Purpose: This study was conducted to understand current perceptions of secondary school coaches on concussion culture, safety, and management. Method: In this consensual qualitative research study, 17 secondary school coaches participated (12 males, 5 females). Participants were recruited through the state secondary school athletic associations. Participants were interviewed over Zoom using a semi-structured interview guide to allow for flexibility (16 questions). All interviews (30 - 60 minutes in length) were recorded and transcribed. A codebook, including themes and subthemes, was created and data were analyzed using thematic analysis. The researchers each reviewed the transcripts separately. The initial codebook was determined using a sample of transcripts; following consensus, another subsection of transcripts was analyzed to determine codebook effectiveness. The research team went through 5 phases of analysis to ensure agreement on the themes and subthemes of each transcript. Trustworthiness was established through peer review and member checks. Results: We discovered four themes 1.) reporting, 2.) concussion education, 3.) awareness, and 4.) culture. Participants described their players’ preferences, attitudes, and willingness for reporting and to whom players report. Coaches indicated that players primarily report concussions to their coaches and may apprehensively report to the athletic trainer. The concussion education that coaches receive was described, including the platforms, type, frequency, and suggestive changes. Many participants described their annual concussion education as repetitive and needing updates. Emphasis was placed on the lack of player education. Coaches identified a need for content to improve players’ concussion reporting and education. Lastly, participants emphasized the culture surrounding concussions in their sport and the preferences on concussions from both player and coach perspectives, the attitudes of the players in their sport surrounding concussions, past attitudes and culture in their sport, player safety, and long-term concerns. Conclusions: Secondary school coaches expressed the current mandated concussion education video was the same annually and could be updated with new information and be more engaging, while also expressing the need for educational content for students. Further efforts should be placed on concussion informational videos, fact sheets, and education for students to increase reporting behaviors, improve sports culture regarding concussions and enhance player safety.
{"title":"Secondary School Coaches’ Perceptions of Sport-Related Concussions: A Qualitative Approach","authors":"Richelle Williams, Madyson Anglim, Maggie Ferguson","doi":"10.46743/1540-580x/2023.2231","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2231","url":null,"abstract":"Purpose: This study was conducted to understand current perceptions of secondary school coaches on concussion culture, safety, and management. Method: In this consensual qualitative research study, 17 secondary school coaches participated (12 males, 5 females). Participants were recruited through the state secondary school athletic associations. Participants were interviewed over Zoom using a semi-structured interview guide to allow for flexibility (16 questions). All interviews (30 - 60 minutes in length) were recorded and transcribed. A codebook, including themes and subthemes, was created and data were analyzed using thematic analysis. The researchers each reviewed the transcripts separately. The initial codebook was determined using a sample of transcripts; following consensus, another subsection of transcripts was analyzed to determine codebook effectiveness. The research team went through 5 phases of analysis to ensure agreement on the themes and subthemes of each transcript. Trustworthiness was established through peer review and member checks. Results: We discovered four themes 1.) reporting, 2.) concussion education, 3.) awareness, and 4.) culture. Participants described their players’ preferences, attitudes, and willingness for reporting and to whom players report. Coaches indicated that players primarily report concussions to their coaches and may apprehensively report to the athletic trainer. The concussion education that coaches receive was described, including the platforms, type, frequency, and suggestive changes. Many participants described their annual concussion education as repetitive and needing updates. Emphasis was placed on the lack of player education. Coaches identified a need for content to improve players’ concussion reporting and education. Lastly, participants emphasized the culture surrounding concussions in their sport and the preferences on concussions from both player and coach perspectives, the attitudes of the players in their sport surrounding concussions, past attitudes and culture in their sport, player safety, and long-term concerns. Conclusions: Secondary school coaches expressed the current mandated concussion education video was the same annually and could be updated with new information and be more engaging, while also expressing the need for educational content for students. Further efforts should be placed on concussion informational videos, fact sheets, and education for students to increase reporting behaviors, improve sports culture regarding concussions and enhance player safety.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"476 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2266
