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ERIC Number: ED528021
Record Type: Non-Journal
Publication Date: 2011
Pages: 88
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-7349-6
ISSN: N/A
Preparing Proficient Practitioners: Problem-Based Learning in Athletic Training Education
Gillette, Cordial M.
ProQuest LLC, Ph.D. Dissertation, Capella University
Athletic training education is continuing to grow and change as different instructional methods are studied and implemented. Problem-based learning is one instructional method that has been implemented in varying degrees in athletic training education programs but its effectiveness has not been studied extensively. Problem-based learning has been used in medical education for several decades and has been shown to be a successful teaching strategy and instructional method. The aim of this study was to examine if problem-based learning in one athletic training education program had an influence on Board of Certification (BOC) exam scores. To determine this, one athletic training program that implemented problem-based learning into its curriculum in 2002 was examined. Five years of graduates from both the traditional curriculum and problem-based learning curriculum were studied. In addition to examining BOC exam scores, additional data including high school GPA, college graduating GPA, and SAT score were analyzed to determine if a relationship exists between BOC exam scores and academic achievement. The data was analyzed with a correlation analysis and a Kruskal-Wallis test; the correlation analysis showed no correlation between high school GPA, college graduating GPA, SAT score, and exam score. The Kruskal-Wallis test showed no significant difference in exam scores between the two groups (p less than 0.05). Although no significant differences were found, caution should be used in making any definitive conclusions about the use of problem-based learning in athletic training education. This study had a small sample size and examined only one athletic training education program. Future studies should be conducted with a larger sample size, such as an entry-level graduate program or using a different outcome measure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A