An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

Welch, Cailee E.; Lunen, Bonnie L. Van; Hankemeier, Dorice A.

doi:10.4085/1062-6050-49.2.13

Cited by 23 publications

(58 citation statements)

References 30 publications

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“…28,29 Therefore, based on a predetermined set of criteria, we selected participants who would provide the most valuable insight into the research aims. To be considered as viable candidates for this study, ATs had to have participated in the experimental group of a previous study 15 and had to have accessed all 10 Web-based learning modules, which was determined through the Web-based module usage data sheet that the NATA office provided. Stratified purposeful sampling, sometimes considered as a sample within samples, allowed us to capture major variations that might occur across a population.…”

Section: Participantsmentioning

confidence: 99%

“…30 To ensure a true representativeness of the athletic training population, we invited an equal number of clinicians and educators to participate in this study. 24 Eighty-nine of the 164 ATs who accessed the Web-based modules in the previous investigation 15 met the predetermined criteria for this study. The research team confirmed data saturation of both branches of the interview protocol after 25 ATs (14 women, 11 men; athletic training experience ¼ 16.00 6 9.41 years) had been interviewed.…”

Section: Participantsmentioning

confidence: 99%

“…14 The board of directors of the National Athletic Trainers' Association (NATA) provided funding for the development and dissemination of educational EBP modules that were made available to the entire NATA membership free of cost. 15 A randomized controlled trial on the ability of these modules to increase knowledge of EBP concepts revealed that they were an effective mechanism to teach these concepts to ATs. 15 Only an immediate knowledge increase was assessed, and no authors of the current literature have explored long-term knowledge retention and translation among ATs or implementation practices resulting from the Web-based modules.…”

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confidence: 99%

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Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Welch

Hankemeier

Wyant

et al. 2014

Journal of Athletic Training

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Context:The shift to a culture of evidence-based practice (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not practicing in an evidence-based manner. Exploring perceived strategies to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to practice to improve patient care.Objective: To explore beneficial strategies and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical practice.Design: Qualitative study. Setting: Individual telephone interviews.Patients or Other Participants: Twenty-five ATs (12 educators, 13 clinicians; athletic training experience ¼ 16.00 6 9.41 years) were interviewed.Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data.Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily practices.Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create strategies that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs and to determine successful strategies to implement EBP into didactic curricula and clinical practice. Additional focus should be given to which strategies most effectively produce changes in clinical practice.Key Words: professional responsibility, mentorship, evidence-based medicine, qualitative research Key PointsParticipants perceived that certain strategies might enhance the inclusion of evidence-based practice concepts throughout athletic training. Researchers should continue to identify effective educational interventions for athletic trainers and determine successful strategies to implement evidence-based practice into didactic curricula and clinical practice. Focus also needs to be placed on strategies that most effectively achieve knowledge translation to effect change in clinical practice.

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Section: Participantsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

mentioning

confidence: 99%

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Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Welch

Hankemeier

Wyant

et al. 2014

Journal of Athletic Training

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“…Previous research [10][11][12][13][14] in athletic training shows that foundational knowledge of EBP concepts is low. Stand-alone workshops, journal clubs, and clinically integrated teaching improve knowledge of EBP and critical appraisal in medicine, 15 whereas web-based modules increase foundational EBP knowledge in athletic trainers (ATs).…”

Section: Athletic Trainers' Current Knowledge and Envisioned Use Of Fmentioning

confidence: 99%

“…Stand-alone workshops, journal clubs, and clinically integrated teaching improve knowledge of EBP and critical appraisal in medicine, 15 whereas web-based modules increase foundational EBP knowledge in athletic trainers (ATs). 12,14 In addition to knowledge, information has been previously disseminated regarding barriers to use and implementation of EBP. [16][17][18][19][20][21] Although valuable in content, these previous studies were conducted before the implementation of the BOC requirement regarding EBP continuing education.…”

Section: Athletic Trainers' Current Knowledge and Envisioned Use Of Fmentioning

confidence: 99%

Athletic Trainers' Current Knowledge and Envisioned Use of Foundational Evidence-Based Practice Concepts

Manspeaker

Hankemeier

2017

Athletic Training Education Journal

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Context: The Board of Certification (BOC) requires 10 continuing education units (CEUs) in evidence-based practice (EBP) each reporting period. It is unknown whether participation in programming in the Foundations category for CEUs results in improved knowledge of and confidence in EBP.Objective: To examine a continuing professional education (CPE) program in relation to perceived knowledge of and confidence in EBP concepts among athletic trainers (ATs) and to determine ATs' perceptions regarding barriers to, use of, and resources for EBP.Design: Mixed-methods, within-subjects design; preintervention-postintervention evaluation of ATs' EBP knowledge and perceptions.Setting: A CPE workshop hosted at 2 Division I universities.Patients or Other Participants: Convenience sample of 123 AT workshop attendees. Intervention(s): Five-hour BOC-approved Foundations of EBP workshop.Main Outcome Measure(s): The Evidence-Based Concepts: Knowledge, Attitudes, and Use survey. The ATs' EBP knowledge was assessed via multiple-choice questions. Descriptive statistics, differences between scores, and correlations were ascertained. Open-ended questions were classified according to common themes and coded.Results: The 11-point knowledge score showed knowledge increased significantly (t ¼ À12.42, P , .001, d ¼ 1.31, 95% confidence interval ¼À2.41, À1.75) preworkshop (mean ¼ 6.39 6 1.63) to postworkshop (mean ¼ 8.47 6 1.55). Confidence in knowledge increased significantly (z ¼À9.51, P , .001) preworkshop (median ¼ 26) to postworkshop (median ¼ 38). The ATs identified barriers to EBP use as time, resources, environment, and experience in EBP; envisioned use of EBP included implementing patient-reported outcomes and internet resources.Conclusions: This workshop demonstrated improved immediate perceived knowledge and confidence in EBP concepts. Although a larger number of clinical EBP programs have been approved by the BOC, Foundations of EBP programming is valuable for CEU opportunities to narrow the gap regarding EBP knowledge. Future investigations may evaluate transference of EBP knowledge into professional practice.

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Teaching Physician Assistant Students Real-World Evidence-Based Medicine

Banning

White

Shaughnessy

2018

J Physician Assist Educ

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An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

Cited by 23 publications

References 30 publications

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Athletic Trainers' Current Knowledge and Envisioned Use of Foundational Evidence-Based Practice Concepts

Teaching Physician Assistant Students Real-World Evidence-Based Medicine

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