Andrew Schweitzer, Matthew Rivera, Cailee Welch Bacon, Lindsey Eberman
Purpose: The athletic training education landscape is shifting, which has opened new avenues for postprofessional education. Previous literature has investigated stakeholder perceptions and attitudes towards hiring a DAT degree holder in academia. Yet, there is no research investigating the experiences of DAT degree holders in academic roles. The purpose of this study was to explore the preparation and experiences of DAT degree holders related to their roles in academia. Methods: We used a consensual qualitative research design to explore the lived experiences of DAT degree holders in academia through semi-structured web-based interviews. Twelve DAT degree holders with at least one-year post-graduation that have been in their current academic role for at least 6 months (5 male, 7 female) were interviewed. Participants engaged in semi-structured interviews that were audio-recorded and transcribed verbatim. We used a constant comparative analysis and multi-analyst triangulation to create a consensus codebook including domains and categories identified from the transcripts. Credibility and trustworthiness were established through member checking, multiple researcher triangulation, and auditing. Results: Three domains emerged from the experiences of DAT degree holders in their preparation within their program and their transition into education: 1) Common program preparation 2) Program variability and 3) Integration. Participants indicated they were commonly prepared in the areas of advanced clinical practice skills, clinically meaningful research, the value of service, and academic culture. However, there was variability in preparation regarding instructional design and program administration. Finally, participants spoke to receiving system acceptance through the perceived benefits of hybrid faculty as well as their increased translational teaching skills. Conclusions: DAT degree holders are prepared to assume academic roles based on the preparation received in their DAT program, despite not being formally prepared for teaching. Doctor of Athletic Training (DAT) degree holders are accepted by academia due to the perceived benefit of hybrid faculty and their ability to bridge the gap between didactic and clinical learning in professional athletic training programs
{"title":"Preparedness of Doctor of Athletic Training (DAT) Credentialed Athletic Trainers to Take Roles in Academia","authors":"Andrew Schweitzer, Matthew Rivera, Cailee Welch Bacon, Lindsey Eberman","doi":"10.46743/1540-580x/2023.2266","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2266","url":null,"abstract":"Purpose: The athletic training education landscape is shifting, which has opened new avenues for postprofessional education. Previous literature has investigated stakeholder perceptions and attitudes towards hiring a DAT degree holder in academia. Yet, there is no research investigating the experiences of DAT degree holders in academic roles. The purpose of this study was to explore the preparation and experiences of DAT degree holders related to their roles in academia. Methods: We used a consensual qualitative research design to explore the lived experiences of DAT degree holders in academia through semi-structured web-based interviews. Twelve DAT degree holders with at least one-year post-graduation that have been in their current academic role for at least 6 months (5 male, 7 female) were interviewed. Participants engaged in semi-structured interviews that were audio-recorded and transcribed verbatim. We used a constant comparative analysis and multi-analyst triangulation to create a consensus codebook including domains and categories identified from the transcripts. Credibility and trustworthiness were established through member checking, multiple researcher triangulation, and auditing. Results: Three domains emerged from the experiences of DAT degree holders in their preparation within their program and their transition into education: 1) Common program preparation 2) Program variability and 3) Integration. Participants indicated they were commonly prepared in the areas of advanced clinical practice skills, clinically meaningful research, the value of service, and academic culture. However, there was variability in preparation regarding instructional design and program administration. Finally, participants spoke to receiving system acceptance through the perceived benefits of hybrid faculty as well as their increased translational teaching skills. Conclusions: DAT degree holders are prepared to assume academic roles based on the preparation received in their DAT program, despite not being formally prepared for teaching. Doctor of Athletic Training (DAT) degree holders are accepted by academia due to the perceived benefit of hybrid faculty and their ability to bridge the gap between didactic and clinical learning in professional athletic training programs","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The abrupt educational transition from in-class to virtual instruction during spring of 2020 found many faculty and students in uncharted territory. The purpose of this study was to survey both faculty and students in the School of Health Sciences to better understand the switch from face-to-face instruction to remote learning. Methods: Both qualitative and quantitative data was collected regarding this