Athletic Training Students' Perceptions of the Pearls Model for Feedback: A Qualitative Case Study

Autor/in	DiVirgilio, Raymond
Titel	Athletic Training Students' Perceptions of the Pearls Model for Feedback: A Qualitative Case Study
Quelle	(2023), (108 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6382-0
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Athletics; Feedback (Response); Models; Student Attitudes; Clinical Experience; Simulation; Allied Health Occupations Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leichtathletik; Analogiemodell; Schülerverhalten; Simulation program; Simulationsprogramm
Abstract	This study examined whether athletic training students in a four-year undergraduate entry-level accredited athletic training program in a postsecondary institution perceived the PEARLS model as effective in providing feedback. Although students look to the feedback process to help them better understand their skill and performance level when performing clinical simulation scenarios, they often do not follow through on skills performance feedback from their instructor due to a perceived lack of relevance and/or feelings of frustration, demotivation, or anger from the instructor's clinical feedback. Research indicates that feedback helps provide students with help to improve their skills. The study's purpose was to determine if the PEARLS model for providing feedback was perceived as effective by athletic training students. Using the theoretical framework of Vygotsky's theory of social constructivism, the PEARLS model uses strategies that engage both the student and the instructor to work together in developing an environment tailored to the student's needs to promote the improvement of skill performance and development. The researcher used a qualitative methodology with a case study design to recruit participants from a four-year undergraduate athletic training program who have had experience performing a clinical simulation scenario but have not been given feedback with the use of the PEARLS model. The participants participated in a clinical simulation scenario and received feedback using the PEARLS model. They then participated in a one-on-one interview to answer questions concerning their perception of using the PEARLS model. Data analysis from the study showed that student athletic trainers perceived the PEARLS model as effective. The implications for question one of the study showed that athletic training students perceived feedback and student-instructor relationship were effective using the PEARLS model. Students did not find anything least effective with the PEARLS model for question two. For question three, only a few of the students would have liked to receive feedback sooner in the process. Further research recommendations would be to expand the research to a larger population of athletic training programs for a longer period of time and employ the instructor's perception of the effectiveness of the PEARLS Model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01