 \u0000 \u0000 \u0000 Phase 2: a total of 7 experts (program directors) from each Canadian accredited institution. Phase 3: a total of 14 experts (1 program director and educational expert from each accredited institution). Phase 4: a total of 7 experts (program directors) and 246 certified members of the CATA.\u0000 \u0000 \u0000 \u0000 Each phase consisted of a systematic process with 80% consensus agreement set a priori. In phase 1, a scoping review was conducted to identify common terminology that could be used to guide the framework development process and to identify competency frameworks used by other health professional organizations. Phase 2 consisted of adopting a common language that would serve to keep the expert group on the task at hand and avoid confusion. In phase 3, frameworks used by other health professional organizations were evaluated and used to determine the validity of the old CATA framework. In phase 4, the old CATA framework was updated and a new framework was developed and validated.\u0000 \u0000 \u0000 \u0000 In phase 1, the result of the scoping review yielded 368 papers, of which 5 were used to propose a common language for phase 2 and 9 highlighted competency frameworks used by other health professions for comparison in phase 3. In phase 3, the expert group voted unanimously to adopt and adapt the CanMEDS framework (ie, roles). In phase 4, the new CATA competency framework was validated, and most competencies achieved consensus. Competencies that did not achieve consensus in the first round of voting underwent face-to-face discussions via videoconferencing. After discussions, the remaining competencies were revised, and all newly worded competencies achieved consensus.\u0000 \u0000 \u0000 \u0000 The resultant framework was validated, and most competencies achieved consensus. The new athletic therapy competency framework outlines the 165 competencies resulting from this methodical process and will hopefully facilitate interdisciplinary communication and practice.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"5 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113960993","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":"Time's Up! Needed Cultural Changes in Athletic Training Education and Clinical Practice","authors":"Destinee H. Grove, J. Mansell, D. Moffit","doi":"10.4085/1947-380X-20-12","DOIUrl":"https://doi.org/10.4085/1947-380X-20-12","url":null,"abstract":"\u0000 \u0000 Culturally competent care has been on the radar of peer health care professions for many years. The unique patient populations that athletic trainers work with lend us to be at the forefront of delivering truly patient-centered care. However, we have not yet appropriately incorporated this tenet of evidence-based practice.\u0000 \u0000 \u0000 \u0000 To convey the importance of culturally inclusive care and education to athletic training clinical practice and educational programs. We also present a novel way to intertwine inclusivity in the classroom and the clinic in a way that is accessible at any point in one's cultural competence journey.\u0000 \u0000 \u0000 \u0000 Historically, cultural competence in athletic training education has focused on ethnicity and race. The students we teach and the patients we treat share a variety of cultures that are often forgotten yet need to be included for a more holistic approach.\u0000 \u0000 \u0000 \u0000 Athletic trainers and athletic training educators need to continue the journey toward delivering culturally inclusive care. This journey also needs to extend to the classroom, from the delivery methods of teaching to the way we interact with our students. Teaching priorities should include a focus on the cultures around and within our profession.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134215778","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}