Thomas G. Bowman

Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs

Context: Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectiv...

Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student.

Context: Professional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has prima...

The Professional Socialization of the Athletic Trainer Serving as a Preceptor

CONTEXT The role of the preceptor requires the athletic trainer to be versed in effective instructional techniques, supervisory skills, and communication skills beyond his or her competence as an athletic trainer, but many have not received formal training in educational techniques. OBJECTIVE To gain a better understanding about the professional socialization process for the athletic trainer assuming the role of the preceptor. DESIGN Qualitative study. SETTING Athletic training education programs. PATIENTS OR OTHER PARTICIPANTS Twenty-four preceptors (11 men, 13 women; age = 32 ± 7 years, clinical experience = 9 ± 6 years, preceptor experience = 5 ± 3 years) employed in the collegiate (n = 12) or secondary school (n = 12) setting. DATA COLLECTION AND ANALYSIS We gathered data using asynchronous, in-depth interviewing via QuestionPro. We analyzed data using a general inductive approach to uncover the dominant themes. Credibility was secured by using consistency and stakeholder checks and a peer review. RESULTS We identified 2 main themes by which preceptors develop in their roles as clinical instructors: formal processes and informal processes. The participants used observations, previous experiences or interactions with role models, and self-reflection and evaluation as informal socialization processes. Formal socialization processes included preceptor training/workshops, professional development, and formal teacher certification. CONCLUSIONS Athletic trainers who serve as preceptors learned their roles by a combination of informal and formal processes. Preceptor training sessions appeared to be effective in initially helping preceptors learn their responsibilities, whereby more informal processes seemed to help them refine their skills. Furthermore, one socialization strategy did not appear to dominate role learning; rather, a combination of several processes fostered an understanding.

Programmatic Factors Associated with Undergraduate Athletic Training Student Retention and Attrition Decisions

Context: Athletic training programs (ATPs) are charged with meeting an increased demand for athletic trainers with adequate graduates. Currently, the retention rate of athletic training students in...

Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

Context: Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented...

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

Context: Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care ...

Lacrosse Helmet Facemask Removal

CONTEXT Facemask removal (FMR) is required to access the airway of a catastrophically injured football or ice hockey athlete. However, the best method of caring for the helmeted lacrosse athlete with suspected catastrophic injury remains unclear. OBJECTIVE To evaluate the effects of sex and grip strength on the speed and ease of use of various FMR methods across different lacrosse helmet types. DESIGN Cross-sectional study. Setting : Athletic training laboratory. PATIENTS OR OTHER PARTICIPANTS Fourteen athletic trainers (7 men, 7 women). INTERVENTION(S) Removal method (cordless screwdriver [CSD], Face Mask Extractor 2 [FMX], pruner, Trainers Angel [TA]), helmet type (Cascade CPX, Cascade Pro7, Riddell Revolution, Brine Triumph, Warrior Venom), and sex. MAIN OUTCOME MEASURE(S) Facemask removal time and participant-reported ease of use of the removal method (6-point Likert scale). RESULTS We found a 2-way interaction for removal method and sex only for the ease-of-use scores (F3,246 = 4.67, P = .01). A main effect for removal method for time (F3,200 = 19.41, P < .001) and ease of use (F3,200 = 53.78, P < .001) was seen. The fastest times (32.32 ± 11.70 seconds) and highest ease-of-use scores (4.94 ± 0.30) were recorded for the CSD. We noted a main effect for helmet type only for time (F4,200 = 5.34, P < .001), with the fastest removal times (72.75 ± 74.67 seconds) recorded for the CPX. We discovered a main effect for sex only for time (F1,200 = 17.57, P < .001), with slower times recorded for women (115.51 ± 110.80 seconds) than men (75.71 ± 83.87 seconds). We found correlations between FMR time and grip strength only when using the FMX (r = -0.40, P = .001), pruner (r = -0.26, P = .04), and TA (r = -0.26, P = .047). CONCLUSIONS Based on our results, FMR of lacrosse helmets should be attempted with a CSD. We recommend carrying a pruner as a backup cutting tool in case the CSD fails, practicing FMR regularly, and inspecting helmets for faulty hardware to reduce the chance of CSD failure.

Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart.

Context: Student retention is a key issue in higher education. With the increasing number of professional masters (PM) athletic training programs (ATPs), understanding student retention is necessa...

An Analysis of Doctoral Students' Perceptions of Mentorship During Their Doctoral Studies

Context: Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are tr...

Description of Professional Master's Athletic Training Programs.

Context Professional masters (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional masters ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specif...