In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.
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Smith-Goodwin, Erika

Walker, Jennifer

Weiloch, Megan

English

Bowling Green State University: ScholarWorks@BGSU

Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers Association Volume 4 Issue 1 OATA Supplemental Issue Article 20 May 2018 Perceived Understanding of Athletic Training Students' and Education Students' Field Experience by the Campus Community Megan Weiloch Jennifer Walker Erika Smith-Goodwin Follow this and additional works at: https://scholarworks.bgsu.edu/jsmahs  Part of the Biomechanics Commons, Exercise Science Commons, Motor Control Commons, Other Kinesiology Commons, Rehabilitation and Therapy Commons, Sports Medicine Commons, and the Sports Sciences Commons Recommended Citation Weiloch, Megan; Walker, Jennifer; and Smith-Goodwin, Erika (2018) "Perceived Understanding of Athletic Training Students' and Education Students' Field Experience by the Campus Community," Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers Association: Vol. 4 : Iss. 1 , Article 20. DOI: 10.25035/jsmahs.04.01.20 Available at: https://scholarworks.bgsu.edu/jsmahs/vol4/iss1/20 This Undergraduate Student Abstract is brought to you for free and open access by the Journals at ScholarWorks@BGSU. It has been accepted for inclusion in Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers Association by an authorized editor of ScholarWorks@BGSU. Student	Abstract		Journal	of	Sports	Medicine	and	Allied	Health	Science	|	Vol.	4	|	Issue.	1	|	OATA	Annual	Symposium	Special	Ed.	  Perceived	Understanding	of	Athletic	Training	Students’	and	Education	Students’	Field	Experience	by	the	Campus	Community	Megan	Weiloch;	Jennifer	Walker	MA,	AT,	ATC;	Erika	Smith-Goodwin	PhD,	AT,	ATC	 	 		 	Sport	Sciences	Department,	Wilmington	College	 	 										_________________________________________________________________________________________________________________	OBJECTIVE	 	 	 	 		 	The	purpose	of	this	study	was	to	compare	the	reactions	 Athletic	 Training	 Students	 (ATSs)	and	 Education	 Students	 receive	 about	 their	clinical	experiences.			BACKGROUND	 	 	 	 	Both	 Athletic	 Training	 Students	 and	Education	 Students	 are	 required	 to	 have	clinical	experiences	throughout	each	of	 their	years	 in	 college.	 These	 clinical	 experiences	often	 cause	 students	 to	 receive	 negative	feedback	 from	 faculty,	 staff/administration,	and	peers.	Field	experiences	call	on	students	to	be	involved,	take	charge	of	their	education,	and	learn	as	much	as	they	can	while	out	in	the	field.	It	has	been	proven	that	clinical	education	is	 a	 foundational	 stepping	 stone	 for	 Athletic	Training	 as	 it	 allows	 students	 to	 experience	what	it	truly	means	to	be	an	athletic	trainer.1	One	 article	 describes	 clinical	 experiences	 as	“experiential	learning	that	gives	students	the	opportunity	 to	 apply	 athletic	 training	knowledge,	 skills	 and	 clinical	 abilities	 on	patients.”2	 (pg	 220)	 The	 Committee	 on	Accreditation	for	Athletic	Training	Education	(CAATE)	 requires	 clinical	 experience	 so	 that	the	 ATS	 can	 be	 prepared	 to	 succeed	 in	 any	clinical	environment.1	In	the	clinic,	ATSs	learn	how	to	conduct	 themselves	 in	a	professional	setting,	 this	 is	 done	 through	 observational	learning	 from	 their	 preceptor.3	 Through	clinical	experience,	students	learn	and	perfect	the	 skills	 required	 of	 a	 certified	 athletic	trainer	(ATC).4	Clinical	experience	is	essential	to	 ATSs’	 education	 due	 to	 its	 ability	 to	 let	students	work	one-on-one	with	athletes.	