Confirming the Factors of Professional Readiness in Athletic Training

Background: Healthcare professionals such as athletic trainers must be prepared for autonomous practice immediately after graduation. Although certified, new athletic trainers have been shown to have clinical areas of strength and weakness. To better assess professional readiness and improve the preparedness of new athletic trainers, the factors of athletic training professional readiness must be defined. However, limited research exists defining the holistic aspects of professional readiness needed for athletic trainers. Confirming the factors of professional readiness in athletic training could enhance the professional preparation of athletic trainers and result in more highly prepared new professionals. Therefore, the objective of this study was to further explore and confirm the factors of professional readiness in athletic training. Methods: We used a qualitative design based in grounded theory. Participants included athletic trainers with greater than 24 months of experience from a variety of work settings from each district of the National Athletic Trainer’s Association. Participants took the demographic questionnaire electronically using Qualtrics Survey Software (Prove UT). After completing the demographic questionnaire, we selected 20 participants to complete one-on-one interviews using GoToMeeting audiovisual web conferencing software. IMB Statistical Package for the Social Sciences (SPSS, v. 21.0) was used to calculate descriptive statistics for participant demographics. The researcher transcribed all interviews verbatim and a utilized a grounded theory approach during qualitative data analysis. Data were analyzed using a constant comparative analysis as well as open and axial coding. We established trustworthiness by using reflexivity, member checks, and peer reviews. Results: Analysis revealed four overarching themes including management, interpersonal relations, clinical decision-making, and confidence. Conclusion: Athletic trainers should be well-rounded. They must possess communication and organizational skills, the ability to collaborate, value self-reflection and continuing education, and have clinical expertise. Future research should be conducted to finalize a comprehensive model of professional readiness for athletic training, to develop a holistic assessment instrument for athletic training professional readiness, and to explore the preparedness of new athletic trainers as athletic training education transitions to the professional masters degree

A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students

Purpose The purpose of this study was to investigate the effect of the supervision-questioning-feedback (SQF) model of supervision on critical thinking in graduate students studying speech-language pathology. The researchers hypothesized that students who were provided with the SQF model of supervision would score higher than students who received the non-SQF (NSQF) style of supervision on the selected critical thinking measures. Method Seventeen out of 24 first semester graduate students in speech-language pathology completing their on-site university-based clinical practicum experience consented to participate in the study. Of the 17 participating first semester students, 9 were randomly assigned to 1 of 3 SQF trained supervisors, and the other 8 were randomly assigned to 1 of 2 NSQF trained supervisors for the duration of 1 semester. Additionally, 3 out of 24 fourth semester graduate students completing their off-site externship experience and their supervisors consented to participate in the study. Four additional study participants served as independent SQF-trained raters charged with the task of analyzing video recorded student-supervisor conferences to determine whether the SQF model of supervision was being implemented. Prior to and at the conclusion of the clinical experience, all participating students completed two measures of critical thinking: (1) California Critical Thinking Skills Test (CCTST) and (2) two Simucase® clinical simulations. At the conclusion of the clinical experience, seventeen out of 20 participating students (11/12 SQF students and 6/8 NSQF students) completed a post-survey rating their supervisory experience . Results For participating first semester students, there were no overall statistically significant differences between SQF and NSQF groups as measured by pre to post completion of (1) CCTST (p=.544) and (2) two Simucase® clinical simulations (p=.781). The 3 participating fourth semester students who received the SQF model of supervision also showed no statistically significant differences on pre to post completion of the (1) CCTST (p=.827) and (2) two Simucase® virtual cases (p=.879). Results from SQF ratings revealed variability in the implementation of the SQF model across supervisors with a moderate level of inter-rater agreement. Results from post surveys completed by students showed that students preferred the SQF model of supervision over the NSQF model (p=.044). Conclusion Results from this preliminary study indicated that the SQF model did not influence the overall outcomes on the selected critical thinking measures. Student preference for the SQF model may support existing evidence that learning clinicians want to be actively engaged in the supervisory process. There were several limitations to this study including the small sample size, variability in the implementation of the SQF model across supervisors, sensitivity of the selected critical thinking measures, and timing of post-intervention procedures. Further investigation of the effects of SQF on students’ critical thinking is warranted