experience. The first task was to identify faculty’s responses and actions taken, perception of alternative teaching experience and impact on student learning, determine needs to prepare and address new course design and delivery, and explore perception of changes to healthcare professions. The second task was to explore students' perceptions of their chosen health professions based on experience with COVID-19, their educational experience during Spring 2020, the impact of remote learning on clinical decision making/critical thinking with COVID-19 as a new reality in healthcare environments, and to identify anticipated needs for continued education with alternate course delivery methods. Results: The majority of faculty felt prepared for the switch, most delivered asynchronous course vs. synchronous interactive on-line classroom learning, and courses such as labs, clinicals, simulations and internships faced greater difficulties. Students reported that faculty did a good job of adjusting to remote learning, appreciated their level of accommodation and flexibility, especially given that almost two-thirds reported experiencing stress and anxiety during this time, felt prepared for this transition, but miss the face-to-face classroom experience. Based on experience with COVID-19, students’ perceptions of future health-care careers were both positive and negative. Conclusion: The implications of results are discussed, “take-aways” and “best practices” provided, along with identifying limitations and future research.
{"title":"The Abrupt Educational Switch: Impact of COVID-19 and Lessons Learned for Health Science Faculty and Students","authors":"Kathleen Klein, MaryLou Galantino, Tara Crowell, Renne Cavazza","doi":"10.46743/1540-580x/2023.2272","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2272","url":null,"abstract":"Purpose: The abrupt educational transition from in-class to virtual instruction during spring of 2020 found many faculty and students in uncharted territory. The purpose of this study was to survey both faculty and students in the School of Health Sciences to better understand the switch from face-to-face instruction to remote learning. Methods: Both qualitative and quantitative data was collected regarding this experience. The first task was to identify faculty’s responses and actions taken, perception of alternative teaching experience and impact on student learning, determine needs to prepare and address new course design and delivery, and explore perception of changes to healthcare professions. The second task was to explore students' perceptions of their chosen health professions based on experience with COVID-19, their educational experience during Spring 2020, the impact of remote learning on clinical decision making/critical thinking with COVID-19 as a new reality in healthcare environments, and to identify anticipated needs for continued education with alternate course delivery methods. Results: The majority of faculty felt prepared for the switch, most delivered asynchronous course vs. synchronous interactive on-line classroom learning, and courses such as labs, clinicals, simulations and internships faced greater difficulties. Students reported that faculty did a good job of adjusting to remote learning, appreciated their level of accommodation and flexibility, especially given that almost two-thirds reported experiencing stress and anxiety during this time, felt prepared for this transition, but miss the face-to-face classroom experience. Based on experience with COVID-19, students’ perceptions of future health-care careers were both positive and negative. Conclusion: The implications of results are discussed, “take-aways” and “best practices” provided, along with identifying limitations and future research.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2195
Jaclyn Schwieterman, Michael Welch, Anthony Breitbach
Background: Interprofessional education and collaborative practice are standards that have been added to the accreditation standards for athletic training education. Athletic training educators will need to provide interprofessional experiences to their students to remain compliant with the standards. The goal of the mixed methods study was to explore athletic training preceptors' perceptions of interprofessional education and collaborative practice in the clinical setting. Methods: A total of 34 athletic training preceptors completed the full online survey, and of those, 5 completed the semi structured interview. Participants completed an asynchronous online module and a retrospective pretest survey using the ISVS-21 about their beliefs, behaviors, and attitudes about interprofessional education and practice. Participants that volunteered were asked additional questions during a semi-structured interview. Results: The findings of this study found that the educational module was effective in increasing the beliefs, behaviors, and attitudes of athletic training preceptors with a short online module and that preceptors had positive attitudes/beliefs about IPE/IPCP, however, preceptors identified lack of education about IPE/IPCP and barriers to implementing IPE/IPCP with and without students that influenced their use of IPE/IPCP. Conclusion: Athletic training programs could educate and develop athletic training preceptors in interprofessional education and clinical practice to help develop opportunities for athletic training students in the clinical setting.
