Questioning and Feedback in Athletic Training Clinical Education

Barnum, Mary G.; Guyer, M. Susan; Levy, Linda; Willeford, Katherine; Sexton, Patrick; Gardner, Greg; Fincher, A. Louise

doi:10.4085/1947-380x-4.1.23

Cited by 24 publications

(29 citation statements)

References 13 publications

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“…Another preceptor said, "I actively attempt to spark a student's intellectual curiosity by asking them plenty of athletic training oriented questions." Comparable to Barnum's findings, 12 our preceptors used questioning as a means to facilitate student learning and knowledge application. Although we did not uncover the types of questioning used, the data suggests that our participants were concerned with facilitating learning through the questions they asked their students.…”

Section: Resultsmentioning

confidence: 52%

“…To achieve this, they used a combination of clinical questioning, as well as hands-on learning. The use of questioning has been a popular method used by preceptors to encourage critical thinking, 12 and has been found to improve student learning, as it forces the stu- Table of Contents dent to recall information as well as apply it to real-life situations. [11][12] One preceptor, for example, shared the following while discussing their clinical instructional style, "[I] ask students questions to encourage their own clinical thinking process.…”

Section: Resultsmentioning

confidence: 99%

“…26 Our preceptors also cited feedback as critical to the students' clinical independence and professional development, as it helped provide confirmation, affirmation, and constructive direction for improvement. [11][12]29 One of our preceptors highlighted the use of feedback as a learning tool and a means to improve the student's performance. She stated, "Learn by doing.…”

Section: Resultsmentioning

confidence: 99%

“…Some of these techniques include questioning and feedback, discussion and debate, and teachable moments. [8][9][10][11][12] Each method is designed to stimulate critical thinking and skill application in the clinical education setting. The use of questioning appears to be the most common method of instruction used by nursing educators, 13 but there is a limited understanding of the methods implemented by athletic training preceptors.…”

Section: Clinical Instructional Methods Employed By Preceptors In Thementioning

confidence: 99%

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Clinical Instructional Methods Employed by Preceptors in the Clinical Setting

Mazerolle

Bowman

Dodge

2012

Athletic Training Education Journal

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Context: Clinical education is critical to athletic training students' professional development. Instructional style can vary between preceptors, and little information is available regarding popular methods used by athletic trainers serving as preceptors. Objective: To uncover the common instructional styles used by athletic trainers supervising athletic training students in the clinical setting. Design: Qualitative study. Setting: Online interviewing via Question Pro™. Patients or Other Participants: Twenty-four athletic training preceptors with an average age of 32±7 years (11 male, 13 female) volunteered for the study. On average, the preceptors had 9±6 years of clinical experience, and had served an average of 5±3 years as preceptors. The preceptors were employed in the collegiate (n=12) and secondary school settings (n=12). Data Collection and Analysis: We completed a general inductive study using online, asynchronous in-depth interviewing via Question Pro™. Credibility was secured using peer review, intercoder agreement, and member checks. Data was analyzed inductively to uncover the dominant themes, and recruitment was guided by data redundancy. Results: Three dominant themes emerged from the data: First, preceptors engaged athletic training students through discussions and questioning to facilitate learning and critical application; second, they provided athletic training students with the independence and autonomy to develop their own clinical style and abilities by providing an authentic experience; and finally, preceptors fostered a learning environment that allowed athletic training students to feel their preceptor was approachable. Conclusions: Preceptors promoted learning by mentoring students through a professional relationship and by creating an authentic learning experience that challenged the student to think, apply their knowledge, and gain confidence by being an active learner.

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Section: Resultsmentioning

confidence: 52%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Clinical Instructional Methods Employed By Preceptors In Thementioning

confidence: 99%

See 2 more Smart Citations

Clinical Instructional Methods Employed by Preceptors in the Clinical Setting

Mazerolle

Bowman

Dodge

2012

Athletic Training Education Journal

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“…15 Our results indicate that because of the role strain that often occurred, providing appropriate feedback to students was a common challenge associated with serving as a preceptor. Feedback has been highlighted as important to the overall learning experience; 16 therefore, student learning has the potential to suffer in instances where preceptors are unable to provide adequate feedback because of conflicting roles. Limited interactions with preceptors has also been shown to decrease clinical integration, which has implications for socialization and persistence of ATSs.…”

Section: Role Strainmentioning

confidence: 99%

Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

Dodge

Mazerolle

Bowman

2014

Athletic Training Education Journal

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Context Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented concern for the preceptor, yet limited information is available regarding other issues faced while supervising ATSs. Objective To explore preceptor challenges. Design Qualitative study. Setting Athletic training programs. Patients or Other Participants A total of 41 preceptors from 2 different data collection procedures (cohorts) participated in the study. Preceptors had an average of 6 ± 2 years (cohort 1) and 5 ± 3 (cohort 2) years of experience as clinical educators, respectively. The preceptors were distributed between college (25) and secondary school (16) settings. Data Collection and Analysis Data were collected via telephone interviews (cohort 1) and asynchronous online interviews using Question Pro (cohort 2). We used a combination of grounded theory and inductive procedures for data analysis. Credibility of the data was established by investigator and data analyst triangulation in addition to peer review. Results Role strain was reported by preceptors as they attempted to balance their responsibilities as health care providers and clinical educators. Working conditions characterized by long hours, high patient volumes, and inadequate compensation hindered preceptors' ability to foster a positive learning environment. Because of contrasting personalities and different expectations, some preceptors experienced challenges interacting with students. Conclusions The preceptor position involves meeting the high standards for education and health care simultaneously. Preceptor training does not often address the challenges of balancing multiple roles. It therefore becomes important for ATSs and preceptors to develop strong lines of communication and determine an appropriate schedule for educational activities. Clinical coordinators should consider both the personalities of preceptors and ATSs and the workload of the preceptor when determining clinical assignments.

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