Athletic Training Assessment of Knowledge Inconsistent with Perceptions of Knowledge Needs: Part II

Purpose: Continuing education (CE) is intended to promote continued competence beyond the level required for entry-level practice. Previous research suggests that athletic trainers are unable to identify their knowledge gaps regarding their clinical practice. The purpose of this research study was to determine if athletic trainers’ perceived need for CE aligns with their performance on an actual knowledge assessment. Method: We used a correlational design conducted on Qualtrics, a web-based platform. Four hundred, forty-four (444) athletic trainers completed all the CE Needs Assessment and over 60% of the athletic training assessment of knowledge. The CE Needs Assessment determined participant’s perceived need for CE using a 5-point Likert scale on the 8 content areas within the National Athletic Trainers’ Association’s educational competencies. The athletic training assessment of knowledge included 71 multiple-choice questions across the 5 domains of athletic training. Actual knowledge for each domain was determined by calculating the percent of correct answers within the domain. We used a Pearson’s correlation analysis to determine the relationship between perceived need for CE and actual knowledge for each domain. Results: We identified a poor, negative, significant correlation between orthopedic clinical assessment and diagnosis (r=-0.10, P=0.034) and domain 2 (clinical evaluation and diagnosis) total score. We also identified a poor, negative significant correlation between therapeutic interventions (r=-0.10, P=0.04) and domain 4 (treatment and rehabilitation). We identified non-significant correlations between perceived need for CE in evidence-based practice, prevention and health promotion, acute care of injury and illness, psychosocial strategies and referral, healthcare administration, and professional development and responsibility and their respective domain total scores. Conclusions: Athletic trainers are unable to consistently identify their need for CE in relation to their actual knowledge performance. This suggests that perceived need is not an effective means to identify areas of weakness in athletic training clinical practice and should not be used to guide CE choices

Comprehensive Knowledge Assessment for Athletic Trainers: Part I

Purpose: Continuing education (CE) is intended to help clinicians maintain competence, develop and advance knowledge and skills, and enhance knowledge, skills, and abilities beyond the levels required for entry-level practice. Based on previous literature, the current mode of CE in athletic training does not appear to be helping clinicians maintain competence. The purpose of this research was to validate a comprehensive assessment based on the Role Delineation Study/Practice Analysis (6th ed.) through item analysis and estimates of reliability to be used to assess athletic trainers’ actual knowledge. Method: We conducted an instrumentation validation study using Qualtrics® web-based platform. Athletic trainers (n=191; age=31.5±8.1yrs; years of experience=8.9±11.1yrs) in good standing with the NATA and BOC completed both administrations of the assessment. Six experts developed 220 multiple-choice items for inclusion with broad application across the five domains of clinical practice (Injury/Illness and Wellness Protection [49 items], Clinical Evaluation and Diagnosis [63 items], Immediate and Emergency Care [29 items], Treatment and Rehabilitation [29 items], and Organizational and Professional Health and Wellbeing [50 items]). A random sample of NATA members were recruited via email, received weekly reminders, and then after four weeks, they completed a second administration of the assessment. We evaluated the assessment tool for item difficulty, item discrimination, internal consistency, item total statistics, and test-retest reliability. Results: We eliminated 42 items from the tool created by the experts that were too difficult (0.90). We eliminated 50 additional items due to point-biserial correlations between item performance and total domain score performance below 0.20. We identified additional weaknesses in 57 items through intraclass correlation coefficients (ICCConclusions: We developed a valid and reliable assessment tool to measure athletic trainers’ actual knowledge. Future research should utilize a validated assessment of actual knowledge to guide continuing education activities

Humans and Great Apes Share Increased Neocortical Neuropeptide Y Innervation Compared to Other Haplorhine Primates

Neuropeptide Y (NPY) plays a role in a variety of basic physiological functions and has also been implicated in regulating cognition, including learning and memory. A decrease in neocortical NPY has been reported for Alzheimer\u27s disease, schizophrenia, bipolar disorder, and depression, potentially contributing to associated cognitive deficits. The goal of the present analysis was to examine variation in neocortical NPY-immunoreactive axon and varicosity density among haplorhine primates (monkeys, apes, and humans). Stereologic methods were used to measure the ratios of NPY-expressing axon length density to total neuron density (ALv/Nv) and NPY-immunoreactive varicosity density to neuron density (Vv/Nv), as well as the mean varicosity spacing in neocortical areas 10, 24, 44, and 22 (Tpt) of humans, African great apes, New World monkeys, and Old World monkeys. Humans and great apes showed increased cortical NPY innervation relative to monkey species for ALv/Nv and Vv/Nv. Furthermore, humans and great apes displayed a conserved pattern of varicosity spacing across cortical areas and layers, with no differences between cortical layers or among cortical areas. These phylogenetic differences may be related to shared life history variables and may reflect specific cognitive abilities.</p