Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Abstract

Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs.Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics.Design: Cross-sectional.Setting: Online survey platform Qualtrics.Patients or Other Participants: Seventy-nine preceptors (31.66 6 8.63 years, male ¼ 32, female ¼ 47, years certified ¼ 9.46 6 8.27, years as preceptor ¼ 6.08 6 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4.Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 ¼ not helpful, 2 ¼ somewhat helpful, 3 ¼ very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with v 2 analysis. Statistical significance was set a priori at P .05.Results: Topics in evaluating students (2.39 6 0.47) and teaching and learning in the clinical setting (2.38 6 0.41) were rated most helpful and concepts in mentorship (2.13 6 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P . 0.05).Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development

“…The variance in handson clinical education can affect the effectiveness of the immersive clinical experience, warranting specific training for the preceptors. [21][22][23] Each preceptor should go through a formal training by the professional athletic training program and identify an area of contemporary expertise, 23 and preceptors should be chosen and trained strategically in order to best serve the athletic training students.…”

The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs

“…36 Similarly, athletic training preceptors have reported they prefer guidance on developing students' critical thinking skills and teaching clinical decision making within preceptor development. 37 Administrators in our study also noted the inclusion of new clinical skills and knowledge in preceptor development. As educational requirements of a professional program have evolved, the clinical skills being taught within these programs has also changed, which has prompted administrators to include these skills within preceptor development.…”

“…Although the body of evidence that has examined the content included within preceptor development opportunities is somewhat limited, a few authors have noted this content has focused on improving specific skills associated with clinical teaching. 4,24,27,36,37 For example, the systematic review conducted by Windey et al 24 focused on reviewing interventions that support nursing preceptor development. They reported the content most frequently included in preceptor development was giving and receiving feedback, effective communication, facilitating adult learning, and reviewing roles and responsibilities of the preceptor, as well as development and evaluation of clinical judgment.…”

Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development

“…Preceptors are responsible for guiding the translation of classroom-taught content to clinical-practice application and students' supervision throughout their clinical experiences. 2,3 Preceptors of most health profession education students are often the ostiaries for feedback on clinical performance, in the forms of both feedback to the student and feedback to the program about the student. 4 To promote student development, preceptors are expected to integrate classroom content and theory into student clinical experiences.…”

“…4 To promote student development, preceptors are expected to integrate classroom content and theory into student clinical experiences. 3,4 The shared responsibilities of faculty and preceptors in student development emphasize the importance of collaboration and communication between the 2 groups. Insufficient communication has been noted previously in both athletic training and nursing education, and the lack of communication has contributed to collaborative impediments.…”