Continuing education (CE) is intended to promote professional growth and development and enhance one's professional practice. The purpose of this investigation was to determine Certified Athletic Trainers' (ATs) preferred types/formats and related barriers regarding formal (i.e., approved for CE credit) and informal (i.e., not approved for CE credit) CE activities. Furthermore, what is perceived to impact of CE on athletic training practice with regards to improving knowledge, improving clinical skills/abilities, changing attitudes toward patient care, and improving patient care.The population consisted of a geographic stratified random sample of 1,000 ATs. A total of 427 (42.7%) ATs completed the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) developed for this investigation and administered electronically. The FIATCEA survey consisted of demographics/characteristic items and Likert scale items (1 = strongly disagree, 5 = strongly agree) regarding CE participation and perceived impact on practice, preferred types/formats of CE activities, and barriers to CE participation. Cronbach's alpha determined internal consistency for items within each of the three sections at .945, .638, and .860 respectively. Descriptive statistics were computed for all items. An analysis of variance (ANOVA) and dependent t-tests determined differences between AT demographics/characteristics and participation in CE and the perceived impact on practice, preferred type/format of CE, and barriers to CE participation. The alpha level was set at .05.Informal CE activities were completed more than formal CE activities, t(3) _ -114.182,p > .001. Formal CE activities were perceived to enhance knowledge, t(414) _2.559, p = .001, and informal CE activities were perceived to improve clinical skills/abilities, t(409) = -2.754, p = .006, and attitudes toward patient care, t(407) = -3.630,p < .001. The cost of attending CE (M= 4.13, SD = 0.994) and distance required to travel to CE activities (M = 4.15, SD = 0.958) were bathers to CE participation.A majority of respondents completed informal CE, but formal CE activities were preferred. Barriers to CE participation included cost and related travel. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit. / Department of Educational Studies

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed May 5, 2010). Includes bibliographical references (p. 84-90).

The purpose of this study was to identify the pharmaceutical practices of head athletic trainers in the treatment of athletic injuries at the National Collegiate Athletic Association (NCAA) Division I level. Another purpose was to determine if head ATCs and their staffs are compliant with the Federal and State guidelines relating to the dispensing and administering of prescription and over-the-counter OTC medications.Previous research indicated that widespread problems exist with the pharmaceutical practices of athletic trainers in the athletic setting. Due to these problems, the health care of student-athletes is being compromised and athletic trainers, physicians, pharmacists and universities are at risk for legal ramifications.A packet consisting of a cover letter explaining the purpose and voluntary nature of the study, the instrument, and a self-addressed stamped envelope was mailed out to the 312 Division I head athletic trainers on March 17, 1998. The 34 item instrument was specifically developed for the study and it covered areas dealing with the pharmaceutical practices of athletic trainers. A response rate of 60% (N= 188) was obtained for the study.The results were analyzed using descriptive statistics which consisted of means, standard deviations, and frequencies. The results indicated that prescription and OTC medications are provided in a majority of the athletic training rooms. The results indicated that a large number of athletic trainers dispense and administer prescription medications to student-athletes. This means that a number of ATCs are not following the Federal and State pharmaceutical guidelines. As a result of these findings, it is evident that widespread problems still exist in the pharmaceutical practices of athletic trainers at the NCAA Division I level. These practices could lead to compromised health care for the student athletes and serious legal ramifications for ATCs, physicians, and the universities. / School of Physical Education

The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance. / Department of Educational Studies

Thesis (Ph. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains viii, 120 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references (p.102-115).

Project (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Includes bibliographical references (leaf 87). Also available via the Internet.

Thesis (Ph.D.)--Ohio University, March, 2004. / Includes bibliographical references (leaves 127-132)

Thesis (M.S.)--West Virginia University, 2005 / Title from document title page. Document formatted into pages; contains vi, 79 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

Thesis (M.S.)--California University of Pennsylvania, 2005. / Typescript. Includes bibliographical references and abstract. Thesis available as PDF via the Internet.