The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations were compared for 79 human physiology students. One- and two-way analyses of variance were used to evaluate the effect of teaching methodology on test scores and evaluation responses. No significant differences were found for course evaluation responses and written and practical exam scores between the two learning groups. This study suggests that students can be equally successful in well-constructed active and traditional orthopedic assessment laboratories

Mentoring Processes in Higher Education: Perspectives of Junior Athletic Training Faculty Members

Purpose: Mentorship is a valuable mechanism of socializing faculty members to higher education, but understanding of how mentoring relationships develop is limited. The purpose of this study was to seek a more complete understanding of how mentoring relationships develop for junior faculty members, and how these effective mentoring relationships can be fostered. Method: A qualitative, phenomenological design was used to examine junior athletic training faculty members’ experiences with mentoring. Twenty athletic training faculty members: 14 women, 6 men, 32±3 years of age and averaged 2.4±2.1 years as a full-time faculty member in an accredited athletic training program participated in this study. Participants completed one telephone interview, which was audio-recorded and transcribed verbatim. Data were analyzed with an inductive phenomenological approach. Data saturation was obtained Trustworthiness strategies included peer review and the use of multi-analyst triangulation. Results: Junior faculty participated in informal and formal mentoring relationships that evolved over time, which aided their transition from doctoral student to full-time faculty member. Additionally, mentoring relationships were strengthened when participants took initiative, engaged in the relationship, and set clear goals. Mentors who exhibit good communication skills, willingness to participate, and genuine interest in the mentee are particularly valuable. Conclusions: Both formal and informal mentoring experiences appear to be valuable for junior faculty members, particularly informal relationships. If institutional mentoring programs are lacking then junior faculty should seek out additional mentoring opportunities. These findings also confirm existing literature on effective mentoring characteristics

Beyond the Basics: Providing Continuing Education Workshops for Preceptors; A Commentary

Current Commission on Accreditation of Athletic Training Education (CAATE) standards allow education programs to determine the most appropriate format and content of preceptor workshops. Clinicians, including preceptors, have noted challenges trying to keep their knowledge updated with current standards of care and educational competencies. Clinicians and preceptors in our program and the literature have described challenges trying to keep knowledge current with changing standards of care, research evidence, and athletic training educational competencies. Preceptors also value applicable and easily accessible continuing education opportunities. In order to address these challenges and provide accessible continuing education opportunities for preceptors, the faculty in our professional education program have designed and implemented a series of preceptor workshops for the past two years. These workshops are offered approximately three times per year, and each workshop focuses on clinical teaching, clinical skills, or professional practice issues. We developed these workshops based on current literature, interests of our preceptors, and needs of our program in applicable, accessible formats. Much of the content is similar to academic course content, but the delivery is tailored to the experience levels of our practicing clinicians. Anecdotally, we have observed improved interactions between students and preceptors and more frequent implementation of updated standards of care by our preceptors. Preceptors positively rate these workshops and describe how they plan to change several aspects of their role as a preceptor as a result of attending the workshops. Considering clinicians face challenges keeping knowledge current and obtaining applicable continuing education opportunities, athletic training programs may consider providing continuing education opportunities to ensure that preceptors are able to provide a constructive learning environment. This article describes how providing these workshops directly to preceptors may allow athletic training education programs to tailor the content and delivery to clinician and program needs

Organizational Socialization: Experiences of Junior Faculty in Athletic Training Education Programs

Background: New faculty members become oriented to their new positions through numerous methods, such as institutional mechanisms as well as networking with various individuals. The process of acculturation is often complex, and best understood from a socialization framework. Role transition for the faculty member is often accomplished through professional socialization, or the experiences prior to beginning a faculty position. However, role transition also continues once the newly minted doctoral student is catapulted into employment. This dynamic, on-going process is often seen as organizational socialization. Objective: We sought to understand how Athletic Training faculty members navigate role transition, from doctoral student to faculty member during the pre-tenure years. Procedures: 19 junior Athletic Training faculty members completed semi-structured interviews to discuss their role transition and inductance into higher education. Data were analyzed following a general inductive approach. Credibility was secured through triangulation, peer review, and interpretative member checks. Results: We found that several organizational mechanisms were in place to support this time of role transition: 1) interviews, 2) orientation, 3) professional development activities, and 4) role consistency. Also, internal motivation and individual inquisitiveness supported this transition, as the junior faculty often solicited feedback or advice from others in their department to evaluate what was expected of them and how to succeed while performing their roles

Beyond the Basics: Providing Continuing Education Workshops for Preceptors; A Commentary

Current Commission on Accreditation of Athletic Training Education (CAATE) standards allow education programs to determine the most appropriate format and content of preceptor workshops. Clinicians, including preceptors, have noted challenges trying to keep their knowledge updated with current standards of care and educational competencies. Clinicians and preceptors in our program and the literature have described challenges trying to keep knowledge current with changing standards of care, research evidence, and athletic training educational competencies. Preceptors also value applicable and easily accessible continuing education opportunities. In order to address these challenges and provide accessible continuing education opportunities for preceptors, the faculty in our professional education program have designed and implemented a series of preceptor workshops for the past two years. These workshops are offered approximately three times per year, and each workshop focuses on clinical teaching, clinical skills, or professional practice issues. We developed these workshops based on current literature, interests of our preceptors, and needs of our program in applicable, accessible formats. Much of the content is similar to academic course content, but the delivery is tailored to the experience levels of our practicing clinicians. Anecdotally, we have observed improved interactions between students and preceptors and more frequent implementation of updated standards of care by our preceptors. Preceptors positively rate these workshops and describe how they plan to change several aspects of their role as a preceptor as a result of attending the workshops. Considering clinicians face challenges keeping knowledge current and obtaining applicable continuing education opportunities, athletic training programs may consider providing continuing education opportunities to ensure that preceptors are able to provide a constructive learning environment. This article describes how providing these workshops directly to preceptors may allow athletic training education programs to tailor the content and delivery to clinician and program needs

