Thomas M. Dodge

Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

Context: Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession. Objective: Investigating the role clinical ed...

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.

Preceptors' Influence on Athletic Training Students' Development of Excitement and Commitment to the Field of Athletic Training.

Context: Athletic training students (ATS) who are excited about their chosen profession are likely to persist to graduation. Preceptors exert significant influence on ATS; however, little is known ...

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

Context: Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive ...

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...

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...

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...

Program Directors' Perceptions of Undergraduate Athletic Training Student Retention

CONTEXT The average retention rate for students enrolled in undergraduate athletic training programs (ATPs) nationwide has been reported to be 81%, and slightly more than half of program directors (PDs) have indicated that retention of athletic training students (ATSs) is a problem. However, why PDs do or do not believe ATS retention is problematic is unknown. OBJECTIVE To determine why PDs do or do not believe ATS retention is problematic. DESIGN Qualitative study. SETTING Undergraduate ATPs. PATIENTS OR OTHER PARTICIPANTS We obtained responses from 177 of the 343 PDs (51.6%). Using data saturation as a guide, we randomly selected 16 PDs from the survey responses to participate in follow-up telephone interviews; 8 believed retention was a problem and 8 did not. DATA COLLECTION AND ANALYSIS During audio-recorded telephone interviews, we asked PDs why they thought retention was or was not a problem for athletic training education. Following verbatim transcription, we used grounded theory to analyze the interview data and maintained trustworthiness by using intercoder agreement, member checks, and peer review. RESULTS Program directors believed that retaining ATSs was a problem because students lack information regarding athletic training and the rigor of the ATP. Program directors were consistent in their perception that ATPs do not have a retention challenge because of the use of a secondary admissions process. This finding was likely based on personal use of a secondary admissions process in the ATPs these PDs lead. CONCLUSIONS Program directors who lead ATPs that struggle to retain ATSs should consider using a secondary admissions process. During the preprofessional phase of the ATP, faculty and staff should work to socialize students to the demands of the ATP and the professional lives of athletic trainers.