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Context Although guidance is available, no nationally recognized standard exists for medical documentation in athletic training leaving individual organizations responsible for setting expectations and enforcing policies. Previous research has examined clinician documentation behaviors; however, the supervisor's role in creating policy and procedures, communication expectations, and ensuring accountability has not been investigated. Objective Investigate supervisor practices regarding support, hinderance, and enforcement of medical documentation standards at an individual organization level. Design Mixed-methods. Setting Online surveys and follow-up interviews. Participants We criterion sampled supervising athletic trainers (ATs) (n=1107) in National Collegiate Athletics Association member schools. The survey collected responses from 64 participants (age=43±11 y, years of experience as supervisor=12±10 y) (access rate = 9.6%, completion rate = 66.7%) and 12 (age 35±6 y, years of experience as supervisor=8±5 y) participated in a follow-up interview. Data Collection and Analysis We used measures of central tendency to summarize survey data and the consensual qualitative research approach with a 3-person data analysis team and multi-phase process to create a consensus codebook. We established trustworthiness using multiple-analyst triangulation, member checking, internal and external auditing. Results Less than half of supervisors reported having formal written organization-level documentation policies (n=45/93, 48%), procedures (n=32/93, 34%), and an expected timeline for completing documentation (n=24/84, 2%). Participants described a framework relative to orienting new and existing employees, communication policies and procedures, strategies for holding employees accountable, and identifying purpose. Limitations included lack of time, prioritization of other roles and responsibilities, and assumptions of prior training and record quality. Conclusion Despite a lack of clear policies, procedures, expectations, prioritization, and accountability strategies, supervisors still felt confident in their employees' ability to clear complete and accurate records. This highlights a gap between supervisor and employee perceptions as practicing ATs have reported uncertainty regarding documentation practices in previous studies. Although supervisors perceive high confidence in their employees, clear organization standards, employer prioritization and mechanisms for accountability surrounding documentation will result in improved patient care delivery, system outcomes, and legal compliance.
Context Although guidance is available, no nationally recognized standard exists for medical documentation in athletic training leaving individual organizations responsible for setting expectations and enforcing policies. Previous research has examined clinician documentation behaviors; however, the supervisor's role in creating policy and procedures, communication expectations, and ensuring accountability has not been investigated. Objective Investigate supervisor practices regarding support, hinderance, and enforcement of medical documentation standards at an individual organization level. Design Mixed-methods. Setting Online surveys and follow-up interviews. Participants We criterion sampled supervising athletic trainers (ATs) (n=1107) in National Collegiate Athletics Association member schools. The survey collected responses from 64 participants (age=43±11 y, years of experience as supervisor=12±10 y) (access rate = 9.6%, completion rate = 66.7%) and 12 (age 35±6 y, years of experience as supervisor=8±5 y) participated in a follow-up interview. Data Collection and Analysis We used measures of central tendency to summarize survey data and the consensual qualitative research approach with a 3-person data analysis team and multi-phase process to create a consensus codebook. We established trustworthiness using multiple-analyst triangulation, member checking, internal and external auditing. Results Less than half of supervisors reported having formal written organization-level documentation policies (n=45/93, 48%), procedures (n=32/93, 34%), and an expected timeline for completing documentation (n=24/84, 2%). Participants described a framework relative to orienting new and existing employees, communication policies and procedures, strategies for holding employees accountable, and identifying purpose. Limitations included lack of time, prioritization of other roles and responsibilities, and assumptions of prior training and record quality. Conclusion Despite a lack of clear policies, procedures, expectations, prioritization, and accountability strategies, supervisors still felt confident in their employees' ability to clear complete and accurate records. This highlights a gap between supervisor and employee perceptions as practicing ATs have reported uncertainty regarding documentation practices in previous studies. Although supervisors perceive high confidence in their employees, clear organization standards, employer prioritization and mechanisms for accountability surrounding documentation will result in improved patient care delivery, system outcomes, and legal compliance.
Context Digital health represents a transformative shift in health care, emphasizing patient-centric outcomes over mere technological advancements. Digital health tools include artificial intelligence, telehealth, augmented or virtual reality, wearables and sensors, and electronic health records to enhance patient care and outcomes. However, challenges persist in preparing future health care providers for this evolving landscape, particularly in athletic training programs. Objective To explore current trends in integrating digital health tools within professional athletic training programs. Specifically, we assessed educators’ teaching practices related to digital and computer skills, their anxiety toward technology, and the incorporation of digital health tools in both classroom and clinical settings. Design Cross-sectional study. Setting Online survey. Patients or Other Participants One hundred twenty-eight athletic training educators from Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Data Collection and Analysis Between February 2024 and April 2024, participants completed an online survey that explored teaching practices, technology anxiety using the Abbreviated Technology Anxiety Scale, and integration of digital health tools. Descriptive statistics were used for data analysis. Results Findings indicated that a significant portion of educators needed to be teaching foundational computer literacy or digital health equity. Most participants expressed low to mild technology anxiety. Although educators are open to adopting digital health tools, only 45% had previous preparation in digital health, suggesting a need for formal faculty training in this area. Despite this, there was a high level of interest in integrating digital health tools into curricula, though uncertainty remained about expanding Commission on Accreditation of Athletic Training Education standards related to digital health. Conclusions The study highlights a gap between the rapid advancement of digital health technologies and the current educational practices in athletic training programs. Enhanced instructional strategies and continued professional development focused on digital health tools are needed to prepare future providers. Addressing these gaps will ensure that emerging technologies are effectively integrated into athletic training education and future patient care.
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