{"title":"Athletic Training Preceptor Perceptions of Interprofessional Collaborative Practice in Clinical Learning Experiences","authors":"Jaclyn Schwieterman, Michael Welch, Anthony Breitbach","doi":"10.46743/1540-580x/2023.2195","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2195","url":null,"abstract":"Background: Interprofessional education and collaborative practice are standards that have been added to the accreditation standards for athletic training education. Athletic training educators will need to provide interprofessional experiences to their students to remain compliant with the standards. The goal of the mixed methods study was to explore athletic training preceptors' perceptions of interprofessional education and collaborative practice in the clinical setting. Methods: A total of 34 athletic training preceptors completed the full online survey, and of those, 5 completed the semi structured interview. Participants completed an asynchronous online module and a retrospective pretest survey using the ISVS-21 about their beliefs, behaviors, and attitudes about interprofessional education and practice. Participants that volunteered were asked additional questions during a semi-structured interview. Results: The findings of this study found that the educational module was effective in increasing the beliefs, behaviors, and attitudes of athletic training preceptors with a short online module and that preceptors had positive attitudes/beliefs about IPE/IPCP, however, preceptors identified lack of education about IPE/IPCP and barriers to implementing IPE/IPCP with and without students that influenced their use of IPE/IPCP. Conclusion: Athletic training programs could educate and develop athletic training preceptors in interprofessional education and clinical practice to help develop opportunities for athletic training students in the clinical setting.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2216
Bridget Eubanks, Jennifer Bunn, Heidi Shearin
Purpose: The purpose of this study was to evaluate the use of a week-one clinical survey tool for early identification of student perceived barriers, including personal and environmental safety, that may impact success during full-time clinical education experiences (CEE) in physical therapy. Methods: DPT students (n= 81) engaged in full-time CEE in their second and third years were required to complete an online self-designed survey tool regarding perceptions of safety, clinical instructor (CI) satisfaction, and clinical challenges. Students in their third year completed the survey for both experiences. Data were assessed to compare second versus third-year student responses overall using a Mann-Whitney U test. Qualitative data was analyzed using an incident coding process. Results: Most students (65.1%) indicated high satisfaction with their CI (≥ 9 on a 10-pt scale). Two students (1.8%) indicated feeling unsafe. There were no differences between cohorts for perception of personal safety or completion of orientation, but there was a difference in rating of their experience with the CI (p = .008). Narrative responses revealed that students’ perceptions of CI personality characteristics were related to their overall CI satisfaction. There were no differences between cohorts or levels of CEE in overall qualitative themes from the open-ended questions, but there was a difference in the impact of each qualitative theme and associated subcategories. Conclusion: During the first week of a CEE, students reported high CI satisfaction and low personal and environmental safety concerns. Further research is needed to examine the perspective of other stakeholders with the utilization of this week-one clinical survey tool. The results of this study are the first to contribute an understanding of the barriers to success during the first week of a CEE from the students’ perspective.
