Motivators, Anticipated Challenges, and Supportive Factors for Athletic Trainers Pursuing the Doctor of Athletic Training Degree

Abstract

Context: The doctor of athletic training degree (DAT) is a new concept in athletic training. Athletic trainers (ATs) currently pursue the degree, but little is known about why they choose the DAT. Objective: To explore ATs' motivations to pursue the DAT degree. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Twelve first-semester DAT students (6 males, 6 females; age = 32.2 ± 5.2 years; athletic training experience = 9.1 ± 5.7 years) participated. Main Outcome Measure(s): Each individual telephone interview was transcribed verbatim and all identifying information was redacted. Two members of the research team used a phenomenological approach to complete data analysis. Constant comparison was used throughout data analysis to ensure consistency among individuals. A third investigator served as an external consultant to verify themes and accuracy of coding. Her review also confirmed discontinuation of interviews upon reaching data saturation. Trustworthiness of the data was established using multiple-analyst triangulation and peer review. Results: Four themes emerged affecting DAT student motivations for pursuing the degree: (1) personal motivators, (2) program-specific motivators, (3) initial perceived challenges, and (4) supportive factors. Participants indicated that intrinsic pursuit of lifelong learning, professional advancement, future employment opportunities, improved value within their workplace, and mentors' influence impacted them to pursue a DAT. Participants were motivated to develop professionally and advance knowledge and skills while also selecting programs based on program and faculty reputation and engagement in professional advocacy. While time commitment, work-life balance, cost, and online learning expectations were anticipated challenges, participants perceived that family, employers, peers, organization, and time management were supportive factors that would help them be successful. Conclusions: Students are pursing the DAT degree because of both intrinsic and extrinsic motivators. Individual program characteristics also influence the pursuit of the DAT. Students do anticipate challenges but surround themselves with supportive factors to help them be successful.

Athletic Trainers' Perceptions of Advanced Clinical Practice: Characteristics of Advanced Practice Athletic Trainers

“…2,3 Dedication to lifelong learning, critical thinking, and a desire to advance the profession are likely key factors associated with an athletic trainer's decision to pursue postprofessional education in an accredited residency program or DAT program. This is supported by Mulder et al, 7 who reported that DAT students chose to pursue their degree based on specific personal motivators of lifelong learning, advancement of the profession, and mentoring, among other reasons. Similar to our findings, advanced practice clinicians in physical therapy have been found 8 to pursue professional development and leadership activities at a greater rate than do peers who do not seek postprofessional training to achieve advanced clinical practice.…”

Employability of the Doctor of Athletic Training Degree within Academe

“…Although not explicitly stated in the definition, as a clinical scholar with advanced knowledge and skills, these individuals would have the requisite knowledge to serve as both clinical and classroom educators and evidence has indicated a desire to utilize the degree within these employment opportunities. 3 The DAT programs vary in program curricular content, delivery mode, and area of focus, while also including advanced practice skill and/or leadership development. 4,5 There are several potential reasons to pursue this educational opportunity for athletic trainers and may include the shortage of clinically prepared leaders, the shortage of O n l i n e F i r s t terminally prepared athletic trainers to teach within post-baccalaureate degree programs, or the need to produce individuals to initiate and engage athletic trainers at higher levels of clinical reasoning.…”

“…Individuals pursuing a DAT degree have reported that they are committed to learning and believe that the degree will bring them professional advancement and development. 3 The nursing profession has been examining this type of advanced terminal degree for the past several years. Doctor of Nursing Practice (DNP) degrees were developed to prepare nurses with the competencies needed to improve health care systems through administrative leadership and advanced practice roles.…”

Employability in Academe for Athletic Trainers With the Doctor of Athletic Training Degree

“…2(p3) Although not explicitly stated in the definition, as clinical scholars with advanced knowledge and skills, these individuals would have the requisite knowledge to serve as both clinical and classroom educators, and a desire to use the degree in these employment opportunities has been shown. 3 The DAT programs vary in program curricular content, delivery mode, and area of focus while including advanced practice skills, leadership development, or both. 4,5 Several potential reasons for ATs to pursue this educational opportunity include the shortage of clinically prepared leaders, the shortage of terminally prepared ATs able to teach within postbaccalaureate degree programs, and the need to produce individuals who can initiate and engage ATs at higher levels of clinical reasoning.…”