Evaluation of a systematic substitution of zidovudine for stavudine-based HAART in a program setting in rural Cambodia

Mexico AIDS Conference 200

Understanding the Influences on Undergraduate Athletic Training Students' Perceived Cultural Competence

There is a distinct relationship between the diversity of healthcare providers and the general population in regards to the quality of healthcare provided. Many have suggested that to increase the quality of healthcare provided to all patients, the optimal goal should be to increase the diversity of the practitioner population to match the general population. In addition to increasing diversity, cultural competence, or the ability to provide culturally appropriate care to individuals from different race/ethnicities and cultures, has become a point of emphasis to educate all practitioners, minority or not, to provide quality healthcare to all patients. This study focused on a small sector of healthcare, athletic training, and sought to determine athletic training students' level of cultural competence and what individual, programmatic, and institutional factors influenced this level of cultural competence. This study utilized three sources to collect data on cultural competence and the different areas of characteristics. A student survey determined the level of cultural competence, individual characteristics, and information on academic and institutional climate. A program director survey was utilized for programmatic characteristics and IPEDS data was utilized for institutional characteristics. Statistical analyses included; means and standard deviations for the demographic data, a correlation analysis to determine relationships between variables, and a block-wise regression to determine the characteristics that influence a student's level of cultural competence. Four hundred and twenty two students and 62 programs directors from 62 CAATE accredited athletic training education programs participated in the study. Athletic training students were found to be culturally aware but not culturally competent or culturally proficient. They identified the importance of race/ethnicity and the implications of culture in healthcare, but lacked the ability to take action and provide culturally competent care. Five characteristics were found to predict a student's level of cultural competence. Individually, only a student's race ethnicity influenced cultural competence, with white students having a lower level of cultural competence. No programmatic variables were found to be significant predictors. Only one academic climate variable, working with a highly diverse population, was found to have a significant influence on cultural competence. Students who perceived that they had worked with a highly diversified population were more likely to have higher levels of cultural competence. Two institutional characteristics, control and Carnegie classification, were linked to cultural competence. Students who attended private institutions were more likely to have higher levels of cultural competence than those attending public institutions. In addition, students who attended doctoral institutions were more likely to have higher levels of cultural competence than those attending masters or bachelors institutions. The final characteristic from the institutional climate block, student perception that the institution values diversity, was also found to be a positive influence on cultural competence. In conclusion, athletic training students are not culturally competent and academic programs should utilize the five different areas of influence to best prepare students to work with a diverse patient population

Development of Athletic Training Learning Over Time Instruments

This is the publisher's version, also found at http://ehis.ebscohost.com/ehost/detail?sid=00ff2d37-feaa-4a1f-af0e-35aad1f2b691%40sessionmgr10&vid=1&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=s3h&AN=4775800

Athletic Trainer Emergency Management Skill Assessment via Low Fidelity Simulation

Introduction: Athletic training education requires the inclusion of emergency management (EM) best practices, however the Board of Certification (BOC) does not mandate any continuing education (CE) past Emergency Cardiac Care (ECC). With EM best practices continuing to change there is potential for a large knowledge gap to develop in practicing athletic trainers (ATs) who do not chose to engage in EM CE. The purpose of this study was to identify knowledge gaps in practicing ATs’ EM skills via low fidelity simulation. Methods: A cross-sectional study was conducted in an educational laboratory setting involving twenty-two ATs (age 36.7±10.8 years; 13 males, 9 females, years of experience 13 + 11) attending a simulation-based CE event. A convenience sample of participants who attended the CE event voluntarily participated in data collection. Upon the completion of an educational review session, participants completed four low fidelity simulations (elbow dislocation, femur fracture, heat stroke and external hemorrhage) based on the 2020 Commission on Accreditation of Athletic Training Education (CAATE) standards. Checklists (completed/not completed) were utilized to grade participants simulation specific skill application. Mean overall, critical action, SAMPLE and vital scores were analyzed. Scores were calculated as percentages in order to compare the low fidelity simulation outcomes. A benchmark of 80% skill application was utilized for a successful pass rate. Results: The only benchmark achieved was the critical action score within the femur fracture simulation (82.89% ±14.56). A success rate of 9.6% (8/83) was calculated across all simulations. The mean total percent scores were as follows; elbow dislocation 65.0 ± 11.0, femur fracture 55.3 ±10.0, heatstroke 67.7 ±17.5 and external hemorrhage 64.0 ±13.0. All means beyond the critical action femur, were below the benchmark of 80%. Conclusions: A knowledge gap exists between practicing clinicians and the 2020 CAATE EM standards. Considering the importance of ATs lifesaving skills, ATs should aim to choose CE to improve their EM skills. While this study only investigates EM, ATs may demonstrate knowledge gaps in other domains and therefore ATs should aim to diversify their CE to stay current with best practices