{"title":"Early Identification of Barriers to Student Success in Physical Therapy Clinical Education: Utilization of a Week One Clinical Survey Tool","authors":"Bridget Eubanks, Jennifer Bunn, Heidi Shearin","doi":"10.46743/1540-580x/2023.2216","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2216","url":null,"abstract":"Purpose: The purpose of this study was to evaluate the use of a week-one clinical survey tool for early identification of student perceived barriers, including personal and environmental safety, that may impact success during full-time clinical education experiences (CEE) in physical therapy. Methods: DPT students (n= 81) engaged in full-time CEE in their second and third years were required to complete an online self-designed survey tool regarding perceptions of safety, clinical instructor (CI) satisfaction, and clinical challenges. Students in their third year completed the survey for both experiences. Data were assessed to compare second versus third-year student responses overall using a Mann-Whitney U test. Qualitative data was analyzed using an incident coding process. Results: Most students (65.1%) indicated high satisfaction with their CI (≥ 9 on a 10-pt scale). Two students (1.8%) indicated feeling unsafe. There were no differences between cohorts for perception of personal safety or completion of orientation, but there was a difference in rating of their experience with the CI (p = .008). Narrative responses revealed that students’ perceptions of CI personality characteristics were related to their overall CI satisfaction. There were no differences between cohorts or levels of CEE in overall qualitative themes from the open-ended questions, but there was a difference in the impact of each qualitative theme and associated subcategories. Conclusion: During the first week of a CEE, students reported high CI satisfaction and low personal and environmental safety concerns. Further research is needed to examine the perspective of other stakeholders with the utilization of this week-one clinical survey tool. The results of this study are the first to contribute an understanding of the barriers to success during the first week of a CEE from the students’ perspective.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2284
Olivia Anderson, Ella August
Background: The discourse around COVID-19 related challenges to classroom instruction has been highly visible, but little has been published on learning experiences outside the classroom that prepare students to work in the “real world.” Method: We interviewed five Master of Public Health internship preceptors about their experience in 2020 with student interns to formulate pertinent survey questions to distribute to a larger sample. Our questionnaire included closed- and open-ended questions regarding student attributes and skills that shaped the success of the internship. Data were collected from internships sites of one midwestern university. Results: Nearly all 26 preceptors that responded to our survey supervised fully remote internships. Internship sites included academic centers, private companies, non-profits, health systems, and others. Self-motivation, flexibility and organizational skills were considered key student attributes essential to succeed in a remote internship. Being uncomfortable in an online environment or being hesitant or passive were considered student attributes that made remote internships challenging. Preceptors reported that 2020 interns developed different skills compared to previous years, notably, those related to working in an online environment, intrapersonal skills like resilience, and technical skills, such as spatial analysis. Conclusion: As modes of learning and work continue to evolve, internship preceptors will need to learn and adapt to what it takes to support interns to develop relevant skills for remote or hybrid public health work environments. In the meantime, offering clear communication, support, and normalizing remote work cultures may enhance interns’ ability to fully engage and while maintaining the attributes necessary to make internships a success.
{"title":"Preceptors’ Experiences Training Public Health Interns in Remote Workplace Settings","authors":"Olivia Anderson, Ella August","doi":"10.46743/1540-580x/2023.2284","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2284","url":null,"abstract":"Background: The discourse around COVID-19 related challenges to classroom instruction has been highly visible, but little has been published on learning experiences outside the classroom that prepare students to work in the “real world.” Method: We interviewed five Master of Public Health internship preceptors about their experience in 2020 with student interns to formulate pertinent survey questions to distribute to a larger sample. Our questionnaire included closed- and open-ended questions regarding student attributes and skills that shaped the success of the internship. Data were collected from internships sites of one midwestern university. Results: Nearly all 26 preceptors that responded to our survey supervised fully remote internships. Internship sites included academic centers, private companies, non-profits, health systems, and others. Self-motivation, flexibility and organizational skills were considered key student attributes essential to succeed in a remote internship. Being uncomfortable in an online environment or being hesitant or passive were considered student attributes that made remote internships challenging. Preceptors reported that 2020 interns developed different skills compared to previous years, notably, those related to working in an online environment, intrapersonal skills like resilience, and technical skills, such as spatial analysis. Conclusion: As modes of learning and work continue to evolve, internship preceptors will need to learn and adapt to what it takes to support interns to develop relevant skills for remote or hybrid public health work environments. In the meantime, offering clear communication, support, and normalizing remote work cultures may enhance interns’ ability to fully engage and while maintaining the attributes necessary to make internships a success.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2263
Michael Hudson, Eva Frank, Taylor Harper, Lundsey Corner, Kelsey LaMont
