Athletic training education journal最新文献

{"title":"Athletic Training Educators' ConferenceApril 29–May 1, 2021","authors":"","doi":"10.4085/170401","DOIUrl":"https://doi.org/10.4085/170401","url":null,"abstract":"","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115874054","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":"Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique","authors":"Jennifer W. Cuchna, S. Manspeaker, Alison N. Wix","doi":"10.4085/1947-380x-19-079","DOIUrl":"https://doi.org/10.4085/1947-380x-19-079","url":null,"abstract":"\u0000 \u0000 The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult.\u0000 \u0000 \u0000 \u0000 To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique.\u0000 \u0000 \u0000 \u0000 As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication.\u0000 \u0000 \u0000 \u0000 This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards.\u0000 \u0000 \u0000 \u0000 This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable.\u0000 \u0000 \u0000 \u0000 Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123020633","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":"When Direct Pressure Is Not Enough: An Educational Technique for Teaching Wound Packing in Athletic Training Education","authors":"Ashley B. Thrasher, Edward J. Strapp","doi":"10.4085/1947-380x-20-085","DOIUrl":"https://doi.org/10.4085/1947-380x-20-085","url":null,"abstract":"\u0000 \u0000 Uncontrolled hemorrhage is a major cause of preventable death. Wound care and managing external hemorrhage are important skills for athletic trainers.\u0000 \u0000 \u0000 \u0000 Describe a laboratory activity used to allow students to practice managing uncontrolled external hemorrhage and wound packing.\u0000 \u0000 \u0000 \u0000 The prevalence of active shooter and other mass casualty events has grown, and a trend to move military-based emergency skills into civilian casualty care has emerged. Athletic trainers are uniquely positioned to respond to catastrophic events at the time of injury. Controlling hemorrhage and rapidly applying a tourniquet or administering wound packing have a great effect in preventing death due to severe hemorrhage.\u0000 \u0000 \u0000 \u0000 An educational technique using a pork shoulder was implemented to provide students with experience in wound packing.\u0000 \u0000 \u0000 \u0000 Students describe this activity as a beneficial way to gain experience on an important skill not often seen in the clinical education setting.\u0000 \u0000 \u0000 \u0000 Faculty may consider implementing wound packing using a pork shoulder as a laboratory activity when teaching wound care and external hemorrhage management.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131395805","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":"Assessing Professional Students' Application of the International Classification of Functioning, Health, and Disability Model and Patient-Reported Outcome Measures During Patient Care","authors":"Sara L. Nottingham","doi":"10.4085/150120050","DOIUrl":"https://doi.org/10.4085/150120050","url":null,"abstract":"\u0000 \u0000 The International Classification of Functioning, Health, and Disability (ICF) model and patient-reported outcome measures (PROMs) are concepts that must be addressed in professional education.\u0000 \u0000 \u0000 \u0000 Describe a class assignment that allows students to integrate the concepts of the ICF model and PROMs into actual patient care.\u0000 \u0000 \u0000 \u0000 Adult learners, including professional athletic training students, thrive on learning experiences where they can apply concepts and integrate new knowledge with existing knowledge. In addition, existing research suggests that most athletic trainers are not integrating PROMs into their clinical practice; therefore, students are most likely not seeing the use of PROMs during clinical education. Faculty can facilitate the application of the ICF model and PROMs into patient care with a course-based assignment.\u0000 \u0000 \u0000 \u0000 The assignment requires students to use the ICF model as an assessment tool with an actual patient, which helps shape their therapeutic interventions. Students recorded baseline and follow-up PROMs with this patient over a time period of at least 3 weeks while documenting their interventions and the patient's change over time. Students addressed reflection prompts in the assignment by describing their successes and challenges, in addition to describing their future plans for integrating the ICF model and PROMs into their clinical practice.\u0000 \u0000 \u0000 \u0000 Students described this assignment as beneficial because it helped them treat their patients more holistically. Students self-reported increased knowledge and confidence with using the ICF model and PROMs in their clinical practice. Students described a plan to integrate these concepts into their clinical practice in a limited fashion.\u0000 \u0000 \u0000 \u0000 Faculty may consider integrating an applied, patient-based assignment such as this to assess students' application of the ICF model and PROMs to an actual patient. This assignment can also be easily condensed or expanded to fit different courses, student background knowledge, and assessment of different curricular content standards.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114837547","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 Scavenger Hunt: An Educational Technique for Preceptors and Athletic Training Students","authors":"Linda Fabrizio Mazzoli, D. Moffit, J. Mansell","doi":"10.4085/1947-380x-20-95","DOIUrl":"https://doi.org/10.4085/1947-380x-20-95","url":null,"abstract":"\u0000 \u0000 Entry-level athletic trainers (ATs) often lack tools necessary to help build confidence and professional networks, especially if they are the only clinicians in their facility. One-way athletic training education can help is to encourage preceptors to assist in mentoring athletic training students (ATSs) as they navigate the shift from student to AT.