Comparing Preceptor and Student Perceptions on Mentoring Characteristics: An Exploratory Study

Key Points: No significant differences exist in students and preceptors perceptions of mentoring. Preceptors and students value professional and interpersonal attributes of mentorship. Gender and ethnicity were not highly rated aspects of mentorship

An examination of feedback interactions between athletic training students and clinical instructors

Feedback has been established as an important educational tool in athletic training clinical education. However, there is currently minimal understanding of the feedback provided during athletic training clinical education experiences. The purpose of this study was to examine the characteristics of feedback in athletic training clinical education, in addition to perceptions of and influences on the feedback that is occurring. Exploratory, qualitative methods primarily drawing from a case-study design were used to investigate this topic. Four clinical instructors (CI) and four second-year athletic training students from one CAATE-accredited entry-level master's athletic training program participated in this study. Two CIs were located in a Division I collegiate athletics setting and the other two CIs were located in an outpatient rehabilitation clinic. The researcher observed and audio recorded each CI-student pair during their normal daily interactions for three or four days of the student's clinical rotation. After observations were completed, each participant was interviewed individually to gain understanding of their perceptions of feedback and influential factors on feedback. A total of 88 feedback exchanges were recorded during 45 hours and 10 minutes of observation. CIs generally provided feedback that coincides with recommendations for effective feedback in the literature, including immediate, specific, and positive feedback. CIs and students had similar perceptions of the feedback that occurred during their interactions and had similar opinions of what is considered ideal feedback, including immediate, specific, verbal, and positive. Both CIs and students also described that several factors influence their feedback exchanges, including availability of time, personalities, and the patient. The findings of this study provide insight on the feedback that is currently occurring in athletic training clinical education. Athletic training educators can use this information when training CIs how to provide feedback to students, in addition to evaluating their effectiveness. The exploratory nature of this study also exposes several areas where further research is needed. Investigators need to continue examining the feedback that is occurring across several athletic training programs, in addition to learning more about the effectiveness of feedback training programs, the unique challenges faced by novice CIs, and the extent that personality, time, and the patient influence student learning

Characterizing Psychological Management Practices of College and University Athletic Trainers in Orange, California

An increase in the prevalence, types, and severity of psychological disorders among adolescents and young adults is being recognized. A multidisciplinary team approach to address mental health concerns among student-athletes, including well-developed referral and management plans, is important in the health care setting. Athletic trainers are often the first to notice subtle changes indicative of psychopathology, and have the ability to appropriately intervene and refer student-athletes as necessary. The purpose of this study was to investigate the psychological management practices of college and university athletic trainers in Orange, California. A descriptive exploratory online questionnaire was used to obtain information regarding psychological management protocols, multidisciplinary health care teams, experience with psychological concerns among student-athletes and education programs about mental concerns for staff and students. Analysis of data included descriptive percentages of the total sample. Results compared the psychological management practices of participants to the gold standard outlined by the National Athletic Trainer’s Association Inter-Association Recommendations for Developing a Plan to Recognize and Refer Student-Athletes With Psychological Concerns at the Collegiate Level: An Executive Summary of a Consensus Statement. Findings of the study concluded the compliance level of college and university athletic trainers in Orange, California to the recommendations set out by NATA. Furthermore, the study outlined the clinical implications for athletic trainers and identified areas of improvement for the profession

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

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 preparation of preceptors. Clinical education coordinators (CECs) must make educated decisions in this area, yet minimal research exists to guide their decisions. Objective: To investigate the preceptor\u27s perceptions regarding the preparation and qualifications for their role. Design: Qualitative. Setting: Three undergraduate, CAATE-accredited athletic training programs. Patients or Other Participants: Seventeen preceptors (8 males, 9 females; 9.88 ± 9.46 years of clinical experience; 5.06 ± 3.92 years of clinical teaching experience) working in the college/university, rehabilitation clinic, and high school settings. Participants were recruited through the CECs of 3 institutions and selected through purposeful sampling. Data were collected until a variety of participant experiences were obtained and data saturation occurred. Main Outcome Measure(s): The researcher interviewed participants using an individual, in-person, and semistructured format. Interviews were recorded, transcribed verbatim, and analyzed using inductive coding with ATLAS.ti software. Trustworthiness was established with the use of source and site triangulation, member checking, and peer debriefing. Results: Four categories emerged from the data, including benefits, preparation, qualifications, and challenges of being a preceptor. While participants described it was beneficial to supervise students, they also faced several challenges, including balancing their responsibilities and keeping their knowledge current. Participants discussed that mentorship from other preceptors and past experiences as students were primary contributors to their roles as preceptors, whereas preceptor training and communication by the CEC could improve. Participants described that clinical experience, willingness to be a preceptor, and confidence were the main qualifications for becoming a preceptor. Conclusions: Clinical education coordinators should recruit confident clinicians with sufficient clinical experience to become preceptors along with ensuring adequate preparation of and communication with preceptors. Educators and researchers should consider the challenges faced by preceptors and develop strategies for overcoming these challenge