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Browsing by Subject "Athletic training"

Now showing 1 - 3 of 3
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    The relationship between the level of athletic training education and critical thinking skill
    (2013-04) Wendinger, Michael John
    Critical thinking has been identified as an essential skill for athletic training and has been extensively studied in other allied health and medical education programs such as nursing, dentistry, and physical therapy. However, little is known about critical thinking in the health profession of athletic training. In addition, currently there are two separate routes to athletic training certification. No research has been done comparing critical thinking in undergraduate versus graduate level athletic training students. The intent of this study was to determine if a difference exists in students’ critical thinking skill between undergraduate and entry level master athletic training students. A mixed methods design was employed for this investigation. Quantitatively the California Critical Thinking Skills Test (CCTST) was utilized to assess critical thinking skills in both undergraduate and entry level master athletic training students. A sample of 174 students from 20 different athletic training accredited institutions were invited to participate. All students sampled were expected to be graduating within one year from their participation and eligible to sit for the BOC examination. Carnegie classification was utilized to match the ten undergraduate and ten entry level master programs. Qualitatively the participants answered open ended questions regarding their perception of critical thinking. Data were entered into SPSS 18 and analyzed for measures of central tendency as well as a MANOVA do determine if a difference existed between the two groups. To analyze the open ended questions, responses were placed into themes. Findings of the statistical analysis revealed no statistical difference between both groups in critical thinking skill or the subscale. In addition critical thinking skill had no relationship between demographic variables of age, ethnicity or gender in both groups of students. Several findings emerged from the qualitative analysis. Due to the complex nature of the conception of critical thinking and the large volume of critical thinking research in other educational domains, the researcher suggests further investigation specific to athletic training education be undertaken.
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    Shoulder Complex Kinematics in Individuals Clinically Classified with Multidirectional Instability: A Pre- Versus Post-Exercise Analysis
    (2023) Silverson, Oliver
    Background: The clinical classification of glenohumeral joint instability is characterized by presumed increased humeral translations in conjunction with symptomology. Prior research reports inconsistent trends in glenohumeral joint kinematic differences between individuals clinically classified with glenohumeral joint instability and asymptomatic controls classified with stable shoulders. Limitations surrounding clinical classification criteria and motion tracking methods likely contribute to the lack of consistent kinematic trends. Additionally, the effect of participation in repetitive, resisted, shoulder activities in individuals clinically classified with glenohumeral joint instability has not yet been examined. Purpose and approach: The purpose of this dissertation was to implement previously validated methods to clinically classify individuals with presumed glenohumeral joint instability and utilize state-of-the art kinematic assessment methods to: (1) determine the glenohumeral joint kinematic characteristics of individuals clinically classified with instability, (2) investigate the glenohumeral and scapulothoracic joint kinematic effects of exposure to repetitive, resisted, shoulder activity in this group, and (3) explore the effect of scapulothoracic rotations on humeral translations during arm raising. Results: Results from aim 1 indicated individuals clinically classified with glenohumeral joint instability possessed significantly more average anterior humeral position (0.8 mm) compared to asymptomatic matched controls during unweighted scapular plane abduction (SAB). No other kinematic differences between groups were detected. Results from aim 2 identified there was a significant decrease in average normalized contact path length (10%) between the humeral head and glenoid face during SAB and significantly less average scapular internal rotation during SAB (2.5°) and humerothoracic internal rotation (IR) (3.2°) after exposure to moderate levels of repetitive, resisted, shoulder activity. Results from aim 3 indicated there was not a significant relationship between scapulothoracic rotation and humeral translations during SAB. Summary: Findings from aim 1 of this research demonstrated that only one out of four kinematic variables used measure glenohumeral joint stability were statistically different between individuals clinically classified with glenohumeral joint instability and matched controls during unweighted SAB. These findings suggest that the magnitude of joint stability classified with passive laxity tests may not necessarily relate to dynamic joint stability. Further, perhaps more consistent kinematic differences could be identified under more vigorous task conditions. Evidence from aim 2 of this research demonstrated that participation in moderate levels of shoulder activity provoked statistically different changes in only one out of four kinematic variables used to measure glenohumeral joint stability and resulted in minimal changes (≤3.2°) in scapulothoracic kinematics during active arm raising and a simulated swimming task. These findings suggest that perhaps participation in more strenuous repetitive, resisted, shoulder activities may induce greater kinematic effects. Lastly, findings from aim 3 do not suggest the magnitude of scapular rotations affect the amount of humeral translations in individuals clinically classified with glenohumeral joint instability and imply that other factors may potentially influence glenohumeral joint stability during activity.
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    Transitioning from a student to a professional in athletic training:a phenomenological review of graduate assistants/fellows.
    (2011-05) Hoppe, Susan Britton
    Although many colleges and universities employ Graduate Assistants/Fellows (GAFs) in the field of Athletic Training, little research has been conducted to understand best practices for assisting GAFs in their transition from a student to a professional. The purpose of this qualitative research study was to explore the GAFs' and their supervisors' perceptions of changes occurring during their first semester of post-professional study within a Master's in Athletic Training program. Specifically, this phenomenological research attempted to describe any changes in the GAFs' clinical competence. Clinical competence can be attributed to decision-making skills and clinical diagnosing skills. In addition, this study explored specific strategies and experiences that contribute to the changes in perceptions of clinical competence of allied health care professionals in Athletic Training. Through purposeful criterion sampling, one Post-Professional Athletic Training Education Program was selected and resulted in four first-year GAFs, one GAF supervisor/faculty member, and the Program Director (PATEPD) agreeing to be participants. Primarily in-depth interviews were utilized to collect data although secondary data were obtained through observations, journal entries, and other program documents and artifacts. The data were transcribed, coded and analyzed based on the research questions. Four analytic categories were determined to affect the GAF experience: culture of the program, clinical experiences, personal attributes, and coursework. Several findings and recommendations emerged from the data. The largest influence on the GAF experience stemmed from the PATEPD and the program's philosophy. Notions such as self-reflection, critical thinking, and feeling supported resonated with the participants in order to assist in their confidence and decision-making in the clinical setting. Recommendations include the PATEPD having consciousness of his/her influence throughout the program, the necessity for incorporating clinical thinking skills in coursework due to its application in the clinical setting, and providing varied clinical experiences to further enhance the GAF's clinical knowledge. In addition, the National Athletic Trainers Association should include clinical education as a key component of Post-professional Athletic Training Education Programs. Due to the complexity of the phenomenon of being a GAF in the clinical setting, the researcher suggests the recommendations be considered based on their applicability to the reader's individual situation.