Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs

Abstract

‡Department of Exercise Science and Sport Studies, Springfield College, MA Context: Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion.Objective: To gain insights from the PD on methods used to socialize students into the athletic training program and profession.Design: Qualitative study.Setting: One-on-one telephone interviews. Patients or Other Participants:A total of 16 PDs at accredited undergraduate athletic training programs volunteered for our study. Our participants had, on average, 6 6 4 years of experience in the role of the PD, and they were 44 6 8 years old. Data Collection and Analysis:We conducted one-on-one phone interviews, which we transcribed verbatim. We performed a general inductive analysis of the data and completed member checks, multiple analyst triangulation, and peer review to establish data and methodological credibility.Results: Two major themes emerged regarding the socialization process used by athletic training programs: formal and informal processes. The formal processes can be categorized into 5 distinctive methods, including (1) an introductory course to athletic training that often includes observation hours, (2) orientation sessions, (3) student handbooks, (4) athletic training student club activities, and (5) organized peer mentoring programs. The informal processes can be classified by 2 distinct practices: (1) social outings and (2) mentoring or peer groups.Conclusions: The use of formal training sessions emerged as a popular method with which to socialize athletic training students into their impending role, particularly because these sessions allow for effective communication regarding program expectations and methods with which to be successful. In addition, an opportunity to gain a realistic impression of the role of the athletic trainer is necessary for successful role inductance and again permeates all aspects of athletic training.

Exploration of Factors Perceived to Influence Development of Diagnostic Reasoning in Athletic Trainers and Athletic Training Students

“…These findings align with our ATs' and athletic training students' findings regarding the importance of specific educational strategies and professional socialization in the development of clinical competence and professional transition. 34,35 It was interesting to note, however, that neither the AT population in our study nor the physicians used by Durning et al 32 expressly determined reflective or metacognitive activities as being perceived to enhance diagnostic reasoning, despite the considerable research stating otherwise. 26,33,36,37 Most current research in diagnostic reasoning development states that metacognitive activities are imperative because they help to refine judgments, prioritize relationships among signs and symptoms, and force individuals to evaluate the cognitive processes used during a diagnosis.…”

Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View

“…Our results that highlighted the use of mentoring as a transition-to-practice mechanism were not surprising. Mentorship has exploded within the athletic training literature as a fundamental aspect to many educational and socialization tactics for the student, 28,29 the newly credentialed AT, 9,10 and the AT assuming various roles within the field (eg, preceptor). 25 Simply stated, mentoring is a relationship that forms between a more seasoned individual and a novice, whereby the mentor provides support, guidance, and modeling to help the protégé gain inductance into and understanding of the new role and place of employment.…”

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

“…Socialization is a popular topic in the literature, with researchers examining how athletic trainers [1][2][3][4] and athletic training students [5][6][7][8][9][10][11][12][13] learn their professional roles and responsibilities. Socialization is often divided into 2 main components, anticipatory and organizational.…”