David C. Berry

From Graduate Student to Professor: Reflection on the Transition and Tips for Those Who Follow

questionedwhether master’s-level athletic trainers were prepared to excelas educators. Successful completion of the Board of Certifi-cation (BOC) examination verifies that an athletic trainer hasthe knowledge and skills associated with the entry-levelpractice of athletic training, but earning a terminal degree‘‘does not mean that the person holding this degree necessarilyunderstands how to design, implement, assess, or even instructhis/her content expertise.’’

Students' Perspectives of Leadership Development

The successes and failures of a professional organization are often defined by the quality of the leadership managing the organization. The ability to influence others, facilitate meaningful change, move the organization forward, and in the case of athletic training, advocating for and protecting the patients served are highly desirable qualities. Leadership is an essential component of the health professions, and as educators we play an essential role in establishing leadership qualities and mentoring students to prepare them for future leadership roles. Several questions pertaining to leadership development, however, must be asked and answered: What does the concept of leadership mean for those students who will someday be our local, state, district, and national leaders What are the benefits of student leadership? What role can educators play in leadership development? What constitutes bad leadership? What is the difference between leadership and management? To address these questions, I recruited 3 coauthors, each of whom are student leaders in a variety of capacities. To answer the aforementioned questions, Katch, Tomczyk, and Shinkle not only reflected on the experiences of themselves and their peers, but also examined pertinent literature related to student leadership.

Case-Based Learning in Athletic Training

The National Athletic Trainers’ Association (NATA) Executive Committee for Education has emphasized the need for proper recognition and management of orthopaedic and general medical conditions through their support of numerous learning objectives and the clinical integrated proficiencies. These learning objectives and integrated clinical proficiencies are designed to prepare athletic training students to become competent professionals. In fact, the educational competencies and integrated proficiencies related to orthopaedic clinical assessment and diagnosis are just one of the vital links in becoming either a successful or an unsuccessful athletic trainer. However, this success is not accomplished overnight; rather, it is accomplished gradually over time, as students progress through the higher levels of Bloom’s taxonomy.

Use of Advanced Bleeding Control Mechanisms in Athletic Training: A Shift in the Thought Process of Prehospital Care—Part 1: Tourniquets

Two other competencies(Table 1), although not necessarily new to the list ofimmediate emergency management care skills, do requirefurther examination based on the current available scienceand standard of care in prehospital medicine. The purposeof this column is to provide athletic training educators(ATE) with evidence regarding the use of tourniquets in theprehospital setting as well as to be a resource on how toteach the management of external hemorrhage usingtourniquets.Trauma resulting in disruption of soft tissue is classified asan open or closed wound, and any significant loss ofintravascular volume may lead sequentially to hemodynam-ic instability, decreased tissue perfusion, cellular hypoxia,organ damage, and death.

Educating the Educator: Use of Advanced Bleeding Control Mechanisms in Athletic Training: A Shift in the Thought Process of Prehospital Care—Part 2: Hemostatic Agents

Part 1 of this series reviewed the concepts of hemorrhaging, shock, and controlling bleeding as they relate to athletic training and prehospital emergency care. Part 1 focused on the use of tourniquets in the prehospital setting along with a method for athletic training educators (ATEs) to teach the skill in the classroom. Part 2 of advanced bleeding control will provide ATEs with evidence regarding the use of topical hemostatic agents in the prehospital setting as well as how to use and teach managing external hemorrhage using hemostatic agents within their educational programs where applicable.