Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education

Autor/inn/en	Kinslow, Beth L.; Schmies, Holly; Armstrong, Kirk J.; Martin, Malissa
Titel	Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education
Quelle	In: Athletic Training Education Journal, 14 (2019) 2, S.128-134 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Athletics; Allied Health Occupations Education; Teaching Methods; Instructional Effectiveness; Medical Evaluation; Medical Services; Undergraduate Students; Blended Learning; Simulation; Case Method (Teaching Technique) + Suchen Sie Ihr Suchwort? Leichtathletik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Arzt; Simulation program; Simulationsprogramm; Case method; Fallmethode
Abstract	Context: Athletic training education should focus on evidence-based teaching through providing authentic learning opportunities. Objective: To examine the effectiveness of 2 different instructional methods' impact on pre-athletic training students' assessment and treatment of a patient with exertional heat stroke (EHS). Design: A pretest, posttest randomized control trial study design was used. Setting: Five undergraduate athletic training programs. Patients or Other Participants: Thirty-six pre-athletic training students volunteered to participate. Thirty-two participants completed the research interventions (19 = hybrid simulation [HS], 13 = case-based learning [CLB]). Intervention(s): All participants received educational material and classroom presentation regarding EHS. Participants completed the preintervention Knowledge, Preferences, and Practices of Certified Athletic Trainers Regarding Recognition and Treatment of Exertional Heat Stroke (KPP-EHS) survey. Approximately 2 to 3 weeks after receiving the educational material, the participants completed HS or CBL intervention protocol and completed the postintervention KPP-EHS survey. The HS intervention consisted of a clinical scenario using a standardized patient and rectal thermometer task trainer. The CBL intervention involved completing a case-study worksheet regarding a clinical scenario. At the 6-week follow-up time point participants completed the KPP-EHS survey. Main Outcome Measure(s): Composite and subscale scores from the KPP-EHS survey. Results: A factorial repeated measure 2 x 3 (Group x Time) analysis of variance revealed a statistically significant main effect for time of the total composite score of both groups (F = 28.005, P = 0.000, partial n[superscript 2] = 0.659). Bonferroni post hoc testing revealed a statistically significant difference between time points 1 and 2 (mean difference = -25.176, P = 0.000, 95% confidence interval -34.036, -16.317) and time points 1 and 3 (mean difference = -32.842, P = 0.000, 95% confidence interval -44.917, -20.767). Conclusions: Athletic training educators should consider the use of HS and CBL in conjunction with didactic course work to prepare students to appropriately manage EHS. (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	2020/1/01