\u0000 \u0000 \u0000 \u0000 To describe 1 educational technique developed by a preceptor that showcases effective mentoring, networking, volunteer opportunities, and communication.\u0000 \u0000 \u0000 \u0000 Mentorship is important for all entry-level ATs. By providing opportunities before graduation and assisting ATSs in learning how to network and communicate with potential mentors, future ATs can then continue the mentoring pipeline as they accept preceptor positions.\u0000 \u0000 \u0000 \u0000 This activity was developed by a preceptor while the ATS was in her immersive setting. It provided the ATS an opportunity to develop networking skills while still having support from the preceptor as mentor and while also growing the number of colleagues in her network. By providing a self-discovery activity, the ATS learned how to effectively maneuver through a large conference while gaining confidence, contacts, and a better understanding of the profession.\u0000 \u0000 \u0000 \u0000 The preceptor developed a mentoring relationship with the ATS while also giving her the opportunity to build connections and identify characteristics that she would like to have in future mentors.\u0000 \u0000 \u0000 \u0000 Networking is often a difficult skill for new professionals. By creating this scavenger hunt, the preceptor demonstrated effective mentoring in addition to pushing the ATS outside of her comfort zone to develop her own professional network and observe how professionals can give back to their association.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"787 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116415328","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":"Embracing Change to Promote Innovation","authors":"K. Peer","doi":"10.4085/1947-380x-21-074","DOIUrl":"https://doi.org/10.4085/1947-380x-21-074","url":null,"abstract":"A thletic training education has undergone tremendous change in the past decades. Change tends to create dissonance, and education reform has certainly created a sense of discomfort among many athletic training educators. But as we’ve questioned our educational process and outcomes, we have indeed changed for the better. We have looked critically at how we designed and delivered athletic training education in the past, questioned what is good and what needs to be changed, and challenged ourselves to rise above the discomfort to create new and exciting educational opportunities to advance the profession. We have become upstanders!","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128424748","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":"Wound Closure Skills: Teaching Suturing in Athletic Training Education","authors":"E. Neil, Zachary K. Winkelmann, L. Eberman","doi":"10.4085/1947-380x-20-94","DOIUrl":"https://doi.org/10.4085/1947-380x-20-94","url":null,"abstract":"\u0000 \u0000 The examination, diagnosis, and intervention curricular content listed in the 2020 Commission on Accreditation of Athletic Training Education Standards for Accreditation of Professional Athletic Training Programs states that learners must be able to evaluate and manage wounds, including care and closure. Although many wound closure techniques exist in clinical practice, suturing may be a necessary skill for athletic trainers (ATs) and one for which they need proper training.\u0000 \u0000 \u0000 \u0000 To describe the instructional format and step-by-step process for wound closure using the “simple interrupted” method of suturing.\u0000 \u0000 \u0000 \u0000 Athletic training has continued to evolve in terms of the skills that are permitted within the scope of an AT's practice. The skill of wound closure via suturing has been omitted in athletic training programs due to the invasive nature of the technique. As state practice acts continue to adapt, many athletic training programs are adding suturing to their curricular content, and subsequently, a need exists to educate the credentialed AT.\u0000 \u0000 \u0000 \u0000 A multimodal approach to teaching suturing is recommended. This educational technique focuses on the cognitive introduction module that should occur before the skills lab. Step-by-step instructions are available to ensure that educators are able to properly train others in the task and for learners to gain a baseline understanding of the technique.\u0000 \u0000 \u0000 \u0000 Described herein are multiple strategies related to supplies and techniques to be mindful of the resources available for other athletic training programs. In addition, ATs who are trained and permitted to suture can provide improved patient outcomes through comprehensive interventions at the point of care.\u0000 \u0000 \u0000 \u0000 Learners should be taught the skills of suturing including wound cleaning and anesthetizing and given opportunities to practice the skills over time. By providing budget-conscious options and alternative methods of instruction, this skill can be delivered for most programs.