Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

Welch, Cailee E.; Lunen, Bonnie L. Van; Hankemeier, Dorice A.; Wyant, Aimee L.; Mutchler, Jessica; Pitney, William A.

doi:10.4085/1062-6050-49.2.14

Cited by 31 publications

(35 citation statements)

References 35 publications

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“…Recently, researchers 24 have revealed that whereas ATs perceive they have retained knowledge gained from the Web-based modules, they have not shifted that knowledge to their daily practices in patient care. For this reason, it is necessary to seek strategies that will be most effective in bridging the gap between knowledge and practice.…”

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confidence: 99%

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Welch

Hankemeier

Wyant

et al. 2014

Journal of Athletic Training

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Context:The shift to a culture of evidence-based practice (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not practicing in an evidence-based manner. Exploring perceived strategies to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to practice to improve patient care.Objective: To explore beneficial strategies and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical practice.Design: Qualitative study. Setting: Individual telephone interviews.Patients or Other Participants: Twenty-five ATs (12 educators, 13 clinicians; athletic training experience ¼ 16.00 6 9.41 years) were interviewed.Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data.Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily practices.Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create strategies that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs and to determine successful strategies to implement EBP into didactic curricula and clinical practice. Additional focus should be given to which strategies most effectively produce changes in clinical practice.Key Words: professional responsibility, mentorship, evidence-based medicine, qualitative research Key PointsParticipants perceived that certain strategies might enhance the inclusion of evidence-based practice concepts throughout athletic training. Researchers should continue to identify effective educational interventions for athletic trainers and determine successful strategies to implement evidence-based practice into didactic curricula and clinical practice. Focus also needs to be placed on strategies that most effectively achieve knowledge translation to effect change in clinical practice.

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confidence: 99%

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Welch

Hankemeier

Wyant

et al. 2014

Journal of Athletic Training

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“…15,16 Data analysis within the CQR framework includes a four-part process: (1) identify code domains, (2) extract core ideas from each 15,16 A detailed description of the CQR data analysis process has been previously published. 15,16,18 The frequency counts for each category were divided into four components: (a) general, (b) typical, (c) variant, (d) rare. 16 For this qualitative study, a category was considered general if it applied to all or all but one participant cases, typical if it applied to seven or more cases, variant if it applied to less than seven cases, or rare if the data only related to one or two participant cases.…”

Section: Discussionmentioning

confidence: 99%

“…15,16 The CQR approach has been previously established in athletic training research. [17][18][19][20] This study was approved by the A.T. Still University Institutional Review Board and email consent was obtained from each participant, along with verbal consent prior to each participant's interview.…”

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confidence: 99%

Athletic Trainers’ Perceived Challenges Toward Comprehensive Concussion Management in the Secondary School Setting

Bacon

Cohen

Kay

et al. 2018

International Journal of Athletic Therapy and Training

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Available financial and personnel resources often dictate the specifics of concussion policies and procedures in the secondary school setting. The purpose of this qualitative study was to explore athletic trainers' perceived challenges toward comprehensive concussion management in the secondary school setting. The findings indicate several challenges exist toward concussion management in the secondary school, including facility, personnel, and community resources, education levels of various stakeholders, and general perceptions of concussion and athletic trainers. It is important to identify challenges athletic trainers may face in order to develop strategies to align current concussion management procedures with current best practices.Keywords: concussion education, traumatic brain injury, return-to-play, multidisciplinary collaborationIn the United States, between 1.1-1.9 million sport-related concussions occur annually among adolescents under the age of 18, and approximately 2,800-5,000 of these concussion cases result in hospitalization. 1 Therefore, proper assessment and management of this public health concern is crucial. Current best practice guidelines suggest concussion assessment should include a multidimensional evaluation (i.e., cognition, symptoms, balance assessment, oculomotor function) both pre-and postinjury. 2,3 While the most current consensus recommendations suggest the use of baseline testing is inconclusive, 2 benefits of baseline testing not only include an opportunity to educate student-athletes about the risks associated with concussion and the importance of reporting concussion symptoms, 4 but also provide clinicians with individualized patient data that can be used for direct comparison during postinjury concussion management. 5 However, although the utility and frequency of baseline testing for student-athletes that are still maturing and developing has been argued, 6-8 researchers have reported that baseline assessment scores improve as an adolescent matures. [8][9][10][11] Therefore, if baseline testing is considered for adolescent studentathletes, it is recommended that the student-athlete complete baseline testing for a second time prior to tenth grade, 9 if not on an annual basis.Following a concussion, a multifaceted approach, similar to baseline testing, is recommended for the diagnosis and management of a concussed student-athlete. 2,3 To effectively monitor the concussed student-athlete and manage all aspects of the studentathlete's health-related quality of life, a multidisciplinary concussion management team is recommended. 12 Outside medical professionals (e.g., primary care physician, concussion specialist) and school-affiliated health care personnel (e.g., athletic trainer, school nurse) should evaluate, monitor, and track symptoms, while school personnel should monitor and track academic and emotional changes of the concussed student-athlete. In the home environment, family members should monitor symptoms, including sleep-related symptoms, as well as impose prescribed...