Purpose: Health care professionals may earn specialty certifications to recognize their advanced knowledge and skills. Athletic training has implemented specialties; however, it is unclear what athletic trainers (ATs) know and perceive about specialty certifications. We developed a survey to examine the following issues: (1) analyze what ATs know about specialty certifications; (2) rank the rewards and barriers ATs perceive to be associated with earning/pursuing specialty certifications; and (3) examine differences in these findings based on ATs state practice acts being more restrictive or less restrictive. Method: We utilized a nonequivalent group, cross-sectional survey design and collected data for one month using an online survey and e-mail recruitment process. We validated our instrument using the content validity index. We utilized qualitative data analysis techniques to group states as having more restrictive practice acts and less restrictive practice acts. Using a single stage cluster sampling process, we selected 3 more-restrictive states and 3 less-restrictive states and sent recruitment emails to 4,503 potential participants in these 6 states. We received 342 responses for a 7.6% response rate and an 87% completion rate. Results: Our analysis demonstrated practicing ATs have limited knowledge about specialty certifications. The differences in state practice act restrictions did not affect the perceived rewards or barriers for specialty certifications; however, the participants reported statistically significant differences in their agreement about the intrinsic rewards, barriers, and extrinsic rewards, respectively. Conclusions: ATs have limited knowledge about specialty certifications, and the level of state practice act restriction did not influence perceptions about their potential rewards and barriers. Participants ranked the proposed intrinsic rewards for earning a specialty certification highest, and the potential barriers for earning these credentials second highest. Participants perceived the potential extrinsic rewards of these credentials lowest.
{"title":"Athletic Trainers Value the Intrinsic Rewards of Specialty Certifications More than Barriers and Extrinsic Rewards","authors":"Michael Hudson, Eva Frank, Taylor Harper, Lundsey Corner, Kelsey LaMont","doi":"10.46743/1540-580x/2023.2263","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2263","url":null,"abstract":"Purpose: Health care professionals may earn specialty certifications to recognize their advanced knowledge and skills. Athletic training has implemented specialties; however, it is unclear what athletic trainers (ATs) know and perceive about specialty certifications. We developed a survey to examine the following issues: (1) analyze what ATs know about specialty certifications; (2) rank the rewards and barriers ATs perceive to be associated with earning/pursuing specialty certifications; and (3) examine differences in these findings based on ATs state practice acts being more restrictive or less restrictive. Method: We utilized a nonequivalent group, cross-sectional survey design and collected data for one month using an online survey and e-mail recruitment process. We validated our instrument using the content validity index. We utilized qualitative data analysis techniques to group states as having more restrictive practice acts and less restrictive practice acts. Using a single stage cluster sampling process, we selected 3 more-restrictive states and 3 less-restrictive states and sent recruitment emails to 4,503 potential participants in these 6 states. We received 342 responses for a 7.6% response rate and an 87% completion rate. Results: Our analysis demonstrated practicing ATs have limited knowledge about specialty certifications. The differences in state practice act restrictions did not affect the perceived rewards or barriers for specialty certifications; however, the participants reported statistically significant differences in their agreement about the intrinsic rewards, barriers, and extrinsic rewards, respectively. Conclusions: ATs have limited knowledge about specialty certifications, and the level of state practice act restriction did not influence perceptions about their potential rewards and barriers. Participants ranked the proposed intrinsic rewards for earning a specialty certification highest, and the potential barriers for earning these credentials second highest. Participants perceived the potential extrinsic rewards of these credentials lowest.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2313
Tonya Miller, Robert Creath, Eva Frank, Lori Portzer, Jennifer Price
Purpose: The focus of this research is to understand the relationship between students' primary DISC behavioral styles (dominant, influencing, steadiness, compliance) and their perception of ideal clinical instructor behaviors. A review of the literature supports the connection between the behaviors of the clinical instructor (CI) and the success of the allied health professional student (AHPS). Additionally, a body of research supports the connection between DISC behavioral styles and student success. The purpose of this study is to examine the relationship between AHPS primary DISC behavioral styles and their perception of the ideal CI behaviors. Methods: A total number of n=90 participants completed the Allied Health Professional Preceptor Assessment exploring ideal CI behaviors and the DISC assessment across the three disciplines of athletic training (14), exercises science (7), and physical therapy (69). Results: S (steadiness) scores had the highest frequency (53.3%), followed by I (influencing) (22.2%), then C (compliance) (13.3.7%), and lastly, D (dominant) (11.1%). Using regression modeling, the "D" model (p=0.01) and the "S" model (pConclusion:This study provides preliminary evidence for the DISC behavioral assessment as a tool to inform CIs in ways to engage AHPS effectively. The findings of this study provide applicable techniques for CIs mentoring students with "D," "S," and "C" primary behavioral styles. Further research is warranted to determine engagement strategies for "I" primary behavioral styles. By leveraging these findings, clinical education programs can provide CIs with simple behavioral techniques to best engage students based on the student's primary behavioral style.