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130809459","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":"Critical Assessment and Reflection on Experience Form: A Novel Approach to Clinical Assessment","authors":"M. Madden, D. Ritenour, K. Mace","doi":"10.4085/1947-380x-20-089","DOIUrl":"https://doi.org/10.4085/1947-380x-20-089","url":null,"abstract":"\u0000 \u0000 There is a clear need for quality improvement in health care. The 2020 Commission on Accreditation of Athletic Training Education Standards for Professional Athletic Training Programs require students to apply concepts of quality improvement to provide athletic training care and deliver excellent patient outcomes. As such, programs may be looking for strategies to view students' clinical experiences through a lens of quality improvement.\u0000 \u0000 \u0000 \u0000 To introduce the Critical Assessment and Reflection on Experience (CARE) form, which is a novel clinical education tool that assesses student clinical skills using critical reflection and quality improvement concepts.\u0000 \u0000 \u0000 \u0000 Historically, students have demonstrated achievement by comparing their skill performance with a competency checklist. Typically, the skills assessed, and the level of achievement expected progress to allow learning over time. However, current athletic training clinical education literature has shifted to promote experiential learning, critical thinking, and active reflection to develop competence.\u0000 \u0000 \u0000 \u0000 Students complete the CARE form after patient encounters or other clinical experiences. The form requires students to practice documentation and communication skills, but also to critically reflect on performance by applying quality improvement, patient safety, and evidence-based practice concepts.\u0000 \u0000 \u0000 \u0000 The form holds advantages for multiple stakeholders, including students, preceptors, and program administrators. The CARE form encourages students to engage in authentic patient interactions rather than relying on contrived learning experiences. By encouraging live patient encounters, this tool results in less burden on preceptors to create additional opportunities for students. Program administrators can use the tool to incorporate quality improvement standards meaningfully into the curriculum. Additionally, the CARE form creates opportunity to document program assessment.\u0000 \u0000 \u0000 \u0000 Professional programs should consider implementing the CARE form as a clinical experience assessment tool to develop students' quality improvement and critical thinking skills when providing athletic training services.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133773788","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":"Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique","authors":"S. Manspeaker, Alison N. Wix","doi":"10.4085/1947-380x-20-82","DOIUrl":"https://doi.org/10.4085/1947-380x-20-82","url":null,"abstract":"\u0000 \u0000 Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population.\u0000 \u0000 \u0000 \u0000 To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels.\u0000 \u0000 \u0000 \u0000 Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process.\u0000 \u0000 \u0000 \u0000 Within an evaluation course for nonorthopaedic conditions, a 3–class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training.\u0000 \u0000 \u0000 \u0000 Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice.\u0000 \u0000 \u0000 \u0000 Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129231131","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":"Design and Evaluation of an Athletic Training Educational Escape Room","authors":"Christina Davlin-Pater","doi":"10.4085/1947-380x-21-048","DOIUrl":"https://doi.org/10.4085/1947-380x-21-048","url":null,"abstract":"\u0000 \u0000 The educational escape room is an innovative teaching strategy, and the use of this technique is gaining popularity in some health care disciplines. It is believed to promote acquisition of knowledge and skills, increase motivation, and encourage engagement, critical thinking, collaboration, and problem-solving.\u0000 \u0000 \u0000 \u0000 To describe the use of an innovative educational escape room in a master's-level athletic training course and to examine learning effectiveness and students' perceptions.\u0000 \u0000 \u0000 \u0000 Quasi-experimental.\u0000 \u0000 \u0000 \u0000 A Commission on Accreditation of Athletic Training Education–accredited master's-level athletic training program.\u0000 \u0000 \u0000 \u0000 A convenience sample of 14 students enrolled in a master's-level professional athletic training program participated.\u0000 \u0000 \u0000 \u0000 Educational escape room.\u0000 \u0000 \u0000 \u0000 A paired-samples t test was used to determine differences between preactivity and postactivity knowledge-assessment scores. Measures of central tendency were used for survey questions related to student perceptions of the activity. Student perceptions were assessed after the intervention.\u0000 \u0000 \u0000 \u0000 All participants completed the preactivity and postactivity knowledge assessments. The difference in scores was found to be statistically significant (t13 = −4.502, P = .001), with a large effect size (Cohen d = 1.32). Participants thought the escape room was an effective way to improve their knowledge of course materials (mean ± SD = 5.0 ± 0.0) and encouraged them to apply course material in a new way (mean ± SD = 4.9 ± 0.27). Participants reported that they had fun (mean ± SD = 5.0 ± 0.0) and felt that the activity was immersive (mean ± SD = 5.0 ± 0.00). Qualitative elements from the postactivity survey corroborated the data.\u0000 \u0000 \u0000 \u0000 The education escape room described in this study promoted learning while providing a fun and engaging learning experience with positive perceived value.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"21 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126104981","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}