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“…Previous research [10][11][12][13][14] in athletic training shows that foundational knowledge of EBP concepts is low. Stand-alone workshops, journal clubs, and clinically integrated teaching improve knowledge of EBP and critical appraisal in medicine, 15 whereas web-based modules increase foundational EBP knowledge in athletic trainers (ATs).…”

Section: Athletic Trainers' Current Knowledge and Envisioned Use Of Fmentioning

confidence: 99%

“…Stand-alone workshops, journal clubs, and clinically integrated teaching improve knowledge of EBP and critical appraisal in medicine, 15 whereas web-based modules increase foundational EBP knowledge in athletic trainers (ATs). 12,14 In addition to knowledge, information has been previously disseminated regarding barriers to use and implementation of EBP. [16][17][18][19][20][21] Although valuable in content, these previous studies were conducted before the implementation of the BOC requirement regarding EBP continuing education.…”

Section: Athletic Trainers' Current Knowledge and Envisioned Use Of Fmentioning

confidence: 99%

Athletic Trainers' Current Knowledge and Envisioned Use of Foundational Evidence-Based Practice Concepts

Manspeaker

Hankemeier

2017

Athletic Training Education Journal

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Context: The Board of Certification (BOC) requires 10 continuing education units (CEUs) in evidence-based practice (EBP) each reporting period. It is unknown whether participation in programming in the Foundations category for CEUs results in improved knowledge of and confidence in EBP.Objective: To examine a continuing professional education (CPE) program in relation to perceived knowledge of and confidence in EBP concepts among athletic trainers (ATs) and to determine ATs' perceptions regarding barriers to, use of, and resources for EBP.Design: Mixed-methods, within-subjects design; preintervention-postintervention evaluation of ATs' EBP knowledge and perceptions.Setting: A CPE workshop hosted at 2 Division I universities.Patients or Other Participants: Convenience sample of 123 AT workshop attendees. Intervention(s): Five-hour BOC-approved Foundations of EBP workshop.Main Outcome Measure(s): The Evidence-Based Concepts: Knowledge, Attitudes, and Use survey. The ATs' EBP knowledge was assessed via multiple-choice questions. Descriptive statistics, differences between scores, and correlations were ascertained. Open-ended questions were classified according to common themes and coded.Results: The 11-point knowledge score showed knowledge increased significantly (t ¼ À12.42, P , .001, d ¼ 1.31, 95% confidence interval ¼À2.41, À1.75) preworkshop (mean ¼ 6.39 6 1.63) to postworkshop (mean ¼ 8.47 6 1.55). Confidence in knowledge increased significantly (z ¼À9.51, P , .001) preworkshop (median ¼ 26) to postworkshop (median ¼ 38). The ATs identified barriers to EBP use as time, resources, environment, and experience in EBP; envisioned use of EBP included implementing patient-reported outcomes and internet resources.Conclusions: This workshop demonstrated improved immediate perceived knowledge and confidence in EBP concepts. Although a larger number of clinical EBP programs have been approved by the BOC, Foundations of EBP programming is valuable for CEU opportunities to narrow the gap regarding EBP knowledge. Future investigations may evaluate transference of EBP knowledge into professional practice.

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Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

Cited by 31 publications

References 35 publications

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Athletic Trainers’ Perceived Challenges Toward Comprehensive Concussion Management in the Secondary School Setting

Athletic Trainers' Current Knowledge and Envisioned Use of Foundational Evidence-Based Practice Concepts

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