Sara L. Nottingham

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

CONTEXT Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). OBJECTIVE To characterize the feedback provided by ACIs to ATSs during clinical education experiences. DESIGN Qualitative study. SETTING One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level masters degree program accredited by the Commission on Accreditation of Athletic Training Education. PATIENTS OR OTHER PARTICIPANTS A total of 4 ACIs with various experience levels and 4 second-year ATSs. DATA COLLECTION AND ANALYSIS Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. RESULTS The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. CONCLUSIONS Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

CONTEXT Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. OBJECTIVE To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. DESIGN Qualitative study. SETTING One entry-level masters degree program accredited by the Commission on Accreditation of Athletic Training Education. PATIENTS OR OTHER PARTICIPANTS Four ACIs and 4 second-year ATSs. DATA COLLECTION AND ANALYSIS Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. RESULTS Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. CONCLUSIONS The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

Preceptors' Perceptions of the Preparation and Qualifications for the Preceptor Role

Context: The 2012 Commission on Accreditation of Athletic Training Education (CAATE) standards include several changes that allow more institutional autonomy when determining the qualifications and...

Examining the Role Mentorship Plays in the Development of Athletic Training Preceptors

Context: Mentorship has been identified as a contributor to the socialization of athletic training preceptors. Understanding how mentorship occurs and contributes to preceptor development may help ...

Examining the Factors that Facilitate Athletic Training Faculty Socialization into Higher Education

Context: Doctoral education is the mechanism whereby athletic trainers can develop an awareness of their future roles and responsibilities in higher education. Evidence suggests that doctoral educa...

Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whe...

Athletic Training Students' Perceptions of Mentorship in Clinical Education

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 o...

Actual and Perceived Questions Asked by Preceptors with and Without the Use of Bug-in-Ear Technology

Context: Questioning is an instructional strategy used by preceptors to assess knowledge and improve clinical reasoning in students. Preceptors face challenges asking high-level questions, and bug-...

Formal Mentoring in Athletic Training Higher Education: Perspectives from Participants of the National Athletic Trainers' Association Foundation Mentor Program

Context: Formal mentoring programs can help to socialize new faculty members in higher education and orient them to faculty life. Organizations may implement formal mentoring programs to create con...

Roles of Mentoring for Novice Athletic Training Faculty Members

Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an...