Effect of Procedure Type on Core Competency Implementation by Athletic Training Students

Abstract

Context: Core competencies (CCs) are now a required component of educational content in all types of Commission on Accreditation of Athletic Training Education-accredited athletic training programs. There is limited evidence demonstrating which procedures included during patient encounters (PEs) occurring in clinical education allow for implementation of CCs.Objective: To determine the relationship between procedures performed by athletic training students during PEs on CC implementation. Design: Panel design.Setting: Undergraduate, professional athletic training program, National Collegiate Athletic Association Division I institution.Patients or Other Participants: We purposefully recruited 1 athletic training program that used E*Value (Medhub) software; 40 participants (31 female, 9 male) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated.Interventions: Participants viewed a 20 minute recorded CC education module followed by educational handouts, which were available online for reference throughout the semester. E*Value was used to track procedures (prevention, evaluation, manual therapy, rehabilitation, treatment, diagnostic, surgical, or other) performed during PEs and an added block of questions indicating which, if any, of the CCs were implemented during the PE.Main Outcome Measure(s): Independent variables included procedures performed during PEs and whether any of the 6 CCs were implemented (yes/no). Binary logistic regression models determined how the type of procedure performed related to the implementation of each CC.Results: Regression models were significant for 5 of the 6 CCs: patient-centered care (PCC; v 2 7 ¼ 62.949, P , .001), interprofessional education and collaborative practice (IPECP; v 2 6 ¼ 41.172, P , .001), health care informatics (v 2 7 ¼ 186.487, P , .001), evidence-based practice (EBP) (v 2 8 ¼ 54.712, P , .001), and quality improvement (v 2 7 ¼ 67.967, P , .001). Participants including evaluation procedures during PE were 3.6 and 1.3 times more likely to implement PCC and IPECP, respectively. Participants including a diagnostic procedure were 4.2 and 2.9 times more likely to implement EBP and IPECP, respectively, and 0.2 times less likely to implement health care informatics. Participants incorporating a manual therapy procedure were 2.6, 1.7, and 2.1 times more likely to implement PCC, EBP, and quality improvement, respectively. Conclusions:Athletic training program administrators should identify clinical sites that allow for PEs and procedural opportunities that align with priorities for greater CC implementation.Full Citation: Cavallario JM, Van Lunen BL, Manspeaker SA. Effect of procedure type on core competency implementation by athletic training students.The procedural opportunities available to athletic training students at assigned clinical sites impact the likelihood for core competency implementation. Increased educational emphasis need to be placed on the interconnectedness of the core competencies in clinical practice. Interprof...

Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care

“…The opportunities at the clinical site also affect core competency use. 10 Particularly for PCC, athletic training students who performed orthopaedic evaluation, manual therapy, and therapeutic rehabilitation were 3.6, 2.6, and 1.9 times, respectively, more likely to implement PCC. 10 Program directors who want their athletic training students to gain clinical experience in performing PCC should encourage clinical preceptors to provide athletic training students these specific opportunities to incorporate not only clinical skills but PCC skills at their clinical sites.…”

“…10 Program directors who want their athletic training students to gain clinical experience in performing PCC should encourage clinical preceptors to provide athletic training students these specific opportunities to incorporate not only clinical skills but PCC skills at their clinical sites. 10 Lastly, to mitigate the incongruence identified in our results, we suggest that instructional techniques such as direct observation, standardized patient exams with live actors, bug-in-ear technology, and video modeling of previous patient interactions be used to promote self-reflection and future practice habit changes that integrate PCC principles. [56][57][58] Gender Minority Care…”

“…7,8 Core competencies are ultimately intertwined, and authors of related research continue to demonstrate room for increased implementation of all core competencies, including PCC. [8][9][10] Professional athletic training programs are designed to teach students the knowledge and skills and provide clinical experiences that prepare them to register and take the Board of Certification examination to become athletic trainers. 11 At the time of this study, there were athletic training programs delivered at both the bachelor's and master's level.…”

Core Competency–Related Professional Behaviors During Patient Encounters: A Report From the Association for Athletic Training Education Research Network

“…As athletic training continues to emphasize the CCs, it is important to ensure that ATSs are exposed to PE opportunities that promote the inclusion of professional behaviors related to the CCs. Previous researchers 8 have focused on ATSs reporting whether they thought they had implemented CCs during a PE but did not provide details of which aspects (ie, professional behaviors) of the CCs were being implemented. In addition, the investigators 8,10 who conducted studies in this area collected PE data from only 1 professional athletic training program during a single academic semester.…”

“…5 The CCs identified for athletic training have been well defined in the literature. [6][7][8] However, whereas previous researchers 7,9 found that these CCs could be demonstrated through a variety of professional behaviors, continued emphasis has been placed on the intertwining of the CCs and the importance of not implementing them individually. 7 For example, determining the best concussion treatment protocol for a patient requires an understanding of current best practices (EBP), coordination with other health care professionals (IPECP), and consideration of patient history (HIT), goals (PCC), and activities of daily living (PCC) and might require clinicians to evaluate emerging evidence on treatment and assessment techniques (EBP).…”