ATSs	can	immerse	themselves	fully	into	the	role	of	an	 athletic	 trainer	 through	 diverse	 and	demanding	 clinical	 settings.	 Field	 work	 has	been	 used	 in	 teacher	 preparation	 programs	since	 the	1970s	and	was	 reformed	 in	1980.5	For	potential	teachers,	field	work	allows	them	to	develop	their	own	teaching	styles.5	Just	like	in	 the	 clinical	 settings,	 education	 students	learn	 how	 to	 conduct	 themselves	 in	 the	classroom	 and	 see	 first-hand	 how	 topics	discussed	 in	 class	 relate	 to	 the	 real	 world.6	Specifically	 it	 gives	 students	 the	 chance	 to	build	 community,	 learn	how	 to	 interact	with	different	 types	 of	 students,	 and	 to	 enhance	their	 professional	 knowledge.5	 It	 has	 been	previously	 stated	 that	 teacher	 preparation	and	the	medical	profession	are	comparable.6	Both	 experiences	 allow	 potential	professionals	to	see	an	authentic	view	of	their	future	careers.3,6			DESIGN	and	SETTING	 	 	 	This	 study	 used	 a	 survey	 research	design.	 It	was	conducted	at	a	Division	III	college	in	Ohio.	The	 independent	 variable	was	 the	ATSs	 and	Education	 Students	 and	 their	 class	 standing.	The	 dependent	 variable	 were	 the	 reactions	that	 ATSs	 and	 Education	 Students	 have	received.			PARTICIPANTS	 	 	 	 	The	survey	was	distributed	in	a	convenience	sample	 to	126	 (n=126)	 students.	The	 return	rate	was	100%	(n=126).	Academic	major	was	composed	 of	 60%	 (n=75)	 Athletic	 Training	Students	and	40%	(n=51)	Education	Students.	Year	in	school	was	composed	of	41%	(n=52)	Freshmen,	 17%	 (n=21)	 Sophomores,	 21%	(n=27)	Juniors,	21	(n=26)	Seniors.					INTERVENTION	 	 	 	 	The	 research	 was	 approved	 by	 the	 College	Institutional	Review	Board	through	exempted	review.	 Content	 validity	 was	 established	through	 the	 Table	 of	 Specifications.	 Face	1Weiloch et al.: Community Understanding of AT and Education Students' Field ExperiencePublished by ScholarWorks@BGSU, 2018Student	Abstract		Journal	of	Sports	Medicine	and	Allied	Health	Science	|	Vol.	4	|	Issue.	1	|	OATA	Annual	Symposium	Special	Ed.	  validity	 was	 established	 through	 a	 panel	 of	experts.	Descriptive	statistics	(frequency	and	percentage	 counts)	 were	 used	 for	 all	applicable	 items.	 Chi	 Square	 test	 was	 used	with	major	as	 the	grouping	value.	A	Kruskal	Wallis	test	was	used	with	class	standing	as	the	grouping	 value.	 The	 alpha	 level	 was	 set	 at	p=0.05	a	priori.	SPSS	24.0	was	used	to	analyze	the	data.			MAIN	OUTCOME	MEASUREMENT	 	 	The	 survey	 consisted	 of	 16	 questions.	Questions	1-4	and	6-12	used	a	5-point	Likert	Scale.	 (Strongly	 Agree(5),	 Agree(4),	Neutral(3),	 Disagree(2),	 Strongly	Disagree(1))	 Questions	 5	 and	 13	 used	 a	 4-point	 Likert	 Scale.	 (Agree(4),	 Neutral(3),	Disagree(2),	 Not	 Applicable(1))	 Question	 14	was	 an	 open-ended	 question	 and	 was	thematically	 coded.	 Questions	 15-16	 were	demographic	questions.			RESULTS	 	 	 	 	 	Some	 interesting	 responses	 included	 7.8%	(n=10)	people	agreeing	that	faculty	had	given	them	an	ultimatum	to	choose	between	clinical	experiences	 and	 faculty	 requirements.	 90%	(n=9)	of	those	who	agreed	to	being	given	an	ultimatum	 were	 Athletic	 Training	 Students,	where	 only	 10%	 (n=1)	 were	 Education	Students.	 Only	 Athletic	 Training	 Students	agreed	when	asked	if	their	campus	employer	questioned	 why	 they	 had	 to	 attend	 clinical	experiences,	although	only	3%	(n=4)	agreed.	