Objective: To identify those factors that influence freshmen application to Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited undergraduate ATEPs having a secondary admissions process. (All undergraduate ATEPs are now accredited by the Commission on Accreditation of Athletic Training Education (CAATE)). Design and Setting: The Athletic Training Student Persistence Survey was used to measure freshmen athletic training student level of satisfaction with various aspects of their program in CAAHEP-accredited ATEPs in the United States to determine factors that influence the decision to apply. Subjects: Three hundred and forty-seven freshmen athletic training students (113 males and 234 females) enrolled in CAAHEP-accredited ATEPs. Measurements: Students' level of satisfaction with the ATEP as defined by the constructs, demographic information, and the decision to apply to the ATEP. Results: All of the constructs except Clinical Education were found to be significantly different between the two groups (P < .05). None of the demographic variables were related to a student's decision to apply. Cumulative college grade point average and the grades received in athletic training and science courses did influence a student's decision to apply. (P < .05). Conclusions: Freshman student satisfaction with the ATEP is predictive of a student's decision to apply to the program. Factors affecting the decision to apply included social integration, intellectual integration, commitment, and the clinical education experience.

Purpose: The purpose of this study was to determine the short-term effect of a pointe shoe toe box shape on proprioception in novice ballet dancers. Methods: Thirty-six female subjects completed the study (age = 13.2 + 2.2 years, height = 156.4 + 11.5 cm, weight = 46.6 + 9.4 kg). Subjects were assigned randomly to one of two groups. One group of 18 subjects was assigned to the tapered toe box pointe shoe, and the other group of 18 subjects was assigned to the square toe box pointe shoe. Subjects in each group were given a choice of any variation, brand, or size of shoe, only being restricted on the tapered or square box style. They were expected to train using that shoe, exclusively, over the next six weeks. Each subject’s static proprioception (the Center of Pressure [COP] area [Area95] and reaction velocity [Vavg]) was measured prior to and following their six weeks of standard training using the AMTI AccuSway Plus forceplate. Results:A mixed-design ANOVA showed no effect on static proprioception for either shoe type. Conclusions: The shape of pointe shoe toe boxes does not have an effect on static proprioception in novice ballet dancers in a six week training program. Future research should evaluate these effects over a longer duration to evaluate long-term effects.

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Purpose: Athletic training clinical education provides students with a variety of real-life patient encounters under the supervision of a credentialed athletic trainer. However, clinical education experiences may not allow for all students to practice more invasive or less common skills such as rectal thermometry. The purpose of this study was two-fold: 1) determine the effect of a series of low to high-fidelity simulated rectal thermometry experiences on athletic training students’ self-confidence scores; and 2) through a phenomenological qualitative approach, explore athletic training students’ perceptions following the simulated rectal thermometry experiences. Method: This study used a quasi-experimental, mixed methods, one-group repeated measures design. Participants were nine first year professional Master of Athletic Training students who completed four simulated experiences on the skill of rectal thermometry. The outcome measures were The Athletic Trainer’s Self-Confidence Scale (ATSCS) and qualitative semi-structured open-ended interviews. Results: Friedman’s ANOVA revealed a statistically significant improvement from the participant’s baseline ATSCS scores to the last post-test scores. We identified three major themes following qualitative interviews: 1) Perception changes before and after participation; 2) Benefits of a series of four simulations; 3) Explanations for the improvements in confidence and competence. Conclusions: A series of simulated learning activities using high-fidelity and standardized patient interactions can help improve athletic training students’ self-confidence. Though future research is needed, athletic training education programs should consider implementing simulated experiences to equip athletic training students to transition to practice.