Context: Clinical education is an important component of athletic training education. Concern exists regarding whether clinical experience adequately prepares students to perform professional skills after graduation, particularly with patients in emerging settings. Objective: To determine the confidence levels of athletic training graduates in…

Context: Knowing the team physician's perspective regarding the use of evidence-based practice (EBP) for treatment of exertional heat stroke (EHS) may help increase the number of athletic trainers (ATs) implementing best practices and avoiding the use of improper assessment tools and treatment methods. Objective: To ascertain team physicians'…

Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that…

The 5th edition of the "Athletic Training Education Competencies" expanded the scope of knowledge and skill set of entry-level athletic trainers related to the domain of "Acute Care of Injuries and Illnesses." One of these major changes includes the introduction of adjunct airway techniques, such as oropharyngeal and nasopharyngeal airways and…

Context: Before new strategies and effective techniques for implementation of evidence-based practice (EBP) into athletic training curricula can occur, it is crucial to recognize the current knowledge and understanding of EBP concepts among athletic training educators. Objective: To assess athletic training educators' current knowledge, comfort,…

Context: Graduating athletic training students must consider both physical and mental aspects of injury to fully rehabilitate the injured athlete; however, programs may not be preparing students to apply psychosocial strategies that can improve the recovery process. Objective: To examine Psychosocial Intervention and Referral (PIR) content area…

Context: Current evidence suggests rectal temperature(T[subscript re] and cold-water immersion (CWI) are the most effective means to diagnose and treat exertional heat stroke (EHS), respectively. Educators, clinicians, and students should be apprised of this evidence to guide their practice. Objective: Investigate what athletic training students…

Context: While burnout has received a great deal of attention within the athletic training profession, there is little data on how it affects athletic training students (ATSs). Objective: To determine what factors influence burnout among ATSs enrolled in accredited athletic training education programs. Design and Setting: Basic, interpretive…

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…

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…

Context: Standardized patients are more prominently used to both teach and evaluate students' clinical skills and abilities. Objective: To investigate whether athletic training students perceived an encounter with a standardized patient (SP) as realistic and worthwhile and to determine their perceived comfort in future lower extremity evaluations…

Context: Standardized patients are widely used in health care programs to both teach and evaluate the communication and clinical skills of students. Although athletic training education programs (ATEPs) commonly use simulations, little information exists related to the use and implementation of standardized patients (SPs). Objective: To provide…

Objective: The purpose of this article is to provide an example of how to develop and implement an evidence-based practice (EBP) concepts and skills plan in an athletic training education program (ATEP). Background: Evidence-based practice is an integral part of medical practice today. As stated in the "Athletic Training Educational Competencies…

Context: Graduates of professional programs accredited by the Commission on Accreditation of Athletic Training Education are expected to be competent and proficient in the athletic training content areas. Objective: The unique skills and knowledge that an athletic trainer (AT) must possess may have more importance in one clinical setting than in…

Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied health professions. To identify factors that would be valuable to educators in athletic training and other medical and allied health professions in the development and use of clinical assessment methods. Data Sources: We…