Context: Highly developed critical thinking and the ability to discriminate among many possible therapeutic interventions is a core behavior for the practicing athletic trainer. However, while athletic training students receive a great deal of clinically applicable information, many are not explicitly trained in efficient methods for channeling…

The educational preparation of athletic training students is a daunting experience for athletic training educators (ATEs) as they are often faced with many external (eg, accreditation, lack of resources) and internal (eg, lack of comfort with a subject area, role strain) challenges. Regardless of these challenges, the success of an athletic…

Objective: The objective of this study was to examine the perceptions, values, and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program. Design and Setting: A qualitative research approach borrowing from grounded theory was used. Subjects: 15 participants, consisting…

Background: Pedagogical strategies related to clinical instruction are needed to improve students' education in the clinical setting. Description: In this article, we use the relevant literature to identify and define "effective" clinical instructor behaviors in athletic training. In addition, we propose a pairing of behaviors as a cueing strategy…

Context: Approved clinical instructors (ACIs) are crucial for the development of athletic training students. Graduate students often serve as ACIs and usually do not have extensive clinical experience, and therefore may not feel adequately prepared to supervise students. Objectives: 1) To determine the perceived preparedness of graduate assistant…

Context: Characteristics of a model clinical instructor (CI) continue to be defined. However, certain characteristics are still unknown. Objective: To more fully define and describe quality clinical instruction by examining the impact of employment status, years of experience as a certified athletic trainer (AT), and employment setting on athletic…

Objective: To explore and address some of the challenges for assessing, interpreting, and grading athletic training students' clinical performance and to suggest athletic training educators consider using a more universal assessment method for professional consistency. Background: In years past students learned from teachers or mentors on an…

The purpose of this literature review is to compare both clinical instructor and student perceptions of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and allied health care settings. Clinical education in athletic training is similar to that of other allied health care professions. Clinical…

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical…

Introduction: The medical education model provides the basis for athletic training students to learn theoretical and practical skills. Clinical rotations are completed where they apply what they have learned under the direct supervision of a clinical instructor (CI) or approved clinical instructor (ACI). Approved clinical instructors are taught…

The purpose of this article is to provide clinical instructors with information and ideas on how to utilize questioning and feedback during clinical experiences. Definitions, purpose, and examples of different questioning skills are provided. Corrective and directive feedback methods are defined with purposes and examples provided of each.…