When	 academic	 majors	 were	 compared,	 3	areas	were	statistically	significant.	3.8%	(n=2)	of	Education	Students	Strongly	Agree	or	Agree	that	 their	 peers	 make	 them	 feel	 guilty	 for	attending	 clinical	 experiences,	 while	 20%	(n=15)	 of	 Athletic	 Training	 Students	 either	Strongly	Agree	or	Agree	(x2=	13.126,	df=	4,	p=	0.011).	 0%	 (n=0)	 Education	 Students	Disagree	 that	 coaches	 understand	 the	importance	 of	 clinical	 experiences,	 however,	13.3%	 (n=10)	 of	 Athletic	 Training	 Students	Disagree	(x2=	7.951,	df=3,	p=	.047).	0%	(n=0)	of	 Education	 Students	 Disagree	 or	 Strongly	Disagree	 about	 faculty	 understanding	 the	importance	 of	 clinical	 experience	 and	 5.4%	(n=4)	of	Athletic	Training	Students	Disagree	or	 Strongly	 Disagree	 (x2=9.863,	 df=3,	p=0.020).	 There	 were	 8	 areas	 that	 were	statistically	significant	when	comparing	year	in	 school.	 0%	 (n=0)	 of	 Freshmen	 Strongly	Disagree	 or	 Disagree	 that	 their	 peers	understand	 the	 importance	 of	 clinical	experience,	 14.2%	 (n=3)	 of	 Sophomores	Strongly	Disagree	or	Disagree,	14.8%	(n=4)	of	Juniors	 Strongly	 Disagree	 or	 Disagree,	 3.8%	(n=1)	of	Seniors	Strongly	Disagree	or	Disagree	(H=17.205,	 df=3,	 p=.001).	 0%	 (n=0)	 of	Freshmen	Strongly	Agree	or	Agree	that	their	peers	 make	 them	 feel	 guilty	 for	 attending	clinical	 experiences,	 14.2%	 (n=3)	 of	Sophomores	Strongly	Agree	or	Agree,	36.6%	(n=15)	of	Juniors	Strongly	Agree	or	Agree,	and	14.8%	(n=4)	Seniors	Strongly	Agree	or	Agree	(H=16.486,	 df=3,	 p=.001).	 0%	 (n=0)	 of	Freshmen	Strongly	Disagree	or	Disagree	that	faculty	understand	the	importance	of	clinical	experiences,	 4.7%	 (n=1)	 of	 Sophomores	Strongly	Disagree	or	Disagree,	3.7%	(n=1)	of	Juniors	 Strongly	 Disagree	 or	 Disagree,	 7.6%	(n=2)	of	Seniors	Strongly	Disagree	or	Disagree	(H=8.439,	 df=3,	 p=.038).	 0%	 (n=0)	 of	Freshmen	Strongly	Agree	or	Agree	that	faculty	make	 them	 feel	 guilty	 for	 attending	 clinical	experiences,	 9.5%	 (n=3)	 of	 Sophomores	Strongly	 Agree	 or	 Agree,	 18.5%	 (n=5)	 of	Juniors	 Strongly	 Agree	 or	 Agree,	 and	 7.6%	(n=2)	 of	 Seniors	 Strongly	 Agree	 or	 Agree	(H=14.051,	df=3,	p=0.003).	All	questions	that	dealt	 with	 staff	 and	 administration	 were	statistically	significant.	0%	(n=0)	of	Freshmen	Strongly	 Disagree	 or	 Disagree	 that	 staff	 and	administration	understand	the	importance	of	clinical	 experiences,	 9.5%	 (n=2)	 of	Sophomores	 Strongly	 Disagree	 or	 Disagree,	0%	 (n=0)	 Juniors	 Strongly	 Disagree	 or	Disagree,	and	7.4%	(n=2)	of	Seniors	Strongly	Disagree	or	Disagree	(H=9.588,	df=3,	p=.022).	1.9%	 (n=1)	 of	 Freshmen	 Strongly	 Agree	 or	Agree	 that	 staff	 and	 administration	question	them	 about	 attending	 clinical	 experiences,	4.7%	(n=1)	of	Sophomores	Strongly	Agree	or	Agree,	11.1%	(n=3)	of	Juniors	Strongly	Agree	2Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers Association, Vol. 4, Iss. 1 [2018], Art. 20https://scholarworks.bgsu.edu/jsmahs/vol4/iss1/20DOI: 10.25035/jsmahs.04.01.20Student	Abstract		Journal	of	Sports	Medicine	and	Allied	Health	Science	|	Vol.	4	|	Issue.	1	|	OATA	Annual	Symposium	Special	Ed.	  or	 Agree,	 15.3%	 (n=4)	 of	 Seniors	 Strongly	Agree	or	Agree	(H=8.574,	df=3,	p=.036).	3.8%	(n=2)	 of	 Freshmen	 Strongly	 Agree	 or	 Agree	that	staff	and	administration	made	them	feel	guilty	for	attending	clinical	experiences,	9.5%	(n=2)	of	Sophomores	Strongly	Agree	or	Agree,	3.7%	(n=1)	of	Juniors	Strongly	Agree	or	Agree,	23%	(n=6)	of	Seniors	Strongly	Agree	or	Agree	(H=8.035,	 df=3,	 p=.045).	 