{"title":"Relationship Between Allied Health Student's Behavioral Style and Ideal Clinical Instructor Behaviors","authors":"Tonya Miller, Robert Creath, Eva Frank, Lori Portzer, Jennifer Price","doi":"10.46743/1540-580x/2023.2313","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2313","url":null,"abstract":"Purpose: The focus of this research is to understand the relationship between students' primary DISC behavioral styles (dominant, influencing, steadiness, compliance) and their perception of ideal clinical instructor behaviors. A review of the literature supports the connection between the behaviors of the clinical instructor (CI) and the success of the allied health professional student (AHPS). Additionally, a body of research supports the connection between DISC behavioral styles and student success. The purpose of this study is to examine the relationship between AHPS primary DISC behavioral styles and their perception of the ideal CI behaviors. Methods: A total number of n=90 participants completed the Allied Health Professional Preceptor Assessment exploring ideal CI behaviors and the DISC assessment across the three disciplines of athletic training (14), exercises science (7), and physical therapy (69). Results: S (steadiness) scores had the highest frequency (53.3%), followed by I (influencing) (22.2%), then C (compliance) (13.3.7%), and lastly, D (dominant) (11.1%). Using regression modeling, the \"D\" model (p=0.01) and the \"S\" model (pConclusion:This study provides preliminary evidence for the DISC behavioral assessment as a tool to inform CIs in ways to engage AHPS effectively. The findings of this study provide applicable techniques for CIs mentoring students with \"D,\" \"S,\" and \"C\" primary behavioral styles. Further research is warranted to determine engagement strategies for \"I\" primary behavioral styles. By leveraging these findings, clinical education programs can provide CIs with simple behavioral techniques to best engage students based on the student's primary behavioral style.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"327 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.46743/1540-580x/2023.2293
Mario Cruz, Lori Bolgla, Ryan Alexander, Peter Symbas, Jeremy Royal, Jordan Serrano-Dennis
Objectives: Symptomatic os vesalianum pedis (OVP), a small accessory bone located adjacent to the base of the 5th metatarsal of the foot, rarely affects individuals who participate in sports. The condition typically is treated with surgical intervention. This case report documents the examination, evaluation, and treatment approach for a professional soccer player treated conservatively with a symptomatic OVP. Methods: A nineteen-year-old professional soccer player presented with pain to the base of the left 5th metatarsal. Physical examination and imaging resulted in a diagnosis of a symptomatic OVP. The player underwent a 5-stage criterion-based rehabilitation program. Results: The player successfully completed a 7.5-week rehabilitation program that included a comprehensive return-to-play progression. The player received clearance for return to play and has continued to play professionally without restriction. Conclusion: This case report outlined the conservative management of a professional soccer player with OVP. It has provided guidance for the conservative treatment of a rare injury.