Multiplicativity of completely bounded p-norms implies a new additivity result

We prove additivity of the minimal conditional entropy associated with a quantum channel Phi, represented by a completely positive (CP), trace-preserving map, when the infimum of S(gamma_{12}) - S(gamma_1) is restricted to states of the form gamma_{12} = (I \ot Phi)(| psi >< psi |). We show that this follows from multiplicativity of the completely bounded norm of Phi considered as a map from L_1 -> L_p for L_p spaces defined by the Schatten p-norm on matrices; we also give an independent proof based on entropy inequalities. Several related multiplicativity results are discussed and proved. In particular, we show that both the usual L_1 -> L_p norm of a CP map and the corresponding completely bounded norm are achieved for positive semi-definite matrices. Physical interpretations are considered, and a new proof of strong subadditivity is presented.Comment: Final version for Commun. Math. Physics. Section 5.2 of previous version deleted in view of the results in quant-ph/0601071 Other changes mino

Clinical instructional strategies in athletic training education

Objective. The purpose of this study was to gain an understanding of teaching strategies used by approved clinical instructors (ACI) to facilitate student learning during clinical experiences in athletic training. Design and setting. A qualitative case study design was used to examine the questioning skills of ACIs at an athletic training education program (ATEP). Subjects. Participants consisted of eight ACIs and 24 athletic training students (ATS) affiliated with an ATEP. Measurements. Data consisted of: 23 field observations and field audio recordings, eight interviews with ACIs, and 64 stimulated recall interviews with ATS and ACIs. Data was analyzed through open, axial, and selective coding and coding for process. Cognition level of questions posed by ACIs was analyzed using a Question Classification Framework (Sellappah et al, 1998). Results. Three themes emerged. Theme 1: Approved Clinical Instructors in Athletic Training: training technicians or educating problem-solvers. Theme 2: Creating and nurturing learning relationships to establish enriching clinical learning environments. Theme 3: Cognitive engagement of the learner: active or passive participant. Conclusions. The affective and cognitive tone of the clinical learning environment appears to be related to ACIs beliefs and attitudes, ATS active or passive participation in the experience and the strength of the learning relationship between the ACI and the ATS. ACI selection and utilization of teaching and questioning strategies is related to ACI beliefs and attitudes toward clinical education and the purpose of clinical experiences. ACIs who identify more strongly with ACI as athletic training educator tend to possess student centered teaching strategies that support student exploration and creativity. ACIs that identify more strongly with ACI as service provider tend to possess instructor centered teaching strategies that support student identification and replication of athletic training skills and knowledge. Implications. ACIs use of strategic questioning and student centered teaching strategies appears to be strongly related to the ACI\u27s beliefs and attitudes toward clinical experiences and his or role as an ACI. A shift away from apprenticeship learning environments toward problem-solving learning environments may require a shift in ACI beliefs and attitudes

The rational method in reading,

Mode of access: Internet

APOE and immunity: Research highlights

INTRODUCTION: At the Alzheimer's Association's APOE and Immunity virtual conference, held in October 2021, leading neuroscience experts shared recent research advances on and inspiring insights into the various roles that both the apolipoprotein E gene (APOE) and facets of immunity play in neurodegenerative diseases, including Alzheimer's disease and other dementias. METHODS: The meeting brought together more than 1200 registered attendees from 62 different countries, representing the realms of academia and industry. RESULTS: During the 4-day meeting, presenters illuminated aspects of the cross-talk between APOE and immunity, with a focus on the roles of microglia, triggering receptor expressed on myeloid cells 2 (TREM2), and components of inflammation (e.g., tumor necrosis factor α [TNFα]). DISCUSSION: This manuscript emphasizes the importance of diversity in current and future research and presents an integrated view of innate immune functions in Alzheimer's disease as well as related promising directions in drug development