Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

Abstract

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer

“…26 The terms mentorship and preceptorship are often used interchangeably, and at times rightfully so, as preceptors who are viewed as mentors inspire and promote professional commitment in mentees and stimulate them to develop pride in their future role. 27 Our findings also illustrate that an AT who is provided with autonomous learning opportunities before transitioning to clinical practice feels prepared to practice independently. This is likely because he or she has real-time exposure and learns to apply the skills necessary to transition to clinical practice.…”

The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

“…The experiences can be essential to the socialization process and professional development of the athletic training student. 1,5,16,19 Participants in this study further explained that the realistic experiences athletic training students have during clinical education experiences increase their awareness of the profession as well as provide opportunities to practice and apply their knowledge and skills. Both athletic training students and preceptors identified that increasing awareness of the profession was positive for many athletic training students because it provided them further insight and understanding into the realities of the profession, and for other athletic training students, it helped them realize that they have different professional goals.…”

“…We developed the interview guides based on the purpose of this study and findings from previous studies conducted by the researchers. 5,16 We also designed the interview guides to help triangulate the findings and capture a holistic understanding of the clinical experience and athletic training student experience. Prior to data collection, our interview guides were peer reviewed by two athletic training scholars and educators with experience in qualitative design.…”

“…These findings support other research in the field examining the importance of multiple experiences in the professional development of athletic training students and the importance of a variety of experiences in helping students develop a professional identity. 3,16,24 Athletic training programs must develop experience systems that provide students with as many meaningful clinical experiences as possible during their time in the program.…”

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

“…It is estimated that more than half of athletic training students' educational experiences are spent in the clinical setting, 1 and intuitively we know that the athletic training student values the time engaged in patient care and learning in an authentic setting. 2,3 Clinical experiences are an integral part of athletic training education, as they should be the place where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. Despite understanding the need for authentic learning, athletic training students' perspectives regarding its value and the aspects included in the engaging experience are unclear.…”