Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development

Autor/inn/en	Cavallario, Julie M.; Cohen, Gary W.; Wathen, Heather B. M.; Nelson, Emily Lynn; Welch Bacon, Cailee E.
Titel	Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development
Quelle	In: Athletic Training Education Journal, 16 (2021) 3, S.208-218 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Practicum Supervision; Professional Personnel; College Faculty; Role; Athletics; Allied Health Occupations Education; Student Development; College Students; Clinical Experience + Suchen Sie Ihr Suchwort? Personalbestand; Fakultät; Rollen; Leichtathletik; Collegestudent
Abstract	Context: Health care professions use a unique learning pattern in which education occurs both didactically and clinically. Previous research has focused on preceptor selection and training, but there has been limited emphasis on the perceived roles of didactic and clinical educators. Identifying potential discrepancies in perceived roles in student development may help improve athletic training student education through a shared understanding of role delineation. Objective: To understand the perceived roles of faculty and preceptors in athletic training student development. Design: Consensual qualitative research. Setting: Videoconference focus group interviews. Patients or Other Participants: Eight faculty, 7 preceptors, and 7 dual-role faculty/preceptors representing professional athletic training programs participated in this study. Data saturation guided the number of focus groups conducted. Data Collection and Analysis: Semistructured focus group interviews were conducted and transcribed verbatim. Four researchers used a consensus process to analyze data, identify emergent themes, and create a codebook independently. We created a consensual codebook using identified themes and subgroups. Trustworthiness was established with the use of multiple researchers and an external auditor. Results: Three themes emerged from the data: (1) contributors to role achievement, (2) challenges to role achievement, and (3) perceived improvements. Factors contributing to role achievement included positive relationships, effective communication, role development, student development, and socialization. Challenges to role achievement included preparation for the role, student commitment, role strain, ineffective communication, authenticity of learning, and preceptor willingness. Suggestions for perceived improvements included concept integration and application, programmatic leadership, and culture. Conclusions: Some participants identified ineffective communication as a challenge to role development. Others noted effective communication as a contributor to role development. Limited formal training exists for faculty and preceptors relative to their respective roles in student development, and many draw from their own past experiences to better fulfill those roles. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01