Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students' perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study, the peer-tutors had training prior to implementation. Objective: To explore athletic training students' perceptions of an intentional PAL pedagogy. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with professional undergraduate athletic training students. Patients or Other Participants: Eleven athletic training students from 1 accredited athletic training program volunteered for this study. Five students (4 females, 1 male) serving as peer-tutors and 6 (5 females, 1 male) peer-students participated in focus group interviews in spring term 2015. The peer-tutors completed training prior to tutoring the peer-students. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. The peer-student and peer-tutor groups were asked separate questions. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that both peer-students and peer-tutors perceived that, through PAL, they collaborated, built relationships, gained confidence, were exposed to varied techniques, and the PAL pedagogy served as a way to review and practice, which changed their clinical educational experiences. Peer-tutors developed skills in leadership and teaching through their PAL experience. Conclusions: Evidence demonstrated that PAL created a learning environment in the student's clinical educational experiences that involved collaboration, relationships, confidence building, and more time for review and practice.

Context: The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach. Objective: To explore students' perceptions of a flipped orthopaedic assessment course. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course. Patients or Other Participants: Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced. Conclusions: Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.

Context: Research has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates.Objective: To investigate professional graduates' perceptions of PAL pedagogy in their athletic training education and the impact of that experience on their first job.Design: Qualitative study using a phenomenological approach.Setting: One-on-one phone interviews with athletic training graduates.Patients or Other Participants: Participants were from 8 accredited athletic training programs that varied in terms of the size of their institution, geographic location, number of graduates, and program directors' willingness to promote the study. Thirteen (7 female, 6 male) 2010 (n ¼ 5) or 2011 (n ¼ 8) graduates volunteered for this study. Ten of the participants were from undergraduate baccalaureate athletic training programs, while 3 were from professional postbaccalaureate athletic training programs.Main Outcome Measure(s): One-on-one phone interviews were conducted with a structured interview protocol. Each participant was asked the same questions and allowed to clarify when needed. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then by summarizing them into codes, and finally by interpreting them. Credibility was secured through a pilot study, member checking, triangulation, and peer debriefing.Results: Data were analyzed through a qualitative process; themes indicated graduates who have experienced PAL believe it led to improved communication and confidence, enhanced teaching skills, better clinical reasoning, improved socialization, and a deeper understanding that contributed to success on the Board of Certification examination.Conclusions: These findings are significant to the field of athletic training education as program directors investigate pedagogies that can assist students to think clinically as graduates. Evidence demonstrated that PAL does impact the students after graduation.

The use of flipped classrooms has gained momentum and involves the instructor replacing the passive reception of material found in common lectures, so class time may be used for hands-on practical application, discussion, or assignments. The purpose of this paper is to explore students’ perceptions of a flipped therapeutic modality course. Focus group interviews were conducted with sixteen participants (14 female, 2 male) who completed a therapeutic modality course. Data were collected through 4 focus group interviews, which were digitally recorded and transcribed. Data were analyzed to uncover dominant themes—first by organizing the data, then summarizing data into codes, and finally interpreting. Credibility was secured through peer review, member checks, and investigator triangulation. The analysis resulted in three common themes: the flipped classroom (1) was perceived as valuable by students, (2) led to active participation in class, and (3) helped students feel better prepared for the class. Athletic training students, particularly in a flipped therapeutic modality course, valued this pedagogical approach.

Purpose: Opioid use, misuse, and abuse are occurring in both high school and collegiate athletes. There is limited research that examines athletic trainers' perceptions of opioids. The purpose of this qualitative research study was to investigate athletic trainers’ awareness and practice of opioids in an active population. Method: Qualitative inquiry was used to explore athletic trainers' awareness of opioids in an active population. Ten athletic trainers (7 male, 3 female) employed in the Northwest Athletic Training Association (6 collegiate, 4 high schools) volunteered for this study. Phone interviews were conducted in July to September 2017 with a semi-structured interview protocol. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Trustworthiness included both peer review and member checks. Results: Three themes emerged from this study regarding athletic trainers' practice with opioids: 1) athletic trainers have a responsibility to their patients regarding opioids, 2) communication with patients about opioids, and 3) athletic trainer perceived a lack of education regarding opioids. Conclusions: Evidence demonstrated that athletic trainers feel they have a role with opioids and their patients. While the majority of participants in this study did discuss opioids with their patients, athletic trainers felt they were lacking knowledge of opioids. Future research should explore athletic trainers’ knowledge and education surrounding opioids and an active population.