Simulated Patients Are Predominantly Used to Teach and Evaluate Athletic Training Students' Skills: A 10-Year Follow-Up

Autor/inn/en	Armstrong, Kirk J.; Walker, Stacy E.; Weidner, Thomas
Titel	Simulated Patients Are Predominantly Used to Teach and Evaluate Athletic Training Students' Skills: A 10-Year Follow-Up
Quelle	In: Athletic Training Education Journal, 13 (2018) 3, S.281-289 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1303281
Schlagwörter	Athletes; Trainers; Teaching Methods; Self Esteem; Barriers; Student Attitudes; Skill Development; College Faculty; College Athletics; Simulation; Patients; College Students + Suchen Sie Ihr Suchwort? Athlet; Ausbildungslehrer; Trainer; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Fakultät; College athletes; Collegesport; Hochschulsport; Simulation program; Simulationsprogramm; Patient; Collegestudent
Abstract	Context: Health care education needs to include methods of teaching and evaluation that are realistic and mimic patient care. Objective: To follow up on previous research regarding the methods athletic training educators use to evaluate and teach athletic training students' clinical skills during clinical experiences and in the classroom/laboratory. Design: Cross-sectional. Setting: Public and private institutions. Patients or Other Participants: Program directors of all accredited professional athletic training programs as of November 2015 (N=372) were asked to participate; a total of 90 participated. Data Collection and Analysis: The electronic survey consisted of 6 demographic questions, 6 questions regarding methods used to teach and evaluate clinical skills, and 6 items regarding barriers, educational content areas, and practice settings for real-time patient encounters. The Cronbach [alpha] determined internal consistency, [alpha]=0.784. Descriptive statistics were computed for all items. An analysis of variance and independent "t" tests analyzed differences among institutions/programs with different demographic characteristics with regard to methods, barriers, educational content areas, and settings used for teaching and evaluating skills. The [alpha] level was set at 0.05. Results: Simulated patients and real-time evaluations were the most prevalent methods of teaching and evaluating clinical skills in the classroom/laboratory and during clinical experiences, respectively. Students' lack of self-confidence (4.10 ± 0.835) was the most common barrier during clinical experiences. The clinical examination and diagnosis (4.54 ± 0.656) and acute care of injury and illness (4.39 ± 0.775) content areas ranked highest for sufficient opportunities for real-time skill evaluation. One-way analysis of variances revealed no significant differences related to institutional/program demographics regarding opportunities for or barriers to teaching and evaluating skills. Conclusions: Ten years after our previous research, athletic training students' skills are still primarily taught and evaluated via simulated patients, with a slight increase in real-time patient encounters. Professional programs should continue using simulations and consider real-time encounters to provide additional patient care experiences. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01