{"title":"Conservative Treatment of a Symptomatic Os Vesalianum Pedis in a Professional Soccer Player: A Case Report","authors":"Mario Cruz, Lori Bolgla, Ryan Alexander, Peter Symbas, Jeremy Royal, Jordan Serrano-Dennis","doi":"10.46743/1540-580x/2023.2293","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2293","url":null,"abstract":"Objectives: Symptomatic os vesalianum pedis (OVP), a small accessory bone located adjacent to the base of the 5th metatarsal of the foot, rarely affects individuals who participate in sports. The condition typically is treated with surgical intervention. This case report documents the examination, evaluation, and treatment approach for a professional soccer player treated conservatively with a symptomatic OVP. Methods: A nineteen-year-old professional soccer player presented with pain to the base of the left 5th metatarsal. Physical examination and imaging resulted in a diagnosis of a symptomatic OVP. The player underwent a 5-stage criterion-based rehabilitation program. Results: The player successfully completed a 7.5-week rehabilitation program that included a comprehensive return-to-play progression. The player received clearance for return to play and has continued to play professionally without restriction. Conclusion: This case report outlined the conservative management of a professional soccer player with OVP. It has provided guidance for the conservative treatment of a rare injury.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2176
Matthew Boom, Elisabeth Preston, Renee Salmon, Louise Ada, Allyson Flynn
Purpose: People with Parkinson’s disease (PD) have impaired force production, which is associated with decreased mobility and falls risk. Reliable measurement of force production is important. Design: A repeated-measures, intra- and inter-rater reliability study was undertaken. Participants: 24 people with mild PD were measured by one or two raters. Outcome measures: Isometric force of the major upper and lower limb muscle groups was measured using hand-held dynamometry. Results: Fourteen participants were measured by the same rater on two occasions to determine intra-rater reliability. Ten participants were measured on two occasions by two different raters to determine inter-rater reliability. The intra-rater reliability of hand-held dynamometry was excellent in every muscle group, except the dorsiflexors. Intra-rater reliability was highest when measuring wrist extensors (ICC(2,1) = 0.98, 95% CI: 0.94 to 0.99) and lowest when measuring ankle dorsiflexors (ICC(2,1) = 0.87, 95% CI: 0.43 to 0.97). Inter-rater reliability was variable ranging from poor (wrist flexors: ICC(2,2) = -0.15, 95% CI: -1.14 to 0.60) to excellent (grip strength: ICC(2,2) = 0.97, 95% CI: 0.88 to 0.99). Conclusion: Hand-held dynamometry has good to excellent intra-rater reliability, but poor inter-rater reliability, for measuring force in the upper and lower limb in people with mild PD.
{"title":"Reliability of Hand-Held Dynamometry for Measuring Force Production in People with Parkinson’s Disease","authors":"Matthew Boom, Elisabeth Preston, Renee Salmon, Louise Ada, Allyson Flynn","doi":"10.46743/1540-580x/2023.2176","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2176","url":null,"abstract":"Purpose: People with Parkinson’s disease (PD) have impaired force production, which is associated with decreased mobility and falls risk. Reliable measurement of force production is important. Design: A repeated-measures, intra- and inter-rater reliability study was undertaken. Participants: 24 people with mild PD were measured by one or two raters. Outcome measures: Isometric force of the major upper and lower limb muscle groups was measured using hand-held dynamometry. Results: Fourteen participants were measured by the same rater on two occasions to determine intra-rater reliability. Ten participants were measured on two occasions by two different raters to determine inter-rater reliability. The intra-rater reliability of hand-held dynamometry was excellent in every muscle group, except the dorsiflexors. Intra-rater reliability was highest when measuring wrist extensors (ICC(2,1) = 0.98, 95% CI: 0.94 to 0.99) and lowest when measuring ankle dorsiflexors (ICC(2,1) = 0.87, 95% CI: 0.43 to 0.97). Inter-rater reliability was variable ranging from poor (wrist flexors: ICC(2,2) = -0.15, 95% CI: -1.14 to 0.60) to excellent (grip strength: ICC(2,2) = 0.97, 95% CI: 0.88 to 0.99). Conclusion: Hand-held dynamometry has good to excellent intra-rater reliability, but poor inter-rater reliability, for measuring force in the upper and lower limb in people with mild PD.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：