3.8%	 (n=2)	 of	Freshmen	had	an	impactful	negative	reaction,	14.2%	(n=3)	of	Sophomores	had	an	impactful	negative	reaction,	18.5%	(n=5)	of	Juniors	had	an	 impactful	 negative	 reaction,	 and	 34.6%	(n=9)	 of	 Seniors	 had	 an	 impactful	 negative	reaction	 (H=11.633,	 df=3,	 p=.009).	 Some	negative	 reactions	 reported	 include:	 “My	friends	and	family	often	ask	me	to	reschedule	or	 ‘call	 off’	 clinicals…	 they	 don’t	 respect	my	education.”	 “Many	 professors	 (non	AT)	 have	made	 comments	 on	 how	 their	 classes	 must	not	be	important	to	me	due	to	having	to	miss	a	 few	 classes	 due	 to	 clinical	 experience.”	 “I	won’t	be	able	to	hire	AT	majors	in	the	future.	ATSs	 can’t	 have	 a	 job	 here	 because	 of	 your	clinical	hours.”			CONCLUSIONS	 	 	 		 	From	 the	 findings	 of	 this	 study,	we	 see	 that	Athletic	 Training	 Students	 do	 receive	 more	negative	 reactions	 than	 Education	 Students	do.	 This	 is	 significant	 because	 it	 shows	 a	misunderstanding	 of	 the	 Athletic	 Training	profession	 and	 the	 education	 required	 to	become	an	athletic	trainer.	If	people	are	better	educated	about	what	Athletic	Trainers	do	and	why	 clinical	 experience	 is	 beneficial	 and	necessary,	then	students	would	not	deal	with	negativity	as	often.	In	all	medical	professions,	students	must	complete	clinical	requirements	in	 order	 to	 gain	 experience.	 This	 study	 is	limited	 by	 surveying	 only	 one	 institution.		Further	 research	 should	 include	 multiple	institutions.		REFERENCES		 	 	 	 				1.	 Benes	 SS,	 Mazerolle	 SM,	 Bowman	 TG.	 The	 Impact	 of		 Clinical	Experiences	from	Athletic	Training	Student	and		 Preceptor	 Perspectives.	 Athl	 Train	 Educ	 J.		 2014;9(4):156-165.	doi:10.4085/0904156.	 					2.	 Aronson	 PA,	 Bowman	 TG,	 Mazerolle	 SM.	 Evaluating		 Perceptions	 of	 Culminating	 Clinical	 Education		 Experiences	of	Senior	Athletic	Training	Students.	Athl		 Train	 Educ	 J	Athl	 Train	Educ	 J	 j.	 2015;10(3):219-226.		 doi:10.4085/1003219.	 	 	 	 					3.	 Mazerolle	 SM,	 Bowman	 TG,	 Benes	 SS.	 Reflective		 Observation	in	the	Clinical	Education	Setting:	A	Way	to		 Promote	Learning.	Athl	Train	Educ	J.	2015;10(1):32-38.		 doi:10.4085/100132.	 	 	 	 					4.	 Mazerolle	 SM,	 Bowman	 TG,	 Benes	 SS.	 Defining	 the		 Engaging	 Learning	 Experience	 from	 the	 Athletic		 Training	 Student	 Perspective.	 Athl	 Train	 Educ	 J.		 2014;9(4):182-189.	doi:10.4085/0904182.		 					5.	Ruppert	N.	The	Value	of	Fieldwork	and	Service	Learning.		 Action	 Teach	 Educ.	 2013;35(5-6):489-502.		 doi:10.1080/01626620.2013.846767.	 	 					6.	 Neuzil	 L,	 King	 JM.	 Grandchildren	 in	 the	 Classroom:		 Student	Teaching	 for	 the	Next	Generation.	Kentucky	 J		 Excell	 Coll	 Teach	 Learn.	 2012;10(November):97.		 http://search.ebscohost.com/login.aspx?direct=true&	 db=edo&AN=98782334&site=eds-live.		KEY	WORDS:	athletic	training	students,	clinical	education,	field	experience,	athletic	training	education			3Weiloch et al.: Community Understanding of AT and Education Students' Field ExperiencePublished by ScholarWorks@BGSU, 2018

Perceived Understanding of Athletic Training Students\u27 and Education Students\u27 Field Experience by the Campus Community

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Perceived Understanding of Athletic Training Students\u27 and Education Students\u27 Field Experience by the Campus Community

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